MUE 3210: Music in the Elementary Classroom

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MUE 3210 Music in the Elementary Classroom

• Melodic Direction and Special Learners Take 2
• Timothy S. Brophy, Ph.D., Professor

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Lets Sing!

• This Land is Your Land is a new American folk
  song by Woody Guthrie
• We sing this in two parts in harmony
• This is an American Classic that all children
  should learn
• Harmony occurs when two or more notes sound at
  the same time

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(No Transcript)
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Verses 1 and 2

• As I was walking that ribbon of highway,
• I saw above me that endless skyway
• I saw below me that lonesome valley This Land
  was made for you and me! (Refrain)
• 2. I've roamed and rambled and I've followed my
  footsteps,
• To the sparkling sands of her diamond deserts,
• And all around me a voice was sounding
• This land was made for you and me! (Refrain)

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A Two Chord Song Polly Wolly Doodle (C and G7)

• 1. Oh, I went down SouthFor to see my Sal Sing
  Polly Wolly Doodle all the dayMy Sal, she is A
  spunky galSing Polly Wolly Doodle all the day.
  (Refrain)
• 2. Oh, my Sal, she is a maiden fairSing Polly
  Wolly Doodle all the dayWith curly eyes and
  laughing hairSing Polly Wolly Doodle all the
  day. (Refrain)
• REFRAIN
• Fare thee well, Fare thee well,Fare thee well my
  fairy fayFor I'm going to Lou'siana for to see
  my SusyannaSing Polly Wolly Doodle all the day!

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This Land is Your Land has Melodic Direction!

• Remember, there are three types of melodic
  direction
• Upward
• Downward
• And repeated tones (the notes stay the same)
• Like all good melodies, This Land is Your Land
  uses a combination of these directions in an
  appealing way
• What do you notice about the melodic direction of
  the harmony part?

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(No Transcript)
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Music and Special Learners

• There are variations between state and within
  each state between each district on policy on how
  to handle special learners
• However, the Individuals with Disabilities
  Education Act of 1990 dictated that Special
  Learners are supposed to grow and learn in
  inclusive environments

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Music and Special Learners

• Guidelines for Working with Special Learners
• Work with the schools special ed teacher
• Establish clear, simple objectives for each
  lesson
• Plan concrete, action-oriented music experiences
  that allow students to explore music in many
  sensory modes (visual, tactile, kinesthetic, etc.)

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Johnny Works With One Hammeran action-oriented
game song

• Johnny works with one hammer, one hammer, one
  hammer
• Johnny works with one, hammer, then he works with
  two!
• Johnny works with two hammers, two hammers, two
  hammers
• Johnny works with two hammers, then he works with
  three!
• (and so on up to five)

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Music and Special Learners

• Guidelines for Working with Special Learners
• Use several different music-making activities in
  the lesson (singing, instruments, moving,
  creating, listening, improvising, etc.)
• Match songs to a students vocal register, raising
  or lowering if necessary (for no musicians, this
  is hard to do, and you might leave this one to
  the music specialist)

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Music and Special Learners

• Guidelines for Working with Special Learners
• Match tempos to the ability of the student
• Be consistent in expectations and procedures
• Post classroom rules and procedures (with picture
  cues), charts and other visuals
• Be aware of the noise level for
  auditory-sensitive students
• Allow for many opportunities to succeed (be
  right) and give appropriate praise when it is
  earned

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Jump Jim Joe
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Music and Special Learners

• In general, the best way to include Special
  Learners is to know as much about their specific
  conditions and tailor instruction to highlight
  their abilities
• There are several specific conditions that
  students can have, and few fit neatly into any
  category
• Here are some categories and specific ideas for
  facilitating instruction in music to them

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Music and Special Learners

• Cognitively Impaired
• Concentrate on one task at a time (which should
  be true of all instruction)
• Practice imitative maneuvers (clap along,
  responsive singing)
• Include action and concrete stimuli in singing
• Try using whispering, speaking, and singing to
  get students to expand their voices
• Make goals attainable for the student

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Music and Special Learners

• Learning Disabled
• Emphasize the music mode that the student shows a
  preference for
• Singing games and dances need practice and
  repetition
• Use visual cues to help them (and their
  classmates) remember lyrics to songs and the
  steps of a singing game

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Music and Special Learners

• Visually Disabled
• These students need close seating, enlarged
  charts, two and three dimensional study aids
• Autoharp, Chromaharp, and Resonator bars can be
  labeled in Braille
• Constantly describe verbally what is happening
• These students and all students benefit from
  activities that emphasize use of space (organized
  dances, movement activities, etc)

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Music and Special Learners

• Hearing Impaired
• Make sure that hearing aids are properly adjusted
  for music learning (inform a specialist to train
  you how to do this)
• Using drums and other instruments allows them to
  feel vibrations
• Low pitches are heard easier and better than high
  pitches, so sing in a lower range
• Choose songs that reflect the natural rhythm and
  pitch or speech
• Incorporate singing and signing activities

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Music and Special Learners

• Physically Impaired
• Dont always need more time but often need
  modified equipment
• Alter instruments in order to accommodate
• Lap tables should be provided for students in
  wheelchairs
• During movement activities, substitute motions
  for physically impaired based on their abilities,
  you might have half the class do this same motion
  to provide a sense of inclusion

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Music and Special Learners

• Gifted and Talented
• Allow for individual advanced work in each area
  and small group projects
• Incorporate unique objectives for these students
  within the context of a lesson

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Music and Special Learners

• Behavioral Disorders
• Do not change or bend class rules to accommodate
  these students
• Must be attentive, loving, and a disciplinarian
  to these students
• Know these students and their tendencies
  extremely well

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Whats Coming Up

• Tomorrow
• Read Chapter 4 Fundamentals of Music Rhythm
• K-1 Projects Due Accommodations-ESOL, Visually
  Impaired, Hearing Impaired