Download EDU572 Marking Criteria Tri 1 2016

College of Humanities and Education
School of Education
BACHELOR OF EDUCATION (PRIMARY)
FINAL EXAMINATION
TRIMESTER 1 2016
EDU572 MUSIC EDUCATION (ANSWER SCRIPT)
TIME: 3 Hours ( Extra 10 Minutes allowed for reading the paper)
INSTRUCTIONS
This paper has four Sections – Section A, B, C, & D
You are required to answer all the questions.
Write all answers in the ANSWER BOOKLET provided.
Write your ID Number on the right-hand corner of all sheets of
your Answer Booklet.
 Hand in the completed Answer Booklet for this paper
 Total number of pages - 8
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SECTION
QUESTION
MARKS
A
B
C
D
Multiple Choice
Definitions
Short Answers
Essay Writing
Total
10
10
60
20
100
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EDU572 Music Education
Trimester 1, 2016
SECTION: A
MULTIPLE CHOICE
(10 Marks)
Instruction: Write the letter of the correct answer in the answer sheet.
1.
2.
3.
4
5.
6.
7.
8.
9.
10
D
B
A
A
D
C
C
B
A
D
SECTION: B
DEFINITIONS
(10 Marks)
Given below is a list of Words and phrases related to music education. From the list provided
select any ten words or phrases and define them. Give examples to support your
definitions. Write your answers on Ruled Foolscap sheets provided.
Rhythm
Dotted Note
Leger line
Clef
Melody
Rest
Beat
Double Bar Line
Music
Harmony
Time signature
Tempo
Pitch
Octave
Staff
Bar Line
1. Music: sounds that are arranged that is pleasant or exciting to listen to.
2. Tempo: The speed at which a piece or passage of music is meant to be played,
usually indicated by a musical direction ( tempo marking )
3. Rhythm: Rhythm is pattern in time created with sounds and silences. A specific
kind of such a pattern, formed by a series of notes differing in duration and stress:
a waltz rhythm.
4. Melody: Melody in musical terms is the main tune of a song. It is the outcome of a
series of notes and is regarded as horizontal as its notes are read from left to right.
It is also regarded as a linear succession of musical tones that are perceived as a
single entity
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5. Harmony: the simultaneous sounding of pitches. The simultaneous combination of
tones, especially when blended into chords pleasing to the ear; chordal structure,
as distinguished from melody and rhythm.
6. Pitch: how high or low a sound is
Low Pitch
High Pitch
7. Dotted notes: Dotted notes lengthens a note by one half of its value-
= 1.5 beats
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Rest: Symbols used to indicate silences in music
9. Time signature: two figures placed one above the other at the beginning of a
piece of music to tell us the beat.
10. Octave: it is the distance from any one note with a certain letter name to the next note
above or below it with exactly the same letter name
11. Leger line: Lines added above or below the staff. In the picture (left) both notes
with ledger lines indicate middle C.
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12. Natural: A note is natural when it is neither flat
In music theory, a natural
is an accidental which cancels previous accidentals and represents the unaltered
pitch of a note. A note is natural when it is neither flat nor sharp. A natural
cancels the sharp and the flat.
13. Beat: A beat is the basic pulse in music, like what you might tap your foot to. Beats
are grouped into measures, with the same number of beats in each measure.
14. Staff:
Five parallel, equidistant lines with spaces in between on which music is written.
15. Bar line: Bar lines are placed on the musical staff to separate the divisions of time.
Time is divided in groups of pulses as defined in the time signature. The space
between two bar line is called a measure or bar. Vertical lines written across the
staff that divides the
music
into equal measure.
16. Double bar line: A double bar line indicates that the end of the piece has been
reached.
SECTION: C
SHORT ANSWERS
1. Lesson Plan
(60 Marks)
(6 marks)
List and briefly describe the different phases of an ideal music lesson.
i.
Motivational Activity – to gain attention of the students
ii.
Introduction of Lesson – telling students what they would be learning in
the lesson
iii.
Demonstration- Demonstrating the skills involved in the lesson
iv.
Practice – Allowing students time to practice the demonstrated skill in
groups and individually
v.
Presentation – students present what they have learnt in groups and
individually for assessment
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vi.
vii.
Conclusion – Conclude the lesson by briefly revising the concepts and
skills learnt.
Evaluation- Teacher’s evaluation of his/her own teaching –
 What went on well in the lesson?
 What did not go on well?
 What changes would the teacher make to the lesson if it is to be
taught again?
2. Song Notation
(4 marks)
Under each of the notes of the song write their letter names.
B A G A  B B B _  A A A _  B B B _ 
B A G A  B B B B A A B A  G _ _ _ 
3. Rhythmic Cycle
(4 marks)
Compose a ‘Rhythmic Cycle’ with the following features  Number of measures – 4
 Time signature - ‘Simple Quadruple Time’
 Notes to be used - minims, crotchets and quavers.
4. Notes
(5 marks)
In the table below fill in the blank spaces by writing the corresponding
Symbols, Note Values, Number of Beats and the Rest Symbols for all the
notes.
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EDU572 Music Education
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Name
Of
Note
Note
Value
Note
Symbol
Number of
beats
Rest
Symbol
Whole Note
Semibreve
4
Half Note
Minim
2
Quarter Note
Crotchet
1
Quaver
Semi-quaver
One –Eighth
Note
NoeSixteenth
Note
5. Teaching Through Music
1/2
1/4
(4 marks)
Explain how music can be used as an effective tool in teaching concepts in
other key learning areas.
1. Teaching Language through Rhymes and Songs.
Examples – A, B, C, D song. Head shoulders Knees and Toes etc.
2. Teaching Physical Education through action songs like Head shoulders
knees and toes
3. Teaching Maths concepts like subtraction through songs like ‘Five little
ducks went out one day’
4. Teaching moral values through songs –like ‘ We are one big happy family
---‘ etc.
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6. The Grand Stave
(6 marks)
Draw the ‘Grand Staff’ in the staff notation system labeling all the notes for the
lines and spaces.
7. Ways of Teaching a New Song
(4 marks)
Discuss one strategy that would be effective in teaching a new song to
Primary School children.
Teaching Songs by Rote
1. Introduce the song, then wait for silence before continuing.
2. Perform the song with energy.
3. Have the singers echo you, phrase by phrase. If the song is in an unfamiliar
language, begin by speaking the words only. Then sing them.
4. Have singers sing the verse in phrases first, then sing the entire verse. Don't try to
do too much; one verse or chorus is sufficient to start. If you end up singing verses
by yourself, that is fine—or you can invite youth or fellow teachers sing along with
you.
5. Correct mistakes as they happen.
6. At some point, talk about the tradition from which the song comes and/or talk
about the meaning of the song. Make the song come alive.
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8. MUSICAL SYMBOLS
Name these musical symbols listed below
(10 marks)
SYMBOL
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a)
NAME
Bass Clef
b)
Treble Clef
c)
Semibreve Rest
d)
Minim Rest
e)
Crotchet Rest
f)
Quaver Rest
g)
Semi-Quaver Rest
h)
Semiquaver
i)
Quaver
j)
Symbol for a Flat Note
EDU572 Music Education
Trimester 1, 2016
9. Current Status of Music Education in Fiji Primary Schools.
(4 marks)
Briefly discuss the current status of Music Education in Fiji Primary Schools.
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Lack of teachers with confidence in teaching music
Lack of teachers with necessary skills and knowledge in music
Lack of music instruments and other music teaching resources in
schools
Little time allocated on school time-tables for music teaching
Time allocated for music teaching is utilized for teaching other
important subjects like Maths and Science
Parents do not understand the importance of music education for their
children
There is no budget for music teaching resources in schools
Head teachers do not place importance to music education
10. Classification of Music Instruments
(5 marks)
The Hornbostel - Sach’s system of instrument Classification identifies five
categories of instruments. Name the five categories and give examples for
each category.
Category
Examples of Instruments
1.
Aerophones
Recorder, Harmonium, Flute & Trumpet
2.
Chordophones
Ukulele, Guitar and Sitar
3.
Membranophones
Dholak, table, Congo, Bongo & drums
4.
Idiophones
Triangle, cymbals, piano
5.
Electrophones
instruments in which sound is produced by
electrical means eg Electric Guitar and electric
Keyboard
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11. Posture
(4 marks)
Briefly describe posture recommended for singing.
Good posture supports breathing
Good posture is where __the chin is level
__the knees loose,
__the head is up
__the shoulders sloping and relaxed
These body parts should be aligned:
 feet to knees
 knees to hips
 hips to shoulders
 shoulders to ears
Students often struggle to align their ears with their shoulders as they sing.
Tip the chin down or elongate the neck. If the posture seems particularly
unnatural as you sing, then it may be due to unnecessary jaw, throat, or tongue
tension. Keeping the chin tucked will prevent some of that tension as you sing.
12. Music from different Cultures
(4 marks)
Briefly discuss the similarities and differences between Indian and iTaukei
music.
Differences
Similarities
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Indian Music
Mostly melodious
Mostly uses Indian music
Instruments
Is dominated by Bollywood
Film music
iTaukei Music
Mostly Harmonious
Mostly uses Western music
instruments
Mostly musicians compose
their own music
Both involve singing, playing and dancing
Both have music for different occasions
Bothe have music for different genders
Bothe practice religion through music
Tell stories through dances
EDU572 Music Education
Trimester 1, 2016
SECTION: D
ESSAY WRITING
(20 Marks)
Write an essay of approximately 250 words on any one of the following topics –
a) Dr. Shinichi Suzuki’s philosophy on music teaching embraces the total
development of the child. Briefly discuss Suzuki philosophy on music teaching
and compare it with the philosophies of either Zoltan Kodaly or Emile JaquesDalcroze.
The important elements of the Suzuki approach to music teaching include the
following:
•
An early start (aged 3-4 is normal in most countries)
•
The importance of listening to music
•
Learning to play before learning to read
•
The involvement of the parent
•
A nurturing and positive learning environment
•
A high standard of teaching by trained teachers
•
The importance of producing a good sound in a balanced and natural way
•
Core repertoire, used by Suzuki students across the world
•
Social interaction with other children: Suzuki students from all over the world
can communicate through the language of music.
The Musical Objectives of Kodaly musical training may be listed as to develop the
ability of all children to:

Sing, play, and move from memory, a large number of traditional folksongs of
the mother tongue.
Perform, listen to, and analyze the great art music of the world.
Achieve mastery of musical skills, such as musical reading and writing,
singing and part-singing.
Improvise and compose, using their known musical vocabulary at each
developmental level.
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b) Discuss the characteristics an effective music education programme.
School organisation for teaching music
 Ample time given to the teaching and learning of music
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The amount of time spent teaching music varied considerably from over an
hour each week to virtually nothing.
 Planned to meet the identified needs of students
 Qualified teachers should be available to teach music.
 School-wide support for music teaching and learning programmes
 Students’ learning to be more relevant, in-depth and meaningful
strongly
 skills-based, giving students opportunities to develop practical
knowledge in music
 Provision for ongoing development and increasingly complex learning
as students progressed through the school.
 There needs to be integration of music with other essential learning
areas.
c) Discuss the importance of music education in the holistic development of a
child.
1. Musical training helps develop language and reasoning: Students who have
early musical training will develop the areas of the brain related to language and
reasoning. The left side of the brain is better developed with music, and songs can
help imprint information on young minds.
2. A mastery of memorization: Even when performing with sheet music,
student musicians are constantly using their memory to perform. The skill of
memorization can serve students well in education and beyond.
3. Students learn to improve their work: Learning music promotes
craftsmanship, and students learn to want to create good work instead of mediocre
work. This desire can be applied to all subjects of study.
4. Increased coordination: Students who practice with musical instruments
can improve their hand-eye coordination. Just like playing sports, children can
develop motor skills when playing music.
5. A sense of achievement: Learning to play pieces of music on a new
instrument can be a challenging, but achievable goal. Students who master even the
smallest goal in music will be able to feel proud of their achievement.
6. Kids stay engaged in school: An enjoyable subject like music can keep kids
interested and engaged in school. Student musicians are likely to stay in school to
achieve in other subjects.
7. Success in society: Music is the fabric of our society, and music can shape
abilities and character. Students in band or orchestra are less likely to abuse
substances over their lifetime. Musical education can greatly contribute to children’s
intellectual development as well.
8. Emotional development: Students of music can be more emotionally
developed, with empathy towards other cultures They also tend to have higher self
esteem and are better at coping with anxiety.
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9. Students learn pattern recognition: Children can develop their math and
pattern-recognition skills with the help of musical education. Playing music offers
repetition in a fun format.
10. Better SAT scores: Students who have experience with music
performance or appreciation score higher on the SAT. One report indicates 63 points
higher on verbal and 44 points higher on math for students in music appreciation
courses.
11. Fine-tuned auditory skills: Musicians can better detect meaningful,
information-bearing elements in sounds, like the emotional meaning in a baby’s cry.
Students who practice music can have better auditory attention, and pick out
predictable patterns from surrounding noise.
12. Music builds imagination and intellectual curiosity: Introducing music in the
early childhood years can help foster a positive attitude toward learning and
curiosity. Artistic education develops the whole brain and develops a child’s
imagination.
13. Music can be relaxing: Students can fight stress by learning to play music.
Soothing music is especially helpful in helping kids relax.
14. Musical instruments can teach discipline: Kids who learn to play an
instrument can learn a valuable lesson in discipline. They will have to set time aside
to practice and rise to the challenge of learning with discipline to master playing their
instrument.
15. Preparation for the creative economy: Investing in creative education can
prepare students for the 21st century workforce. The new economy has created
more artistic careers, and these jobs may grow faster than others in the future.
16. Development in creative thinking: Kids who study the arts can learn to
think creatively. This kind of education can help them solve problems by thinking
outside the box and realizing that there may be more than one right answer.
17. Music can develop spatial intelligence: Students who study music can
improve the development of spatial intelligence, which allows them to perceive the
world accurately and form mental pictures. Spatial intelligence is helpful for
advanced mathematics and more.
18. Kids can learn teamwork: Many musical education programs require
teamwork as part of a band or orchestra. In these groups, students will learn how to
work together and build camaraderie.
19. Responsible risk-taking: Performing a musical piece can bring fear and
anxiety. Doing so teaches kids how to take risks and deal with fear, which will help
them become successful and reach their potential.
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20. Better self-confidence: With encouragement from teachers and parents,
students playing a musical instrument can build pride and confidence. Musical
education is also likely to develop better communication for students.
THE END
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