Note: This post is a continuation of another post from October 19, 2015. In part 1, I laid out a lesson for teaching students to extend rhythmic ideas, starting with language and then translating the sentence examples to rhythms. If you missed that post, you can click on the link above and get caught up. … Continue reading Repeat, Vary, and Extend: Three Skills for Creating Artistic Work, Part 2
Musical Intelligence, Three Systems, and the Creative Processes
Among the nine intelligences identified by Howard Gardner in his Multiple Intelligences Theory, is musical intelligence. An intelligence is a way of knowing, and different people have different ways of knowing and learning. Someone who has a prevalent musical intelligence is able to use rhythms and patterns to assist learning. Such a person will learn well … Continue reading Musical Intelligence, Three Systems, and the Creative Processes
Reflective Questions for 5th Grade Music Composition
Today I am going to discuss questions students can use to reflect on their creative musical work. In Connecticut, these questions are part of the Common Core Assessments for music. Each question gets at an important musical aspect or concept, and helps focus students on more than just getting notes down on paper and singing … Continue reading Reflective Questions for 5th Grade Music Composition
Why Do We Make Music?
One of the pitfalls of doing anything over a long period of time, is that we can wake up one day and realize we've forgotten why we do what we do. We've been doing it for so long, it has become a habit, a lifestyle, a part of who we are. Chances are those of … Continue reading Why Do We Make Music?
Connecting–The Contextualization of Music Education
We all have musical interests, knowledge and skills. Some of each we gain from exposure to music, through a process of enculturation in which we learn from experience the structures and expressions of our own culture’s music, and to a lesser extent, of others’ cultures with which we are brought into contact. All of the … Continue reading Connecting–The Contextualization of Music Education
Is Melody Always Music?
In my post on June 26, I defined melody as a sequence of tones, each of which has pitch and duration. We saw that melody did not have to have beat, rhythm, meter or tonality, just pitch and duration. I ended that post by suggesting that birdsong qualifies as melody, but questioned whether or not … Continue reading Is Melody Always Music?
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