8:30-9:30
What's Going on in That Classroom?: The Wonderful and Varied Possibilities of Student-Centered Ensembles
How do "we" as a class do this? Not "I" as a teacher.
9:45-10:45
Creative Movement for All
A completely interactive session giving ideas for incorporating movement, art, and music.
11:00-12:00
Cooperative Music Learning: Fostering Independence
Billie Jean by The Bottle Boys, an example of collaboration
The 4Cs: Critical thinking/Problem Solving, Creativity, Communication, Collaboration
PIES-Positive Interdependence Individual Accountability
1:15-2:15
Applying Multiple Intelligence Theory in the Music Classroom: The Math Connection
Handout on the ILMEA website
Do More from An Enemy Called Average
Athenian Model of Education:
Body-Physical Education
Spirit-Singing, Dancing
Mind-Mathematics
Howard Gardner's Frames of Mind:
Verbal-Linguistic, Logical-Mathematical, Visual-Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist
Every child that comes to our door is a portfolio of these intelligences, not one particular one.
Learning about music does not strengthen Musical Intelligence but does use music to strengthen other intelligences. Doing music does strengthen music intelligence.
Instructional Strategies:
Explicit, meaningful, intentional, worthwhile
Johnny Had One Friend: Addition, Estimation
Patterns: Musical Forms, Literacy
Algebra and Functions: Mary, Over in the Meadow, Mulberry, Chop Chop
Qualitative Changed: Minka, Riding in a Buggy
Numerical and Proportional Reasoning: Number songs (this old man, 5 little ...., hickory dock pry dock, over in the meadow), operations (wheevily wheat, muffin man, wishy washy, rig a jig jig)
Ratios/percents/proportions
Spatial relationships (Bluebird, squirrel)
Sequence Events (Tailor and the Mouse, Clementine, Mouse, Cousin Peter)
Positional Language (Creative movement, Jack in the box, In and out the Window)
2:30-3:30
Differentiate Instruction Using Movement
Handout on the ILMEA website
Use gross motor on body to help with fine motor on recorder. Remember to hold if the fingers don't come up on the recorder!
One side, other side, both sides, alternate
In 2nd grade have students practice moving fingers (left hand especially) to prepare for playing recorders
Flutaphones for self-contained students who have major difficulty finding/covering holes
3:45-4:45
Applying Multiple Intelligence Theory in the Music Classroom: The Linguistic Connection
Learning styles, Personality styles, Gardner's frames of mind
Language on walls:
Assignment on board, instrument names on tubs, etc; Objectives on wall, Composer names/pictures, word wall (different types)
Early Literacy Instructional Goals
Book: Mama Don't Allow
Sense of Story and Sequence: She'll Be Coming Round the Mountain, The Fox, Hush Little Baby
Phonemic Awareness/Phonics: Oh, A-Hunting We Will Go-Catch a little bear and.... (kids make a book and the book goes home from the classroom).
Every Friday send home a letter encouraging kids to sing, or put it on website.
Background knowledge/Vocabulary: London Bridge is Falling Down (architect, wood and clay, iron and steel)
Basic Spelling Patterns (Kindergarten): Wake Up You Lazy Bones
Comprehension Strategies: Prediction, Teach them not to be afraid to give answers...they are not wrong; Infer, Question, Determine Importance, Summarize/Synthesize
5:00-6:00
Collaborative Integration of the National Core Arts Standards into the Elementary Music Curriculum
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