Teaching Waves/Music
(Lots of opportunity for TPRS)- total physical response system
1) Transverse vs Longitudinal Wave
2) Made string instruments (guitar)
3) Vibrating SaranWrap with Rice (see the waves)
4) Rhythms –
5) ViHart – Mathematics and Music
http://www.youtube.com/user/Vihart
We’ll make a channel for kids to react to, but if you have time… I’d love to hear if any adults would suggest which one to watch?
Curriculum Proposed by CeeCee Wilson
I. Understanding/ Finding/ Listening/ Repeating Beats.
A) Echoing the instructors Beats
- Purpose is to exercise the students listening skills, counting skills, visual skills and execution skills in a timely fashion. Students will develop quick response/ flexibility in changing speed, size, dynamics and qualities of beats given by instructor.
- The instructor will clap hands, use drums and/ or count out loud in different clusters/ sequences. Once the instructor has completed each grouping of count and/ or clapping clusters/ sequences the students will perform what they have just heard verbatim (this can be executed sitting or standing).
- Tools used/ needed will include but not limited to hands, feet, drums, vocals and the Feel it! Rhythm and games for all by: Robert M. Abramson.
B) Guess how many beats Heard
- Purpose is allowing students to exercise counting what they have heard from the instructor.
- Tools used/ needed will include but not limited to hands, feet, drums, vocals and the Feel it! Rhythm and games for all by: Robert M. Abramson.
C) Remembering Beats/ Counts during Silence
- Purpose is to internalize an experience and then to remember it and externalize it with exactness.
- Tools used/ needed will include but not limited to hands, feet, drums, vocals and the Feel it! Rhythm and games for all by: Robert M. Abramson.
D) Getting Faster/ Getting Slower
- Purpose of this exercise is to experience changes in tempo.
- Tools used/ needed will include but not limited to hands, feet, drums, vocals and the Feel it! Rhythm and games for all by: Robert M. Abramson.
E) The difference from the UP beat and the DOWN beat
- The purpose of this exercises it to visually expose students to movements that are executed on a down beat and movements that are executed on the upbeat.
- Tools used/ needed will include but not limited to hands, feet, drums, vocals and the Feel it! Rhythm and games for all by: Robert M. Abramson.
F) Creating your own Beats
- Purpose it to allow students to develop quick response/ Flexibility in changing the speed, size dynamics and qualities of beats created by the student.
- Tools used/ needed will include but not limited to hands, feet, drums, vocals and the Feel it! Rhythm and games for all by: Robert M. Abramson.
G) Cup Game
- Purpose is to allow the kids to have fun and explore different day to day tool we use to make beats.
- Tools used/ needed is a basic day to day drinking cup (cup must be plastic), hands, and imagination.
II. Understanding/ Finding/ Creating/ Repeating Movements
A) Echoing/ repeating movements seen
1. Purpose is to exercise the students listening skills, visual skills and execution skills in a timely fashion. Students will develop quick response/ flexibility in repeating different movements seen given by the instructor.
2. Students will verbalize how the movement made him/ her feel when executed.
- Tools used/ needed will include but not limited to hands, feet, drums, vocals and the Feel it! Rhythm and games for all by: Robert M. Abramson.
C) Performing movements initiated by a picture, thought, Feeling, Environment, Animals and Sound
1. Purpose is to transfer sound sensation into physical experience using the mind to analyze a thought, picture, feeling, the environment, animals and/ or sound into movement then transfer information through the nervous system to the muscles and joints.
2. Tools used/ needed will include but not limited to the human body, human mind, drums, vocals and the Feel it! Rhythm and games for all by: Robert M. Abramson.
D) Creating/ Performing movements with in a limited count
- Purpose of this exercise is to allow the student with everything he/ she has been thought to now create his/ her own movement inspired by the picking of the students choice ( thought, picture, feeling, the environment, animals and/ or sound) and perform for peers with limited count.
- Student will not tell peers what he/ she are performing but rather peers will tell performer how they felt when they watched student perform his/ her dance.
- Tools used/ needed will include but not limited to the human body, human mind, imagination, drums, vocals and the Feel it! Rhythm and games for all by: Robert M. Abramson.
E) Creating/ Performing movements with a partner within the limited count allowed
- Purpose of this exercise is to allow the students with everything he/ she has been thought to now create their own movements with a partner inspired by both students choice (thought, picture, feeling, the environment, animals and/ or sound). The partners will then perform for peers with limited counts.
- The partners performing will not tell peers what their movements are inspired by but rather allow peers to tell performers how they felt when they watched the partners dance.
- Tools used/ needed will include but not limited to the human body, human mind, imagination, drums, vocals and the Feel it! Rhythm and games for all by: Robert M. Abramson.
F) Creating/ Performing movements inspired by music and feeling within the limited count allowed (music will be determined at a later time)
- Purpose of this exercise is to allow the student with everything he/ she has been thought to now create his/ her own movement inspired by the picking of the students choice ( thought, picture, feeling, the environment, animals and/ or sound) and perform for peers with limited count.
- Student will not tell peers what he/ she are performing but rather peers will tell performer how they felt when they watched student perform his/ her dance.
- Tools used/ needed will include but not limited to the human body, human mind, imagination, drums, vocals and the Feel it! Rhythm and games for all by:Robert M. Abramson.