EDUC 450B Presentation Thursday, October 10th, 2013 A) Teleteach (7-8 minutes) Host: Brittany / Timers: Ann and

d Emily 1) 2) 3) 4) Instruct the class to get into groups of six. There should be around 4 groups in total. Each group will split into three pairs. Ann will pass around to each group cards that say treble clef, rest, or C clef. Instruct class that each pair will have a teacher has a student and will have one minute to teach the student how to draw the appropriate symbol. After one minute, the student will then take the card and teach it to the person on their left. This will occur three times.

Guiding questions: 1) Teachers, what did you notice teaching your student how to draw these symbols in terms of your own learning? 2) Did you have a new take on how to do something? This activity illustrates how learn through teaching. One cannot exist without the other and as teachers, we must be humble and open to the possibilities of learning while we teach not only through detecting and correcting errors but also learning new points of view. The article we are teaching today presents how many things cannot be separated: teaching and learning, reading and writing and so on. B) Text and Expression (7-8 minutes) Host: Ann Timers: Brittany and Emily 1) Morning Has Broken tune is placed up 2) Ask the groups the sing the notes (without text). (Ask the class if anything informs them on how to sing the melody?) 3) Show the text with the notes. Ask the class to sing and ask if the language, the emphasis of syllables etc. informed them on how to sing the text. 4) Ask the singers how the meaning informs them how to sing the text. What this activity demonstrates is the relationship between text and expression, and what aided us in expressing the text is understanding the context. Often the goal of reading is comprehension, but this is not enough: we have to be able to relate it to other things. In the case of music, we must go beyond singing the ink that is on the page and understand the context under which it is was written for a deeper sense of comprehension. C) Theory/Practice (10 minutes)

Host: Ann / Timers: Brittany and Emily (piano) 1) Split the class into three groups 2) Have the class sing a D major chord on a vowel 3) By asking groups to move up or down by semitone, have the class sing different chords and inform them which chord they are singing: D F# A (major) D F A (minor) D F Ab (diminished) Db F Ab (major) D F# A (major) This activity is designed to put theory into practice. The article explains, in a broader, nonmusical sense, that too often theory and practice are dichomotized and importance is placed on one via the other. This is not effective for learning. In the case of music, this is very important in the study of music theory without implementing it or practicing it, the theory will not sink in for students. Composition Activity (20 minutes) Host: Emily / Timers: Brittany and Ann 1) Ask the class to get back into their original groups of six. 2) Provide to each group 8 cards with different rhythms and ask them to compose a 2 bar phrase in 4/4 time. Give them 4 minutes to create and practice in groups. 3) Each group will perform their rhythm for the class and Emily will transcribe the rhythms on the board. 4) Once all six rhythms are on the board, the class will perform them as a whole. Discussion: 1) How will you incorporate musical literacy into your classroom? Reading and composing music? 2) Can you recall from your personal experiences effective ways your teachers incorporated elements of musical literacy into your classroom? 3) How will you create student leaders in your classroom without creating a sense of hierarchy?