I was not sure how to respond to the tutorial this week which is perhaps not surprising as teacher’s musical experiences shape their attitude and confidence towards teaching music (Jeanneret and Swainston, 2012), so I made a start in a medium I was comfortable with. 
It was not obvious to me how the Vivaldi samples connected to their season titles, so when listening for the second time I shut my eyes and drew the movements I visualised. There was leaping for spring, gliding for winter and it began to make sense. This activity could be one way for students to explore Kuzinar’s (1999) synesthetic relationship between art and music.This week I also read an article about an acoustic environment perspective on soundscapes (Ferrington, 1994). The article suggested that students explore the differences between man-made and natural sounds, how the environment (carpet/linoleum) changes sound and what sounds occur at different stages of the day. These activities would make music cross curricula, connecting it to time, design and technology. By making soundscapes (ACAMUM082, ACAMUM086) with these sounds students could also explore how sound affects us emotionally. The Natural Sounds For Me website also allows students to make soundscapes with pre-recorded environmental sounds.
Listening skills are another important aspect of music and I thought body percussion activities (ACAMUM080) which explore rhythm and patterns would help students develop these skills.
Finally I gave some consideration to how music could be taught from a cultural perspective. World music might help students rethink their own understandings of different cultures (Jeanneret and Swainston, 2012) and help them to reflect on the function of music in time and place in their own cultures (Campbell, 2005).
Waltzing Matilda: Mongolian Throat Singing (Youtube)
Zoe
I agree Zoe, teaching music is a difficult task to think about as for many teachers the responsibility of teaching music is limited to a specialised music teacher or pushed to the side by other curriculum areas. It has been said that some classrooms have virtually no music programs, regardless of what is outlined in the Australian Curriculum (Jeanneret & Swainston, 2012).
Music is important for students, as it will encourage them to listen critically, and really understand the music they are listening too (Campbell, 2005). An activity which I witnessed with a grade 3 class involved students being Attentive listeners. The students were required to listen to a song and process what they heard through drawing a picture (Campbell, 2005). Even though all the students heard the same song all of their pictures were unique and individual as they had made their own connections to the song (Campbell, 2005). Just like what you did with the season’s soundtracks and portraying what you have heard in a drawing.
Music can enhance multicultural teaching for example Aboriginal history. Swainston (2012) believes that music expresses a culture and enhances societies and the people from that society. I think it will encourage students to relate on a more personal level towards the culture and develop a more positive attitude to a range of music from all around the world.
Looking back over my life the music lessons I remember are limited, especially in primary school. Throughout high school we had music lessons, but the teacher was always telling students how bad they were at playing instruments so it became quite common for students to leave what they needed for example their reeds (playing a clarinet) at home so they could sit out of the class. Having this as my only memory of learning music is quiet disappointing, compared to the lessons I have witnessed throughout this year.
Leah
Schools not providing music does seem shocking, but non-specialist music teachers can do a lot to develop music appreciation in their students. I look forward to connecting visual arts with it’s contemporary music to provide context, but contemporary music does not necessarily influence the artist. The internet claims that David Hockney listens to Mozart whilst he paints.
Zoe
I have been lucky enough to work in a school which has a music program. The students are currently learning the song "Paint You a Song" and have developed actions and it will be presented at the end of term assembly (ACAMUM082, ACAMUM090). I think this song enhances the connection between art and music and is a relevant musical experience which the students can engage with as it identifies key musical concepts (Jeanneret, & Swainston, 2012).
Leah
No comments:
Post a Comment