Eagles Landing Day Camp at Mill Road Music Program

Eagles Landing Day Camp

at Mill Road

MUSIC PROGRAM
Anthony M. Carrella KK-5 Westminster Choir College January 12, 2013

Anthony M. Carrella email: carrellaa@rider.edu Westminster Choir College 1

Eagles Landing Day Camp at Mill Road Music Program

Table of Contents

Philosophy ! Core Curriculum!

Rhythm: The Essential Connection! PITCH: As A Building Block! EXPRESSION: What Makes Music MUSIC ! Tools We can use! Afterword !

2 3
3 4 4 4 5

Resum!
TEACHING PRACTICUM ! MUSIC EDUCATION DEVELOPMENT! VOICE INSTRUCTION!

6
7 7 7

LESSON PLANS!
KIDDIE KINGDOM: Pre-Elementary Music! MIDDLE CAMP: Elementary Music! UPPER CAMP: Elective Ideas in Middle School Music!

8
8 9 10

Anthony M. Carrella email: carrellaa@rider.edu Westminster Choir College 1

Eagles Landing Day Camp at Mill Road Music Program

Philosophy
Cultural Creative Clear Consistent A multi-cultural musical outlet that allows campers to be creative, through a clear and consistent program.

Often times, music is taught in a very bland, boring and complicated setting. To a beginner student, it seems like a music teacher sits in the front of a room with a bunch of crazy dots and lines shooting across the board. In fact; that would not help anyone understand music except for a trained music theory student. Music does not have to be complicated, and does not have to be overwhelming. Many teachers and instructors tend to lose sight on how universal music is. Big, overwhelming staffs lled with un-necessary notes can make Row Row Row Your Boat look as complicated as Beethovens 5th Symphony, and to forget the simple nature of music is, in essence, blasphemy. I have come up with a plan to not only implement core musical technique, but, to do it in a way that does not make a potential musician lose interest. So much fun can be had through learning music- why complicate it? Universality is one big factor in my proposed program. We sometimes forget that the note A sounds the same in the United States, as it does in China, Italy, and Brazil. The thing that sets music apart from other regions is its implementation into the culture. Unfortunately for us, the Western music children are exposed to in 2012 is different than any other time period of music change the world has ever seen. No longer is music made from instruments; be it a choir, an orchestra or a band. Everything is now processed (heavily) through numerous computer modications that seem to make music lose character. I propose to bring the world of music to Eagles Landing for the Summer of 2012. Exposing children to music THEY can make in a creative, cultural, fun and simple way is probably the most rewarding musical experience a child can get. Through singing, chanting, drum playing and more- we can bring the world of music to the campers of Eagles Landing.

Anthony M. Carrella email: carrellaa@rider.edu Westminster Choir College

Eagles Landing Day Camp at Mill Road Music Program

Core Curriculum
RHYTHM: THE ESSENTIAL CONNECTION
Rhythm is the most circadian musical element a person can have. Without rhythm, we cannot have music. Teaching rhythm is now taught in two schools, Takadimi Method and Kodaly Method. I will be implementing a Kodaly system of rhythm education (better known as tas and ti-tis ) because it is simple to learn, and sticks with the brain much easier than the Takadimi system. This may sound complicated but, most New Jersey schools teach using the Kodaly Method, and its implementation at an early age will be very beneficial to our campers.*I will not be teaching anything lesson style. This means, nothing will happen with me at a chalk board drawing these rhythms to prepare for a test. Thats school. At camp, learning rhythm can be used to play musical games** learn songs*** and play instruments****. There are some very useful tools I have come across to start teaching rhythm to kids. I like to use bears:
Figure 1

BEAR tle

! ! Lit

BEAR tle

Lit

Anthony M. Carrella email: carrellaa@rider.edu Westminster Choir College

Eagles Landing Day Camp at Mill Road Music Program

Using imagery and engaging manipulatives (bears, popsicle sticks etc.) to learning rhythms for songs, games and instruments; makes learning easy and fun!

PITCH: As A Building Block

Learning how to read pitches on a staff is a RIDICULOUS thing to ask an early elementary student to do. Instead, I plan on teaching using solfege (Do, Re, Mi, Fa, Sol, La Ti). Solfege also uses hand signs, and is a relatable outlet for children to sing songs on. Row Row Row Your Boat: Do Do Do Re Mi Mi Re Mi Fa Sol (Row Row Row your boat gently down the stream) Do Do Do Sol Sol Sol Mi Mi Mi Do Do Do ( Merrily, Merrily, Merrily, Merrily...) Sol Fa Mi Re Do (Life is but a dream!)

EXPRESSION: What Makes Music MUSIC

Expression is one of the easiest things, and one of the hardest things to teach an early music student. This musical element is crucial in many ways: The young musician should find a way to connect with what he/or she is singing, without realizing the core concepts they adopt while doing so. ! Singing while marching, dancing and drumming makes a music learner more focused-

and creates a very individual experience.

TOOLS WE CAN USE

It is a known fact that children can learn in a more efficient and practical way when a concept is taught in a hands on fashion. Some great tools we can use are:

Anthony M. Carrella email: carrellaa@rider.edu Westminster Choir College

Eagles Landing Day Camp at Mill Road Music Program

Tool

Uses and Benefits

Drums- Learning rhythms, songs, marches, expression, universal, relatively inexpensive Handled Percussion Instruments- Learning rhythms, quantity over a group, cheap and fun The Voice- Universal, everyone has one very expressive, very natural Manipulatives - Extremely cheap, grounds curriculum, very engaging. Solfege: Singing on solfege is a MAJOR break through in teaching songs VERY quickly

AFTERWORD
I should stress: I will NOT be teaching campers rhythm, pitch and expression. They will be teaching themselves. Camp is not about school: School is about school. Camp is about discovering new and exciting things in a friendly risk-less way. I intend on making music program EXTREMELY engaging, energy filled- and FUN. Its the Summer! For example, in cooking for kids- we always try and sneak in some vegetables into our meals here and there. I am trying to do the same thing, but with music concept. I strongly believe that an educator can incorporate core concepts into a Summer music program, without ANY trace of academia or stress.

Anthony M. Carrella email: carrellaa@rider.edu Westminster Choir College

Eagles Landing Day Camp at Mill Road Music Program

Resum
PERFORMANCE EXPERIENCE: BLUE= Pre-College GREY= Collegiate 2009-2012 CJMEA Region Honor Choir (4 Year Member) Lucille Kincaid, Director 2009 Dr. Wayne Mullet, Director 2010 Dr.Mark Boyle, Director 2011 Mr. Tom Vorhees , Director 2012 Performances held at Monroe Township High School and Hopewell Valley High School 2010-2012 NJMEA All- State Choir (2 Year Member) Dr. Heather J. Buchanan, Director (Montclair), Dr, David Fryling, Director (Hofstra) Performances at Boardwalk Hall- Ballroom, Atlantic City, NJ NJPAC, Newark, New Jersey 2009-2012 EBHS Concert Choir Member, Section Leader, Kathleen Spadafino and Jennifer Sengin, Director(s) 2009-2012 Winter/Spring Concerts, EBHS 2012 A Kenny Rogers Christmas State Theatre, New Brunswick New Jersey, 2010-2011 Heritage Music Competitions: ! 2011 Endicott College, Boston, Massachusetts 3rd Place, Gold Superior ! 2010 Kimball Theatre, Williamsburg , Virginia 1st Place, Gold, Superior Best Choir ! Adjudicator Excellence 2012 Westminster Choir College Invitational Bristol Chapel Westminster Choir College, Princeton, NJ
2011- Rusty Charlie Guys and Dolls Jeffery Alan Davis, director, EBHS 2012-Toffees Father Zombie Prom Jefferey Alan Davis, director , EBHS

2012- 2013Westminster Choir College Chapel Choir Member (Baritone 1), Dr. Amanda Quist, Director What Dreams May Come - Bristol Chapel, Westminster Choir College ! ! ! ! ! ! ! ! ! ! ! An Evening of Readings and Carols - Princeton University Chapel, Princeton ! - Dr. Joe Miller, Dr, James Jordan, Dr. Amanda Quist, Dr. Ryan Brandau, Dr, Lynell Jenkins, Director(s) and Schola Canotorum joined ! ! ! ! by Westminster Symphonic Choir Broadcasted on WWFM, The Classical Network (FM 90.1) 2012- Westminster Choir College Canticum Novum Chorister Bass/Baritone Section Leader, Vinroy D. Brown Jr, Director ! ! ! ! !

Anthony M. Carrella email: carrellaa@rider.edu Westminster Choir College

Eagles Landing Day Camp at Mill Road Music Program

TEACHING PRACTICUM
Assistant Teacher, under Ms. Chrissy Venezia, Chittick Elementary School, East Brunswick, NJ 2010-2012: cvenezia@ebnet.org General Music, K-5

MUSIC EDUCATION DEVELOPMENT

Westminster Choir College, 101 Walnut Lane Princeton, NJ, 08540 Successful Completion of Semester 1: Professional Development Activity Hours in Music Education Lab (15 hours of required, out-of curriculum, music education enrichment) Confirmed Attendance at Lectures and Seminars of: Dr. Rollo Dillworth, Temple University- Sing-In (7) Dr. Jason Vodika, Westminster Choir College- The Choral Rehearsal (1) Dr. Shannon Morrow, Westminster Choir College- Manipulatives in the Music Class (1) Dr. Helen Kemp, Westminster Choir College -Church Music Symposium (8) Dr. Andr Thomas, Florida State University, Sing-In, Conducting Master Class,Choral Clinic(6) Dr. Trish Joyce, ACDA President- Takadimi System (1) Dr. James Maher- Music in Special Education (1) Conducting Master Class, Mr. John Hudson and Ms. Jordan Saul (1) Dr. Fred Meads and The American Boychoir School Training Choir (1) Dr. Trish Joyce- Choral Rehearsal Techniques (3) Professor Zehava Gal The Voice Princeton University SEMSESTER 1: MUSIC COURSES English and Italian Diction, Dr. Eric Rieger Chapel Choir, Dr. Amanda Quist Music Education Lab, Dr. Al Holcomb Introduction to Music Theory, Dr. Timothy Urban Voice, Professor Zehava Gal Introduction to Psychology- Dr. Ronald Filler Piano I- Professor Miriam Eley 17 Credit Hours SEMSTER 2: MUSIC COURSES ENROLLED French and German Diction, Professor Faith Esham Chapel Choir, Dr. Amanda Quist Piano II (Tentative)/ TBA Critical Pedagogy 1/ TBA Introduction to Strings Education/ TBA Music Education Lab, Dr. Janet Cape Musicianship I, Dr. Kawarski

VOICE INSTRUCTION
Student in Zehava Gals Voice Studio under Professor Zehava Gal, Mezzo Soprano Singing Baritone, and beginning Counter-Tenor http://www.voicebygal.com/voicebygal.com/Home.html

Anthony M. Carrella email: carrellaa@rider.edu Westminster Choir College

Eagles Landing Day Camp at Mill Road Music Program

LESSON PLANS
*These Lesson Plans are sample plans per age group

KIDDIE KINGDOM: PRE-ELEMENTARY MUSIC

A Plan on Expression: Objective: To engage young musicians in expression in a creative way that is fun, active and social!

Materials: 12 Toreador Manipulatives, 12 Bull Manipulatives, iPod, Speakers, Orff Wooden

Block, Orff Mallet.

Overview: Students will act out the famous Carmen Overture using manipulatives provided
by the specialist. (Bull and Toreador) During this, students will move the characters around in tempo, and be able to act out how THEY feel the music sounds. Then, campers will be able to play a Carmen game. We will cycle around, choosing Bulls and Toreadors. This enables the non-vocal camper to engage in music, and socialize with their fellow campers. (30 MINUTES) This would take about 30 Minutes, and for the remainder of time- the specialist would play a matching game in rhythm: The specialist will have a mallet and wooden block. The specialist will then tap out 4 pattern rhythms: Then, the camper will reply with clapping the same rhythms. The specialist will then pass the wooden block and mallet to a camper who will follow suit. The next camper, and the next camper etc... will repeat this cycle around the circle until everyone has played the mallet and has clapped a rhythm or two. This game can also be a fill in the blank game: The specialist will tap out half a rhythm on the block, while a camper replies with something in- time. Again, going around the circle until every camper has filled in the blank (10-20 MINUTES) Any other free time will be used to learn a new song- and depending on where we are in learning it- will do games involving solo-ing out and having back-up singers. (X MINUTES)

Pedagogy: These inadvertently makes the camper LISTEN to the music for its rhythm, its
sound and its expression- and he/ she is able to express it in his/her own creative way)

Anthony M. Carrella email: carrellaa@rider.edu Westminster Choir College

Eagles Landing Day Camp at Mill Road Music Program

LESSON PLANS
*These Lesson Plans are sample plans per age group

MIDDLE CAMP: ELEMENTARY MUSIC

Teaching Sung Songs Objective: To teach campers a new song using rhythmic prompts that are manipulative based. Students will be able to make new songs they see, but, also recognize songs they already know. Materials: 6 Bear manipulatives, 6 Lit-tle manipulatives, pack of popsicle sticks, iPod and Speakers

Overview: The bear manipulatives will be formed in a rhythmic series that mimic a song the
specialist wants to teach. Doe, A Deer, A Female Deer: * Bears represent quarter notes Little represents eighth notes and shhs represent a rest.

BEAR DO DOE !

LIT- TLE RE A MI DEER

LIT DO A

BEAR MI FE

BEAR DO MALE

BEAR MI DEER

Pedagogy: This allows for the specialist to teach a song quickly and efficiently, without

intimidating note-heads and staves. The bear manipulative is a disguise for actual music notation: *Please note that the rests in this exercise are a eighth note substitute for the dotted quarter note. Instead of the shown progression, I imply quarter note, eighth note rest- followed by two eighth notes- and finally ending on three quarter notes, not quarter note, quarter note, half note in measure 2. These values have been formatted to fit the exercise.
Anthony M. Carrella email: carrellaa@rider.edu Westminster Choir College

Eagles Landing Day Camp at Mill Road Music Program

LESSON PLANS
UPPER CAMP: ELECTIVE IDEAS IN MIDDLE SCHOOL MUSIC
(African and Brazilian) DrumCircles: We would need to purchase new or used african and brazilian drums. Sets can be found rather cheaply Home- Made Shakers- bottles can be made into shakers using rice or sand, or seeds- and decorated by campers Home- Made Pie- Pan Tamborines- Pie tins which have jingle bells fastned to them with string or pipe cleaners. Home- Made Kazoos- A pie tine with wax paper taped onto it. It is blown into, and creates a kazoo-like sound Simon Says Drumming- The specialist will walk around camp drumming, with a line of campers behind him. He will drum a pattern, and those behind him will repeat

Anthony M. Carrella email: carrellaa@rider.edu Westminster Choir College

Eagles Landing Day Camp at Mill Road Music Program

Anthony M. Carrella email: carrellaa@rider.edu Westminster Choir College