beyond pairing and grading into children composing...
TRANSCRIPT
3/4/2017
1
Beyond Pairing and Grading
into
Children Composing Music
Presented by JoAnne Enochson
Proper way to hold a bell
o Hold firmly by stem & baseo Remove from bell cabineto Carry to work space
Holding Striker & Damper
o Striker held downward using dominant hand
o Damper held, soft felt facing up, using
opposite hand
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Labeling of Montessori Bells
o White bells: labeled on top of base, with appropriate letter name and corresponding numeral.
o Brown bells: labeled on bottom of base with matching numeral or matching sharp/flat letter name.
Pairing Bells
o Set-up o Using three contrasting pairs; high, medium and low, place in two horizontal rows.
o Take a brown bell, find its match among the white set by listening to the bell’s tone
o Once a pair is found, place pair off to the right side. o Continue until all bells are paired, placing each pair under the previous o Control of error: matching numerals on white bells with numerals on the brown bells
Grading Montessori Bells
o Set up bells in two horizontal rowso White bells in order: 1 - 8
o Brown bells randomly
o Play white set so student can hear graded bells (low-high)
o Using first two bells on left, strike and dampen bells to find lower tone
o Keep lower tone in front
o Place first brown bell in front of the
next bell. Strike one bell at a time,
listening for lower tone bell o Continue comparing bells always
keeping lower sounding bell in front.
o Place lowest bell in front of white bell
#1 (continue procedure until finished)
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Montessori Bell Activities
That Present Musical Theory & Concepts
Montessori Bell Activity
o Student places white bells in ordero Student selects bells and plays their
own music
Student Leading Montessori Bell Choir
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Double Bell Placement
Montessori Bell Activity
Presenting the relationship between the white Montessori Bells and the singing syllables
Do Re Mi…..
o White bells
o Bells placed 1 - 8 o Set of eight cards with
Do, Re, Mi.. printed on them
Students leading Montessori Bell groups
by using a magnetic Do, Re, Mi… board
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Teaching Tempo with Talking Rhythm Cards:
Materials: rhythm sticks and flip cards o Use common words that match musical notation
o Students speak the words then play the same tempo
Present rests values to the
students: Musical notes and rests are related in value - every musical
note has an equal rest
Begin by presenting the quarter
note, which is sounded, and a quarter rest which is counted, but
not heard
Older students are presented with
more of the musical notes and rests values
Students play percussion instruments
o Use printed musical notation cards o Students arrange cards in the order
of their choice
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The Treble Clef
o This musical symbol will be at the beginning of most music that young children will see
o Activity teaches how to draw a proper treble clef
o Trace this opened shape with colored pencils
o This activity should be done before they write
their own simple piece of music.
Time Signature and Measures
o Music is written in segments called measures o Measures make it easier for the musician to read
the pieceo A Time Signature has two numerals
o The top numeral tells how many beats is in
each measure o The bottom numeral tells which type of note
will receive one beat
o Common Time or 4 4 is the most frequently
used time signature in musical pieces
o 4 beats in each measure o Quarter notes will receive one beat
Writing Percussion Lines
Material: Percussion lined paper divided into two measures with bar
lines
o Student decides what time
signature to use for each line
o Student writes musical tempo that they have practiced saying and
playing
o Student draws choice of percussion instrument at the end
of each percussion line
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White Montessori Bells and their related musical notes:
o White bells in order from one to eight o Colored notation placement on a large staff (five lines and four spaces)
o Play the bells in order from low c to high c
o Students hear and see the progression of the tones; from lowest to highest
Composing music using a Large Red
Pocket Chart Materials:
o Time Signature Card
o Individual colored notation cards
o Bar lines
o Set of Montessori Bellso Strikers & dampers for each student
Younger students practice writing notation onto staff paper with the teacher
Materials:o Large staff drawn on sheet and colored markers
Steps:
o The head of a space note fills the space
o The head of a line note is drawn with the line of the staff in center
o Stems are attached after the heads are drawn
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Composing Music with the Montessori Bells
Teacher Resource:
oMontessori Music: Sensorial Exploration and Notation with the Bells by Jean K. Miller, Ph.D.
Materials and Set-up:
o Set of labeled white Montessori Bells o White disks with letter names of bell
o Striker and damper
o Box of wooden composing materials
o Paper and pencil
Student plays the bells in a melody
of their choice and lines up the white letter disks to match the
order of selected tones
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Writing the selected tones onto paper
A1
Dividing the notes with bar lines
This work is recorded onto the strip of paper Adding tempo to selected notes
Materials: oLarge, green staff
boards (one blank and the other with printed numerals)
oSet of eight black disks with white numerals and letters printed on them
Purpose:oTo show the order
and placement of notation on a Treble Staff
oStudent places the numbered disks on top of the same printed number
Slide 25
A1 Author, 2/13/2017
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Student turns over each disk to reveal the name of the note letters on the lines and spaces of the staff
Place wooden Treble Clef onto blank green staff board at the left edge. Student ready to place black tempo disks onto staff on appropriate lines and spaces using the control of error on the right.
Student using the note placement green staff board for guidance as to where he needs to place the notes
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Placing bar lines onto the green staff board to form measures
Adding wooden stems to the note heads on the green staff board
Student writing her music onto a blank staff sheet
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Examples of completed work by Level 1 students
Composing Music with Montessori Bells and Favorite Dr. Seuss Books
Worksheet format:
Divide a sheet of writing paper into grouped numbered lines
oFirst line is for text which will become the lyrics of song
oSecond line is for the tempo of each word in the song
oThird line is for the musical note letters determined by the student using the Montessori Bells
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Materials:
oWorksheets on clipboards
oVarious Dr. Seuss books
oPencils and erasers
Second Level Student’s WorksheetoWords (Lyrics)oTempooLetters (Notes)
Note: The worksheet has been divided into measures using bar lines.
Students working together
One student acts as the secretary and writes down the names of the bell tones for the other student playing the bells
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Examples of Staff paper used for writing music with lyrics
oTop sheet has bar lines dividing the measures
oBottom sheet has no bar lines
oEach sheet has lines below the staff for the purpose of writing lyrics
Each student is given a note guide to help with transcribing their letter notes from their work sheet into musical notes on their staff paper
All notes are written above the words they correspond with
Level 2 student’s work in progress
oWorksheet
oStaff paper with notes and lyrics
oColoring in the heads of the notes is one of the final steps
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Level 2 students’ work on the bulletin board in the music classroom
Questions?