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TPACK in the Elementary Music Classroom

Our MACUL 2013 presentation.
by

Scott Just

on 16 August 2016

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Transcript of TPACK in the Elementary Music Classroom

TPACK
and the
Elementary Music Curriculum
Scott Just & David Pyrek,
Clawson Public Schools
Process
Reflection
& Clarity
Demo
Artisan aromas meet sizzling electrons.
Synthesizing their own outcomes from their prior
experiences.
Second contact,
http://tpack.org
What are we trying to do?
How can we do this differently?
Recap and wrap
What are trying to do?
What were past practices?
Finale Notepad was the capstone
of our learning activities.
Timeless skill combining best practices of the pre-20th century,
with the cutting edge of the 21st century.
Getting the bread to rise
.
Using Final NotePad, musicians transferred
iconographic into standard notion while
engaging and developing inner hearing.
It's time to play "Access your INNER MUSICIAN!"
.
Culmination through performance
Breaking the bread
All learners were enagong and had sustained focus during the TPACK based unit.
TPACK & Final Notepad for the FIRST TIME allowed students to seamlessly transition from iconographic notation into standard notation.
.
Intros
A music teacher with a
drive to shatter music pedagogues

A fourth grade teacher
with a tech background.
Bridge the gap between iconographic
notion and standard notation while
simultaneously engaging students hearing.
What were past practices?
Aural
Self-Documentation
Development of the staff
and basic melodic and rhythmic sketches
Standardized notation-invention of the
printing press (single pressing 1520).
Sharing music around the globe
American Music education: Aural, rhythm and
solfege syllables, movement, icons, early notations,
standard notation, transfer to pre-band,
band and choir).
What we propose: a new school of blended
learning & best practices from the past, present,
Front load multiple activities through the use of aural, icons, early notation, and movement activities.

Make connections between aural and notation.

Focus on melodic contour and intervals first; staff and letter names second.

Engage and stimulate the hearing process through use of technology

Discovery! Allow students the joy of discovery through the process.

Sharing! Class discussions & performance.

Engaging Learners,
first contact.
Intro melody through Curwen
hand signs, with solfege syllables.
Transitions from solfege to lyrics,
coupled with Curwen hand signs.
Young musicians climb the solfege ladder of success. Through By engaging young musicians at optimal levels of performance; they "flow" from learner to presenter and demonstrator.
Wheat from the Chaff
The Harvest
Musicians access prior experiences to
generate problem solving skills during a
puzzling activity.
TPACK pulls into focus.
Transference of knowledge to an authentic application.
Ear Training
Curwin hand signs,
solfege, puzzling.
PK
TPACK
Finale Note Pad
Picture notation
to standard notation.
Leading to
self-assessment
Knowing Finale Note Pad
is the correct software
for our hardware.
TK
CK
Pitch, Rhythm
Melodic Contour
http://tpack.org
Demo lesson
Front loading with multi-modalities

(The aural and physical experience)
1. Sing “Rain Rain” with class.
2. Demonstrate “so” and “Mi” and sing “Rain Rain” with class.
3. Substitute lyric for pitch syllables.
4. Use body signs (lyric and syllables)
5. Walk in place to pulse singing. Identify the words that received two syllables within one step (go a-/come ag-ain some/ oth-er )
6. Walk in place singing and clapping the words to the poem
7. Replace one syllable words with “ta” and two with “ti-ti” speaking the melody.
8. Walk in place, clap, sing the melody, and speak the syllables.
9. Hand staff (lines only)

(The constructivist experience)
Puzzle card activity.

(The technological experience)
Finale Notepad.

(Play)

Thank You!

Dave Pyrek
David.pyrek@clawson.k12.mi.us

Scott Just
mrjust118@gmail.com
Full transcript