WEEKS 5-8 (YEAR 1 Semester 2) -- PEx Reflections
The supervising teacher introduced us to some excellent resources:
We used these online resources for preparing senior students for listening tasks.
https://www.musicconcepts.com.au/
The Song Room - What's That Instrument? | Resource | Arc
An Introduction to the Concepts of Music: A Book for Senior Music
An Introduction to the Concepts of Music is available for teaching staff in the school’s Google Drive folder.
A few links to resources that I stumbled across:
Musical Terms and Concepts | SUNY Potsdam
Essential Classroom Tested Resources for Teaching the 6 Concepts of Music
Musical Futures: An Approach To Teaching and Learning 2nd Edition Teacher Pack
For Primary School:
SAMPLE TEACHING AND LEARNING OUTLINE THE ARTS – MUSIC
Music Educators Toolbox | Carnegie Hall
Some of the learning aids used for music theory at the school:
We use the acronym FAT MURVIC to explain the effect of musical techniques.
We use the mnemonic I READ RHYTHMS PERFECTLY EVERY TIME SAID ERNIE to remember the features of TONE COLOUR.
These resources are all available in the school’s shared Google Drive folder.
First 4 Bars was a listening exercise that we practised with a few of the stage 5 and 6 classes. It incorporated the acronyms and mnemonics shown above. The idea is not to spend too much trying to decipher everything but rather to get a quick impression that provides a framework for analysis. Structure and texture are not as important since this exercise only focuses on the first 4 bars of the piece.
The following is a class activity that we observed during placement used to prepare the students for listening exercises and assessments:
Flashcard Activity - Guess the Word Game (Group Activity)
Setup:
- Divide students into small groups of 3-6 members
- Each group selects one representative
- The teacher prepares flashcards featuring key music terminology (definitions may be written on the back for reference)
Establishing Rules: Before beginning, the teacher and students should agree on:
- How many times groups can request a different card if one proves too challenging
- Whether points will be deducted for incorrect guesses
How to Play:
1. The group representative comes to the front of the room
2. The teacher holds a flashcard above the representative's head so they cannot see it, but their group members can
3. Group members take turns giving clues to help their representative identify the word on the card
4. Group members cannot say the actual word that appears on the card
5. The teacher keeps a tally of each group's correct answers
6. Representatives rotate so each group has multiple turns
Winning: The group with the highest number of correct guesses at the end of the activity wins.
Learning Outcomes: This activity helps students become familiar with essential music terminology while promoting teamwork, cooperative learning, and whole-class interaction.
Some of the music rooms at the school:
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