Monday, March 1, 2010
Garage Band Song (artifact)
Garage Band song: I emailed my song to Daniel, had trouble putting it on my blog and want to meet with him.
Lesson Plan for Personal Technology Project
Lesson Plan:
"Teaching Rhythm, Tempo, and Dynamic Qualities of Music"
Terms:
TEMPO: Relative rapidity or rate of movement.
RHYTHM: The pattern of regular or irregular pulses.
DYNAMICS: Variation and gradation in the volume of musical sound.
ADAGIO: In a leisurely manner; slowly. (Remember to remind students that there is an "adagio" term in music that is different from the "adagio" term in dance. Explain the differences and similarities)
ALLEGRO: Brisk or rapid in tempo.
STACCATO: Fast, choppy, accented.
Warm Up:
8 counts for each:
Walking
Jogging
Running
Full Body Movement
Working through feet and Ankles
Working through upper extremities
Repeat the sequence twice. The second time 4 counts for each and then the third time 2 counts for each. Explain to students tempo never changed just the movement. (Can also do this same warm up a different time changing the movement qualities each time. Ex: fast running followed by slow walking)
First Activity:
Divide class into three groups give each group a different rhythm to clap as a group. Have each group try them separately and each group try them together. Ask them the things that they noticed about blending different rhythms and what kind of movement would go well with each pattern. Ex: slow movement, lyrical movement, staccato movement.
Across the floor activity:
Shifting accents:
Beat out on a dance drum a rhythm with a shifting tempo
Example beats on 1 and 5 then 2 and 6 then 3 and 7 then 4 and 8 then repeated.
Ask students why it would be important to have shifting accents in movement.
(It adds to the dynamic qualities of movement. Makes your dance more interesting. Shows that the choreographer has musical capabilities.)
Center floor activity:
Teach students 32 counts of movement
4 students up at a time while every one watches. Give each group of students and different song with different tempos and dynamic qualities. Ask students to adjust movement to fit the qualities of the different music they dance to. Ask students which ones they prefer, what they noticed about different groups, and what made the dances more interesting in choreography and emotion that came from each group.
Garage Band project: (group project 5 students to each group)
Requirements:
Song must be at least 90 seconds long
Must record a sound that has a constant rhythm (at one point in song doesn't have to be through the whole thing) that is created by you ex: clapping, snapping, tapping on a table or book.
Must use at least 2 sounds from the computer on the garage band application. (there are a lot to choose from)
Song must have at least three different feelings to it: Remember that different sounds and rhythms will create different feelings and emotions from an audience.
GOOD LUCK!! work well with your group!
The last part of my lesson plan (done on a different day) would be for students to choreograph movement to the song they created and share with the rest of the class.
Also have them write a response on: How movement and music work together. What qualities of music and movement work well together?
"Teaching Rhythm, Tempo, and Dynamic Qualities of Music"
Terms:
TEMPO: Relative rapidity or rate of movement.
RHYTHM: The pattern of regular or irregular pulses.
DYNAMICS: Variation and gradation in the volume of musical sound.
ADAGIO: In a leisurely manner; slowly. (Remember to remind students that there is an "adagio" term in music that is different from the "adagio" term in dance. Explain the differences and similarities)
ALLEGRO: Brisk or rapid in tempo.
STACCATO: Fast, choppy, accented.
Warm Up:
8 counts for each:
Walking
Jogging
Running
Full Body Movement
Working through feet and Ankles
Working through upper extremities
Repeat the sequence twice. The second time 4 counts for each and then the third time 2 counts for each. Explain to students tempo never changed just the movement. (Can also do this same warm up a different time changing the movement qualities each time. Ex: fast running followed by slow walking)
First Activity:
Divide class into three groups give each group a different rhythm to clap as a group. Have each group try them separately and each group try them together. Ask them the things that they noticed about blending different rhythms and what kind of movement would go well with each pattern. Ex: slow movement, lyrical movement, staccato movement.
Across the floor activity:
Shifting accents:
Beat out on a dance drum a rhythm with a shifting tempo
Example beats on 1 and 5 then 2 and 6 then 3 and 7 then 4 and 8 then repeated.
Ask students why it would be important to have shifting accents in movement.
(It adds to the dynamic qualities of movement. Makes your dance more interesting. Shows that the choreographer has musical capabilities.)
Center floor activity:
Teach students 32 counts of movement
4 students up at a time while every one watches. Give each group of students and different song with different tempos and dynamic qualities. Ask students to adjust movement to fit the qualities of the different music they dance to. Ask students which ones they prefer, what they noticed about different groups, and what made the dances more interesting in choreography and emotion that came from each group.
Garage Band project: (group project 5 students to each group)
Requirements:
Song must be at least 90 seconds long
Must record a sound that has a constant rhythm (at one point in song doesn't have to be through the whole thing) that is created by you ex: clapping, snapping, tapping on a table or book.
Must use at least 2 sounds from the computer on the garage band application. (there are a lot to choose from)
Song must have at least three different feelings to it: Remember that different sounds and rhythms will create different feelings and emotions from an audience.
GOOD LUCK!! work well with your group!
The last part of my lesson plan (done on a different day) would be for students to choreograph movement to the song they created and share with the rest of the class.
Also have them write a response on: How movement and music work together. What qualities of music and movement work well together?
Saturday, February 20, 2010
Personal Technology Projects
When doing the Internet communication assignment one thing that helped me very much were the tutorials that Brother West posted. Those saved me a lot of time and and helped things become less frustrating for me. I sometimes feel overwhelmed when i use new technologies. I wouldn't necessarily call myself a technology guru and i sometimes feel frustrated when i feel like I'm not understanding things. I thought that I would maybe do viddler for my personal project and i have found some tutorials that seem to be very helpful they are on this website: http://developers.viddler.com/category/tutorials/. I think it is important for students to be able to see themselves dance and also for teachers to be able to watch their students individually. This has helped me tremendously in my classes at BYU and i am excited to learn this skill and be able to offer it to my high school students.
Tuesday, February 16, 2010
Idea For Project
I am excited about the Personal Projects. I think being able to decide for ourselves what we want to learn is a great idea!!! As a dance instructor it is so important to learn how to edit and in some cases create our own music. This is something that I've always wanted to learn about but never really had the time or resources to learn! I hope that this will help me become more self sufficient and be able to help others with their music as well!
Wednesday, February 10, 2010
Saturday, February 6, 2010
Creating Surveys For Your Class
This week i made a survey for my class website. One of the questions i asked was : How much dance training do you have? I think this is so important to know about your students especially when teaching in a public school setting. You get students in your beginning dance classes from all different levels. Some of them are not as advanced as others. It is importnat to be able to use these technologies so that you can help each student advance and learn and grow in your class no matter the varying levels they may be at. I remember filling these out when i was a student in high school and thinkink that it was pointless. Now as a teacher this is a great resource to me to be able to know what my students need and the activities they perfer doing in class. Each class can be unique and different!
Monday, February 1, 2010
Dance Performances Use Technology
This weekend i had the opportunity to see "Dance in Concert" at BYU that was put on by the Dancer's Company. I am in a dance productions class this semester and my assignment was to watch the performance and talk about the performance quality as far as the technical aspects of the show: lighting, props, ect. While i was watching i thought to myself that using technology in dance doesn't JUST mean using a computer or the internet. It's a lot of different things. Like learning how to mix music with tools like garage band or learning how to work a circut board for lighting a stage. There is so much to learn but i am grateful for the technological advances in our day that make it possible for us to enrich our lives!
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