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LBS 405: Engineering & the Arts in the Elementary Classroom

Note-taking & Assignment Guide

MUSIC MODULE

Name: Rebeca Salgado

Class Section: 01
Instructor Name: Dr. Navarro

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Scoring

____ Reviewed only for Elementary Subject Matter Waiver

____ Scored for points. Total Points ______ out of 30

Note to Instructor: The music note-taking guide should be accompanied by two screen shots, which show
completion of two music quizzes.
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Introduction

 Slide 3: Watch Video on the Powerpoint: https://www.youtube.com/watch?v=pw0E5EInNpo&t=38s

Response Questions:
Why music education?
1. Why is music education important?
a. Music education is important because:
i. Children make more neuron connections, which results in academic success
ii. Music learning literally makes good students
iii. The level of excellence attained through the study of music transfers to each and every
academic subject in the school curriculum
iv. It directly effects and impacts all areas of academic achievement

2. What do you hope to learn through this music education module?

a. Through this music education module, I hope to learn the significant effects it has on children
whether it is in their language development, increase in IQ or improvements in grades. As a future
teacher, I would like to become more knowledgeable and aware of how I can correctly implement
music education into my classroom with all subjects.

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Slide 4: Watch this video on rhythmic clapping with third graders (12-minute video) on the teaching channel.
You will need to create a free account to access the videos:
https://www.teachingchannel.org/videos/teaching-music-through-clapping

Response Questions:
1. What were the students learning?

o The students were learning how to:

 Listen to rhythm
 Echo clapping
 Develop their inner hearing
 the ability to hear a sound without making actual sound with their mouths
 Call and answer through clapping
 Write rhythms
 Stick notation
 Figures for half note, half rest
 Symbols for whole notes
 Vocal syllables
 Bars
 Found Percussion
 Sound
 To get along and respect somebody else’s idea
 Song Structure
 Form/organized (ex. rondo)

2. What do you need to know as a teacher in order to teach a lesson like this?

o As a teacher, I would need to know the fundamentals of music such as stick notation (half
notes, whole notes, etc.) and rhythm to teach this lesson. Although the difficulty of this lesson
is not high, it is essential for me to provide the students with correct information so when
implied into the lesson they can understand and follow along accurately.

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Section I: Elements of Music

Pitch (Slide 6): Follow the directions on the slide and then answer the questions below.

Response Questions:
1. How can you describe pitch to someone who has no previous knowledge from what you learned in the
reading?

o I would describe pitch to someone who has no previous knowledge as the quality that
allows us to classify a sound as relatively high or low. The frequency of sound wave vibrations
determines pitch. A high frequency is perceived as a high pitch; a low frequency as a low pitch.

3. How has pitch evolved over the centuries?

o The current standard pitch (440Hz) was adopted in 1939. However, the pitch before was
unconventional because it was causing singers to strain their voice and instruments would have
difficulties following that, particularly pitch (435Hz). Due to the many pitch changes throughout
the centuries, a commission met and set an international pitch at 435Hz but rose again to
440Hz.

4. Do you know anyone with perfect pitch? How do you know?

o I do not consider myself a knowledgeable music person even though I do play an instrument.
The people around me that are also musicians have greater music content. Therefore, Demi
Lovato and Taya Smith from the band Hillsong Worship are two singers that can hold a perfect
pitch. I know this because I have read articles on how both singers flawlessly know how to
maintain and control the sound wave vibrations of their voice. There is also a video in which
Demi Lovato’s vocal coach demonstrates a visual presentation of how the frequency on her
voice does not change even in between note changes.

Rhythm and Beat (Slides 7 & 8): Follow the directions on the slides and then answer the questions below.

Response Questions:
1. Describe beat in your own words as if talking to a 10-year-old.
o Beat is a steady and regular plus we hear in music
 Example: like a heartbeat
 a normal heart beat should be regular, the beat in and music always is equally
spaced and usually doesn’t change

2. Describe rhythm in your own words as if talking to a 10-year-old.

o Rhythm is the actual flow if music through time
 Example: when drummers or conductors count of the beat before the music begins
 rhythm is usually built upon the beat
 doesn’t have to be equally spaced

3. Give an example of each that are not mentioned in the video.

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o Beat: a metronome
o Rhythm: a train going over train tracks

Timbre (Slide 9): Follow the directions on the slides and then answer the questions below.

Response Questions:
1. Call the person on your phone you call the most. Have a general conversation with them. Listen and
analyze their timbre and describe in a few words.
o I called my boyfriend and I would describe his voice to have a strong attack upon answering which
would then soften while continuing to talk. I would also describe his timbre to be mellow but
rounded as well.

2. Find a YouTube recording of your favorite instrument. Listen for approximately two minutes. Describe its
timbre.
o My favorite instrument is the acoustic guitar and, in the recording, I would describe its timbre as
resonant but along with being mellow and warm it also has clarity. Another characteristic that I
noticed was that it has a mix of bright and dark timbre depending on the line being played.

Section II: Musical Notation

Visit www.musictheory.net and go through the following lessons (Slide 11)

7. Simple and Compound Meter
1. The Staff, Clefs and Ledger Lines
Skip 8- Odd Meter
2. Note Duration
9. The Major Scale
3. Measures and Time Signature
10. The Minor Scale
4. Rest Duration
11. Scale Degrees
5. Dots and Ties
12. Key Signatures
6. Steps and Accidentals

Slide 12: Once you have completed the lessons, visit the exercise tab at the same website as the lessons and
complete the note identification and key signature Identification exercises as follows:

Note Identification Settings:

1. Before you begin go to the Customize Wheel at the top right of the page.
2. Set Clefs to Bass and Treble Clefs
3. Treble and Bass range- leave as set (two ledger lines above and below the staff)
4. Positions- set to lines and spaces
5. Note Names- set to letters
6. Helpers- set to OFF
7. Accidentals- set to key signature only.
8. Next question- set as you wish
9. Challenge Mode- off

Quiz Directions: There is a timer on the top of the tool bar. Re-set score using three dots on top right of tool
bar and take the quiz for 5 minutes. You must get a 70% or better to pass. Take as many times as you need to
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pass. Take a screen shot of your final score and submit to your LBS 405 Instructor with this note taking
guide.

Slide 13: Key Signature Identification Exercise:

1. Before you begin go to the Customize Wheel at the top right of the page.
2. Set Clefs to Bass and Treble Clefs
3. Key Signatures- select ALL
4. Note Names- set to letters
5. Scales- select major and minor
6. Next question- set as you wish
7. Challenge mode- 0FF

Quiz Directions: There is a timer on the top of the tool bar. Re-set score using three dots on top right of tool
bar and take the quiz for 5 minutes. You must get a 70% or better to pass. Take as many times as you need to
pass. Take a screen shot of your final score and submit with note-taking guide to your LBS 405 instructor.

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 Section III: Making Musical Directions 7

Read slides 15-17 and listen to the two musical selections to answer the following questions:

Listen and Explain “Come Again” – John Dowland

Response Questions:
1. Describe the timbre of the singer.
o The timbre of the singer was very breathy, with very little vibrato it was also very mellow, soft
and light.
2.What instrument accompanied the voice? (hint: it is not a guitar- google Renaissance instruments)
o The instrument that is accompanying the voice is a Lute.
3. Go back and listen for about 30 seconds and clap/tab along with the beat. How did you do? Was it easy or
hard?
o It was difficult to be able to tap along with the beat of the song because I felt that the beat
would transition from fast to slow and it would interrupt my counting of the beat.

Listen and Explain: “Hello” – Adele

Response Questions:
1. Describe the timbre of Adele’s voice.
o I would describe Adele’s voice as a raspy, breathy, full, smooth, clear and with a bit of vibrato.
2. What instruments did you hear accompany Adele’s voice? (List all you could hear)
o The instruments that accompany Adele’s voice are the piano, strings, drums, and bass.
3. Go back and listen for about 30 seconds and clap/tap along with the beat. How did you do? Was it easy or
hard?
o On this song I did better at being able to tap to the beat because it was consistent throughout
the entire song and the beat didn’t change.

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Section IV: Classroom Connections

Slide 20: Classroom Example 1

Watch a nine-minute video Music & Moods: Tempo, Pitch, Dynamics:

https://www.teachingchannel.org/videos/musical-elements

Response Questions:
1. What is Ms. Nolan teaching these K-2 students?
o Ms. Nolan is teaching these K-2 students:
o Duration
o Time
o Tempo
o How to create their own music
o That music can express a variety of emotions
o The musical alphabet (do,re,mi,fa,sol,la,si,do)
o How to use body movements to identify the range of each note
o That music can be represented in a visual form as well as in a kinesthetic form

2. How does she use music to help students understand musical concepts?
o Ms. Nolan uses music to help students understand musical concepts like dynamics, range, pitch,
and being able to identify musical instruments.

Slide 21: Classroom Example 2

Watch a nine-minute video Primary Music: African Call and Response Song
https://www.teachingchannel.org/videos/elementary-school-music-lesson

Response Questions:
1. What is Ms. Vickers teaching these primary students?
o Ms. Vickers is teaching these primary students to:
o Primary Music: Three Notes
o Call and Response songs (it’s like an echo while singing)
o They learned an African song to develop their pitch and notation skills
o Write simple notation
o Keep up with the time and rhythm
o Pick out a pitch

2. How could you adapt this for your own classroom?

o I can adapt this lesson into my classroom by having music Monday where the students can
develop their knowledge of music such as, rhythm, beat, how to write notation. Then on
Friday’s we can share or play a piece of music we focused on during the week and use that time
for students to express and enjoy themselves, as well as, check for understanding.