Overview:
Although music is abstract in nature, its concepts can be made concrete for young students. This class will focus on ways in which elementary students can gain skills and understanding of the elements of music by taking part in guided experiences.
Objectives:
Students will be able to:
- Identify the ways in which the elements of music can be introduced to younger students.
- Identify the age- and grade-appropriate music activities.
- Discover ways in which elementary students can respond (verbally and non-verbally) to music.
- Guide elementary students to move from percepts to concepts.
- Identify issues common to teaching music.
Anacrusis
Choosing words that have the primary accent on the second syllable can emphasize the anacrusis. The following words are effective in reinforcing the anacrusis:
- Biology — bi - OL - o - GY
- Computer — com - PU - ter
- Thermometer — ther - MO - me - TER
Rhythm of the Melody/Chant vs. Steady Beat
Melody is rhythmically controlled and contains rhythmic patterns that are even or uneven. For this reason, the rhythm ingredient of melody or chant is generally referred to as the rhythm of the melody to distinguish it from the beat/pulse. Because students will tend to confuse the rhythm of the melody and the beat/pulse, teachers should direct students to compare icons that display steady beat/pulse with those that represent the rhythm of the melody. Dividing the class in half and directing one half to “patsch” (tapping hands on the knees) to the pulse and the other to tap their fingers in the palm to the rhythm of the melody also will help students to draw a distinction between the two.
