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LBS 405: Engineering & the Arts in the Elementary Classroom

Note-taking & Assignment Guide

MUSIC MODULE

Name: Savannah Rodriguez

Class Section: 01
Instructor Name: 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. Because it is a channel for children to better develop their skills in their other subjects of study.
2. What do you hope to learn through this music education module?
a. I hope to learn how to use music in other subjects/aspects in the classroom. I also hope to learn the
basics of music so I can better incorporate it.

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?
a. The students were taught different subjects with the integration of music, sound percussion with
items from around the classroom, and song structure when they were able to integrate their own
rhythms into the “Shake the Papaya” song. Students were learning the basics of music without the
constraints of doing it with actual music rhythms or instruments, which is what they will begin to
learn in their next grade level.
2. What do you need to know as a teacher in order to teach a lesson like this?

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a. As a teacher I would need to know the different types of musical notes (quarter, half, etc.) and how
those notes looked like, along with rests in music. To do this lesson one would not need extensive
music training, but would only need the basics.

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?
a. I would describe pitch as the position of a sound in a vertical line of many sounds. A sound
would have a higher pitch if the frequency, the vibration of its sound waves, is high as well. You
would know if a pitch of a sound was higher than another sound by looking at its frequency of
waves. For example, if you have two sets of squiggly lines between two straight lines, the one
with more squiggles has a higher frequency and pitch.
2. How has pitch evolved over the centuries?
a. Over the centuries, since the mid-1700s, the conventional pitch continued to rise. By the 1800s,
the conventional pitch was at 453 Hz, which many found to be inconvenient because it would
strain singers’ voices and instruments. In 1858-59, a commission met and set the international
pitch at 435 Hz. The standard pitch then rose again to 440Hz.
3. Do you know anyone with perfect pitch? How do you know?
a. I do not know anyone with perfect pitch. When I think of those that have perfect pitch I think of
professional singers and vocal coaches.

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.
a. The beat is the basis of a song. If you clap every 2 secs and keep it consistent, that is your beat.
Everything else will go around that beat.
2. Describe rhythm in your own words as if talking to a 10 year old.
a. The rhythm is the actual sound of a song. Maybe in one beat, or clap, a guitar will strum once
but then the next class it’ll be strummed twice. That’s the rhythm, the sound of the notes
during each beat.
3. Give an example of each that are not mentioned in the video.
a. An example of a beat would be the tick of a clock. An example of rhythm would be the words of
a nursery rhyme that are said over the beat.

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.
a. I called my mom to analyze her timbre. I would describe her tone as of a light, brassy timbre.
Although her tone is brassy it is not too harsh and loud. Her timbre is also very focused and
unfaltering.
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2. Find a YouTube recording of your favorite instrument. Listen for approximately two minutes. Describe its
timbre.
a. Guitar: The guitar in the YouTube video I watched had a mellow and bright timbre. I also believed
some of the notes played by the guitarist had a piercing and clear timbre.

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
pass. Take a screen shot of your final score and submit to your LBS 405 Instructor with this note taking
guide.

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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 6

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.
a. I would describe the timbre of the singer as light and reedy. The singers voice is although
mostly reedy. Her voice sounds just like the definition of reedy, very thin.
2. What instrument accompanied the voice? (hint: it is not a guitar- google Renaissance instruments)
a. I believe the instrument accompanying the voice was a viol.
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?
a. Listening to the song again and clapping to the beat was actually quite hard. I was very unsure
on what the beat was, and when I thought I began to hear what the beat was, it changed (I
think).

Listen and Explain: “Hello” – Adele

Response Questions:
1. Describe the timbre of Adele’s voice.
2. What instruments did you hear accompany Adele’s voice? (List all you could hear)
a. Piano, drum (mostly the bass drum throughout the song(?), keyboard (for different sounds are
hear, pre-loaded sounds that come on it),
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?
a. If I was clapping along to what I believed to be the beat, then I think doing this was the easiest and I
did well.

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?
1. Ms. Nolan is teaching the students how to change the mood of a song by adjusting the tempo.
2. She is also teaching them the tone of the same looking instruments, but they are slightly
different.
3. Ms. Nolan also teaches them beat and rhythm kinesthetically by having them all stand up and
using clapping and stomping.
2. How does she use music to help students understand musical concepts?
1. She not only speaks about music but also gets the students involved with musical
instruments/singing aloud in different ways so that they may all get a chance to understand.

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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?
1. Ms. Vickers taught her students pitch and notation skills with a call and response song. Also,
with the same call and response song lyrics she taught the students rhythm patterns.
2. Later on, Ms. Vickers used these lyrics (or parts of lyrics) to teach the kids how to write notes on
a sheet. Instead of the actual name of the note, Ms. Vickers called it different parts of the lyrics
and showed her students how they looked. By doing this the students were able to write the
notes on their own, and will be able to play back that music sheet the next week.
2. How could you adapt this for your own classroom?
1. I could adapt this to my class by using songs that relate to their backgrounds. In Ms. Vickers
class they were learning about music around the world; in my class I would be able to teach the
students different songs that relate to their backgrounds and take some lyrics to “replace” the
actual name of notes so that they may also learn how to write them on sheets.