Running Head: RESEARCH UPDATE CHAPTER 12

Jessica Rachel Gonzales Miramontes

Dr. Julie Johnson

Visual and Preforming Arts

LaFetra College of Education, University of La Verne

March 30, 2017

Review on Research Update: Chapter 12

1.          Do you agree, disagree, and/or have anything else to add?  Be sure to include the actual research update and information from the text or the videos to support your opinion.

                As a student myself, I could not agree more with music in the classroom and assisting in the learning process. Music Integration has been a part education for years because. In out school’s today, there are students who can improve upon their own abilities, simply by being exposed to music while studying, learning, and during exams. According to the research update on page 464, “first graders who received music listening instruction had significantly higher reading scores tan a control (88th percentile versus 72nd) (Cornett, 2017), (Weinberger, 1998).

               Additionally, students who were listening to music during testing out-performed those who had not. (Cornett, 2017),(Baker, 2011). With these numbers and the number of students showing positive results with music only assures that music in the classroom as well as integrated during instruction validates that it is a need during the learning process.

               In Rogers, Arkansas the Rogers School District takes pride in how effective the learning environments are for all students. The district has opened several specialized schools that work with students and their needs such as Technology, the Arts, unique Physical Activity. The most effective environment that with only one hundred-fifty students is, Crossroads, a high school that my own child attends. This unique high school has created a program like nothing I have ever witnessed.

               This week, Tuesday, March 28, 2017, I visited Ms. Ford, the Principal. As I was given a tour of this specialized school, Ms. Ford has found that music, art, and dance were among the top favorite parts of their education. While the school also teaches according to the Common Core Standards, they reach far and above with their music integration.

                As the students hand out, they are encouraged to bring ear buds for when they need to listen to music. Since every student come onto this school with a classic brick and mortar rules and fitting punishment, there are some students who do not have the music privileges, phone, or a choice in dress code. The ability to want music helps the students stay focused on their learning and control their behavior more often.  

References: 

Cornett, C. E., & Cornett, C. E. (2003). Creating meaning through literature and the arts: an integration resource for classroom teachers. Upper Saddle River, NJ: Merrill/Prentice-Hall.

Crossroads High School Webpage:

http://www.nx.rogersschools.net/

Running Head: UNDERSTANDING THE RITE AND RIGHT OF SPRING

Jessica Rachel Miramontes

Dr. Julie Johnson

Visual and Preforming Arts

LaFetra College of Education, Univ. of La Verne

March 9, 2017

Critical Thinking:

Understanding How the Right to Human Life is the “Rite of Spring” in “Fantasia:”

Both Scores, Humanly Sound, and Developed

              Through Tribal music, deep heavy melodies, and notes that resemble the life of a life-long learner, Stravinsky (2016) created the “Rite of Spring” with every intention of the masterpiece to make a successful debut, May 29, 1913, Paris, France. The original ballet was presented and became an instant disaster for the company as they performed the elusive dance steps along to a seemingly quiet, orchestra that was overtaken by the eruption of noise (Thomas, 2017). The riots and violence that broke out in the audience was that of, distaste and disappointment (Thomas 2017). No long after Stravinsky endured the emotional outlast on his mindset, the Walt Disney team, provided the world with a known masterpiece “Fantasia,” that would challenge the audience once more (Disney, 2017). While I listened to the 1929 score of “Rite to Spring,” I read along with the original musical score created by Stravinsky, and presented by the San Francisco Symphony, with Michael Tilson Thomas (Thomas, 2017).

               The score reflected the amount of depth Stravinsky put into the dancing and music. The tone of the music is familiar to me, from my childhood, and listening to the 1940’s version of “Fantasia,” a Disney (2017) Production. Before this comparison, I was not aware that the two were interconnected. In Stravinsky’s story line, a virgin is sacrificed, and the birth of life evolves. The story starts out with uniquely dressed groups of people stomping gracefully while waving their arms about, and keeping step to the harmony. As they step in a circle, in place, their faces also march along to the beats. The flute and bass lead their way as they follow into the violin and drums. The symphony plays as loud as thunder, and as quiet as a mouse. The romanticism that Stravinsky invoked was just that; emotional response of any kind. To this, a small amount of success can be awarded to Stravinsky, if only that was he needed.

               Each composer who created a master work of art, little or large, old or new, is in their right, entitled to be known through the work, to the world. The person behind the music is more than their name. The hands and ears that create works of art, such as “Rite of Spring” should be honored. The intent of Stravinsky is imperative because of how the first performance turned out. Stravinsky (2016), in 1913, would not have known that the idea of barbarism was too heavy handed. The world that Stravinsky developed his works of art in, was not ready for culturally sound symphonies. As for the composers of “Fantasia,” the cultural acceptance was more welcome.

               In 1940, Disney released “Fantasia” to the media market (Disney). The new bright colors to the still developing, big-screen, may have changed what people may have thought about the once racy, challenging, “Rite to Spring” musical notions. While “Fantasia” media sets a somewhat different tone through the child-like rendition, it is the story directors, Joe Grant and Dick Huemer creative minds that change and alter the original Stravinsky’s, “Rite of Spring” (Disney 2017). While watching Fantasia, I noticed that the motions and choreography to the music was similar that of the animals of all types.  While it is not confirmed in my findings that “Rite to Spring” is the actual inspiration to “Fantasia,” it is well known for the similarities.

               In the film, “Fantasia,” the characters range from dinosaurs to dancing objects and shadows that fray about. The hopping, skipping, and jumping that the bright animal characters do, follows the music in “Fantasia’s” score (Thomas 2017). While the music is set by the writers, it is “Rite to Spring.” that “Fantasia most sounds like. While each showcase the obo, flute, harp, violin, trumpet, saxophone, trombone, as the top noted instruments, it is how they all come together in each presentation that makes them become the unique dissertation to human life. In “Rite to Spring,” the flute is most notable throughout the score. To the listener, the flute, light in life-like, brings a feeling of new beginnings. The bass that flows seamlessly behind the flute, makes for dramatic changes in the tone and harmony. The pitch slaps down and the entire composure of each human creating these works of art through their instrument, falters to the emotion that spills over at the sound of music bouncing off the sheets (Disney 2017). 

               In the end, both films give us a vision into the creator’s minds and how they connect to the world through their tribal steps in this world. The passion, lust, and fire that falls out of their minds has become the roses and thorns to this beautiful place we call home. The connection we value as humans stems from our ability to learn. Therefore, as this form of visual and preforming art brings out the best in our words, it is the same visual ability that can tear it all apart. Creating lessons through a structure that embodies how we learn through witness and experience is the epitome of who I am as a Teacher. 

Resources:

Disney, (2017). Stravinsky’s Rite of Spring  and Walt Disney’s Fantasia Video. Retrieved from http://www.cornel1801.com/disney/Fantasia-1940/film4.html#

Stravinsky, I., (2016  November 13). Stravinsky: The Rite of Spring (1929 Recording) Fully Restored/3D Sound. Retrieved from https://youtu.be/BmvrzaM5CEE

Thomas, M. T., (2017).  A Riotous Premiere, Igor Stravinsky: The Rite of Spring. Retrieved from http://www.keepingscore.org/sites/default/files/swf/stravinsky/full

Jessica Rachel Gonzales Miramontes

Dr. Julie Johnson

Visual and Preforming Arts in the Classroom

LaFetra College of Education, Univ. of La Verne

March 26, 2017

Chapter 12 Core Questions

1. Why should music be integrated into science, social studies, math, and ELA?

According to the text, on page 464, the Research Update 12.1 states that, “For

middle schoolers, formal instrumental instruction was positively correlated with

algebra achievement, as was choral instruction (although to a lesser degree).”

(Cornett, 2015) The study shows that student benefit greatly from the learning

environment while more than one subject in learned. Furthermore, the text also

contributes Music essential part of life. Without music to listen to when we need or

want it most, it changes the mood we are in for the betterment. For example, in my

classroom, I will be using several different types of music every day. Each morning,

uplifting, and bright. During reading, classical, and calm, instrumental sounds. Lastly, I

would use cultured music from all over the world. I would integrate Social Studies and

Global Leadership through the value of other types of music that originate hundreds

of years ago, to present day.

2. What do teachers need to know to meaningfully integrate music?

Where different instruments come from, how they are made, who invented them,

and why? Where does come from? How do we hear the sound. There are several

areas a Teacher should know when working with music. While the knowledge is

important for the student inquiries, it is the research that will help with creating a

better lesson that is full circle as well as embodied with all of the elements that are

needed to make the lessons integrated with Science, Math, as well as Language.

According to the text, on page 466, it states that, music assist in attention and

memory. I believe this to be first hand true, for myself, even today, as much as I was

a learning child once upon a time. Learning while listening to music, just as I am at

this very moment, will help me remember this research for a lifetime. The song

choice, by the students or the teacher, needs to be relative to the learning

environment as well. When using music in the classroom, the student becomes more

engaged because the student’s brain is creating a “desirable personality trait” with in

the learner as they develop though adolescence.  Lastly, Knowledge of composers, as

well as how music is transcended to us, the listener. Teachers can easily integrate

music often and easily. Music is free, and accessible from any device hand held device

that is linked to the web.

3. How can classroom teachers collaborate with arts specialists and musical artists to

plan and implement music integration?

Working together with other teachers means that knowing schedules, outcomes,

expectorations, and accountability. Understanding the California Content Standards

that fall in-line with the other Core Content Standards is imperative to the objectives

the students face. While most collaborative faculty work well with each other, it is

always important to maintain openminded. Not every teacher is willing to have music

in their classroom. Encouraging those whom feel the VPA is too time consuming in

the classroom, may have not had the Diverse Education that ULV Graduates had. We

are taught to make sure every lesson is more than 2 subjects taught, as well as

bringing together the bell curve and Special Education. Today, more than ever, testing

has become a fear in the class. Using positive platforms to collaborate is the most

effective wat to get the lessons through to the students. In Music, there are Nine

National Standards for K-8. Using centers is a cure way to get the students involved

with music and how it makes them feel as a human. Considering assessments while

planning ahead is also a large part in making sure the lesson objective is being met.

Lastly, keeping all the latter in mind will ensure an effort that is geared towards the

learner, and not what the Teacher, doesn’t want to teach out of bias.

Jessica Rachel Gonzales Miramontes

Dr. Johnson

Visual and Preforming Arts

LaFetra College of Education, Univ. of La Verne

March 30, 2017

Web Search and Resources for Music

Lesson Planning:

In this article, it looks at how Protest Music has become a part of American society and culture. The article also focuses on a diverse and growing world, and how it affected the “Black Lives Matter” and “Blue Lives Matter” campaign and bill movements. Protest music is an effective and calm way to show how anyone truly feels about subjects such as civil rights movements.       

Resource: Gonchar, M., Schulten, K., (2016), Lesson Plan: Teaching With Protest Music, The New York Times, Learning Network, Retrieved from: https://learning.blogs.nytimes.com/2016/02/04/lesson-plan-teaching-with-protest-music/?_r=0&register=google

Game or Activity Based:

In the article titled, Classroom Games and Activities for General Music, the students act out in physical play to learn how to read music. Not only are the games engaging, they cover all the areas in the Common Core Content as well as touch on several Multiple Intelligences.

Resource: Nuss, K.R., (2017), Classroom Games and Activities for General Music, National Association for Music Education, Retrieved from: http://www.nafme.org/classroom-games-and-activities-for-general-music/

Professional music site:

The site, Daria, is open to all ages. The website is based in red, to grab the student in! This amazing musical website allows the learner to hear different types of cultured instruments and the songs that they might go with.  

Resource: Daria, (2017), Daria: a world of Music for Children, Daria Music, Retrieved from: http://www.dariamusic.com/

YouTube/video:

In this video, Jessica Miramontes created a musical instrument DIY video for students to reference when making their project at home or in the classroom. Perfect example of how the instrument was used, how to make it, and easy simple to follow visual instructions as well as transcription in the details.

Resource: Miramontes, J. R. G., (2017), Making Music DIY for Students, Jessica R. Gonzales Miramontes YouTube Channel, Retrieved from: https://www.youtube.com/watch?v=AC95fFQzjOQ

Running Head: CHAPTER 12 SEED STRATEGIES

Jessica Rachel Gonzales Miramontes

Dr. Johnson

Visual and Preforming Arts

LaFetra College of Education, Univ. of La Verne

March 30, 2017

Chapter 12 Seed Strategies: Mood Music

               I choose Mood Music because while I was researching, I found that setting the tone, first thing in the morning, will impact how effective the day will be for the learner. If the learning environment are filled with an experience of each presented topic along with theme music, the students will begin to remember what they were taught when it comes time for assessments.

               Depending on the unit or week, would decipher what type of music that would play. For example, if the students were working on their 3D, personally designed Science Fair projects that involved less logic and more creative thinking, I would allow for music with words of inspiration. If the mood was to lecture about a topic that needed note taking, simple piano classical music is what will be played. Mood music is not what the author states is the “mood” of the music, rather, it is how the teacher intends the music to be used. The mood is set to what the mood needs to be for the learner.

               The success that students achieve can be based on their ability to thrive. The more I give them to thrive on, the more exposure they will have, thus allowing for more mental connections and creating new thinking paths when problem solving or problem based learning occurs.