O’Brien (1983).  Teaching Music.  Holt/Reinhart/Winston.  [out of print]  pgs. 101-115, 362 total pages.

 

SUMMARIZE:

Ø       Introduction

·         Provides motivation in music classroom

·         Might even want to become competent

·         Allows them to express themselves/compose

·         Enhance all other aspects of music

Ø       Specific Program Objectives for Playing Classroom Instruments

·         Large muscle development and motions must be used, first, before small

·         Keep in mind individual differences – good teachers can find this quickly

·         Three groups of classroom instruments:

-          Rhythm instruments – drums, woodblocks, sticks, maracas, sandblocks, cymbals, etc.

-          Melody instruments – recorder, marimbas, bells, xylophones, etc.

-          Harmony instruments – autoharps, guitars, ukuleles, etc.

Ø       Rhythm Instruments

·         Rhythm – time element of music

-          Tempo – speed of music

-          Pulse – recurring beat of the music

-          Accent grouping – regular accented beats

-          Melodic rhythm – duration of melody notes

-          Characteristic patterns – recurring melodic rhythms

·         Tempo and pulse

-          Less frequent pulses make slower tempos, and vice versa

-          Can be done to well-known song, met, or in echoes

-          Important to have solid foundation in this

·         Accents and Meter

-          Playing on accented beat is logical – usually on 2, 3, or 4

-          Asymmetrical meters are fun – children should have exposure to these also

-          Accent grouping can also be learned/taught through singing songs/reading poems/etc.

·         Melodic Rhythm

-          Arrangement of long and short notes in melody

-          Longer notes emphasize more important words

-          Can be developed through songs, etc.; best after tempo and pulse mastered

·         Characteristic patterns

-          Patterns that occur in melody enough to be considered motive

-          Even – notes of equal duration (divisions of two)

-          Uneven – often dotted, or long-short

-          Syncopated – long duration note in unexpected place – short-long-short

Ø       Melody Instruments

·         Those on which several pitches can be played

·         Recorder, piano, bells, xylophones, even traditional band instruments like trumpet, clarinet, etc.

·         Used in three ways

-          Play simple pitch ostinati

-          Play countermelodies

-          Duplicate melody being sung

·         Pitch Ostinati

-          Used on pentatonic tunes or ones that can be accompanied entirely with I and V⁷

-          Use any instrument with the needed pitches

-          Younger kids should use instruments with *just* those pitches, older can have all

·         Descants

-          A little harder, for older kids

·         The Entire Melody

-          Best for older kids, but it’s the final step

-          Some can play melody, others sing, others accompany on autoharp, etc.

-          Can use a round, too

 

DISCUSS:

This article is interesting because it helps me understand what kind of things can be done to teach kids music.  Not only can some of these ideas help make the learning more enjoyable for the kids, but it will also be more successful.  The suggestions in here will help tailor the instruction to the kids’ age levels and abilities.  I will definitely have to keep these ideas in mind if I become a general music teacher, particularly for elementary students.