Princess Leira D.

Salazar April 4, 2017

2011-56896

MuED 120 (Elementary Methods) Extracts

Group 1 Dalcroze

Unit of Study: Rhythm (Grade 2)

On the lesson

The objectives were met but the method was not truly used to its potential. The task wasfor the
students to identify fast vs. slow songs, create own movements suitable for a given song, and give
examples of activities they do fast or slow. The first exercise made use of the students creativity, by
allowing them to dance to music they are familiar with. When the animal movements were introduced it
constricted their movements. The music choice (Saint-saens Carnival of the Animals) was a bit over
their heads as grade 2 students and caused some confusion.

On the method

I find Dalcroze an effective method for elementary students who are growing and in the
developmental stage of discovering their bodies and the movements they could create. This is why we
have always had field demonstrations in the form of dances. It would be nice if it was incorporated to
musical concepts themselves. Music emanates from the body anyway. Even before birth the body has
always had its own rhythm, from the heartbeat to eventually waving, walking and running. It would be a
good study. And how else would you teach music to hearing impaired students if not though movement.

Group 2 Kodaly

Unit of study: Pitch (Grade 1)

On the lesson

Having only learned about the Curwen hand signals in my fourth year of high school, and the
Kodaly method in college, I was totally unfamiliar with the applications of this method to elementary
students. I have learned the most regarding this method. The students had fun looking at the theory
behind songs they are already familiar with and would be able to internalize the terms because they are
so relevant. There could also assignments/follow-ups to the lesson by asking the students to find themes
or make up their own songs with just the given two pitches.

On the method

Kodaly is an effective method when it comes to song teaching and would be easily applied to a
curriculum as they have their own form to follow (much like the Suzuki method). And from song it would
be easy to go the other arts such as instrument teaching and dance when they are older, and the
musical terms and notation are as familiar to them as their alphabets.
Group 3 Carabocone

Unit of study: Steady Beat (Grade 3)

On the lesson

This is the one I had most fun with probably because I am a visual and tactile person as well. The
lesson almost had too much activities, but I believe that these will be appreciated by grade 3 students.
The lesson relies on group/team work as well which is a huge difference from the earlier individualistic
approaches, which I believe the younger students need. They need a sense of community and
friendship. What I think could be improved is the floor staff. Instead of having the 5 lines colored, why
not use the 4 spaces (which is easier to remember) since we are also doing songs in 4/4 beat. Then the
children would not have any confusion on where to step and the steady beat would be felt more.

On the method

The sky is the limit for this method. There are so many games, activities and props that could
potentially be used. It would also be a challenge to the teacher to create said activities according to the
needs of the students, unlike the strict Kodaly method. Not only would it fuel the craftiness of the
teacher it could also be integrated with subjects like art and even physical education therefore creating
a wholesome approach.

Group 4 -Integrated

Unit of study: Timbre (Grade 5)

On the lesson

The resources used were really pretty, the use of the book and listening materials were very
effective in teaching the students about different kinds of sounds in the orchestra as well as the exercise
with the instruments earlier on. It would be difficult to bring these instruments to class, but then they
could be substituted by the objects they could find within the classroom ex. water bottles etc. (like what
we did with MMCP) It would have been interesting to see what the teachers could come up with if they
chose to tell their own story.

On the method

This method also has a huge potential because of the integration of the different arts in this
case, literature and storytelling. Things children know how to do intrinsically. (What child does not
create stories in in their heads)

Conclusion

The methods are all effective in their sense, depending on factors such as age and
developmental stage, props and preparation, availability of instruments and the ability of the teacher to
sew them together to make a cohesive and all-encompassing curricula.