Elements of Music

-        Tempo, slow, steady

-        Timbre, soft, gentle, clear

-        Dynamics, mix of decrescendo and Mezzo piano (like the wind whistling, sometimes louder, sometimes softer). 

-        Texture, Instruments in mostly in unison, 

This week’s activities were thoroughly interesting, reminding me of the elements of music and art. I enjoyed looking at Kandinsky’s abstract paintings and thinking about how much it involves math. For the first drawing activity, I followed a set of instructions that described how many lines and circles I needed to draw. It was a simple activity but still allowed me to be creative in my own way. It showcases that an activity that has specific instructions can still allow a huge amount of creativity. Could be great for integrating with maths learning!

 In the second activity, I listened to the Carnival of the Animals by Camille Saint- Saens, expressively drawing lines that responded to the sounds and elements of the music. This activity illustrated the principle of immersion as described by Cornet (2011). Immersion means to create an aesthetic environment that celebrates the arts. We can do this by playing music and displaying art. Drawing the lines while listening to the music helped me to notice and appreciate the composure of the music. It allowed me to represent my own feelings. 

This week’s activities focused on selecting an artwork and considering the emotions it prompted. I created a soundscape to enhance the artwork, providing some musical elements to provide my perspective. I selected a combination of sounds that created an eerie tone, somewhat gloomy. 

Previously I had heard of soundscapes but never made one. It was intriguing. In some ways it helped the artwork come to life. The software was a little difficult to use at first, but after some work, I was successful in producing a simple soundscape. I think it would be an excellent activity for students, allowing them to express their creativity. It may however require me to better understand how to use the relevant software in order to teach it to students. 

The amphibian I choose for this activity was green tree frog. Was fun to consider how a frog moves and jumps as the basis for a movement/dance routine. Tree frogs have small sticky pads on the end of their toes which lets them climb surfaces. Their long legs let them jump great distances. They are unafraid of humans and come out in the evening to hunt for food and call to other frogs. 

The movement sequence included squatting, bending the knees and placing hands on the floor. Jumping suddenly and quickly before coming to a complete stop. Extending hands and legs like climbing a tree.

The sequence was not overly difficult although it did require some physical exertion. It required me to research the animal and reflect on how I could replicate its movements. This activity would be a little difficult in the classroom due to the different needs and abilities of students. Some students may find it awkward while others may not be physically able. In order to better include all students, I would let them choose any animal they wished to replicate, potentially opening up some easier options. It would be a fun activity for students and would prompt more then a few laughs. 

This activity showcases the simplicity of how we can meaningfully integrate important topics such as sustainability into a fun project that can be easily done by students. It highlights the interconnectedness of knowledge (Gibson & Ewing, 2011).  I helped remind me that as a teacher I need to reflect on how I can plan and teach activities that mix authentic arts learning with other areas of learning. It will make my lessons more enjoyable and interesting!