Guiding Principles for Music in a Montessori Setting

Transcription

1 Guiding Principles for Music in a Montessori Setting Sole purpose: Reach the musical potential of each child Central Purpose: Awaken the senses to lay a foundation for future musical training (Standing, 1998) Investigate sound freely Playing of musical instruments Creative exploration through... movement, singing, and listening (Montessori St. Nicholas Centre, 1976)

2 Equipment for a Music Department Overview Orff Instrumentarium Autoharp for sing-along's Audio player with mp3 playlists Music training of generalists by resident music specialist or music enrichment company Montessori Bells Hand manipulatives for spatial awareness

3 Active Music-Making in the Early Childhood Montessori Classroom Singing with repeated sections or words Matching pitch with Montessori bells Build understanding of melody and melodic patterns Movement response to stories or music recordings Body percussion (claps, pats, snaps, stomps)

4 glockenspiel MANIPULATIVES FOR EARLY CHILDHOOD Diatonic glockenspiel 36-pack black egg shakers (2) sets of Major diatonic Boomwhackers (1) Primary Boomwhacker CD to accompany students (1) Set of 12 bean bags for passing games (1) Toy hammer to tap syllables of name & words mallets boomwhackers toy hammer Egg shakers scarves Bean bags for passing

5 Active Music-Making in the Elementary Montessori Music Classroom Dedicated section for music making Six pairs of closed sound boxes to shake and identify Percussion and tuned percussion instruments, such as xylophones first modeled by the instructor Free Exploration on the instruments within a time constraint activates tactile and aural sensors Group singing or singing games are lead by an instructor using repetitive verses and movement Instructor engages children in active response

6 XYLOPHONES: Bass Metallophone Bass Xylophone Bass xylophone (1) Bass metallophone (1) Alto metallophone (1) Alto xylophones (2) Soprano xylophone (1) Soprano metallophone (1) Alto Metallophone Soprano Metallophone Alto Xylophone Soprano Xylophone Glockenspiel Alto (1) Glockenspiel Soprano (1) Alto Glockenspiel Soprano Glockenspiel Orff Instrument Set (Diatonic)

7 OTHER PERCUSSION & SUPPLIES (1) Triangle triangle guiro Temple blocks (1) Guiro maracas (1) Temple blocks (1) Set of 24 rhythm sticks cymbals scarves (12) Pairs of maracas (1) Set of scarves (1) Pair of 5 cymbals (1) Dry erase board for instructor Rhythm sticks (3) Sets of 5 dry erase boards for students (1) Set of 48 rhythm flash cards Dry erase boards students Dry erase boards instructor

8 NATIONAL STANDARDS 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture. (MENC.org)

9 Singing, alone and with others, a varied repertoire of music. Curriculum Resources: Teacher s Manuals for Music Developmentally appropriate music learning activities Sequential music instruction Pre-K through 8 th grade Builds students' knowledge and skills within and across grade levels Engages all students in the music making process Select the state in which the school is situated (Silver Burdett Making Music)

10 Performing on instruments, alone and with others, a varied repertoire of music. Instruments selected should be intended to entice students with adequate sound quality Opportunities for solo (individual) performance Opportunities for ensemble (group) performance Opportunities for collaboration with structure Allow time for practice to improve individual competence Present behavioral expectations Instructor must demonstrate before students are expected to imitate Use body percussion before transferring to instruments

11 Performing on instruments, alone and with others, a varied repertoire of music. Mallet techniques for the xylophone while singing: Bordun=2 bars on a xylophone used in repetition 1. Hand position: fingers like a snake at the end of the mallet 2. Bordun to a steady beat on the lap; both hands simultaneously 3. Broken bordun to a steady beat on the lap; hands land separately 4. Level bordun to a steady beat in two separate octaves 5. Cross-over bordun; right hand remains on same bar while left crosses over right (LRLR)

12 Listening to, analyzing, and describing music. Be Music Detectives: Use scarves to represent and respond to what is heard on an audio recording Label repeated sections on paper (AABBA) or instruments (violin) or instrument sections (strings) Mussorgsky s Ballet of the Unhatched Chicks : follow a visual map of what the musical selection depicts (science) Analyze fast/slow with shakers; high/low melody with the body; soft/loud using flash cards or using instruments

13 Understanding music in relation to history and culture. Outcomes Build global awareness Musical Enculturation defined: To understand a culture in and through music and the place of music in and through culture. Compare one s own musical heritage with that of others. Expand social and self definition Broaden and instill appreciation in diversity Explore peoples which differ from our own Faculty implements integrated curriculum culminating in a public performance

14 Interview Process for a Music Specialist 1. Phone Interview: Teaching philosophy? Experience? Instruments with which you are comfortable? Assessment procedure(s)? 2. In-Person Interview: Energy? Highly articulate? Preferred type of musical performances (choir, ensemble, musical? 3. Classroom Observation: Establish rapport? Classroom management techniques? Communicator? Smooth transitions to new activities? Timing? Planning? Specific lesson objectives? Engagement of children?

15 A Music Report Card-Lower Elementary Lower Elementary Objectives: Sing independently on pitch, in rhythm, with clarity, diction, and posture. Sing in groups, responding to cues of a conductor in rhythm within the given dynamic level (loud/soft). Echo short melodic and rhythmic patterns independently on classroom instruments maintaining a steady tempo (speed). Read short melodic and rhythmic patterns independently on classroom instruments maintaining a steady tempo (speed). Identify repetition and contrast in simple songs and short listening examples. Participate in singing games, dances, musical improvisation, including the preparation for public music programs. Respond to expressive qualities of music through the singing voice, movement, and on classroom instruments. Distinguish between high and low, fast and slow, and instrumental tone colors. Enrichment Grading Scale Exceeds Expectation E Meets Expectation M Below Expectation B Incomplete - I *Any questions regarding enrichment grades can be directed to the Enrichment Teacher's music@school.net Music Assessment Area Period 1 Period 2 Period 3 Period 4 Music Concepts Performance Skill Effort

16 A Music Report Card-Upper Elementary Upper Elementary Objectives: Sing independently on pitch, in rhythm, with clarity, diction, and posture. Sing in groups, responding to cues of a conductor in rhythm within the given dynamic level (loud/soft). Echo short melodic and rhythmic patterns independently on classroom instruments maintaining a steady tempo (speed). Read short melodic and rhythmic patterns independently on classroom instruments maintaining a steady tempo (speed). Perform melodies on the soprano recorder using the proper left-hand fingerings for: G, A, B, C, D. Perform rhythm patterns on the soprano recorder using the proper duration within a 2/4, 3/4 or 4/4 meter. Compose a melody and/or rhythm pattern within a 2/4, 3/4 or 4/4 meter to perform on classroom instruments using music notation. Analyze elements of music in short listening examples: instrument(s), voice(s), style, formal structure, fast from slow, soft from loud, high from low. Develop music leadership by taking part in musical plays, dances and collaborative music ensembles. Music Assessment Area Period 1 Period 2 Period 3 Period 4 Music Concepts Performance Skill Effort

17 School-wide Promotion of Music Education School-wide newsletter Letter to Parents Curriculum Meetings Programs/Public Performances After-school enrichment programs

18 The Mission Statement of the Annual Fund Annual Fund Mission The Annual Fund relies on the support of our school community to develop and expand our academic programs, enhance and grow sporting and cultural activities, recruit and retain top notch faculty, and improve and maintain our facilities. Fundraising We strive to achieve 100% participation from our families in the Annual Fund each year. We have a 3 prong approach to our fundraising for the Annual Fund: Parents Students Grandparents/Friends and Family Ways to Give PLEDGE FORM: all parents will be asked to complete a pledge form to designate if they will be participating in the current year s campaign CASH/CHECK CONTRIBUTIONS STUDENTS : jars are put in each classroom so that the children will be encouraged to help PENNIES FROM HEAVEN: students will collect cash donations and coins at carline CORPORATE MATCHING: contributors will be able to use the Corporate Matching Form with their employers

19 Volunteers for the Annual Fund Parent Volunteers The Annual Fund Parent Volunteer Committee will be comprised of individuals who are positive and proactive about the Annual Fund. They need to feel comfortable asking for donations from other parents, and from the community. They must be able to attend community events and talk up the fund with other parents. They must be willing to take on assignments and work in an independent manner. They should be able to attend all monthly Annual Fund meetings. Positions: Annual Fund Chairperson (s): able to provide leadership and direction to the committee. Able to commit significant time. Communications: develop status updates, web updates, flyers, posters, thank you letters, FAQ s, etc. Work with school photographer. Friends and Family/Grandparents: coordinate fundraising efforts (letters from children, etc.) and work with Room Mom s on this initiative. Student/Pennies from Heaven: plan and coordinate Pennies from Heaven efforts (work with teachers to identify children to volunteer at carline, etc.) Web Liaison: work with school coordinator to coordinate all Annual Fund content for the school website

20 The Action Plan FAQ s for the Annual Fund FAQ: What are the objectives for this year? We have two objectives for this year: 1) Have 100% of the families participate in the fund 2) Raise $35,000 to meet the specific needs of the school. FAQ: How much are we expected to give? Consistent with the long-standing "community approach" and the specific objectives for this year, we would like for you to provide as much or as little as you can. No contribution is too small--100% participation is the key. Knowing that every family participated demonstrates the sense of community we have. Due to the confidential nature of the Annual Fund, only the directors are in receipt of the checks. FAQ: Why establish a formal music curriculum and How does my child benefit? As Montessori teachers we believe that the musical experience for the young child should be organic and continual throughout their school day. It is an integrated part of the child s learning. The musical experience enables us to create a peaceful community. ACTION PLAN FOR PRIMARY: Primary Teacher Training and academic connections by school music specialist and Musikgarten company; purchase and training on Montessori bells ACTION PLAN FOR ELEMENTARY: Orff instruments; music fieldtrips FAQ: Why should I give if my children may not be attending this school next year? You may still want to participate in the campaign for a number of reasons, such as to thank the school for what they have provided your child, to provide the benefit to your child next semester, or to provide an on-going legacy to the school. FAQ: Why can't the tuition increase cover these investments? The focus of the tuition is on everyday operations. We are choosing as parents to invest in our school and children to enhance and enrich their overall physical health well being and education. FAQ: Who will be purchasing the instruments and performing the training? The director will be working in tandem with our music specialist to select the instruments and establish the objectives for teacher training. These objectives were compiled from the American Montessori Standards and the National Association for Music Education. FAQ: How can I help and what is the deadline? We would like all contributions by October 30 th. This will enable completing of the projects by December 30 th. FAQ: How will I be recognized? Why don't we have a master list of contributors like other charities I give to? We want to highlight the 100% contribution, not the level of contribution. The committee values the sense of community over individual recognition. The directors will pen notes to personally thank each family. FAQ: Why are the children are being asked to contribute? Consistent with this school s pillar of "life-long commitment to give something back through service to others who are in need", we believe the children should see that giving back to their school is important and valued. FAQ: Who are the Annual Fund committee members?

21 Solicitation Letter Dear Montessori Parents, We are pleased to share with you our community s plan for this year's Annual Fund. As we will discuss at our Community Meeting next week, our drive will concentrate on expanding our music curriculum for all of our students. The funds collected will be utilized for purchasing ORFF musical instruments for the primary and elementary classes, and also provide Montessori-based music training for our teachers lead by our music specialist. As we take on this exciting project, we are asking all parents as stakeholders in our school community to please make a contribution.. We know in our hearts each family has the capacity to give. Our funds needed to complete the entire project are $. To help simplify the giving process, we are enclosing a contribution slip and a blue envelope to return your contribution. Contributions can be returned directly to the school office. Our goal is to complete the drive by October 30, 20??. We has a tax status as a 501(c) (3) corporation, so all contributions are tax deductible. All contributions will remain confidential. We deeply appreciate your continued generosity as we work together to provide an exciting educational opportunity for our children. Sincerely, Annual Fund Chairpersons

22 Links for a Music Department National Standards for Music Education: Multimedia Exploration: Purchasing Instruments: Purchasing Mallets: Local Orff-Schulwerk Chapter for Qualified Music Specialists Favorite Music Supply Vendors: Lyons Music, West Music