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Building Student Success Through Music

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Mary Wing

on 31 July 2013

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Transcript of Building Student Success Through Music

Building Student Success Through Music
Teaching Math Concepts through Twinkle, Twinkle Little Star


Social &
Community Outreach

Connecting Learning to Real-Life Experiences

Student Relationships
Parent Involvement Incorporating Music and Culture
How can music help our students succeed academically?
Where do we Start?
Bodily-Kinesthetic Intelligence
Interpersonal Intelligence
Verbal-Linguistic
Intelligence
Logical-Mathematical
Intelligence
Naturalist Intelligence
Intrapersonal
Intelligence
Visual-Spatial Intelligence
Musical Intelligence
Research has shown that music can improve the development of....
Music can meet the needs
of all Learning
Styles....
The Creative and Critical Process help develop learning skills & work habits
Music Helps
Students
with Special Needs:
Challenging & Inspiring
The Creative Process:

The Critical Analysis Process
Imagining /Generating
Planning and Focusing
Exploring
and
Experimenting
Producing Preliminary Work
Revising and Refining
Presenting, Performing and Sharing
Reflecting and Evaluating
Spatial Reasoning
Counting
Problem Solving
Graphing
Using and understanding ratios
Phonological awareness
Word decoding
Word recognition
Writing strategies
Numeracy Connections
Literacy Connections
Creative movement activites
Showing the beat on a body part (body percussion)
Move at different speeds (tempo)
Clapping rhythms/ games
Dancing to different genres of music
Creating a composition with found sounds or body percussion
Call/response songs
Peer feedback after performances or peer evaluation of work
Creating compositions with a group based on sound effects or sounds in our natural environment
Creating movement patterns with a partner to match a piece of music

Perform a speech in role as a famous composer or musical artist
Read poems and chants using elements of music to be expressive
Choral reading
Write new lyrics
Prepare an oral or written response after listening to a piece of music
Add number of beats in different time signatures
Fill in missing beats in a written rhythm
Classify instruments into families
Clap rhythms
Identify patterns and forms
Study acoustics
Conduct patterns
Draw a soundscape based on sounds hear in natural environment
Make instruments with wood, shells or other found objects in nature
Record sounds on a sound walk
Listen to animals who make musical sounds (e.g., birds, whales)
Respond to listening through creating various pieces of visual art
Create a story or movement to music
Reflect on the mood of a piece with your own feelings
Create a mind-map based on ones interpretation of a piece of music
Show levels of pitch (melodic contour) using hands
Follow a musical score
Draw what you hear
Feature visual aids such as charts, videos, finger puppets or picture books to enhance understanding of a song or a concept
Perform/compose/improvise rhythms, melodies, movement patterns
Feel the beat
Listen and describe music with music vocabulary terms
Listen critically to quality of sounds
Use manipulative to demonstrate understanding of music concepts
music encompasses all the senses and intelligences
music is organized and interpreted in multiple ways
repetition is common in songs
instruction of concept can be given in multiple mediums: text (lyrics), song charts, singing, movements, playing, manipulatives etc...
Peer / Teacher Feedback and Student Reflection
Melody Mapping & Contour
Using Letter Symbols to Assist in Reading a Melody
Using color to associate pitch with note name
and illustrate ABBA form
Languages spoken at Waterfront School
Cantonese
Chinese
Spanish
Mandarin
Arabic
Russian
Persian (Farsi)
Korean
Tagalog (Filipino)
Polish
German
Portuguese
Hindi
Urdu
Greek
Japanese
Punjabi
Serbian
Amharic
Statistics for year 2011-12
Primary
age 7-9
Junior
age 9-11
English Language Learners =
22%
Special Ed. Needs (excluding gifted) =
44%
First Language at Home other than English =
39%
English Language Learners =
12%
Special Ed. Needs (excluding gifted)=
35%
First Language at Home other than English=
47%
Facts and Figures
lack of responsibility and initiative among students
41% grade 6 students received Satisfactory and Needs Improvement for homework completion
58% grade 6 students received Satisfactory or Needs Improvement for initiative
Students are leaving to other schools after grade 6
61% of students receive help for homework outside of school
24% of parents volunteer at school
43% of parents attend meetings or school events
Most of arts activity is in after-school programs: 42% attend Arts activities outside of school
Music Research and The Brain
" Music and particularly joyful music, affects our health in fundamental ways. Listening to, and even more so, singing or playing muisc can alter brain chemistry associated with well-being, stress reduction, and immune system fortitude".
Levitin, 2008, pg. 99
"Singing together releases oxytocin, a neurochemical now known to be involved in establishing bonds of trust between people".
Levitin, 2008, pg. 51
Bodily/ Kinesthetic Intelligence
• Moving at different speeds
• Explore different genres of music.

Recreate the patterns you hear in these genres through a movement sequence, show tempo (speed) and pitch contour in your body movement.
Interpersonal Intelligence
• Peer feedback after performances or peer evaluation of work
Provide feedback to your peers through interpreting the patterns you observed in the movement sequence
• Create movement patterns with a partner to match a piece of music
Verbal/ Linguistic Intelligence
• Prepare an oral or written response after listening to a piece of music.
Use a Venn diagram to record similarities and differences between 2 genres of music of your choice
Mathematical/ Logical Intelligence
• Identify patterns and forms:
Identify rhythmic patterns in the music you hear and create your own code for it.
Naturalist Intelligence
• Make instruments with wood, shells or other found objects in nature:
Do a research project on an instrument from one of the cultures connected to these genres
e.g India, or Peru
Intrapersonal Intelligence
• Respond to listening through creating pieces of visual art:
Create a sound scape using color to show the layering of sounds you hear in the music
Visual/ Spatial Intelligence
• Feature visual aids to enhance understanding of a song or a concept:
Watch a video of dancing to 2 different genres of music. How does the music impact way the dancer moves? What elements of the music does the dancer express through movement?
Musical Intelligence
• Perform/compose/improvise rhythms, melodies, movement patterns:
Perform the rhythmic patterns your hear in these 2 genres of music on non-pitched instruments

Exploring Different Genres of Music using Multiple Intelligences
Latin Dance
Bollywood/Indian Dance
Students think of an environmental issue that they are passionate about
Discuss issue further, generating questions and listing 10 most important points of issue.

Make choice about which musical forms they will try out to write the song and which expressive elements they will use to best express point of view about issue.
Explore a variety of combinations to represent the form: using pictures, sound, movement or song etc...
Commit to their choices and practice to bring out the issue in the rehearsals...
Perform the piece as a trial run in front of peers, get feedback from peers and teacher, modify song and make more choices.
Present final product of song at a science fair or school assembly or for a scientist in the school event...
Reflect on the performance experience and devise next steps for improvement and /or ask key questions
Song Writing
First Impression
What issue does this make you think of?
What do you feel?
What puzzles you?
Description
What do you sense when you hear the song?
What did this group work hard to achieve in your opinion
Analysis and Interpretation
What expressive elements are used in the song?
What is the opinion of the people who composed the song?
Expression of an Informed Point of View
Do the elements effectively convey the environmental issue?
What is not effective about the song? Why?
Student and teacher always need to examine the social, cultural, personal and historical context on which the work is based or from which it is created.
Consideration of Cultural Content
Reading music with numbers, letters and words
Link Music Projects to Issues or corporate partners in the Community/City
Issue
Project
Homeless youth




Newcomers to Canada at
Centre Francophonie de Toronto


Pan-Am Games


Graffiti Art: Beautification of our city



Noise pollution
Research a homeless youth artist at Sketch Toronto, visit the venue and interview them about their connection to music.

Compose songs about Canadian themes and present them to the Francophones at the institute

Research one of 41 teams and compose a team song and dance

Visit and take photos of graffiti murals in the city, create a storyboard and compose music based on graffiti story
Record city sound scapes and re-create it in a sound scape mural
Sketch in Toronto
City Soundscapes
Waterfront Rap

The Tower, the Gardiner, the airport noise
We're surrounded , Waterfront girls and boys.
Whatcha goin to do to make things better?
Nothin will work, not even a letter
To the Mayor or his brother or Primer Minister Steve,
So boys and girls, you've gotta believe.
And it's all up to you, It's attitude man
And be postitive too!

Respect what is different and change what you can,
And when you see bullies, tell them to scram,
Put trash in the bin, your environment clean,
You'll feel better too....you'll see what I mean.

Put your school on the map, and on top of the wave,
That ma.kes Waterfront rock-a school that's the fave,
Of every kid living, from Dufferin to Bay.
A free learning zone....what more can I say?
Musical Activities to Build Relationships Among Students
Have students compose a song or rap each month for the character trait under study: respect, honesty, responsibility, integrity, etc...
Start a drumming club and teach respect and team work through drum circle practice
Teach yoga with music and storytelling for primary and junior students
Have intermediate students create and teach musical co-operative games to junior students
Have junior and intermediate students create and lead rhythmic movement routines for Daily Physical Activity
Incorporate more ensemble playing in the music program: boomwackers, bells, ukeleles, recorders
Have students create stomp routines with basketballs and other materials
Books that Teach Songs about Character Education
Don't Laugh At Me
Recreate the Lyrics of the Song through Symbols, Special Cursive, and Pastels or Watercolor
Bring parents into school to perform during school events
Initiate the performance of 'Capoeira' which seems to be popular among our students
Host a Muic Around the World Event featuring countries like Jamaica, Trinidad, Tobago, Angola, Tanzanilla, India, Pakistan etc..
Have a Music Family Fun Night: Students invent and show their musical games and perform for parents
Feature a Music and Math Booth & Music and Literacy Booth on Curriculum Night displaying musical books, activities and games
Preview of Film 'Mouse'
Basketball Stomp Routine
Gang Culture vs Healthier Alternatives to foster Friendships
(Wamsley) 2008
Wamsley (2008)
Wamsley (2008)
Wamsley, 2008
Wamsley, 2008
Wamsley, 2008
Wamsley, 2008
Wamsley, 2008
(The Ontario Arts Curriculum, 2009)
(The Literacy and Numeracy Secretariat,
2009, pg. 2)

(Page, 1995, pg 31)
Toronto District School Board, 2012
Toronto District School Board, 2012
Toronto Discrict School Board, 2012
Full transcript