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MISCELLANEOUS INFORMATION
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THE ORFF PROCESS!
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EXPERIENCE
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IMITATION
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EXPLORATION
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IMPROVISATION
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Guided experiences in spontaneous exploration of the media to
be developed. |
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Echo response using movement, speech, singing, body
percussion and instrumental play. (mirroring - Student follows leader!) |
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Guided experiences in applying new ideas in movement, speech,
singing, body percussion and instrumental play. |
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Invention of original material using movement, speech, singing,
body percussion, and instrumental play. |
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CHILDREN'S REPERTOIRE!!
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Key
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Scale arrangement
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Range/Tessitura
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Match with voices
Vowel modifications
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Melodic Movement
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Disjunct or conjunct
Syllabic or melismatic
Direction
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Phrase structure
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Definite phrases
Length
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Rhythmic quality
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"echo-able"
Complexity
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SINGABLE!
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What can I teach with this
piece? |
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MUSICAL
CONSIDERATIONS |
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NON-MUSICAL
CONSIDERATIONS |
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Subject Matter
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Textual relationships
Age-appropriate (interest)
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Vocabulary
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Language
Words
Pronunciations
Meaning in context
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What can I teach with this piece?
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WHAT I HEAR
I'LL FORGET
WHAT I SEE
I MAY REMEMBER
WHAT I DO
I'LL UNDERSTAND!!
THE KEY TO ELEMENTARY GENERAL
MUSIC IS EXPERIENCIAL LEARNING!!
TAKE THEM FROM THE KNOWN...
TO GET THROUGH THE
UNKNOWN...
TO GET TO A NEW KNOWN!!
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The Constructivist Classroom
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Construct = to build
Ism = belief or theory
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Constructivism is about learning and cognition
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Constructivist Strategies
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Pose problems of relevance to learners
Structure learning around "big ideas" or primary concepts
Seek and value student's point of view
Adapt curriculum to address students' suppositions
Asses student learning in the context of teaching
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What does a constructivist classroom look like??
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Teachers encouraging student autonomy and initiative
Use primary sources, with manipulatives, interative, and
physical materials
Use cognitive terminology like "classify", "analyze",
"predict", and "create"
Student responses drive lesson - shift instructional
stratigies and alter content
Seek student's inquiries and understandings BEFORE
sharing their own
Encourage student dialogue and with teacher as well
Use thoughtful, open-ended and encouraging questions
Seek elaboration of student's intial responses
Engage students in experiences that might contradict their
initial hypotheses and then discuss
Allow for wait time
Construct relationships and create meaphors
Use of learning cycle model: explore... instruct... apply
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