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MUED 324 Study Guide

by: Julia Parenti

MUED 324 Study Guide MUED 324 001

Marketplace > Towson University > Music > MUED 324 001 > MUED 324 Study Guide
Julia Parenti
GPA 3.75

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About this Document

These notes cover everything from week 1-week 5
Integrating Literacy in the Music Classroom
Dr. Alicia Mueller
Study Guide
Music, Literacy, Integration, Music Education
50 ?




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This 4 page Study Guide was uploaded by Julia Parenti on Friday March 4, 2016. The Study Guide belongs to MUED 324 001 at Towson University taught by Dr. Alicia Mueller in Spring 2016. Since its upload, it has received 26 views. For similar materials see Integrating Literacy in the Music Classroom in Music at Towson University.


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Date Created: 03/04/16
MUED 324 Study Guide Literacy:   Read, write (view), speak (move), listening.  Communicating  Application to everyday life Interdisciplinary Education:  Across different curricular disciplines  Using 2 disciplines for problem solving  Integration/collaboration of disciplines  Explanations, questions, etc.  Term: cross­curricular/ trans­curricular  Example: music and reading/writing/language/literacy Arts Education:  4 related arts (fine arts/performing arts) ­music, visual art, dance, theater/drama, media  Visible and tangible arts  Development of a hobby into a career  Core in curriculum Types of Music Classes  PK­5: General Music  4: Exploratory Music  3­5:  ­Beginning Band ­Beginning Orch ­Chorus ­Instrumental Lessons  6­8: ­General Music/ Music Appreciation ­World Music/ American Music ­Chorus ­Band ­Jazz Band ­Orchestra ­Instrumental Lessons  ­Theory and Harmony  9­12: ­Guitar ­Piano ­Choruses ­Orchestra ­Band ­Jazz Band ­Theory and Harmony ­Marching Band Basic Music Elements/Concepts Rhythm  Steady Beat  Syncopation  Tempo  Meter  Notation  Duration Pitch: Melody/Harmony Dynamics: Volume/Markings Form: General Style: Genre Timbre: Tone Color Texture *Experience Preceeds Label* ­Easier to understand something after “sensorily” experiencing it ­Sound Before Symbol Decoding:  Sounding out words  Breaking a visual code of symbols into sounds  Phoenics skill to assist with unknown words in print  Critical step towards text reading  Similarities between oral language, reading and music reading Decoding Skills 1) Phonemic Awareness ­Phoenemes: Speech Sounds (40+ exist) ­ing ­ea ­th ­ch ­sh ­ Ability to decode using speech sounds ­Oral skill (external) ­Exclusively in oral language 2) Phonological Awareness/Instruction ­Spellings related to speech sounds ­Understanding that letters and letter combos=phonemes that make words ­Ability to identify and discriminate characteristics of sound ­Different from phonemic awareness ­relationship between phonemes and graphemes Multi­Sensory Teaching:  Oral: Verbalizing  Aural: Listening  Visual: Watching  Kinesthetic: Movement  Tactile: Feeling Learning Modalities:  Orally  Aurally  Visually  Kinesthetically  Tactilely Phonemic Awareness  Matching syllable with rhythm  Demonstrating phonemes as articulation Orthographic/Graphophonemics  Writing a note and understanding its value  Matching a picture to a note  Articulation  Phonological Awareness:  Pneumonic System=tonguing/rhythm  Accents/Articulations, etc. Sight Identification  Identifying articulations  Style markings Fluency  Singing foreign languages  Different time signatures/clefs Cuing Systems  Intervallic Relationships: syntax  Note Identification: graphophonic ­FACE   EGBDF  Style and Form: context  Basic sight reading: semantic Reading/Decoding Skills  Fluency: Keeping Steady Beat


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