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Listening Room - Listening and Appreciation Reimagined- Lauren Fairbairn
- 1. 2017
- 2. Listening Room - Listening and Appreciation Reimagined Lauren Fairbairn Suitable for ALL Primary Music teachers Making the Classics cool again - a whole world of music through listening (and moving, dancing, drama, body percussion, instrument playing, role-play, drawing, discussion & reflection)
- 4. Lauren Fairbairn Join author and presenter Lauren Fairbairn as she steps you through setting up a program, first lessons, continued lesson norms, assessment and reporting, performance hints and much more. AND - no experience is required for this journey: all notes, charts, proformas, music and audio are provided.
- 5. LISTENING AND APPRECIATION - REIMAGINED Lauren Fairbairn 2017 Maryborough Music Conference
- 6. Lauren Fairbairn Primary Music Teacher at Ivanhoe East Primary School (10km north-east Melbournes CBD) 23 grades, choirs, percussion group, concert band, co-ordinate instrumental program and State School Spectacular for Senior Choir members Volunteer with children's theatre group on the committee Have a great cluster of music and performing arts teachers for professional development Very excited to be writing Listening Room books for Bushfire Press
- 7. In This Session The Importance of listening to music in the classroom Australian Curriculum, Victorian and International Baccalaureate (PYP) Curriculum Discover or even rediscover some great music that can be used at each level Have a go at some activities that you can take back to your classroom and put into practice next term Assessment strategies for you to moderate your students
- 8. Listening Why is it Important? Listening underpins all music learning. Responding Creating Discussing Concentrating Relaxing Relates to our own world as well as fantasy and discovering new worlds
- 9. Australian Curriculum Students communicate about the music they listen to, make and perform and where and why people make music. Students油describe油and油discuss油similarities and differences between music they listen to, compose and perform. They油discuss油how they and others use the elements of music in performance and composition. Students draw on artworks from a range of cultures, times and locations. Students are aware of and interested in the arts from more distant locations The curriculum provides opportunities to build on this curiosity.油 As they make and respond to the arts, students explore meaning and interpretation, and social and cultural contexts of the arts. They evaluate the use of forms and elements in artworks they make and observe.
- 10. Australian Curriculum - Continued Students demonstrate油aural skills by staying in tune, play instruments with accurate pitch, rhythm and expression and keep in time when they sing and play. Their understanding of the roles of artists and audiences builds. They develop their understanding and use of performance or technical skills to communicate intention for different audiences. They identify a variety of audiences for different arts experiences as they engage with more diverse artworks as artists and audiences.
- 11. Victorian Curriculum The Music curriculum aims to develop students: Confidence to be creative, innovative, thoughtful, skillful and informed musicians Skills to listen, improvise, compose, interpret, perform,油and respond with intent and purpose Aesthetic knowledge and respect for music and music practices across global communities, cultures and musical traditions Understanding of music as an aural art form, its relationship with other arts forms 油and contributions to cultures and societies. Primary Years Program of the International Baccalaureate Students have the opportunity to explore home-made as well as manufactured instruments from a variety of countries and cultures. ICT can influence and enhance learning in music by allowing students to create, compose and record their work as well as listen to, observe and share music through the use of CDs and music files.
- 12. Foundation to 2 The Flight of the Bumble Bee Nikolai Rimsky-Korsakov, 1901 Directed listening for pitch (high and low) and tempo Turkish March. Ludwig van Beethoven, 1809 Listening out for the jumps (accents) in the music and responding with hands up. Extend learning by adding instruments for beat and accents.
- 13. Foundation to 2 Dance of the Sugar Plum Fairy. Pyotr Ilyich Tchaikovsky, 1892 Play the music before they know the name. Class discussion about what the music may be called or about. Teach the choreography.
- 14. Foundation to 2 - Assessment Observation of students responses to music Class discussion, reflection. Students share what they have discovered in the music Written response at the end of a unit using the same music as well as new music prompting students. Can you describe the musics pitch? Students perform in small groups to a given piece of music creating their own rhythms to play along with the piece. Film them for your own assessment or even class reflection and portfolios Students create their own choreography to a piece of music demonstrating beat, tempo, dynamics Grade performance (for school community, assembly or filming for self assessment). Discuss how they felt, what they found challenging?) Marking the roll - Asking a question that relates to listening activities
- 15. Years 3 and 4 Also Sprach Zarathustra. Richard Strauss, 1896 Introduction of the Piece Poster. Talk through the piece poster before hearing the music. Share their piece posters after.
- 16. Years 3 and 4 American in Paris. George Gershwin, 1928 This is great way for students to connect with the music (possible holidays to Paris or even America). A collaborative class mural. Share piece posters in class time
- 17. Years 3 and 4 Overture to Carmen. George Bizet, 1875 Responding to what they can hear through movement. Using the chart (Chart 3) students can play along as they listen and read the graphic score
- 18. Years 3 and 4 Assessment Formal assessment. Piece poster (new or familiar music) Students respond through movement showing dynamics, tempo, pitch and form. They can create a choreographed dance. Write their own ti-ti ti-ti taa composition (with variations) using both tuned and untuned percussion. This can be performed to the grade. You can observe team work, use of rhythms and the complexity of the composition. Create their own Motif Meals and perform to the class Making a class Word Poster of all musical terms introduced
- 19. Years 5 and 6 and Above Hallelujah Chorus. George Frideric Handel, 1741 Class discussion as to where this music may be used. Do they know the meaning of the word that is repeated? Can they even count how many times it is played in the small excerpt (18 times) Piece Poster can be done before movement activity Discuss the Polyphony Whos in Charge Here? Movement activity
- 20. Years 5 and 6 and Above 12 Variations on Ah, vous, dirais-je Maman Wolfgang Amadeus Mozart 1781/82 Listen and see if students recognise the music. How do they know the piece? How is this version different? Class discussion about what a variation might be. Spot the Variation Variation Art
- 21. Years 5 and 6 and Above Mozarts Horn Concerto #4 , 3rd Movement. Wolfgang Amadeus Mozart, 1786 As a grade follow the body percussion choreography with options to also work individually or in pairs
- 22. YEARS 5 AND 6 ASSESSMENT Sing along with the Hallelujah Chorus (excerpt one). Followed by a class discussion on how they went. Prompt students to discuss the other sections. (Homophony and Polyphony). Do they know where it may be in the music. Recap instruments they have heard. Create own choreography for Mozarts Horn Concerto #4. This can be more dance like than body percussion. Baroque or Classical Have student name era it is from (Baroque or Classical)
- 24. Endless Possibilities When Listening Students feel a connection to music when you explore deeper Assessment is constant. Formal, informal and port folios Opportunities to perform beyond the classroom Sharing music from different countries, times and using various instruments. Important for our students to understand where modern music has come from It is lots of fun