One God, One Faith, One School.
General Music with Lisa Heller
About MeI joined the staff in 1993 and I am also the Technology Coordinator (Catholic educators are used to wearing "many hats"). I was raised in North Carolina and migrated to Michigan in 1988.
EducationDoctor of Philosophy in Music Education from Michigan State University
Master of Music and Bachelor of Music in Music Education and Music Therapy from East Carolina University
Music Therapist/Board Certified
What I do for funI play the guitar and banjo in a variety of musical ensembles in the Lansing/East Lansing area. I play the saxophone in the Meridian Community Band and the MSU Alumni Band. I enjoy reading, composing music, traveling, riding my bike, playing golf, and taking long, contemplative walks.
PhilosophyI believe that every student should have access to a balanced, comprehensive and sequential program of instruction in music taught by certified music educators using quality literature and materials.
Music education is an integral part of aesthetic experiences which enable students to develop sensitivities to life and culture. Participation in comprehensive musical experiences will help our students to develop the attitudes, knowledge and performance skills to perceive and respond to the power of music as an art.
Goals for All Students
•Experience music of various styles, cultures, and eras
•Exhibit an understanding of the elements of music, music notation, and music terminology
•Create (or recreate), produce, and perform music in individual and group settings
•Contribute musically to the Catholic liturgical experience
Music Curriculum
Kindergarten and Pre-School Level
Music learning is especially important during early childhood. Kindergarten-aged children are able to achieve a variety of musical goals, and they should be encouraged to expand their natural abilities through play, singing games, playing instruments, and chart reading. Although research findings indicate that these children have a narrow vocal range, it can be expanded and developed with encouragement and practice. Therefore, it is important to begin pitch-matching experiences early with careful attention to listening skills.
These students can understand the concepts of high and low or loud and soft, but they may not use the same vocabulary as adults when expressing these concepts. Rhythmic awareness is also established early, and children should move, clap, stamp, and patschen to a wide variety of pulses.
Grades 1-3
Students at the primary level need many opportunities to continue developing their musical skills. Movement activities are very important to include to help students internalize the concepts of music. Students at this age are capable of inventing and composing music, and they should be encouraged to do so. The early use of symbols to communicate personal and group musical ideas is essential to developing beginning reading skills. Pictures of instruments, Kodaly symbols, and other simplified styles of notation are used to provide a means to achieve these goals. Musical production is achieved through singing and/or playing instruments. Participation in singing activities continues to be important as their vocal range is continuing to develop.
Responding to music and reflecting on it are important beginning skills. At this age it is appropriate to provide the students the opportunities to develop an understanding of lifelong participation in music. Selections include classical music representative of all historical periods, music which reflects many cultural and/or ethnic perspectives, and music for fun and enjoyment.
Grades 4-6
Students at this level should have acquired the basic music knowledge to allow them to begin to explore and manipulate the components of music. Music reading skills can be achieved at this level, and students are allowed to further develop their reading skills through singing and playing the keyboard and other classroom instruments (the recorder is introduced in the fourth grade and children are allowed to join the elementary band program in the fifth grade if they are interested in instrumental ensemble experiences).
Creative experiences include movement to express patterns, form, and melodic contour. In addition, musical drama activities allow them the opportunity to interpret and express musical ideas. Listening activities which incorporate selections from famous (and not so famous) composers allow them to reflect on a variety of musical styles.
Materials:
The materials used include a variety of sources. They include but are not limited to:
- Teacher Edition Manuals (K-level): The World of Music, Music and You, The Music Book, The Threshold of Music Series by Eleanor Kidd, Red Series, Green Series, and Beige Series.
- Personally composed songs.
- A variety of rhythm instruments, listening tapes and compact discs, composer biographies, and movement-oriented materials, Orff Instruments, guitars, autoharp, Omnichord, dulcimer, banjo, percussion, etc.
- On-line instructional materials available from a large number of sites
National Content Standards for Music EducationThe standards below were developed by the Consortium of National Arts Education Associations (American Alliance for Theatre & Education, MENC: The National Association for Music Education, National Art Education Association, National Dance Association)and are designed to reflect a national consensus concerning the highest-priority skills and knowledge young people should have acquired upon exiting grades 4, 8, and 12.
These content standards are correlated with specific goals and objectives at each grade level at Immaculate Heart of Mary-St. Casimir School.
|
|
| I. | Singing, alone and with others, a varied repetoire of music |
| II. | Performing on instruments, alone and with others, a varied repertoire of music |
| III. | Improvising melodies, variations, and accompaniments |
| IV. | Composing and arranging music within specified guidelines |
| V. | Reading and notating music |
| VI. | Listening to, analyzing, and describing music |
| VII. | Evaluating music and music performances |
| VIII. | Understanding relationships between music, the other arts, and disciplines outside the arts |
| IX. | Understanding music in relation to history and culture |