iListenWI
Teacher Affectiveness Sharon Gilbert, State Co-Chair, iListenWI
Affective teaching is teaching to affect student’s emotions, feelings, values, ap- preciation and at- titudes. Listening to music is consistently ranked as one of the most rewarding hu- man experiences
(Dukle and LeBel, 2003).
Our affective preferences (values) grow out of our understanding of the ideas, subjects or compositions being presented. However, our students have lost the abil- ity to listen. In our world today, music is everywhere. We choose to have music
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Favorite Violin Concerto Movements: Bach A minor, Bach Double, Haydn G Major, Vivaldi A minor, Vivaldi G minor
Favorite Violin Solos
Becker Gavotte, Beethoven Romance in F, Massenet Meditation from Thais, Saint-Saens Introduction and Rondo, Ten Have Allegro
Violin Concertos
Bruch, Kabalevsky, Lalo Symphonie Espagnole, Mendelssohn, Mozart #3, 4, 5, Saint-Saens, Tchaikovsky, Wieniawski
Cello Concertos
Dvorak, Faure Elegy, Kabalevsky, Saint-Saens, Tchaikovsky Rococo Variations
playing while we drive and do our daily chores. Music is playing in stores while we shop, in medical offices, as background during movies and television programs. It’s in the places we worship and on our electronic devices. We use music as a background for our various activities to set a mood, but then we promptly ignore it. This devaluation of music has rendered it inconsequential.
“Since listening is one of the primary modes through which music is learned, experienced and enjoyed, developing knowledgeable and attentive music listen- ers is an important goal of music educa- tion for students of all ages.” (Wendy L. Sims, MEJ/December ’90) Music listening endeavors allow students to express them- selves as well as understand the intentions of the composers. Active music listening can be used to help facilitate student learn- ing in the affective domain. They will reach affective goals, such as responding to musical ideas, developing appreciation and forming preferences.
Teaching with affect is at the heart of the iListenWI initiative. Student’s affec- tive preferences and values grow out of their satisfaction and understanding of the music being listened to. They will come to enjoy the music more through repeated ex- posure to it. It’s a simple concept: We love what we know! If our students are exposed to quality compositions frequently and are given the opportunity to experience them in varied/interesting ways, they will come to know, understand and appreciate the music. Our objective is to create sensitive listeners who are able to understand what they are hearing, describe the music’s characteristics and demonstrate the atti- tude that listening attentively to music is an enjoyable and worthwhile activity.
Each student has his/her own style of learning. There are visual, auditory and kinesthetic learners. Music listening is obviously an auditory skill; however, we need to teach each piece with the visual
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“…developing knowledgeable and attentive music listeners is an important goal of music education…”
and kinesthetic learner in mind. With care- ful planning, the music teacher can use listening activities to reach each student. For listening lessons to be meaningful to students, children must be active partici- pants in the experiences. The key to active listening is to give students something specific to listen for.
The iListenWI materials were developed to provide active listening lesson resources for you, the teacher, to use. Each lesson is aligned with the Wisconsin State Standards and the National Core Music Standards. Each composition has lesson information about the style of the composition, the timbres used, the large and small forms used, suggested outcomes, strategies to reach each outcome, composer informa- tion, other composition specifics, plus suggested formative and summative as- sessments. The strategies provide lesson plan ideas that involve singing, playing, moving, reading, listening and compos- ing/improvising ideas for 11 different compositions. Also included are listen- ing maps, movement suggestions, guided listening activities, creative writing ideas, creative drawing ideas, perception charts, tapping pages, melodic themes with words so that students can sing them, creative classroom instrumental accompaniments and suggested library books and resources on YouTube to enhance the lesson. Young students are taught to identify instruments by name, picture and family. The next step is to identify them by sound and historically when they were added to the
April 2017
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