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CHARACTERISTICS OF SOUND

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  1. CHARACTERISTICS OF SOUND Experiential Learning • Explore your instrument with a partner • What are the characteristics of the sounds you hear that are common to all sounds? • Record these as a large group.

  2. CHARACTERISTICS OF SOUND DYNAMICS: • How loud or soft is it? TIMBRE: • What is its characteristic sound? (quality of the sound) DURATION: • How long or short is the sound? PITCH: • How high or low is the sound?

  3. Presentation Overview • Characteristics of Sound- overview Dynamics • Experiential Learning • Ministry expectations (dynamics) • Key Questions • Content • Symbols and language • Teaching activities or strategies

  4. DYNAMICS:Experiential Learning In a Dark Wood (p.30 Musicanada 3) • Say the chant without any dynamics • Explain to the students what fff to ppp means. • Say the chant with the dynamics as marked. • Work on articulation and diction.

  5. Dynamics Experiential Learning • Read Secret Song • How do we know when to say words loudly? • How do we know when to say words softly? • How do we know when to get louder or softer?

  6. DYNAMICS:Experiential Learning Someone Came Knocking (p. 108Musicanada 3) Teach song using rote or tape method. Teach dynamics at the end of the song. Add the dynamics as you sing. Work on crisp articulation and contrasting legato (smooth) singing.

  7. Ministry ExpectationsDynamics • Sing or play expressively, giving particular attention to using suitable dynamics, tempi and phrasing. (Gr. -6) • Create musical compositions that show appropriate use of the various elements of music ( tempo, dynamics, melody, form, texture, tone colour and perform them. Gr 5-6) • Describe how the various elements of music are used to create mood in two music pieces of different styles. (Gr. 5-6)

  8. Ministry ExpectationsDynamics • Identify examples of dynamics in their life and in music (Gr. 1) and how they are achieved (Gr. 2) • Identify the dynamics in familiar pieces of music (Gr. 3) • Indicate with appropriate hand movements the dynamics heard in familiar pieces of music (Gr. 3)

  9. DYNAMICS:Key Questions • What do students associate with loud sounds or soft sounds? • What language do they have to describe the differences? • What choices of dynamics do they make? Why?

  10. DYNAMICS:the varying degree of loudness Content • music may be loud or soft or get louder or softer • sounds may get suddenly louder • melodies and pieces may have a dynamic shape or a steady dynamic level

  11. DYNAMICS:LANGUAGE AND SYMBOLS • Pianissimo pp very soft • piano p soft • mezzopiano mp medium soft • mezzoforte mf medium loud • forte f loud • fortissimo ff very loud • sforzando sf sudden loud note • cresendo < getting louder • decresendo > getting softer

  12. DYNAMICS: ACTIVITIES • Singing: sing a song all at one level and contrast it by singing with dynamics • Chanting: Do a chant all at one level and do same one with dynamics • Creative thinking: have children add their own dynamics to a familiar piece or chant.

  13. Summary of Dynamics • Characteristics of Sound • Experiential Learning examples • Ministry expectations • Key Questions • Content • Symbols and language • Teaching activities or strategies

  14. Timbre:distinctive character of a sound Overview: • Experiential Learning • Definition • Ministry expectations • Key Questions • Categories • Activities and teaching strategies

  15. Timbre:Experiential Learning Kindergarten: • Make an assortment of shakers using white and black film canisters (free at Walmart) • Students can see what makes the sound in the white canister. • Pick three pairs with very distinctive sounds and have students find matching pairs • Increase number of sounds and difficulty with additional shakers.

  16. Timbre:Definition • What is timbre? • distinctive character of a sound • Why is timbre important? • What expectations/activities would be included in the curriculum to teach timbre?

  17. Ministry Expectations • identify correctly specific sounds heard in their classroom (door closing, chalk squeaking) Gr. 1 • Produce a specific effect (sound of wind, farm animals) using various sounds sources (e.g. voice body, musical instruments, “found materials” Gr. 1 • Create simple accompaniments and sound effects to songs, poems and chants using various sound sources (voice, body, instruments, or “found” sounds) Gr. 1-3

  18. Ministry ExpectationsExperiential Learning • Look at worksheet from Teacher’s Choice Grade 1 lesson 1. • Create a rainstorm using body percussion

  19. Ministry Expectations • Identify the four families of orchestral instruments (strings, woodwinds, brass, percussion) Gr. 2 • Create or arrange music or a song to accompany a reading, dramatization, using appropriate rhythm instruments, body percussion, or “found” sounds Gr. 3-6 • Identify the instruments within the percussion family of orchestral instruments Gr. 3

  20. Ministry ExpectationsExperiential Learning • Look at 2 worksheets produced using Inspiration. What grade would you use them? • Look at Inspiration slides and demonstrate how to use the technology. • Play instrument selections from Grade 6 Canada Is Music CD and label symphony orchestra pictures at back of the music classroom

  21. Ministry Expectations • Identify the individual instruments of the woodwind, brass, string and percussion families Gr. 4 • Recognize and classify the various instruments (woodwind, brass, stringed, percussion) Gr. 5

  22. Ministry Expectations • Identify the individual instruments of the woodwind, brass, string and percussion families Gr. 4 • Recognize and classify the various instruments (woodwind, brass, stringed, percussion) Gr. 5

  23. Timbre:distinctive character of a sound Key Questions: • Do they have the vocabulary for comparing a range of sound sources? • Can they make choices for their own compositions?

  24. TIMBRE : CONTENT Categories for timbre • Environmental: natural sound , man made sounds • Voice: man, woman and child • soprano, alto, tenor, bass, counter tenor, falsetto • choirs: adult, children’s, male, mixed

  25. TIMBRE : CONTENT • Body: stamp, patsch, clap, snap • Orff Instruments: tuned percussion instruments - glockenspiel, marimbas, metalophone, xylophone, hand drums • Electronic: synthesizers, keyboards, computer • Boomwackers: Plastic tubes of various lengths to produce different pitches

  26. CATEGORIES FOR TIMBRE ORCHESTRA: • Families of instruments: • String: • violin, viola, cello, bass • Brass: • trumpet, French horn, trombone, tuba • Woodwind: • flute, piccolo, oboe, English horn

  27. CATEGORIES FOR TIMBRE • Percussion: • timpani, snare drum, bass drum, cymbals, bells, xylophone, claves etc. • Keyboard: • piano, organ, synthesizer • Folk: • guitar, ukulele, autoharp

  28. TIMBRE: ACTIVITIES • Create a vocabulary list of sound words. • Try out various ways to use voice. • Listen to identify instruments. • Build your own instruments. • Have students make and use instruments.

  29. TIMBRE: ACTIVITIES • Play timbre matching games. • Interpret a story using various timbre. • Analyze a story using timbre. • Add instruments or found sounds to create soundscapes or accompaniments.

  30. My Moccasins Have Not Walked My moccasins have not walked Among the giant forest trees My leggings have not brushed Against the fern and berry bush My medicine pouch has not been filled With roots and herbs and sweet grass My hands have not fondled the spotted fawn My eyes have not beheld The golden rainbow of the north My hair has not been adorned With the eagle feather Yet My dreams are dreams of these My heart is one with them The scent of them caresses my soul. Duke Redbird

  31. BANG! Smash! Sh… Bang! Smash! Noisy beat! Smash! Crash! Clatter! Louder, louder, louder, pop! Noise, noise, noise, stop! (no words, express the beat with sound) Sh… Sh… Tippy toe. Sneaky, creaky, off we go…

  32. Summer Showers The rain comes in sheets Sweeping the streets. Here and here and here, Umbrellas appear. They tilt and they lean Like mushrooms, like flowers, They grow when it showers.

  33. Billy Boy’s Boots Billy boy’s boots are big And Billy boy like to jump So Billy boy’s boots go Bumpety, bumpety, bumpety, bumpety bump!

  34. Couldn’t Sleep Last Night Couldn’t sleep last night With the thunder and the lightning, And the dog on the bed And the chicken in the kitchen At the Barnyard farm. Couldn’t sleep at all last night With the baby crying And the thunder and the lightning, And the dog on the bed And the chicken in the kitchen At the Barnyard farm. Couldn’t sleep at all last night With my Daddy snoring… Couldn’t sleep at all last night With the cows a mooing…

  35. Dynamics & Timbre: Experiential Learning Dynamics: Music Ace I Sessions 12 • In this lesson you explore same pitch different volume and higher, lower or same pitch with different volume. Try at least the first 2 parts of the lesson. Timbre: Music Ace 1 Session 16 explores same pitch different timbre, higher and lower pitch different timbre. Try at least the first 2 parts of the lesson.

  36. Summary: Timbre • Experiential Learning • Definition • Ministry Expectations • Key questions • Categories • Environment • Voice and body • Instruments • Activities and teaching strategies

  37. DURATION: How long or short is it? Overview • Definition of terms • Ministry Expectations • Key questions • Content • Activities and teaching strategies

  38. RHYTHM:Experiential Learning The Grand Old Duke of York(Musicanada 2 p. 20) • Teach the song by tape method. • Questions: How many men did he have? Where did he take them? • Keep the beat in different parts of your body as you listen to the tape. • Join in the singing as you learn the words to the first verse. • Keep the beat in your feet as you march around the room. Add actions to match words. Can you also keep the rhythm in your hands? • Extensions: Open text and follow the dynamic and tempo markings as shown.

  39. RHYTHM:Experiential Learning Everybody Put a Little Bit In (Up with People) Gr. 3-5 Why can we use this live performance music? • Teach song using tape method. • Questions to focus listening: What have these musicians done in their travels? What have they learned? • Join in with the hand jive as soon as you can. Extensions: • Have students create own actions or dance steps or write additional verses.

  40. Everybody Put a Little Bit In Where ever you’re going, where ever you’ve been, Everybody puts a little bit in. What ever the colour of your skin, Everybody puts a little bit in. In this whole world, we’re all kin, Everybody put a little bit in. Got nothin’ to loose, ‘cause we all win When everybody puts a little bit in. Well we all carry treasures that make us unique, From the culture we show to the language we speak. And we’re all street singers in our own way With our tales to tell and our songs to play.

  41. Everybody Put a Little Bit In Well, we’ve traveled a lot of miles And we’ve made a lot of friends, Sang a few songs and we sang them again. We see all kinds of people Comin’ down the street. They sing a different tune And they walk a different beat. And their faces tell the story Of the places they have been Might just be a dime in the hand of time But they all put a little bit in.

  42. Everybody Put a Little Bit In And our faces tell the story Of the places they have been Might just be a dime in the hand of time But we all put a little bit in Where ever you’re going, where ever you’ve been, Everybody puts a little bit in. Chinese or Pole, Egyptian or Finn Everybody puts a little bit in. In this whole world, we’re all kin, Everybody put a little bit in. Got nothin’ to loose, ‘cause we all win When everybody puts a little bit in.

  43. DURATION: How long or short is it? • RHYTHM: • relates to the organization of time • ARTICULATION: • the speed and energy of a note • BEAT: • the steady pulse • TEMPO: • speed of music