Resource One - Wassily Kandinsky - Abstract Art to Music
Created by Hipsta (UK)
https://www.tes.com/teaching-resource/wassily-kandinsky-abstract-art-to-music-term-sow-11203858
This resource found on the TES website was created for a visual arts lesson. As a music teacher this PowerPoint could be used to great effect to show students a direct correlation between the Visual Arts and Music.
The PowerPoint begins with an introduction to the artist Wassily Kandinsky. It provides students with a background information about the artist, his artistic style, and provides various examples of his work. It then provides students with descriptions on how and why he created his artworks. This then allows students to learn new terminologies that they could record in a student glossary to help reinforce literacy in the teachers lesson.
Slide number nine gives students an overview of their objects for the term, and then proceeds to show the students what works they will be creating in class. This is where you as the teacher would adapt the lesson and overview to fit your desired task and specific assessment item.
This resource directly links music with emotion, shape and colour. Using these teaching tools would also allow students to demonstrate their literacy skills to the teacher by show how many and where they have used colour to represent notes on their score. This resource provides students with examples of how the artist used music to represent shape and colour in his work.
Resource Two - Harry Potter Music - Exploring the Orchestra and Musical terminology
https://www.tes.com/teaching-resource/harry-potter-music-exploring-the-orchestra-and-musical-terminology-11109027
Created by SinC
This resource is a PowerPoint used from students in the lower high school grades for introducing them to ‘The Orchestra’ and musical terminology. This resource has used the music from the Harry Potter movies, (composed by John Williams) as a way to demonstrate students how the different combination of instruments can be used to create different themes, evoking different emotions – all the while still within the same collection of stories.
The PowerPoint provides a number of different learning experiences for students. In addition to the visual component of the PowerPoint itself, there are opportunities for students to Think-Pair-Share (promoting the intentional thinking and discussion of thoughts and consolidation of newly taught concepts), a strong aural component for auditory learners, and the provision of theory in a very simplified and accurate way. The teacher also has the ability to check students’ understanding throughout the lesson, with questions that relate directly to new information, and the drawing of previously taught information in a new context. In slide eight students are asked to provide descriptions, this is an important point for teachers to allow students to demonstrate 'literacies' in a music lesson.
Students could work through this PowerPoint on their own device and play, repeat and pause the musical examples at their own pace, allowing them to use technology to enhance their own learning. When students work individually on their own device it also allows students with disabilities or learning difficulties to work at an auditory level they feel comfortable with and not just one suited to the whole class.
Resource Three – Melodic Phrases
https://www.boundless.com/users/232513/textbooks/understanding-basic-music-theory/definitions-2/melody-12/melodic-phrases-67-13542/
Created by Catherine Schmidt-Jones.
This resource is in the format of an information page, found on the Internet. The page provides students with a foundational knowledge of what Melodic Phrases are, how they work within the Music world (with a comparison to the grammatical equivalent), and visual examples of music notation with musical phrases as a study. It would be beneficial for student’s understanding and development for them to have the opportunity to hear the study examples provided (for those students who are aural or auditory learners).
Using this resource would also allow students to use ICTs to research and find their own musical examples. Students could then share their chosen examples with the class to help demonstrate their learning. This activity could be done individually or in groups.
There are links provided to real life examples of melodic phrasing within popular and classical music, but this may be difficult for developing students to be able to aurally identify these parts within a complete piece. A basic example would be best initially.
Resource Four – The Musicals
https://www.tes.com/teaching-resource/the-musical-powerpoint-11229688
Created by Becs_williams (Australia).
This resource is a PowerPoint that offers students information and examples of ‘Musicals’. It provides students with information on the basic elements of a musical, and uses the correct terminology and supporting information. This resource would provide an excellent overview for students in the lower high school setting provide them with a strong base of information. Some of the examples used for Musicals could be more modern types. Many young people can feel disconnected from this genre (another example is Opera). By using more modern interpretations (such as the Australian hit Matilda, or some of the off-Broadway examples that deal with more current interests) this particular lesson (and resource) may have been more relevant and exciting to students. A few examples used are of animated films – again, trying to use Musicals that have themes common to young adults would be beneficial. In saying this, this resource portrays musicals in a very traditional way, and this will provide students with a very good understanding of the elements that make up a successful musical. There is a lot of information provided on these slides – so in order to not inundate students, it would be assumed that this resource would be used over an extended period of time.
Students can demonstrate their numeracy's by having the teacher allow them to record the frequency of musical elements and record their findings to present to the class. The use of this resource could also allow the teacher to develop their own visual organiser. This could be created in a book or also using an ICT like an iPad app. Students could then do further research and record examples of other Musical examples. Within this organiser students could record new terminologies in a glossary to reinforce literacy's. I would also use this topic to introduce students to "the Rabbits" by Kate Miller Heidke. This Opera is written about the invasion of Indigenous people of Australia. This would allow cross-curricular priorities with History and given students another representations of Indigenous students.
Resource Five – Medieval Music
https://www.tes.com/teaching-resource/medieval-music-11229686
Created by Becs_williams (Australia).
This resource would be used for students from Grade 10. It does provide a very thorough explanation of the development of Medieval music, including the historical importance, as well as the physical attributes (including musicality and instrumentation) there are no images of what the period looked like, instruments, art or any other representations that students can draw further information and understanding from. The resource is, like the previous one, very informative. It would best be used as study notes. There are no opportunities referenced in the resource for the teacher to check for student understanding, or even for students to self-reflect on their learning and consolidation. There are some very complex passages that require some substantial background knowledge. This resource would be a good study tool as a revision task for students prior to a theory exam.
This resource would be an excellent resource for students to experience different religious music from a number of varying cultures. Experiencing music from different religions allows students to participate in a more inclusive classroom. This topic also allows cross curricular subject areas with Religious studies.
Created by Hipsta (UK)
https://www.tes.com/teaching-resource/wassily-kandinsky-abstract-art-to-music-term-sow-11203858
This resource found on the TES website was created for a visual arts lesson. As a music teacher this PowerPoint could be used to great effect to show students a direct correlation between the Visual Arts and Music.
The PowerPoint begins with an introduction to the artist Wassily Kandinsky. It provides students with a background information about the artist, his artistic style, and provides various examples of his work. It then provides students with descriptions on how and why he created his artworks. This then allows students to learn new terminologies that they could record in a student glossary to help reinforce literacy in the teachers lesson.
Slide number nine gives students an overview of their objects for the term, and then proceeds to show the students what works they will be creating in class. This is where you as the teacher would adapt the lesson and overview to fit your desired task and specific assessment item.
This resource directly links music with emotion, shape and colour. Using these teaching tools would also allow students to demonstrate their literacy skills to the teacher by show how many and where they have used colour to represent notes on their score. This resource provides students with examples of how the artist used music to represent shape and colour in his work.
Resource Two - Harry Potter Music - Exploring the Orchestra and Musical terminology
https://www.tes.com/teaching-resource/harry-potter-music-exploring-the-orchestra-and-musical-terminology-11109027
Created by SinC
This resource is a PowerPoint used from students in the lower high school grades for introducing them to ‘The Orchestra’ and musical terminology. This resource has used the music from the Harry Potter movies, (composed by John Williams) as a way to demonstrate students how the different combination of instruments can be used to create different themes, evoking different emotions – all the while still within the same collection of stories.
The PowerPoint provides a number of different learning experiences for students. In addition to the visual component of the PowerPoint itself, there are opportunities for students to Think-Pair-Share (promoting the intentional thinking and discussion of thoughts and consolidation of newly taught concepts), a strong aural component for auditory learners, and the provision of theory in a very simplified and accurate way. The teacher also has the ability to check students’ understanding throughout the lesson, with questions that relate directly to new information, and the drawing of previously taught information in a new context. In slide eight students are asked to provide descriptions, this is an important point for teachers to allow students to demonstrate 'literacies' in a music lesson.
Students could work through this PowerPoint on their own device and play, repeat and pause the musical examples at their own pace, allowing them to use technology to enhance their own learning. When students work individually on their own device it also allows students with disabilities or learning difficulties to work at an auditory level they feel comfortable with and not just one suited to the whole class.
Resource Three – Melodic Phrases
https://www.boundless.com/users/232513/textbooks/understanding-basic-music-theory/definitions-2/melody-12/melodic-phrases-67-13542/
Created by Catherine Schmidt-Jones.
This resource is in the format of an information page, found on the Internet. The page provides students with a foundational knowledge of what Melodic Phrases are, how they work within the Music world (with a comparison to the grammatical equivalent), and visual examples of music notation with musical phrases as a study. It would be beneficial for student’s understanding and development for them to have the opportunity to hear the study examples provided (for those students who are aural or auditory learners).
Using this resource would also allow students to use ICTs to research and find their own musical examples. Students could then share their chosen examples with the class to help demonstrate their learning. This activity could be done individually or in groups.
There are links provided to real life examples of melodic phrasing within popular and classical music, but this may be difficult for developing students to be able to aurally identify these parts within a complete piece. A basic example would be best initially.
Resource Four – The Musicals
https://www.tes.com/teaching-resource/the-musical-powerpoint-11229688
Created by Becs_williams (Australia).
This resource is a PowerPoint that offers students information and examples of ‘Musicals’. It provides students with information on the basic elements of a musical, and uses the correct terminology and supporting information. This resource would provide an excellent overview for students in the lower high school setting provide them with a strong base of information. Some of the examples used for Musicals could be more modern types. Many young people can feel disconnected from this genre (another example is Opera). By using more modern interpretations (such as the Australian hit Matilda, or some of the off-Broadway examples that deal with more current interests) this particular lesson (and resource) may have been more relevant and exciting to students. A few examples used are of animated films – again, trying to use Musicals that have themes common to young adults would be beneficial. In saying this, this resource portrays musicals in a very traditional way, and this will provide students with a very good understanding of the elements that make up a successful musical. There is a lot of information provided on these slides – so in order to not inundate students, it would be assumed that this resource would be used over an extended period of time.
Students can demonstrate their numeracy's by having the teacher allow them to record the frequency of musical elements and record their findings to present to the class. The use of this resource could also allow the teacher to develop their own visual organiser. This could be created in a book or also using an ICT like an iPad app. Students could then do further research and record examples of other Musical examples. Within this organiser students could record new terminologies in a glossary to reinforce literacy's. I would also use this topic to introduce students to "the Rabbits" by Kate Miller Heidke. This Opera is written about the invasion of Indigenous people of Australia. This would allow cross-curricular priorities with History and given students another representations of Indigenous students.
Resource Five – Medieval Music
https://www.tes.com/teaching-resource/medieval-music-11229686
Created by Becs_williams (Australia).
This resource would be used for students from Grade 10. It does provide a very thorough explanation of the development of Medieval music, including the historical importance, as well as the physical attributes (including musicality and instrumentation) there are no images of what the period looked like, instruments, art or any other representations that students can draw further information and understanding from. The resource is, like the previous one, very informative. It would best be used as study notes. There are no opportunities referenced in the resource for the teacher to check for student understanding, or even for students to self-reflect on their learning and consolidation. There are some very complex passages that require some substantial background knowledge. This resource would be a good study tool as a revision task for students prior to a theory exam.
This resource would be an excellent resource for students to experience different religious music from a number of varying cultures. Experiencing music from different religions allows students to participate in a more inclusive classroom. This topic also allows cross curricular subject areas with Religious studies.