Call And Response ( Whole Class )

Another popular philosophy of music education discussed in this weeks reading, is that of Bennett Reimer, the teacher of David Elliott, known as the Aesthetic philosophy. This philosophy is “an experience-based philosophy of music education is one that focuses on and cherishes all the many ways music can be experienced and all the many music’s offering the special experience music provides.” (Reimer, 2005, p. 69)

Rhythm is the element of time in music. When you tap your foot to music you are “keeping the beat” or the rhythm. Tempo and Meter are two major aspects of

Music, dance, drama, painting and drawing teachers try to incorporate academic lessons into their art classes. Students can be learning both art and academic topics at the same time. This can benefit the students extremely because it will not only engage the students in helpful activities, but it will keep them interested in learning the different topics. For example, schools may play music in the halls to introduce the students to culture that may help them to be open to learning new things in all of their classes. The painting teacher may have her student’s paint a picture of a historical event they learned about in their history class and discuss it in front of the class. The music teacher may ask the students to pick a certain song that reminds them of a book they read in their English class and explain to the class why the song reminds them of that certain book. The dance teacher might assign a dance to the students that will get them thinking of a subject to write their paper on for writing class. The possibilities are endless as to how to mix academics into the arts. It is important to do so to keep the creative juices flowing in the young minds of the students in public schools. By participating in an arts course, students are fueling their cognitive developments and are

As the music began, I started to move; the pounding of my feet blending in with the melodious sounds of the flute, the ghungaroo(bells) around my ankles, the mridangham (drums), and the blood rushing into my own heart. With the music and my first movements, the fear of being on stage washes away and I am focused on my movements and my expressions—using them to tell a story about my culture, my heritage, and me.

Heather was born on February 24, 1973. At eighteen months old she got a very serious ear infection and was left mostly deaf from it. In order to help her, Heather’s mom put her in dance classes in hopes of helping Heather feel rhythms; this was thought to help her learn how to speak well. Heather’s mother thought that if Heather could feel the beat in music, she could figure out speaking patterns and rhythms as well.

Students will gain an understanding of how form in dance and music relate. They will increase their knowledge of movement vocabulary by applying it through choreography. Weekly exposure to new movements

Thesis: Drums give the world of music rhythm. Without drums and drum beats, I believe that music today would not be as good as it is currently.

They will have unstructured art projects using a variety of media and their own imagination. They will have access to markers, crayons, white and colored paper, glue, scissors, stickers, and die cut foam stickers throughout the day. Also they will have access to glitter, sequins, feathers and other craft items for special activities. The children will also have opportunities to participate in structured and unstructured dance and movement in large and small group settings. In large group settings they will participate in activities that match songs to movements. They will also learn how to follow rhythm with several different percussion style instruments. In small group settings they will have an opportunity to learn about new instruments and have access to them throughout the day.

The chapter relates to the course EDTE 232 because we have evaluated, analyzed, synthesize movement and music as it relates to art integration. The in-class activities and assignments such as the art and music demo expands on the information from the book. The hands-on activities build confidence to further implement in a future class. Music, movement, and creativity are closely related in an early childhood setting and the course provides information that can be

Keeping watch of our footing and our tempos are always important in band. It was especially

I must say that my hole spring quarter has been dedicated to deepening my overall understanding of West-African dance alone. In preparation this to study with the Urban Bush this summer I wanted to make sure that I was able to develop a stronger foundation in my West-African dance technique this quarter. My Mondays and Wednesday from 2:00-6:30 were dedicated to Professor Parker's ( Makeda- Kumasi) West-African dancing and drumming classes held at UCR. I also seeked outside the classroom to gain a community experience of this dance genre so that I could compare and contrast the similarities and differences I found. My goals were to truly embody the many elements that are associated in this dance genre. In my discoveries I was able to

The first group (ages 26+) were patients who suffered from intellectual disabilities like motor disorder as a consequence of cerebral palsy, speech impairment, auditory function, and difficulties with motor skills. The second group (ages 26-50) had individuals who suffered from a genetic disease and severe psychomotor retardation. The third group was older adults (ages 70+) who suffered from severe stages of mobility issues, Alzheimer disease, behavioral symptoms, temporal and spatial disorientation. Some forms of therapy included circle dance group, listening groups that listened to only music, and ergometer groups. A study by Thaut, McIntosh, Prassas, and Rice (1992) investigated the effect of auditory rhythm on temporal parameters. Data from this study showed that using principals of rhythmic cuing improved stride, upper limb movements, and enhanced gait. (Krampe, (2013) p. 40) Within these group sessions, therapists used props to stimulate sensory integration, interaction, and self-expression. This made the dance therapy session fun, more enjoyable, and helped with the “grounding” concept at a physical, emotional, and social level amongst everyone. The props that were used were balls varying in different sizes and colors, small percussion instruments, and

Mrs. Lawrence frequently utilizes rhymes and actions, such as rhythm hand clapping to gain her student’s attention. She also uses songs to give students enough time to get their things together during lesson transitions or station transitions located throughout her classroom. The sayings and hand actions very catchy, and her signing was a great way to get students to take responsibility for themselves and to do as instructed.

The first reason why teachers should integrate dance into education is that dance increases students’ attention and reaches students of different learning types. One study was done to determine whether lessons that incorporate movement were effective at generating student’s situational interest. They compared the outcomes of movement and non movement lessons in second and third grade reading and math classes. The teachers provided one week of lessons that included movement and one week of lessons that did not. Students were asked to use their bodies to illustrate specific concepts they were taught. At the end of the study, the teachers rated students’ interest levels, and they found that students were more excited by and engaged in the lessons that integrated movement than those that did not. Surprisingly, they also found that the dancing did not hinder the amount of content learned during the lesson (Lindt and Miller). Dance could be a

The poem can be used in a lot of ways to implement other language arts activities but the highlight of this activity is coming up with silly or fun body movements to accompany the choral reading of the poem. Doing the body movements creates lots of laughter and giggling. The fun, being silly, and the laughter, relaxes the children, helping to being more receptive to soaking in new information. This also lights a spark in the students to learn the moves and memorize the poem so that they can share it with the family.