By:

MARIA ROSE TARIGA-AQUINO

SST-III
 CREATIVE EXPRESSION METHOD

 A. Reciting lyrics with time- student chooses

own ideas/subject matter
 B. Using varied movements- freedom to
create
 1. tap and clap time signature
 2. marching, hopping and jumping
 3. singing the song while performing
 different movements
 This strategy is suitable for short songs; it
can also be used to good advantage for songs
with continuous melodic flow, where pauses
are not easy to make because of continuity. It
emphasizes the importance of learning how
to sing on pitch.
 1. Rhythm symbols and syllables are utilized
 2. Hand signals are used to show tonal
relationships
 The moveable “do” is practiced. The
teacher sings the song once or twice and
repeats this until the student pick up or
sing. Concepts are taught according to
the child’s learning development.
 1. Follows regular steps
 2. Singing is the major instrument
 3. All student can sing and be successful
 IS THE READING AND PERFORMING OF A PIECE
OF WRITTEN MUSIC, SPECIFICALLY WHEN THE
PERFORMER HAS NOT SEEN IT BEFORE. IT
INVOLVES IMITATION OF NOTE LEARNING OF
MUSICAL INFORMATION FROM SIGHT TO
SOUND.
 1. THE TEACHERS SINGS THE WHOLE SONG
ONCE OR TWICE.
 2. SHE EXPLAINS THE MEANING OFTHE SONG.
 YOUNG CHILDREN CAN LEARN TO
UNDERSTAND THE ORGANIZATION
OF LANGUAGE BY LEARNING SONG
LYRICS.
 INCORPORATE
MOVEMENT INTO YOUR
MUSIC LESSONS WITH
FUN SINGING GAMES.
 Music Standard #1
Use technology in the classsroom to teach
singing.
 B. Technology Strategies- National Music
Standard #2
Use technology to teach instrument
performance with activities for music
education.
 Tecnology Strategies- National Music
Standard #3
 Connect technology and music education in
your classroom using computer assisted
instruction and multimedia software to help
students analyze music.
 I. Arts Learning Together- emphasizes
cooperative effort. Specifically, the strategy
develops positive independent, face to face
interaction, individual accountability, social
skills and group processing.
 II. Copy Method- reproducing the likeness of
a model or imitation of a form. Duplicating a
picture, shape or design.
THE TELLING –OR-SHOWING METHOD,
STUDENTS LEARN BY SEEING AND NO
OPPORTUNITY FOR EXPRESSION OF HIS
IMAGINATION OR EMOTIONS THEN
IMITATING WITH THE TEACHER AS THE
MODEL.
METHOD TEAM TEACHING- IT IS AN APPROACH
THAT INVOLVES TWO OR MORE TEACHERS
WHO WORKED-A LOCK PROCESS OF HAVING
EACH CHILD FOLLOW A STEP-BY-STEP
DIRECTION OF THE COOPERATIVELY WITH
THE SAME GROUP OF STUDENTS FOR SOME
PERIOD OF TIME.
Games like bingo, basketball,
softball or quiz
bee, children cut/draw/shape
the same part- child have
identity products.
Aminiature representation
of a large scale system or
process. Prevents the child
from using his own ideas.
 This is a method Whereby one or more
exercise are repeated as many pattern
method times as possible within a set of time.
It is an exercise program consisting of a
number station which- shapes are drawn or
cut by teacher and passed on to students to
duplicate. Demands an exercise task, which
should be contributed in the development of
various part of the tracing drawing body.
 I. THE LECTURE STRATEGY
 THE LECTURE STRATEGY IS USEFUL WHEN
INTRODUCING A NEW UNIT OF WORK, IT CAN
INTRODUCE THE RULES AND COVER BASIC
SKILL AND TECHNIQUES. NEED TO BE WELL
ORGANIZED AND BE ENTHUSIASTIC IN THEIR
DELIVERY TO KEEP STUDENTS MOTIVATED.
 THE DISCUSSION STRATEGY SHOULD BE USED
AS AN IMMEDIATE FOLLOW UP TO THE
LECTURE. STUDENTS ARE GIVEN A CHANCE
TO ASK QUESTIONS AND PUT FORWARD
THEIR IDEAS RELATED TO THE TOPIC. TO DO
THIS THE STRATEGY IS MOST USEFUL IN
SMALL GROUPS SO EACH STUDENT GETS A
CHANCE TO VOICE THEIR OPINIONS.
DISCUSSIONS CAN BE LEAD BY THE TEACHER
WITH OPEN ENDED QUESTIONS.
 THIS STRATEGY USES ALL THE TECHNIQUES
OF THE LECTURE STRATEGY AND
INCORPORATES A PHYSICAL
DEMONSTRATION. THE DEMONSTRATION
CAN BE TAKEN BY A TEACHER, STUDENT OR A
GROUP OF STUDENTS. THIS STRATEGY IS ONE
OF THE MOST POPULAR FOR TEACHING
PHYSICAL EDUCATION.
 THIS STRATEGY UTILIZES THE USEFUL
TOOL OF FEEDBACK TO IMPROVE
DEVELOPMENT IN STUDENTS
LEARNING.THE PRACTICE STRATEGY IS
WHERE STUDENTS GET TO PHYSICALLY
DO THE SKILL PUT TO THEM IN THE
LECTURE OR THEORY.
 THISSTRATEGY GIVES STUDENTS
THE CHANCE TO BECOME
INVOLVED IN THE TEACHING OF
THE LEARNING PROCESS. IT TRIES
TO PROMOTE REFLECTIVE
THINKING AND SELF REFINEMENT.
 THIS STRATEGY TEACHERS STUDENTS
THROUGH A SEQUENCE, FROM THE VERY
BASIC TO A COMPLEX LEVEL. THE
PROGRESSION IS QUITE SLOW DUE TO THE
SLIGHT REFINEMENTS AND THE NEED FOR
COMPLETE UNDERSTANDING.
 THIS STRATEGY IS SIMILAR TO THE PROGRESSIVE-
PART EXCEPT THERE ISN’T AS MAJOR EMPHASIS
ON EACH STAGE AND TWO OR MORE STAGES
CAN BE COMBINED TO ONE STAGE. IN THIS
STRATEGY STUDENTS LEARN THE INDIVIDUAL
PARTS OF A SKILL OR GAME BEFORE ATTEMPTING
TO DO THE WHOLE SKILL OR PLAY A COMPLETE
GAME. THE PART-WHOLE STRATEGY IS USED
WHEN THE SKILL IS COMPLEX AND THERE ARE
MANY ASPECT THAT MUST MASTERED IN ORDER
TO PERFORM THE SKILL AT A COMPETENT LEVEL.
 THIS IS A STRATEGY THAT IS GREATLY USED
BY TEACHERS OF PHYSICAL EDUCATION. AS
THE NAME OF THE STRATEGY IMPLIES,
STUDENTS DO A SKILL AS A WHOLE, THEY
THEN LEARN THE BASIC IN PARTS AND THEN
DO SKILL AS A WHOLE AGAIN. THIS STRATEGY
IS VERY EFFECTIVE BECAUSE AFTER THE
INITIAL EXPERIENCE OF DOING THE SKILL AS A
WHOLE.
 LECTURE
COMPLETES
PERFORMANCE, A LECTURE
ALONG WITH PERFORMANCE.
 GROUPLEARNING AMONG
STUDENT OF DIFFERENT LEVEL,
SEXES OR ETHNICITY.
STUDENTS USUALLY WORK AS
LEARN GROUP HOWEVER, THEY
ARE TESTED INDIVIDUALLY.
 EMPHASIZES COOPERATIVE
EFFORTS. SPECIFICALLY, THE
STRATEGY DEVELOPS POSITIVE
INDEPENDENT, FACE TO FACE
INTERACTION, INDIVIDUAL
ACCOUNTABILITY, SOCIAL SKILLS
AND GROUP PROCESSING.
 THIS IS A METHOD WHEREBY ONE OR MORE
EXERCISE ARE REPEATED AS MANY TIMES AS
POSSIBLE WITHIN A CONSISTING OF A
NUMBER STATION WHICH DEMANDS AN
EXERCISE TASK, WHICH SHOULD BE
CONTRIBUTED IN THE DEVELOPMENT OF
VARIOUS PART OF THE BODY.
I. COOPERATIVE LEARNING

 LEARNINGINVOLVE STUDENTS WORKING IN

SMALL GROUPS TO COMPLETE TASK OR
PROJECTS. TASKS ARE STRUCTURED SO THAT
EACH GROUP MEMBER CONTRIBUTES TO THE
COMPLETION OF THE TASK.
 AN INTEGRAL PART OF THE HEALTH
AND LIFE SKILLS CLASSROOM. GROUP
DISCUSSION HELP STUDENTS LEARN
TO ARTICULATE THEIR VIEWS AND
RESPOND TO OPINION THAT DIFFER
FROM THEIR OWN.
 IS AN INDIVIDUALIZED LEARNING
EXPERIENCE THAT ALLOWS STUDENTS
TO SELECT A TOPIC FOCUS, DEFINE
PROBLEMS OR QUESTION, GATHER
AND ANALYZE INFORMATION, APPLY
SKILLS AND CREATE PRODUCT TO
SHOW WHAT HAS BEEN LEARNED.
 IT
IS THE PROCESS OF CREATING,
COLLECTING REFLECTING ON AND
SELECTING WORK THAT ENGAGE
STUDENTS IN CONTINOUS
REFLECTION AND SELF-
ASSESSMENT
 PROVIDESTUDENTS WITH
OPPORTUNITIES TO
RECORD THEIR THOUGHTS,
FEELINGS AND REFLECTION ON A
VARIETY OF TOPICS OR
EXPERIENCES.
 PLAYING PROVIDE STUDENTS WITH
OPPORTUNITIES TO EXPLORE AND
PRACTICE NEW COMMON SITUATIONS.
THIS TECHNIQUE USUALLY PORTRAYS
A SITUATION MORE CANDIDLY DONE
BY DESCRIPTION.
 1. QUESTION I HAVE ABOUT THE TOPIC.

 2. THINGS I WILL DO TO APPLY WHAT I

LEARNED.

 3. THINGS I LEARNED FROM THIS TOPIC.

 “We are for difference, for
respecting difference, for
allowing difference, for
encouraging difference, until
difference no longer makes a
difference.”
- Johnetta Cole-
THANK YOU AND
GOD BLESS!!