Standard 2: The teacher of PK-12 music has skills in creating, arranging, and improvising.
This standard is important because creating, arranging and improvising music is necessary in the classroom when increasing the ability for the students to learn and to meet the students where they are. Students often walk into the class wanting to study music that they enjoy and so often the teacher has not developed the skills for creating, arranging, and improvising. The teacher then has a hard time creating and arranging to meet the musical taste of the students. Even farther if students enjoy music that involves improvising such as jazz the teacher could feel uncomfortable and not want to continue the study of this music.
I feel confident in creating, arranging, and improvising. In the theory classes that I took at Kansas State University we often had to compose a song at the end of each semester to show that we have skill of learning different time periods of composition. This is useful for students who have interest in counterpoint music or classical music to help this student write their own music or arrange a piece that may be above their technical level so they may play the piece easier. Another tool I have had is in my music education classes we focused heavily in allowing our students to create, arrange, and improvise in their lessons. Specifically in our elementary music classes we learned how even young children have the want to improvise. In these classes we learned what it looked like for us to create, arrange, and improvise music for young children and then allow them to have a turn. I also took Instrumentation and Arranging at K-State which gave me the basic understanding of the different instrumentations how to use them and arrange them. In our tech classes here at K-State we often had to compose for the instrument we were learning at the time so I even know how to create, arrange, and improvise on different instruments as well as voice and piano.
For my future students, they will have many opportunities if not in every class to create, arrange, and improvise on their own. For elementary age students is allowing them to create music on their own with the guidance of harmonic guidance, rhythm guidance, and movement guidance. Yet, even with guidance allowing the students the ability to create on in their own personality. For the secondary age group, having projects where they are in a small group and have to arrange a song into a choral song so they can perform it in front of their classmates and get feedback. In this process I would help them using the knowledge I have. Also allowing for students to explore jazz and understand what is the basics of jazz and how it can fit into lessons and allow the student freedom to experiment freely.
Creating, arranging, and improvising, is so important in the modern classroom because students often need a chance to explore their tastes and personalities. Students also get a chance to take a control of their own learning and the teacher is more of a guide through the process.
This standard is important because creating, arranging and improvising music is necessary in the classroom when increasing the ability for the students to learn and to meet the students where they are. Students often walk into the class wanting to study music that they enjoy and so often the teacher has not developed the skills for creating, arranging, and improvising. The teacher then has a hard time creating and arranging to meet the musical taste of the students. Even farther if students enjoy music that involves improvising such as jazz the teacher could feel uncomfortable and not want to continue the study of this music.
I feel confident in creating, arranging, and improvising. In the theory classes that I took at Kansas State University we often had to compose a song at the end of each semester to show that we have skill of learning different time periods of composition. This is useful for students who have interest in counterpoint music or classical music to help this student write their own music or arrange a piece that may be above their technical level so they may play the piece easier. Another tool I have had is in my music education classes we focused heavily in allowing our students to create, arrange, and improvise in their lessons. Specifically in our elementary music classes we learned how even young children have the want to improvise. In these classes we learned what it looked like for us to create, arrange, and improvise music for young children and then allow them to have a turn. I also took Instrumentation and Arranging at K-State which gave me the basic understanding of the different instrumentations how to use them and arrange them. In our tech classes here at K-State we often had to compose for the instrument we were learning at the time so I even know how to create, arrange, and improvise on different instruments as well as voice and piano.
For my future students, they will have many opportunities if not in every class to create, arrange, and improvise on their own. For elementary age students is allowing them to create music on their own with the guidance of harmonic guidance, rhythm guidance, and movement guidance. Yet, even with guidance allowing the students the ability to create on in their own personality. For the secondary age group, having projects where they are in a small group and have to arrange a song into a choral song so they can perform it in front of their classmates and get feedback. In this process I would help them using the knowledge I have. Also allowing for students to explore jazz and understand what is the basics of jazz and how it can fit into lessons and allow the student freedom to experiment freely.
Creating, arranging, and improvising, is so important in the modern classroom because students often need a chance to explore their tastes and personalities. Students also get a chance to take a control of their own learning and the teacher is more of a guide through the process.
Artifacts and Rationale:
https://docs.google.com/document/d/125PjhuypoL2EQdGP-1uiJwb8phb6Zj5o0infTPuazA4
In this Artifact I had the chance to create a composition for a elemantry age group of students to sing and create body percussion for. I took a poem that I found that had to do with a topic I thought the students would like, from there I added rhythm according to what they students will be learning at the time. Also creating a rhythm that would allow them to add body percussion later on. After all of this we would get to improvise melody for this.
https://drive.google.com/open?id=1lV4j5nxpnaAKx0l5rJ_qtjoCwLWOvu6Y
In this Artifact in my Music 525 class we were asked to create different compositions for violin. We were given direct directions on which example needed such as clef, range, and what the music should sound like. Since violin depends on articulation so therefore this was a composition that needed to pay direct attention to where the slurs were in the music. As well as being able to know what clef I was writing in. We were asked to use multiple clefs due to the fact that viola plays in the alto clef. As well as cello and bass play in the bass clef.
https://docs.google.com/document/d/125PjhuypoL2EQdGP-1uiJwb8phb6Zj5o0infTPuazA4
In this Artifact I had the chance to create a composition for a elemantry age group of students to sing and create body percussion for. I took a poem that I found that had to do with a topic I thought the students would like, from there I added rhythm according to what they students will be learning at the time. Also creating a rhythm that would allow them to add body percussion later on. After all of this we would get to improvise melody for this.
https://drive.google.com/open?id=1lV4j5nxpnaAKx0l5rJ_qtjoCwLWOvu6Y
In this Artifact in my Music 525 class we were asked to create different compositions for violin. We were given direct directions on which example needed such as clef, range, and what the music should sound like. Since violin depends on articulation so therefore this was a composition that needed to pay direct attention to where the slurs were in the music. As well as being able to know what clef I was writing in. We were asked to use multiple clefs due to the fact that viola plays in the alto clef. As well as cello and bass play in the bass clef.