Quaver Teacher Feature: Lorey Hallada

by Abby @ Quaver on June 26, 2012

in In the Quaver Classroom!

Today we welcome to the QuaverMusicBlog Lorey Hallada – dedicated Music Teacher in Cheverly, Maryland.

Here’s how Lorey used Quaver’s Music History Unit in her elementary music classroom this year:

Take it away Lorey:
After we watch each Quaver episode, we reinforce what Quaver covers with some of my favorite follow-up activities: Webs, Listening Maps, and Singing Activities.

Music History Webs

In my classroom, I like to create a visual representation of the time period by building a Web of each period with my students.
 
Here’s an example of my Web template for the Baroque Period:

I’ll either put the web on a large Poster Board or hand it out to individual students or small groups to work on together. Sometimes, I give each student one of the time period’s keywords or facts on a sticky note to place on the web. Other times, I’ll give them all the keywords and we’ll work through the Web together. I also sent one home as a homework assignment.

Baroque Period Keywords:

  • J.S. Bach
  • Fugue in D minor
  • Trills
  • Turns
  • Appoggiaturas
  • Antonio Vivaldi
  • The Four Seasons
  • Harpsichord
  • Small orchestra
  • Fancy clothing
  • Strings
  • Shakespeare
  • Fancy wigs
  • Flutes and oboes
  • A timpani
  • Sometimes a horn and trumpet
  • Harpsichord
  • Shakespeare
  • Fancy houses
  • G.F. Handel
  • The Messiah
  • No conductor
  • No forks
  • No women
  • No dentists
  • No electricity
  • No chairs
  • Players stood
Each of these words has a spot on the Web, and putting it together, my students retain the information they’ve learned with great success! Next year, I plan to make a laminated generic web, using the same categories for each time period, but with removable Velcro attached labels for Baroque, Classical, Romantic, etc.  I also plan to make color coded labels, laminated and with Velcro, to give the students so they can add their info to the large chart.

Listening Activities

Here are some of my favorite listening tools that work really well with Quaver’s Program:

 

  • For Baroque listening I use a listening map for the Hallelujah Chorus, which we followed as we listened to the piece. I also have a gospel version that matched the listening map perfectly.  Music K8 has a boomwhacker arrangement of a Bach toccata, and the kids liked that (“Toccata and Kazoogue in D”). I also have a map of Minuet in G that can be used here and in a lesson on comparing Meters.
  • For Classical listening I use a listening map of Hayden’s Surprise Symphony. We also used boomwhackers on an arrangement of Beethoven’s 9th chorus. The kids really like listening to and signing along to tracks from the “Beethoven’s Wig Series” including: “Just For Elise,” “Haydn’s Great Surprise,” and “Please Don’t Play your Violin at Night.” I use the track “Beep, Beep, Beep” (Moonlight Sonata) to lead into the Romantic period as it is very dramatic.
  • For Romantic listening I use a listening map of the Ride of the Valkyries this year, but it was hard to follow.  A better one was to listen to Brahms Hungarian Dance, and we played tambourines at crucial points in the music. The students loved that! We also listen to Tchaikovsky’s Cannonball and “Don’t Make Me Go to School Today” by Tom Chapin.
  • For Impressionistic listening I use some program music and have the students evaluate which element of the music (dynamics, tempo, texture, orchestrations, etc.) created the “impression” that was being suggested. Then I have them work in groups, give them an idea such as funny, sad, angry, etc., and ask them to create that “impression” with their choice of classroom instruments. This makes for a fun but noisy classroom!

Plus one more idea – just for kicks!

I did something new with my sixth graders to compare Baroque, Classical, and Romantic periods.  I had them partner and improvise scenes between themselves and their mother trying to get them up in the morning.  I asked them to do it with:
  1. lots of words (Baroque)
  2. in a simple manner (Classical)
  3. and very dramatically (Romantic.)

Next year I plan to write my own scripts and have them read them and decide which represents each period!

The kids clamor to watch the Quaver episodes again and again!  They really love the series!  I will be using the entire series next year, and my summer project is to watch all the episodes . . . This series really encourages us to be creative teachers- and to have as much fun as our students while doing it!

Great ideas, Lorey! Thanks for sharing.

As you get ready to teach Music History to your classes, be sure to also check out our Interactive Composer Boards, Timeline tools, and much, much more in your Online Quaver Classrooms PLUS loads of History information in Quaver’s Time Venues, accessible via his time-traveling phonebox of course!


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