Journal #2

Over the past few weeks we have been examining several education avenues covering the general topic of teaching music to children. We have discussed topics such as using relative topics of songs with the appropriate age groups to ensure that the music lesson is as effective as possible. We learned the techniques such as tone syllables and hands signs to teach songs by notes. We spoke about utilizing tangible object to assist in the children visualizing and understanding the concepts behind music notes and rhythm. Recently we concluded our first lesson plan projects, which we taught a musical concept to several of our classmates as they were children of a desired grade level.
One of the most interesting aspects of this class is how we learn to utilize the lessons and concepts that are conveyed to us as possible techniques to teach children. We took a closer look at the interest of various age groups- whether it is food, animals, nature, family, or abstract ideas we simply brainstormed ideas according to the grade. Usually we grasped concepts best when we actually go thru the motions; we learned the hand syllables for music by making our own dance using the hand signals that we were suppose to perform for the class. We took a look at sheet music outlined with pictures that depicted the rhythm and notation value to help us understand the importance of getting across the ideas of keeping count in music. There was also the lesson plan that we recorded and critiqued as a class that enabled us to see what it is like to be on the other side as a teacher. It was interesting teaching the lesson plans and seeing how teachers improvise throughout the day when things do not go as previous plan. We learn how to plan for the gap of mysterious given the fact that nothing in life is perfect.
It is important to learn these concepts to be great effective teachers. It is the teacher’s responsibility to relay messages to the students to understand. Teachers have to possess the capability to achieve that goal, no matter how much of a hard time the student is having understanding the material. We have to understand the fact that children learn differently, one has to be able to incorporate sufficient skill techniques to capture the entire classroom and the lessons we complete as a class ensures that we are capable of doing such things.
It is important for music to be present at all age levels- therefore it is essential that the lessons be age level appropriate to keep the interest of the students as they advance through grades.
Problems these past few weeks occurred because of scheduling and life. There were not any real problematic issues.

1a- Preschool and kindergarten ages 4 and 5
1b- Vocal Characteristics

• voices are small and light
• children are generally unable to sing in tune
• Singing in range of D-A for most; D-D for most
• children can sing play chants and easy tonal patterns
• children can sing short melodies in major, minor, or pentatonic scales
• children can sing melodies with one note to a syllable
• children can sing with awareness of a steady beat
• children can sing repeated rhythmic patterns accurately
• children can sing softly and loudly
• children can sing melodies with or without a simple accompanient

1c- Children of this age like songs that tell a story.

2a-Early Primary: 1st and 2nd grades ages 6 and 7

2b- vocal characteristics and abilities

• most voices are light and high; few maybe be low
• many children are still unable to sing in tune at age 6
• by age 7 most children will be able to sing short phrases in tune and begin to sing alone
• children can understand high and low pitches
• children can sustain a single pitch
• range expands from five to six consecutive pitches (D-B) to a full octave
• Children can sing from simple music notation
• children began to understand the importance of breath in singing

2c- Children at this level appreciates songs about tangible objects and animals.

3a- Intermediate: 3rd and 4th grade 8 and 9 years old

3b- Vocal characteristics and abilities

• children can sing in tune
• boy's voice adjust accordingly
• some children are able to sing melodies or parts of musical notation
• children can sing rounds, partner dongs, canons, and descants- there is little use of alto or lower parts.
• children can harmonize parts or chords by ear, such as 3rds and 6ths

3c- At this age children appreciate music about broader subjects such as American culture, transportation, geography, the circus, planets.

4a- Upper Elementary- 5th and 6th grades- ages 10 and 11

4b- vocal characteristics and abilities

• unchanged voices remain clear and light; boys' voices become more resonant
• some children show greater ability to sing in two and three
• some children have a heightened rhythmic sense and respond to music with strong rhythms
• some children can read simple music notation.

4c- Children like songs related to adventure, work, and history

2. Improving Posture- this is important to develop because the body is it's own instrument itself. Therefore, the head must be held high upper body must be positioned right.

Teaching Good Breathing Habits- this technique is important in order that children learn how to develop the ability to breath appropriately for particular musics tones and pitches.

Finding the Head Voice- this technique helps children learn how to utilize the proper tones and pitches to sing. It is done by using a follow the leader technique, I sing you sing.