Music and the Curriculum

1. Music and the Curriculum some practical applications How music can benefit learning in other subject areas Jack Stanfill Notes/handouts at: http://imet.csus.edu/imet2/stanfillj/

2. 2 Music is… experiential, participatory, body, meaningful aModalityfor learning. used to Enhancelearning. emotions/feeling, affective, an intelligence, perception a Subjectfor learning. skills, conceptual, discipline, performance

3. 3 Music in the Curriculum Enhancement Modality Subject music teacher classroom teacher Also see “Popular Literature” and “Making Connections” at http://imet.csuc.edu/imet2/stanfillj/

4. Body-brain Compatible Learning 4 EMOTION MEANINGFUL EXPERIENCE

5. 5 Movement Movement Movement Movement Movement Movement

6. 6 Rhythm Rhythm Rhythm Anything done with rhythm will be successful. Steady beat is the glue that holds music together.

7. 7 Pulse The melody may be the line of music, but its soul is in its pulse. METRONOME MARKING The adult resting heart rate is about 60 beats per minute. TEMPO

8. Twilight Zone 8 MANHATTAN TRANSFER

9. Children need to feel the beat 9 before they speak to it. Step to this! Irish Washerwoman The King is Coming! Montezuma, Cusco, from Apurimac II “One More Go ‘Round”, James Taylor from New Moon Shine Your Move!

10. 10 “Take Five” 5/4 DAVE BRUBECK

11. 11 Alliteration Exercise choice ownership intrinsic motivation 1. Form small groups. ( 1 min.) 2. Create or recall an alliterative poem. ( 2 min.) 3. Rhythmically develop your poem.( 3 min.) 4. Perform for the class. See “Peter Piper” and “Upper Level Name Game” at http://imet.csus.edu/imet2/stanfillj/

12. 12 Factors for meaningful learning RELEVANCE EMOTIONS CONTEXT PATTERN-MAKING

13. 13 Purposely engage emotions through movement. Emotions Learning Movement

14. 14 Music is… experiential, participatory, body, meaningful aModalityfor learning. used to Enhancelearning. emotions/feeling, affective, an intelligence, perception a Subjectfor learning. skills, conceptual, discipline, performance

15. 15 Patterns Rhythm Patterns Word Rhythm (rhythm of the words)

16. 16 Chant Rap Before there was rap, there was chant. Rhyme: Speaking in rhythm. Chant: Speech patterns set to a steady beat. Rap: Stylistic speaking in rhythm to a steady beat. Repeated speech patterns are called ostinato and provide an underpinning of texture to the text. See “Chant” at http://imet.csus.edu/imet2/stanfillj/

17. 17 CUE SHEET FOR RHYTHMIC NOTATION (handout) In music, speech rhythm translates into note values. Generally, duration is a function of vowels and articulation is a function of consonances. See “Rhythm Cue Sheet” at http://imet.csus.edu/imet2/stanfill

18. 18 Call and Response

19. Food Pyramid Chant 19

20. Language Arts 20 Poems Raps See “Haiku” and “Riddles” at http://imet.csus.edu/imet2/stanfillj/

21. 21 Choral Reading This requires group reading of text aloud to music. “We Didn't Start the Fire” "March" from the Nutcracker Eine Kleine Nachtmusik See “Choral Reading Group” at http://imet.csus.edu/imet2/stanfillj/

22. Melody 22 What we sing is a melody. Research shows that singing helps imbed subject memory. Teachers have been using songs to help teach subject matter for years. See “Melody” at http://imet.csus.edu/imet2/stanfillj/

23. To the Tune of… 23

24. A - E - I - O - U ____ , Sing the vow – els through . 24 Long Vowel Sounds S = so M = mi S S S M M

25. 25 Listening COLLECTION Beauty and the Beast Story music The Planets Tone poem 23” A Lincoln Portrait Tone poem 16” The Moldau Program music 15” See “Listening Collection” at http://imet.csus.edu/imet2/stanfillj/

26. 26 Other Program/Tone Poem Music “Pacific 231”, Honneger “Grand Canyon Suite” “Mississippi Suite” “Death Valley Suite” Grofe “Suite from Peer Gynt”,Grieg “In the Steppes of Central Asia”, Borodin “Pictures at an Exhibition”, Mussorgsky “Prelude a l’apres-midi d’un faune” and “La Mer”, Debussy “The Sorcerer’s Apprentice”, Dukas “An American in Paris”, Gershwin “Romeo and Juliet”, Tchaikovsky See “Program Music List” http://imet.csus.edu/imet2/stanfillj/

27. 27 Music in the Day Release from tension Relaxation Energize Recreation Transition See “Music in the Day” at http://imet.csus.edu/imet2/stanfillj/

28. 28 Music Connections http://imet.csus.edu/imet2/stanfillj/

29. 29 Correlation to Other Subjects Language arts Math Social studies Science content music http://imet.csus.edu/imet2/stanfillj/

30. 30 Subject Correlations Language Arts Social Studies Music in… Math Science Physical Education http://imet.csus.edu/imet2/stanfillj/

31. 31 Music and Language Arts Group Listen to a Song and… Music and Language Arts Activities Creating a Jazz Story with Your Class Jingle Bells Mad Libs Deck the Halls http://imet.csus.edu/imet2/stanfillj/

32. 32 Correlation Examples “Share the Music”, McGraw-Hill, 1996 “The Music Connection”, Silver Burdett, 1996 “Weevily Wheat” http://imet.csus.edu/imet2/stanfillj/

33. 33 Science of Sound Found Sounds Instrument Making

34. 34 This presentation has been less about advocacy for music in the schools and more about the accessibility of music in your teaching world. Music is an expression within each of us. It’s ability to connect with various aspects of our lives has no boundary. Get kids singing as early as possible and music will be their friend for the rest of their lives. (see “Choosing Music to Soothe…” on the web site)

35. Please visit the Jack Stanfill web site at http://imet.csus.edu/imet2/stanfillj/ e mail musicview@hotmail.com