Elementary General Music PDLCs
About Elementary General PDLCs
Elementary General Music PDLCs are based on the premise that the most effective method for teaching music to children is encompassed in a three-stage approach, called Whole/Part/Whole.
Stage 1 (Whole) is experiencing music in many tonalities, meters, styles, and timbres. Techniques may include singing, chanting, moving, dancing, listening, playing instruments, creating and improvising, reading, writing, and performing. At Stage 1, students experience music in a holistic way. Music content, such as different tonalities and meters is introduced in Stage 1. In Stage 2 (Part), students are studying the parts of music by learning a specific vocabulary of tonal and rhythm patterns. Music skills, such as the association of tonal and rhythm solfege with tonal and rhythm patterns, and music reading are introduced in Stage 2. In Stage 3 (Whole), students synthesize the content experienced in Stages 1 & 2 to provide understanding and comprehension of music. This understanding results in students engaging in musical activities in a sophisticated way.
Elementary General Faculty
FARMINGTON MI PUBLIC SCHOOLS
Dr. Beth Bolton
Dr. Suzanne Burton
UNIversity of delaware
Dr. Christina Hornbach
DEDHAM MA PUBLIC SCHOOLS
Dr. Diane Lange
UNIVERSITY OF TEXAS
Dr. Herbert Marshall
kent state university
Dr. Jennifer S. McDonel
Dr. Jill Reese
STATE UNIVERSITY OF NEW YORK AT FREDONIA
Dr. Alison Reynolds
Dr. Heather Nelson Shouldice
eastern michigan university
Dr. Cynthia Taggart
Michigan state University
Dr. Wendy Valerio
university of south carolina
BURLINGTON PUBLIC SCHOOLS
Region 12 Public Schools
Elementary General Music, Level 1
Based on an extensive body of research and practical application, this course engages participants in a developmentally appropriate, sequential approach to elementary general music instruction that empowers children to become musically independent and to express themselves through music. By focusing on how children learn music and develop audiation skills, participants will enrich their own musicianship and develop skills for teaching elementary general music. Participants will learn how to engage students in listening, singing, chanting, moving, playing instruments, and creating/improvising with the goal of developing music understanding. Participants also will explore how students learn to read, write, compose, and arrange music with comprehension.
Participants should be familiar with the songs, tonal patterns (neutral syllable and solfege), and rhythm patterns (neutral syllable and rhythm syllables) available on the Tonal and Rhythm Skills Development CD, (Grunow, R. F., Gordon, E. E., & Azzara, C. D., (2010) Chicago: GIA.) For a richer experience, participants should read Learning Sequences in Music: A Contemporary Music Learning Theory before attending the workshop.
Elementary General Music, Level 2
The Level 2 Elementary General Music Certification Program is intended for persons who have completed level one. This course deepens participants’ knowledge of a developmentally appropriate, sequential approach to elementary general music instruction. Participants will enrich their own musicianship and develop skills for teaching elementary general music. Participants will continue their study of music learning theory and the extensive body of research that supports the theory. They will also further their understanding of how to apply that theory by engaging students in singing, chanting, reading, writing, improvising, composing, and arranging music with comprehension.
The theoretical focus for Level 2 is on deepening and extending participants’ understanding of the skill learning sequence: discrimination learning (with specific attention to Verbal Association level, Partial Synthesis, Symbolic Association, and Composite Synthesis levels) and inference learning (with specific attention to Generalization and Creativity/Improvisation Verbal and Symbolic).
The practical application of Music Learning Theory includes the following: 1) deepening understanding of ability ability to teach using the three stage approach to music learning (whole-part-whole), 2) continuing to grow in a repertoire of songs and chants in a variety of tonalities and meters, 3) refining abilities to apply Learning Sequence Activities, 4) creating classroom activities for the different skill levels of learning, and 5) movement instruction to enhance music learning.
Participants applying for Level 2, must have successfully completed Level 1. When applying to enroll for Level 2, participants must submit the following entrance requirements:
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