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INTEGRATED MUSIC ACTIVITIES:LISTENING, PERFORMING

AND CREATING

Presented for the Seed Project,Hong Kong Education Bureau

18 September 2009Presented by Prof. Ho Wai Chung

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IntroductionThe Parameters of Music (Swanwick, 1979)Creating, Performing, and Listening

CreatingPerformingListening

Teaching and LearningSummary and Implications

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Calls for change in curricular practice

Change in the music curriculum

Curriculum studies in music education

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Manhattanville Music Curriculum Project (MMCP) (1965-1970)

A project in the 1960s designedto promote creativity

Primary objective: to have children learn to hearand perceive music much as a composer does.

Students were asked to compose, listen,perform, and conduct.

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expressive

A comprehensivemusic curriculum

MMCP

creative

relevant todaily life

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performing

A tightlystructured curriculum

MMCP

analyzing

creating &evaluating

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John Paynter

In the pioneering Sound and Silence (1970), Paynter and Aston set out

to demonstrate the importance of drawing on children's creative talent as the basis for music education.

His basic philosophy is: music is a creative art in all its modes— composing

(inventing), performing (interpreting) and listening (remaking the music within ourselves).

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More comprehensive views of musical behavior

Currents of change

A wider array of musical styles

An integrated sense of music asan embodied experience

Greater depths of musical understanding

Reference: Barrett, 2007, pp. 149-15110

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Swanwick (1979): The Parameters of Music Education

Literature studies

composition

Musiceducation

Audition

Skill acquisition

Performance12

Swanwick’s theory

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Developing music skills & processes

Understanding music in context

Achieving the Four Learning Targets through Integrated Music Activities

Developing creativity and imagination

Cultivating critical responses

in music

Listening Performing

Creating

Reference: Curriculum Development Council, 2003, p.13

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Creating: general principles

Providing spaceProviding space

Providing sufficient timeProviding sufficient time

Integrated music activitiesIntegrated music activities

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Creating: main areas

composing

improvisation

arrangement

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Melodicostinato

Melody

Rhythm

Types

Rhythmicostinato

Chordalostinato

Musicalforms

Creating: types

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Creating: three stages

Inducement stage

Development stage

Completion stage

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Creating: notes on designing and conducting

Creating an open environment

Using different points of entry

Using different groups

Handling student progress flexibly

Using diversified methods

Cultivating an atmosphere of creating in school

Using resources effectively

Assessing creative works in a positive manner

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Types: singing; instrumental playing

Functions

Forenjoyment

Fordevelopmentmusical skills

Formusic

competition

Forothers

Performing

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Performing: general principles

Cultivating music imaginationand musicality

Choosing suitable quality repertoireof different styles

Designing progressive &varied exercises

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Emphasizing both aesthetic &skill development

Performing: notes

Exploring the use of human voice& instruments

Practicing effectively

Developing abilitiesin interpretation

Developing music reading skills

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Listening: general principles

Setting clear listeningobjectives

Setting clear listeningobjectives

Using music of differentcultures & styles

Using music of differentcultures & styles

Processing an open attitude

Processing an open attitude

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Listening as a skill

Developedthrough -Developedthrough -

(1)Attending(2)Focusing attention(3)Discriminating(4)Identifying(5)Analyzing &

synthesizing(6)Evaluation

Reference: Philpot (2001, p.86)

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Listeningand

Appraising

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Musical Term

appraisal

The process of listening to,

discussing and evaluating a

piece of music.

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Listening & Appraising

What are the

musical skillsfor?

What are the

musical skillsfor?

ValuesValues* musical knowledge

* musical imagination

*to learn, recognize, distinguish, and/orimagine the sound/ music

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John Dewey

Aesthetic: refer to the response that listeners &

watchers have to what has been created by the artist

Artistic: to describe what artists do in creating music, painting, sculpture, dance,

and drama30

Everydayexperience

Dewey: Music as experience

Notion ofaesthetic

A meaningful interaction or transaction

Art as an experience is a mode of communal life

Sociallife

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Today

Generally aesthetics seems to be the defining characteristic of the

arts with which it is usually identified.

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Aesthetic/Aesthetics

Objective Subjective

Aestheticfeatures

Aestheticexperience

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Skills and activities

Performingmusic

ACTIVITIES

OUTCOMES

Making music

Reference: Hoffer, 2009, p. 119

Listening tomusic

Creatingmusic

Reading music

Describingmusic

Understanding& knowing

music

Valuingmusic

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Creative activities are available because they:

require students about the process of creating music

require students about the process of creating music

educate students about the processof creating music

educate students about the processof creating music

allow students to explore their own musical potential

allow students to explore their own musical potential

Reference: Hoffer, 2009, p. 117-8 36

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Pulse activities

Keep going

Taking turns

Clapping & instrumentalplaying

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Gra

phic

Not

atio

n:

pres

enta

tion

drawings

lines

curves

dots

any combination of the above

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Video presentation:Steve Reich (Stephen Michael Reich)

Clapping Music written in 1972

Written for 2 performers &performed entirely by clapping

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The

ele

men

ts o

f dan

ce The body

space

time

force

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Vocal exploration(vocal improvisation)

Activities

imitating sounds words &

dramaothers

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Use of words in music

Aim 1 Aim 2

To cultivate our ability of language &

thinking

To tap our inner well-springs of

imagination & creativity

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Three interrelated domains of learningThree interrelated domains of learning

Cognitive(verbal & aural) affective psychomotor

Types of learning

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Types of

Learners

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Visual Learners:

Learn through seeing…

Mind maps

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Visual Learners: some examples

Visual materials;multi-media

A clear view of yourteachers

Take notes

Visualize information

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Auditory Learners:

Learn through listening…

Characteristics: •Chatterbox

•Enjoys listening to music and stories •Reads aloud or moves lips

•Rehearses knowledge aloud

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These auditory learners benefit fromaudio materials such as:

speeches interviews music video

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Real objects,

manipulatives

Vary active/passive learning

3D models, puzzles, games

Strategies for TeachingKinesthetic Learners

Write in air,

large board

Song, rhythm

Dramatize and act out

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Is Teaching a Performing

Art?

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The Art of Music Teaching

Being true to oneself

Accepting one’s limitations

Teaching to one’s strengths

Keeping an open mind

Reference: Jorgensen, 2008, Chapter 1 54

Observation GuidelinesObservation Guidelines

Quality ofthe

rehearsal/classroom

environment

Tools for Music Teaching

Teachingtechni-

ques

Teachercommuni-

cationskills

Teachermusician-

ship

Participantresponses

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Some characteristics of progressive teachersIntegrated subject matter

Teacher as guide to educational experiences

Active participation of pupils

Pupils participate in curriculum planning

Learning predominantly by discovery techniquesExternal rewards & punishments not necessary

Little testingNot too concerned with conventional academic standards

Focus on cooperative group work

Focus on creative expressionReference: Bennett (1976)

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Education Provision

Reforms:System

Curriculum

Teacher as professionalChallenges to Teachers

LanguageIT

Quality

Education Policymaking

Today’s Focus

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Achieving the Four Learning Targets through Integrated Music Activities

Reference: Curriculum Development Council, 2003, p. 13

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Music teaching should be discovery-based so that children can explore musical sounds around them

The music curriculum should be spiral.

A teacher's goal is to translate the structure of music in ways students can understand.

Implications for teaching music

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The End

THANKYOU!