Music Methods for the Elementary Teacher

Mission Statement: Recognizing the unique religious base of Brigham Young University Hawaii, the mission of the School of Education is to prepare quality teachers to meet the needs of all students in today’s diverse and changing society by (1) instilling a love of life-long learning and developing problem-solving abilities; (2) teaching and modeling the best current educational practices, balanced with gospel principles; and (3) developing caring, compassionate, and collaborative individuals who are actively serving others at home, school, church and community, both locally and internationally.

This course is designed to provide future elementary teachers with a foundation in teaching the general music curriculum in the classroom and how to use music to help teach other content areas.

II. Textbook & Materials:

Soprano Recorder Baroque/English Fingering

Recorder Book Ed Sueta Be a Recorder Star, Book One with CD

“Notebook” 3 ring binder with tabs for class notes/resources or

other method for organizing class materials

Optional Ukulele or guitar

III. Standards Related to this Course

Candidates understand distinctions and connections between arts study and arts experiences. They recognize that arts instruction must be sequential. Candidates encourage the kind of study and active participation that leads to competence and appreciation. Consistent with their own knowledge and skills in the art disciplines, they work alone, with arts specialist teachers, and/or with other qualified arts professionals enabling students: (1) to communicate at a basic level in the four arts disciplines — dance, music, theater, and the visual arts — including knowledge and skills in the use of basic vocabularies, materials, traditional and technology based tools, techniques, and thinking processes of each arts discipline; (2) to develop and present basic analyses of works of art from structural, historical, and cultural perspectives; (3) to have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods; and (4) to relate basic types of arts knowledge and skills within and across the arts disciplines, and to make connections with other disciplines. Candidates understand the student competence at a basic level serves as the foundation for more advanced work. They understand that there are many routes to competence, that elementary students may work in different arts at different times, that their study may take a variety of approaches, and that their abilities may develop at different rates.

1. 
   Core Music Standards
   

1. 
   Creating:
   
   1. 
      Imagine — Generate musical ideas for various purposes and contexts.
      

b. Plan and Make — Select and develop musical ideas for defined purposes and contexts.

Essential Question: How do musicians make creative decisions?

c. Evaluate and Refine — Evaluate and refine selected musical ideas to create musical work that meets appropriate criteria.

Essential Question: How do musicians improve the quality of their creative work?

d. Present — Share creative musical work that conveys intent, demonstrates

craftsmanship, and exhibits originality.

2. 
   Performing:
   

Essential Question: How do performers select repertoire?

b. Analyze — Analyze the structure and context of varied musical works and their implications for performance.

Essential Question: How does understanding the structure and context of musical work inform performance?

c. Interpret — Develop personal interpretations that consider creators’ intent.

Essential Question: How do performers interpret musical works?

d. Rehearse, Evaluate, and Refine — Evaluate and refine personal and ensemble performances, individually or in collaboration with others.

e. Present — Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

Essential Question: When is a performance judged ready to present?

How do context and the manner in which musical work is presented influence audience response?

3. 
   Responding:
   

Essential Question: Ho do individuals choose music to experience?

b. Analyze — Analyze how the structure and context of varied musical works inform the response.

Essential Question: How does understanding the structure and context of music inform a response?

c. Interpret — Support interpretations of musica works that reflect creators’/performers‘ expressive intent.

Essential Question: When is a performance judged ready to present?

How do context and the manner in which musical work is presented influence audience response?

d. Evaluate — Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.

Essential Question: How do we judge the quality of musical works and performances?

5. Connecting: Connecting is embedded in Creating, Performing, and Responding

a. Synthesize and relate knowledge and personal experiences to make music.

Essential Question: How do musicians make meaningful connections to creating, performing, and responding?

b. Relate musical ideas an works to varied contexts and daily life to deepen understanding.

Essential Question: How do other arts other disciplines, contests, and daily life inform creating, performing, and responding to music?

Standard 2: Music: Understand and apply elements of music and how music communicates

ideas, feelings, and experiences across cultures

Perform a variety of musical elements (e.g., tone, rhythm with understanding and

accuracy. (1, 2, 5)

Perform music from a variety of cultures, styles, and genres individually as well as in small and/or large ensembles. (1, 2)

Compose, arrange, or notate music using specified guidelines. (4, 5)

Improvise a short pattern or melody to be performed with a rhythmic and/or melodic accompaniment. (3)

Compare terms and elements used in music, the other arts, and other content areas. (8)

Perform music in various meters. (1, 2, 5)

Evaluate the effectiveness of a musical performance or composition. (7)

Compare the role of music and composers in various cultures and time periods. (9)

Analyze the use of musical elements in various cultures with an emphasis on melody

and harmonic progressions. (6)

C. The State of Hawaii: Teacher Performance and Licensing Standards