Jenny Cervini – John D. Parker P.S. Debbie Jonas – Howard P.S. Linda Umezawa – Garden Avenue P.S. Developing Creativity Using Vocal Improvisation and Graphic Notation
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Jenny Cervini –
John D. Parker P.S.
Debbie Jonas –
Howard P.S.
Linda Umezawa –
Garden Avenue P.S.
Developing Creativity Using Vocal Improvisation and Graphic Notation
“The Beatles made it look so easy.”
Presenter
Presentation Notes
The project has been a roller coaster of small victories and defeats, best summed up by one of our students who said: The Beatles made it look so easy!”
Video: Four Seasons Vocal Improvisation with ‘Gymnopedie’
Backbone
Project Overview
Part A: Vocal Improvisation
-Vocal Exploration games (Friesen activities)-Creation of whole group improvisation using ‘Time’
theme (Wiegold Backbone)
-Creation of small group improvisations using ‘Four Seasons’
theme (Gymnopedie Backbone)
-Ongoing videotaping of student work and student reflections-Self-evaluations using Success Criteria
Project OverviewPart B: Composition and Notation-Notation Exploration games (‘Vocal Vibes’
Bridges)
-Whole group demonstration of notation for Time composition-Small group opportunities to create notation for Four Seasons compositions-Student sharing of group notation with replaying of videos-Self-
and Peer-
evaluation
The Long and Winding Road....
A.Student EngagementDid they really learn anything?
Musical Learning-expanded confidence with vocalizing-improved understanding of the elements of music-developed understandings of process for composingNon-Musical Learning-increased concentration, teamwork, confidence and problem solving skills-improved social skills
Presenter
Presentation Notes
Teacher Engagement These are the main points about what we learned in this project: -Are they really learning anything? We were all out of our comfort zone by releasing the activities to the students. At times the group work and all of the noise made the class environment seem chaotic and we wondered if the students were actually learning anything. It took some time to get used the process-oriented nature of this unit. We needed to trust the students to make difficult decisions and to work through the challenges of improvisation and composition independently. We had to stand back. After this, did the students learn anything? Let’s have a look at some feedback:
B. Teacher EngagementDid we really learn anything?
Assessment and Evaluation-Benefits of Success Criteria-Student feedback-Self-evaluation-Descriptive feedback
Shaping the Activities-Abbreviation-Extensions-Banning wind-Brainstorming-Vocal warm-ups
Here Comes the Sun...
Next Steps-Extend notation to include regular notation-Extend improvisation to develop pitch singing-Change composition of groups and add more structure if engagement is affected by group and student dynamics-Include movement components to strengthen student responses-Encourage vocal exploration from Kindergarten onwards-Include more student-centered activities throughout music program
THANK-YOU!
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