ElementsinMusicforKindergartentoGrade1-Copy.pptx

Elements in music

1. DIVISION TRAINING WORKSHOP FOR TRAINERS IN MUSIC August 17-20, 2023 KINDERGARTEN AND GRADE I MARIA JODELYN P. URATA Resource Speaker

2. The Curriculum Framework of Music and Arts Education Framework

3. GRADE LEVEL STANDARDS Grade The learner demonstrates understanding of the basic and fundamental processes in music and art, through performing, creating, listening and observing, and responding.

4. ACTIVITY I Divide the group into 5. Discuss the following topics 1. What are the elements of music included under the K to 12 program ? 2. In each of the elements listed what elements have you mastered?

5. ACTIVITY I 3. What elements you need to strengthen? 4. What are the music processes? 5. What other topics in line with music you want to know?

6. Music Processes 1 . Listening 2. Reading 3. Imitating( Re-creating) 4. Responding 5. creating

7. Music Processes 6. Performing ( including movement 7. Evaluating 8. Analyzing critically 9. Applying

8. Elements in Music for Grades 1-3 Under the K to 12 program 1. Rhythm ( meter, beat/ pulse 2. Melody ( melodic contour, high and low sounds) 3. Form ( Form of music)

9. Elements in Music for Grades 1-3 Under the K to 12 program 4. Timbre ( Classification of Voices) 5. Dynamics (dynamic terms and symbols) 6. Tempo ( Common Tempo markings) 7 Texture ( musical mixture)

10. Rhythm Rhythm is the first element that attracts the attention of the child. Beat, meter, accent and rhythmic patterns are the components of rhythm. Some activities in rhythm are clapping, stomping, snapping , singing and others

11. Rhythm Beat is the pulse. It is done regularly Meter the basic recurrent rhythmical pattern of note, values, accents and beats per measure in music Accent –give emphasis on the first beat in every measure Rhythmic Pattern

12. Objectives Identify the difference between sound and silence? Associate visual images with sound and silence within a rhythmic pattern.

13. Rhythm Sound and Silence When you hear something there is SOUND. When you can’t hear sound there is SILENCE When SOUND and SILENCE are organized we create music. We associate visual things to sound and silence. We can create rhythmic patterns based on visual images presented

14. ACTIVITY 2 CREATE SOUND COMING FROM DIFFERENT SOURCES PRESENT ACTIVITIES RELATED TO SILENCE

15. 1. SHOUTING 6. SHAKING HANDS 2. SMILING 7. CLOSING THE EYES 3. JUMPING 8. KNOCKING THE DOOR 4. CLAPPING 9. TAPPING THE SHOULDER 5. NODDING 10. SOBBING

16. Rhythm Duration and rhythm apply to silence in the same manner as they apply to sounds. 1. clap, silence, clap silence 2. silence clap, silence, clap 3. clap, clap, clap, silence 4. silence, clap, clap, silence 5. clap, clap, silence, silenc e

17. Objectives Identify steady beats by 2’s , 3’s, 4’s Clap, tap, chant, walk, play musical instruments in response to sound with correct rhythm in group of 2’s, 3’s, 4’s

18. Steady beats by 2’s, 3’s, 4’s Beats are regular. They are called steady beats or ostinato . They can be done in 2s,3s,4s. It can be done in different movements of the body and with the use of musical instruments. Ostinato can be seen and done in songs, actions and played with musical instruments. First beat is always heavier than the rest of the beats. represents a beat with sound represents one beat with no sound.

19. 2

20. 2’s

21. 3’s

22. Activity 2 Create rhythm with different rhythmic pattern in 2’s,3’s,4’s, and present them by group. Choose a song and apply the rhythmic pattern as an accompaniment. Use your resourcefulness and creativity.

23. Content Standards on Rhythm 1. Sound and silence 2. Steady Beats 2’s, 3’s, 4’s 3. Simple Rhythmic Patterns 4. Ostinato

24. Activity 1.List down the title of songs included in the guide that you do not know . 2. List down the songs included in the LM or TG that you have mastered. 3. How did you address number one question during your class in Music?

25. OBJECTIVES demonstrates basic understanding of pitch and simple melodic patterns responds accurately to high and low tones through body movements, singing, and playing other sources of sounds

26. MELODY 1. Pitch 2. Simple Melodic Patterns 3. Singing songs in the different Keys

27. LEARNING COMPETENCIES 1. identifies the pitch of a tone as high or low 2. matches the correct pitch of tones with other sound sources 3. sings simple melodic patterns 3.1 ( so –mi, mi –so, mi – re-do)

28. LEARNING COMPETENCIES 4. matches the melody of a song with the correct pitch vocally 4.1 greeting songs 4.2 counting songs 4.3 action songs 5. sings in pitch 5.1 rote singing 5.2 greeting songs 5.3 counting songs

29. Melody Melody is a succession of related single tones expressing an idea. It can be done in steps or it can hop or even jump from one position to another. Melody is the tone of the song. It composes of musical lines that make up a set of tones and pitches.

30. Pitch Pitch is the highness or lowness of tones How do you identify the pitch of tones? 1. listening 2.through comparison It can be through people, animals, musical instruments and other things that produce sound

31. Animal Sounds

32. Musical Instruments

33. MUSICAL INSTRUMENTS

34. Pitch of tones maybe high or higher, low or lower. Musical instruments produce different pitches. Example: Viola has a high pitch but violin is higher. Snare drum has a low pitch but the bass drum is lower. Getting the correct pitch is singing the correct tone of the song accurately

35. Pitch defines the exact position of each tone on the line or space. It may go up and it may go down. Sometimes pitch has the same tone. A melody of a song when sung in correct pitch produces a beautiful sound and tone. In learning the melody of a song the following can be used; rote singing, echo singing, and phrase singing

36. KODALY

37. DEPARTMENT OF EDUCATION Music 5 Name that tune!

38. DEPARTMENT OF EDUCATION Music 1. Bakit Ngayon ka Lang 2. Ikaw Lang ang Mamahalin 3. Condansoy 4. Minsan lang Kita Iibigin 5. Pandangguhan

39. DEPARTMENT OF EDUCATION do re mi fa so la ti do C Major Scale Music

40. DEPARTMENT OF EDUCATION Music 5 Give me a note

41. DEPARTMENT OF EDUCATION Music Kodaly Approach Zoltan Kodaly is a Hungarian Musician Kodaly method is a child developmental sequence for teaching music concepts and skills to young children It is vocal method rather than instrumental one Uses series of hand signs with tonal relationship

42. DEPARTMENT OF EDUCATION Zoltan Kodaly Hand Signs Music 5 “ Sing My Hand ”

43. DEPARTMENT OF EDUCATION Music Alamin natin !

44. DEPARTMENT OF EDUCATION Music mi fa so so mi do mi fa so fa mi re re mi fa mi fa re re mi fa mi re do mi re

45. DEPARTMENT OF EDUCATION Music do do re mi mi mi mi fa so la la la la fa la so re mi fa mi re do

46. DEPARTMENT OF EDUCATION Music yan

47. DEPARTMENT OF EDUCATION Pitch Names Lines: E -very G - ood B - oy D - oes F - ine Spaces: F - ather A - lways C - ome E - arly DEPARTMENT OF EDUCATION so-fa syllable do re mi fa so la ti do’ letter name C D E F G A B C’

48. do re mi fa so la ti do re mi fa so la ti do Grand Staff DEPARTMENT OF EDUCATION Music

49. Children love to sing nursery rhymes . This activity helps them develop their singing ability and their interest in music. Music has a shape and direction. Its shape or direction depends on the melody of the song. Sometimes the direction goes up. Other times it goes down. Other time the direction is the same

50. Activity 4 by Group Create a simple melodic pattern. Use your musicality. Explain your work.

51. CONTENTS- FORM 1. Musical Lines 2. Beginnings and Endings in Music 3. Repeats in Music

52. CONTENT STANDARDS demonstrates basic understanding of the concepts of musical lines, beginnings and endings in music, and repeats in music

53. LEARNING COMPETENCIES 6. identifies with body movements the 6.1 beginnings 6.2 endings 6.3 repeats of a recorded music example 7. identifies similar or dissimilar musical lines with the use of: 7.1 body movements 7.2 geometric shapes or objects

54. LEARNING COMPETENCIES 8. relates basic concepts of musical forms to geometric shapes to indicate understanding of: 8.1 same patterns 8.2 different patterns 9. chooses the exact geometric shapes that correspond to musical form

55. Form The way music is put together is called form. There are songs called binary, ternary

56. Musical lines maybe similar or dissimilar. This means that there are songs with similar tones while others songs consist of different tones.

57. Activity How many lines are there in the song?Are there similarities? What lines are similar? What lines are dissimilar? List down some common songs and their similarities and their dissimilarities.

58. BEGINNING AND ENDING IN MUSIC Music has always a beginning and has always an ending. This is true to both instrumental and vocals.

59. Activity List down 10 titles of songs. Write its beginning line And its ending 5 minutes ( individual work)

60. Form- Repeats in Music Repeats in music tells that, in a song there are parts which are repeated. It may be through the melody. It may be through the words and phrases

61. CONTENT TIMBRE 1. Quality of Sound in Music 2. Introduction to Voice Production 3. Differentiation in Sound Quality 4. Introduction to Musical Instruments CONTENT STANDARDS demonstrates understanding of the basic concepts of timbre

62. LEARNING COMPETENCIES 1. identifies the source of sounds e.g. winds, waves swaying of the trees, animals sounds, sounds produced by machines, transportation, etc. 2. replicates different sources of sounds with body movements 3. identifies the common musical instruments by their sounds and image 4. recognizes the difference between speaking and singing 5. sings songs with accurate pitch and pleasing vocal quality 6. produces sounds using voice, body, and objects

63. Timbre , Dynamics and Tempo Music is felt everywhere. Aside from its melody and form, it is the expressive elements of music such as dynamics and tempo that help us express our emotions and moods and make us feel like moving..   It has its own quality and color which makes it different from other sounds like the human voice and musical instruments. The quality of sound that distinguishes it from other sounds is called Timbre.

64. Timbre Sound comes from different sources. They have their distinct characteristics which make them different from each other.

65. Sound produced may not come always from people or musical instruments. Sound sometimes may be pleasant and there are times it may be unpleasant. People react to sounds deep ( nauneg ) very high ( nasinggit ) shallow ( narabaw ) bass ( nabangeg ) dark/heavy ( nadagsen ) fine ( napino ) light ( nalag -an) coarse ( nakersang ) (These terms refer of timbre/color or quality of sound)

66. TIMBRE- SOUND QUALITIES Sound comes from different sources. It may come from the sound of people, animals, machines as well as other living things around us. They produce different timbre. bird (high, shrill, brilliant, marbling, whistling, etc.) airplane (low, droning, crunching, rough, etc.) thunder (coarse, loud, rumbling, roaring, crackling, etc.)  

67. DYNAMICS 1. Volume of Sound in Music 2. Distinction Between Loudness and Softness in Music

68. 7. interprets through body movements the dynamics of a song 8. distinguishes between “loud”, “louder”, “soft” and “softer” in music 9. relates movements of animals to dynamics E.g. elephant walking – loud dog walking – medium tiny steps of a mouse - soft 10. uses the words loud, louder, soft, softer – to identify variations in volume 11. replicates “loud,” “medium,” and “soft” with voice or with instruments 12. sings a given song with appropriate dynamics

69. TIMBRE- INTRODUCTION OF MUSICAL INSTRUMENTS There are four kinds of musical instruments namely percussion, string, woodwind and brass instruments . Brass instruments are blown. They are made of brass String instruments are strummed. Woodwind are also blown and percussion are made from different sources They are shaken or beaten

70. INTRODUCTION TO VOICE PRODUCTION In singing there should be enough breath control. It is better to breath after sing a phrase of the song

71. DYNAMICS- SOUND VOLUME IN MUSIC Sound comes from different sources. But in music sounds come from musical instruments. These instruments are played in different volumes to have a pleasant outcome. The volumes in music are soft , loud and medium

72. Ang bayan ko’y tanging ikaw Pilipinas kong mahal Ang puso ko at buhay man Sa iyo’y ibibigay Tungkulin ko’y gagampanan Na lagi kang paglingkuran Ang laya mo’y babantayan Pilipinas kong hirang Bayan sa silanga’y hiyas Pilipinas kong mahal Kami’y iyo hanggang wakas Pilipinas kong mahal Mga ninuno naming lahat Sa iyo’y naglingkod ng tapat Ligaya mo’y aming hangad Pilipinas kong mahal

73. Volume of sounds may be associated with different movements of animals. Slow moving animals indicate soft sound, moderately fast moving animals indicate medium sound and fast moving animals indicate loud .sound.

74. MUSIC HAS DIFFERENT VOLUMES AND IT MAY BE ASSOCIATED WITH BODY MOVEMENTS. LOUD VOLUME SIGNIFIES BIG MOVEMENTS, MEDIUM SOUND SIGNIFIES MEDIUM MOVEMENTS AND SOFT VOLUME SIGNIFIES SMALL MOVEMENTS.  

75. Tempo: Sound Speed in Music   Volumes of music may be soft of softer, loud or louder. Tempo is an element of music which shows the speed of the song as to slow and fast determined through performing, creating, listening, observing and responding activities.  Music has different speed. It may be slow or slower, fast or faster      

76. TEXTURE Texture is one of the elements of music. It is the thickness and thinness of sound. It also refers to a single or several layers of sound which can be heard at the same time. In this unit, lessons and skills in texture are being taught by singing round songs, singing songs with or without accompaniment, and playing improvised musical instruments

77. AKONG MANOK I Akong manok sa buhi pa Akong manok sa buhi pa Kusog motuktugaok Kukudiya kukuda Kusog motuktugaok Kukudiya kukuda Chorus: Kukukudiya kukudiya kukuda Kukukudiya kukudiya kukuda II Akong manok sa patay na Akong manok sa patay na Di na motuktugaok Kukudiya kukuda Di na motuktugaok Kukudiya kukuda Chorus: Kukukudiya kukudiya kukuda Kukukudiya kukudiya kukuda III Akong manok sa litson na Akong manok sa litson na Pagkalami kanoon kukudiya kukuda Pagkalami kanoon kukudiya kukuda Chorus: Kukukudiya kukudiya kukuda Kukukudiya kukudiya kukuda

78. Texture: Thickness and Thinness of the Sound of Music Using one voice or solo instrument create thin sound of music. Using two voices or more musical instruments create thick sound in music. Round song is a song with two or more parts. It is sung in different times.

79. Texture: Thinness and Thickness of Sounds (Instruments) Musical lines when single creates thinness of sound. Multiple musical lines done simultaneously creates thickness in music Musical density refers to the thinness and thickness in sound. Music with single instruments refers to only one music or instrument. Layered orchestration refers to more instruments use simultaneously. Examples: bands, orchestra, rondalla

80. TEXTURE OF THE MUSIC CAN BE MADE THICKER WITH THE ADDITION OF THE SOUND OF INSTRUMENTS Chorus, duets, trio, quartet create layered orchestration create thick texture. Vocal solo, Single instruments make thin texture in music

81. “Music is the language of the spirit. It opens the secret of life bringing  peace , abolishing strife.” — Kahlil Gibran “Where words leave off, music begins.” — Heinrich Heine

82. 2 nd RUNNER UP Performer No. 1

83. 1 st RUNNER UP Performer No. 2

84. CHAMPION Performer No. 3