Michigan University

ED 430: Creativity in the Classroom

Allison Downey

Diane Eberts

MUSIC INTEGRATION GROUP CHAPTER PRESENTATION HANDOUTS (4pm class):

Deanna Fulton
Brianna Conroy
Meg Jobson
Andrea Smith
Holly Peachey
Tamara Bess

Deanna Fulton: TONGUE TWISTER WARM UP

Age Range: Anyone can do tongue twisters! As long as they can talk, they are able to do this!

Purpose/Objectives: Tongue twisters are a good way to get the vocal chords warmed up for singing. They also help wake up the lips and prepare students for enunciating during songs. Students will also be able to follow along to rhythms that are provided within the tongue twister.

Materials:
· A list of possible tongue twisters
· Piano (optional if you would like to sing the tongue twister)

Procedure:
1.) Before singing, it is important to warm up. There are many ways to warm up the voice. Tongue twisters are one good way because they help wake up the tongue, and lips and prepare the student for enunciating the words in a song.

2.) Have students sit up and prepare to mimic the tongue twister.

3.) Teacher first demonstrates the tongue twister. It can either be spoken or sung.

Possible Tongue Twisters:
1. "Mommy made me wash my M&M's."
2. "Many mumbling mice are making midnight music in the moonlight, mighty nice."

4.) After teacher has demonstrated, have students repeat.

a. When speaking the tongue twister, start slowly and then increase the pace making sure that students continue to enunciate all of the words clearly.
b. When singing the tongue twister give the starting pitch before you begin.. Students need to make sure they are continually enunciating all of the words. They also need to concentrate on staying on pitch and carrying through with the phrase. Continue singing the tongue twister up the scale to help warm of the vocal chords.

Arts Standards and Benchmark being used:
Music: Content Standard #1: Singing, alone and with others, a varied repertoire of music.
Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo

Assessment:
Assessment is based on observation during the activity. Are students participating? Do they seem confident in what they are doing? Are they trying and following directions?

 

Brianna Conroy: Music Integration Lesson
The Elements

Title: Rainstorm Simulation

Objective: Students will be able to understand the basic concept of rhythm.
Students will be able to develop listening skills.

Grade/ Age: K-3

Number of Students: 4+

Materials: lots of space to make a circle

Procedure:

1. Create a big circle with the students in the center of the classroom; students should be sitting in chairs.
2. Everyone closes their eyes and listens to what the leader will do, once they hear the sound, they will follow along.
3. The leader should be the teacher to start off with so students get the hang of it.
4. The leader will start by slowly rubbing their palms together, then snaps their fingers, then slaps their thighs, then stomps feet, and so forth, each time becoming a little faster.
5. Then comes periodical "claps" of lightening.
6. To end the rainstorm, the leader will go in reverse order to show the storm dying out.
7. Open eyes.
8. Discuss what students heard. Any rhythms?

Assessment:

Base the assessment on class participation, and how well students listen and catch on to the game.

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