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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 SECTION QUESTION MARKS A B C D Multiple Choice Definitions Short Answers Essay Writing Total 10 10 60 20 100 1 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 2 EDU572 Music Education Trimester 1, 2016 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 8 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. 3 EDU572 Music Education Trimester 1, 2016 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 4 EDU572 Music Education Trimester 1, 2016 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. 5 EDU572 Music Education Trimester 1, 2016 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. 6 EDU572 Music Education Trimester 1, 2016 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. 7 EDU572 Music Education Trimester 1, 2016 8. MUSICAL SYMBOLS Name these musical symbols listed below (10 marks) SYMBOL 8 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. 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 9 EDU572 Music Education Trimester 1, 2016 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 10 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. b) Discuss the characteristics an effective music education programme. School organisation for teaching music Ample time given to the teaching and learning of music 11 EDU572 Music Education Trimester 1, 2016 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. 12 EDU572 Music Education Trimester 1, 2016 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. 13 EDU572 Music Education Trimester 1, 2016 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 14 EDU572 Music Education Trimester 1, 2016