Christina Fackler MUSE 258 Sound Connections: A Comprehensive Approach to Teaching Music Literacy 2010 Chapter 5: Developing a Sound

Vocabulary Don P. Ester Whole-Part-Whole Approach Expose students to target patterns through listening and rote learning Guide formal development of pattern vocabulary with sequenced echoing activities Reinforce and apply the patterns through the exercise and performance Providing the Context for Pattern Learning Base on learning authentic music an performing Select songs that integrate target patterns Guiding the Development of Pattern Learning Echoing Stages: o Neutral echoing o Syllable Echoing o Echo-translation Leading Echo Activities o Teacher must accurately model the patterns o Establishing tonality and meter (moveable do and steady beat) o Guiding with nonverbal gestures; use hands for students Model Lessons Introductory Neutral Echoing Lesson Plan Introductory Syllable Echoing Lesson Pln Introductory Echo-Translation Lesson Plan Simplified Introductory Rhythm Echo-Translation Lesson Sample Lesson Incorporating All 3 Echoing Stages Reinforcing and Applying Pattern Learning Games Warm-ups Songs and Literature Improvisation Transition to Reading Syllables along with staff notation Audiate Curwen hand signs Incorporate into echoing

This chapter emphasizes teaching music literacy in the classroom more specifically, the beginnings of teaching music literacy. The key is to understand to use sound before sight. That means that a good vocal model is incredibly important. This chapter was extremely helpful because although I felt like I had a decent grasp of how to continue teaching music literacy skills; I had no idea how one would begin that process. This chapter will be a great tool for when I am creating lesson plans.