CURRICULUM GUIDE

FOR

THREE YEAR DIPLOMA IN TEACHING

Music

EARLY CHILDHOOD

JOINT BOARD OF TEACHER EDUCATION

2004

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MUSIC

Revised under the aegis of

The Joint Board of Teacher Education

and

The ENACT Programme

(A joint initiative of the governments of Jamaica and Canada

to promote sustainable development in Jamaica.)

2004

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Preface The Joint Board of Teacher Education (JBTE), in carrying out its mandate to ensure quality in the curriculum delivered by the consortium of teachers’ colleges which form its membership, must ensure that the curriculum responds to the dynamic nature of knowledge and reflects current trends and practices of the various subject disciplines. To this end, periodic curriculum reviews must be undertaken in order to incorporate new material and approaches and to ensure congruence with the national curricula of the relevant levels of the education system. The Sustainable Teacher Environmental Project funded by the ENACT Programme, a joint initiative of the Government of Jamaica and CIDA, has provided funding to enable such a review in a number of areas of the JBTE programme offerings. This has resulted in the redesign of the Secondary Science options of Biology, Chemistry and Physics, and the Early Childhood programme. The project has also provided for the development of a new elective course for the Secondary programme: Environmental Education for Secondary School Teachers, as well as the provision of some resource documents. The project also included activities to promote whole college strategies to make environmentally sustainable action a foundation of all teaching, research, operations and community outreach, strengthening the capacity for action research among college lecturers. The curriculum revision/development process has focused on a number of the expected outputs of the JBTE programme as outlined in the regulations, inter alia

The development of teachers with a thorough, accurate and appropriate knowledge and understanding of their areas of specialisation;

The transformation of the college programme from a teacher-centred, didactic mode of teaching to a collaborative, interactive and student-centred learning environment;

The development of a commitment, on the part of the teacher, to making the quality of life better for the children he/she teaches through an awareness of, and appreciation for, the importance of living in harmony with the environment.

The ENACT project formed important tiles in the mosaic of the JBTE activities, providing as it did

(a) A forum for students and staff at every level of JBTE member institutions to be exposed to the urgent and timely global issues related to environmental education and sustainable development,

(b) Revised curriculum documents which reflect current theories and practices, (c) Workshops for lecturers to develop and deliver new curricula.

The Project has therefore been a valuable component of the process of transformation of the classroom environment, curriculum, and assessment practices of the JBTE programmes.

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Subject: Music (MU 100 EC) Programme: Early Childhood Year: 1 Duration: 60 Hours Credit Hours: 4 Pre-requisite: College Matriculation

Rationale Sound plays an important part in the young child’s life; research shows that an awareness of sound begins before birth. For young children, sound is a medium of expression and a tool for learning. It is for this reason that children should be introduced to music in the first years of schooling. Music in Early Childhood Education provides children with opportunities to develop sensibilities that combine the acquisition of skill with the development of feelings and emotions. Through these emotions children learn to empathise with others, to cope with challenges and to engage in activities that require personal creativity and on-going application. Learning music has been shown to provide children with the motivation to learn other subjects. In Early Childhood Education it lays the basis for all learning, since a major aim is to develop those listening skills on which all learning depends.

Course Description The Early Childhood Music Education programme for teachers in training has been organised to involve student-teachers in a variety of musical behaviours that will enable them to provide meaningful music experiences for the child. The course has made provision for a number of classroom experiences to help student-teachers discover, understand and enjoy music both as an art form and also as an avenue for self-expression. Unit 1 deals specifically with upgrading student-teachers’ music competencies and with providing musical learnings/experiences to equip the teacher with the tools for meaningful music programmes in Early Childhood classes. Unit 2 deals with

i. ways and means for delivering music to young children;

ii. current approaches to Early Childhood Music Education;

iii. how to develop appropriate lesson plans.

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Organisation of the Syllabus The syllabus is organised to maintain consistency at all levels of music education (Early Childhood, Primary, Secondary). The programme is therefore designed for musical experiences through Listening/Appraising, Performing, Composing/Creating.

Course Aims and Objectives (General) 1. To help student teachers develop an understanding of the theories of music teaching

and the teaching methods appropriate to the Early Childhood group and to suitably apply them in the Jamaican classroom.

2. To help student teachers recognise how music contributes to the total development

of the child (aesthetic, emotional, physical, social intellectual). 3. To give students an understanding of the musical concepts and skills needed for

providing musical experiences for young children (i.e. musical concepts and skills within the three (3) domains of music: performing, composing, listening and appraising.

4. To enable students to use music to stimulate and support activities in other subject

areas (integration). 5. To make students aware of the necessity to work harmoniously in groups, displaying

respect for the ideas and musical expressions of each other 6. To make students aware of suitable assessment practices in music.

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Unit 1 Number of Hours: 45 hours (3 credits)

Specific Objectives: Student teachers will:

i. describe environmental and instrumental sounds listened to in relation to musical elements.

ii. organise sounds to create sound pieces, sound collages, sound pictures.

iii. use elements (tempo, dynamics, timbre, etc.) when composing short pieces and when improvising sound effects for stories, poems and movements.

iv. sing a variety of songs appropriate for the Early Childhood age group.

v. in singing songs, display ability to pitch accurately, observe correct rhythmic patterns, produce voice appropriately, phrase and enunciate.

vi. play simple pieces on recorder and other classroom instruments by ear and reading from a score.

vii. display sense of tonality in singing and playing.

viii. identify changes in tempo and dynamics and use these changes expressively when composing and performing.

ix. use body percussion and/or sing, play expressively to show understanding of melodic contour, rhythm patterns, duration and mood.

x. develop sense of harmony by singing rounds and playing simple harmony.

xi. display basic knowledge of the elements of music - rhythm (note values, time signatures), melody/pitch, dynamics, tempo, form, expressive markings when listening/appraising, performing, composing/creating.

Music Elements

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EARLY CHILDHOOD MUSIC

ACTIVITIES OUTLINED IN RELATION TO MUSIC ELEMENTS

UNIT I LISTENING PERFORMING COMPOSING MELODY (PITCH)

Discriminate environmental and

instrumental sounds as - same/different - higher/lower - steps, skips, leaps, repeats

Interpret pitch relationships

through body movement in response to musical/ environmental sounds

Organise environmental and

instrumental sounds to compose sound-pieces,/collage (working singly/in pairs/small groups)

Compose simple melodic ostinati

using environmental and instrumental sounds

Listen to and make sound-symbol

relationship (notation on stave)

Play pitched classroom

instruments from notation and by ear (non-traditional/traditional)

Play simple melody patterns and

songs (including melodic ostinati) on pitched classroom instruments from notation (non-traditional/traditional)

Improvise on pitched classroom

instruments to play simple melody patterns

Compose simple melody patterns

as answer to musical phrases

Listen for cues when performing

Use melody patterns and ostinati

as accompaniment to singing, movement

Play simple pieces from a score

in C, G, D and F major, E or D minor

Sing on pitch a range of songs

suitable for the age group

Use signs and symbols when

composing pieces

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LISTENING PERFORMING CREATING RHYTHM

Listen to and describe sound

patterns in duple, triple and quadruple time

Display competence to play

pieces in the above scales reading from a score

Play: (a) rhythm patterns (b) melodic rhythm (c) simple songs/pieces in duple, triple, quadruple time to show understanding of metric grouping

Compose simple rhythm patterns

for accompanying singing and movement (duple, triple, quadruple time)

Recognise accent, beat/pulse,

rhythm patterns in duple, triple, quadruple time

Sing classroom songs in duple,

triple, quadruple time to show understanding of metric grouping

Recognise the relative duration of

notes within a time signature

Play/sing/move to show

understanding of note duration.

Compose simple rhythm patterns

using long/short sounds and rests

Identify changes in tempo/pace Sing/move/play instruments to

show understanding of tempo changes

Use body percussion as

accompaniment

Improvise simple ostinati for non-

pitched instruments/sound-makers

Improvise simple ostinati, using

body percussion HARMONY

Recognise the presence of more

than one sound produced together (vocal, sound-makers, classroom instruments, environmental)

Display ability to sing with pitched

accompaniment

Compose simple melodic ostinati

to be sung or played on pitched classroom instrument

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LISTENING PERFORMING CREATING FORM

Recognise rhythmic and melodic

phrases as same and different

Use simple melodic ostinati

patterns vocally and on pitched classroom instruments.

Make use of repetition, contrasts

in creating sound pieces, collages, sound pictures.

Recognise and describe the form of simple instrumental passages and classroom songs as AB, ABA

Sing, play move to show

awareness of form (AB, ABA)

Compose a simple dance to show

awareness of AB, ABA form.

EXPRESSIVE QUALITIES

Identify and describe changes in

tempo, mood, dynamics

Respond to dynamics, tempo,

mood when singing, moving and playing classroom instruments.

Create accompaniment suitable

to dynamics, tempo and mood of song or movement.

Recognise phrasing, repetition,

contrasts in classroom songs (AB, ABA)

Display ability to phrase,

enunciate when singing classroom songs

Show sensitivity to mood and

aesthetic intention when selecting instruments for performing

Display awareness of repetition,

contrasts when creating simple accompaniment

Select suitable instrumental

sounds to embellish children’s poems and stories.

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Unit 2

Number of Hours: 15 Hours (1 credit)

Specific Objectives: Student-teachers should:

i. display knowledge of the philosophies of Early Childhood music education.

ii. be conversant with current approaches to Early Childhood music education, including assessment practices.

iii. be able to develop and deliver integrated units/lessons based on all subjects in the Early Childhood programme (including the integrated approach for Grades 1 – 3 set out in the Ministry of Education Curriculum for Primary Schools).

iv. display understanding of the developmental stages and musical needs and interests of the age group.

v. be able to develop units/lesson plans which reflect an understanding of the skills and knowledge required for teaching children in Early Childhood classes.

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Scheme of Assessment Course Work a) Assignments based on practical work required for the development of musical skills and

knowledge.

b) Presentations of group composition e.g. sound collage, sound pieces, arrangement of simple vocal and instrumental pieces, using non-traditional/traditional notation.

c) Writing lesson plans to include integrated approach.

d) Anthology of at least twelve songs for the classroom, with appropriate teaching notes. In addition, include The National Anthem of Jamaica, The National Song for Schools and one patriotic song.

e) Making teaching aids and sound makers from recycled material, the sound makers to be made on an on-going basis and to be used in college classes.

f) Portfolio which reflects research and readings as related to Unit 2 and required work as related to Unit 1.

Written Examination

There will be THREE sections viz Section A (40%), Section B (30%), Section C (30%). Section A

One question where the student will show the ability to apply his/her knowledge of the basic principles of theory at the standard of Grade I, Royal Schools of Music. These questions will be related to a given score.

Section B

This section will be based on knowledge of:

a) the descant recorder.

b) classroom instruments.

c) classroom songs suitable for the age group.

d) folk forms suitable for the age group (ring games, narrative songs, chants, simple revival choruses, action songs.

e) the three domains of music.

Section C

In this section, students will display their knowledge of:

a) philosophies of Early Childhood Music Educators.

b) current approaches in Early Childhood Music Education.

c) developmental stages and musical needs and interests of the age group.

d) the integrated approach in lesson planning and delivery to include Grades 1-3 of the Revised Primary Curriculum (RPC).

e) methodology in teaching this age group.

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Practical Examination Portfolio of work done ….. 15%

Whole group performance (instrumental) ….. 10%

Whole group performance (vocal) ….. 10%

Individual and/or small group vocal performance (presentation of two

contrasting songs, assessed internally ….. 15%

Recorder performance (Individual),two prepared pieces ….. 20%

Scales (Individual) playing of one minor and one major scale

(selected by the examiner from scales outlined in Curriculum) ….. 10%

Aural and melodic recall (4 bars) ….. 10%

Melodic and Rhythmic Sight Reading (4 bars) ….. 10%

Final Examination

Written examination as outlined on page 8.

Internal practical examination as outlined on page 8.

Moderation of internal examination as outlines on pages 7 to 8 (and/or on any aspect of the Curriculum).

NOTE

All internal assessments are moderated by external examiners. Therefore, portfolios, music kits, anthologies, teaching aids are to be displayed for moderation.

Practical mark sheets with course grades and internal practical grades are to be ready for external examiner as also individual mark sheets for internal assessment.

For practical examinations, it is recommended that a 30 minute prepared programme be presented to include:

- whole group, small group, vocal and instrumental ensemble.

- individual vocal and instrumental performance.

- a musical activity that could be used in a lesson (optional).

Instruments and Equipment a) The student teacher must acquire a recorder, the make to be determined by the lecturer.

b) Student teachers must make soundmakers for use in class.

c) There should be tuned and untuned percussion instruments, including two congo drums, in the classroom.

d) The tutor should have at his/her disposal:

an appropriate room

chalkboard appropriate for music education

tape recorder

stereo set

guitar

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piano/and or keyboard

recorders

tapes (filled and blank)

cd player and discs

music scores and appropriate texts

classroom instruments

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Resources

1. Copies of articles as listed:

Page Neely, Linda. (2001, May). Developmentally Appropriate Music Practice: Children Learn What They Live. Young Children.

Teaching Music in the Primary School: Section Edition. Edited by Joanna Clover, et al.

Cassell, London & New York.

Jalongo, Mary Renok. (1996,July). Using Recorded Music with Young Children: A guide for Non-Musicians. Young Children.

Performance Assessment in Early Childhood Education: The Work Sampling System.

Eric Digests. Author: Meisels, Samuel J. Source: Eric Clearing House on Elementary and Early Childhood Education, Urbana, Illinois, 2/21/2002.

Palmer, Hap. (2001, September). The Music, Movement and Learning Connection.

Young Children.

Starting Early: Environmental Education During the Early Childhood Years. Eric Digests. Author: Wilson, Ruth A. Source: Eric Clearing House on Elementary and Early Childhood Education, Urbana, Illinois 2/21/2002.

Problem Solving in Early Childhood Classrooms: Eric Digests. Author: Britz Joan.

Source: Eric Clearing House on Elementary and Early Childhood Education, Urbana, Illinois 2/12/2002.

Tucker, Joan and Davies, Rose. Music as Stimulus for Learning in the Classroom.

Caribbean Journal of Education. Vol.17 No. 1.

Mills, Janet, et al. (1991). Composing Music in the Primary School. Cambridge, N.Y: Cambridge University Press.

Glover, Joanna. (2000). Children Composing 4 - 14. Music Making in the Early Years.

London and New York: Routledge/Falmer. 2. Tucker, Joan, et al. (1993). Make Music: A handy guide for teachers of classroom music.

Organization of American States.