MUSIC REVIEWER (Pre-Mid)  Encourages Creativity- Playing or

composing music stimulates creative

Benefits of Music
thinking
Physical Benefits:
EXPERIENTIAL ASPECTS IN
 Lowers Blood Pressure & Heart TEACHING MUSIC:
Rate- Slow music can help relax
your body. 1. Music and Children- In teaching
 Relieves Pain- It can distract the music, we must be able to give
brain from pain and discomfort. children equal opportunities for them
 Boosts Exercise Performance- to be able to experience
Upbeat music can improve music as composers, interpreters or
endurance and motivation. listeners.
 Helps with Sleep- Soft music before a. Composers – We allow children,
bed can improve sleep quality. as composers, to contemplate and
perceive the world around them,
Mental & Emotional Benefits:
and let them examine both the
common and the rare.
 Reduces Stress & Anxiety-
 We do not expect them to
Listening to calming music can
write a full song or a
lower stress hormones.
symphony, but we give
 Boosts Mood- Upbeat music can
them chances to
make you feel happier by increasing
improvise and experiment
dopamine.
with creating musical
 Enhances Focus & Productivity-
ideas based on what they
Background music (especially
perceive around them.
instrumental) can help with
b. Interpreters - The path of the
concentration.
interpreter is usually that f a
 Improves Memory- Music,
performer: he/she is tasked to give
especially classical, has been linked
meaning and life to the creations of
to better memory and cognitive
composers reading traditional and
function.
nontraditional musical notation.
 Therapeutic Effects- Music therapy
c. Listener – The listener is not to be
is used to help with mental health
judged as a passive partaker in the
issues like depression and PTSD.
music-making process. Listeners do
not merely enjoy the complementary
Social & Cultural Benefits:
efforts of the composer and the
 Brings People Together- Music is a
interpreter; they Are the ones who
universal language that connects
“evaluate” critique and try to
people across cultures.
understand the message being put
 Enhances Learning- Songs and
forth by the composer and the
rhythms can make it easier to learn
interpreter.
languages or memorize information.
 Benefits of Music in Child Music is unique compared to other
Development fields:

1. Music enhances cognitive skills 1. Music as an art – as mentors,

in reading, language development we are to guide our elementary
and proficiency students on how to develop an
2. Music simultaneously activates aesthetic taste for music, since
many areas of the brain there are some types of music
3. Music improves mathematical that are not quite appropriate to
and reasoning skills be heard by young children
4. Music helps in creative thinking either. because these might be too
5. Music helps improve motor complex or boring or might
skills and coordination. contain text that is not fit for
young listener’s innocent ears.
Music as an Art, a Language, and  There are many ways that music can
a Science be enjoyed or experienced as art,
such as:
 To be truly effective musicians, we a. A sense of affinity when hearing
must have a thorough understanding familiar music
of the nature of music. It does not b. An emotional appeal when
require us to be virtuosos in a hearing distinct tunes and how
particular instrument –performing they are arranged
and teaching are two separate c. A certain detachment for music
worlds. that is too complex or hard to
 There are those who are good in understand or relate to.
performing but cannot teach, while d. An awareness in the use of form
there are some who can teach but e. A sense of recognition of whether
cannot perform. music is played accurately, with or
 Ideally, we must strive to strike a without feelings and
happy balance between these two. f. Evokes a mental image or stirs
 Realistically, especially here in the up the imagination for an idea
Philippines, we earn a living by being put across by the music.
being proficient enough in both
teaching and performing music, as 2. Music as a language – Since it is
the opportunity arises. a universal language, we aim or
 Being able to do both skills can children to have the ability to use
contribute to a more enriching music as a means for communication
and satisfying career. and self-expression. This is achieved
through activities that encourage
them to compose simple songs and
tunes, and also through listening
experiences where they get to
understand how others express and will take some creative and critical
communicate through music. thinking on the part of the teacher
3. Music as science – Music is an 4. Activities must be tied with a
exact science, and it is important that child’s interest
students, as they continually progress 5. Activities must be aimed such that
in their learning would be familiar students gain recognition, compare
with technical concepts, such as and contrast music details
tonality, compound meters, and the 6. Extensive use of listening, singing,
like. A lack of awareness of music as rhythms, body movements, dancing,
a science will not help in unlocking it and creating music
being also appreciated as an art. 7. Listening activities must be
always guided, teaching students
2. Appreciating Music- According what to listen for in the music
to Merriam-Webster’s Dictionary, the 8. Multicultural education – Expose
term appreciation means “an ability students to a wide, diverse range of
to understand the worth, music styles.
quality, or importance of something, 9. Early Exposure to good listening
having a full awareness or material should be established
understanding of something”. Music 10. Perfection is not always the goal.
experiences in class should bring It is not necessary for students to
about enjoyment satisfaction and play an instrument exceedingly well
understanding. Glenn (1936) noted or always sing in tune – enjoying the
that it is an effort to give music experience is more important
meaning in the lives of children”
2. Listening- We hear music on
Here are some notable points to almost a day-to-day basis – from
remember when carefully planning our personalized phone playlist,
for activities engendering music radio, television, social media,
appreciation. advertisements, church services,
flag ceremonies, birthdays, and
1. Music appreciation is all about other special occasions.
nurturing a desirable attitude toward  Some might even consider the
music and fostering a love for the chirping of birds a form of
craft. therapeutic music.
2. It is understanding with  The most direct way of “consuming”
enjoyment, so avoid the usual class and appreciating music is to hear and
lectures where students have to listen to it since it is an aural
memorize facts and information – let phenomenon.
them experience the music for  However, it is important to know the
themselves! difference between hearing and
3. Create activities where students listening.
can learn skills with pleasure. This  Hearing is mostly passive –we,
humans, hear a lot of sounds
 simultaneously without paying Techniques to remember when
attention to them. giving out listening examples
 On the other hand, listening is a 1. Be a good listening model
process that actively engages our 2. Ask questions and give
brains as well as our ears. comments
 Merriam- Webster’s Dictionary 3. Repetition is key
defines listening as: “to pay attention
to someone or something in order to 3. Singing- Ideas to consider when
hear what is teaching singing activities
being said, sung played, etc.”
Together with reading, writing, and 1. Choosing children’s songs. This
speaking, listening is considered to requires the most careful
be one of the four language skills and consideration.
music is a language. a. Teach songs that have simple
 Most of the time, we tend to hear but rhythmic patterns. The difficulty can
not listen. In educating our students increase as they progress
through music, we are to train them b. Teach songs that are appropriate
to be active listeners and not just for their level of understanding.
mere hearers of music. c. Teach songs that have words or
 The goal is to enable our students to lyrics that are not
connect what they listen to in the provocative/suggest double
music to more far-reaching concepts meanings, which
and ideas. may cause confusion and/or
 When playing a track of music for embarrassment
the class, teachers must guide their d. Consider the breathing lengths of
students to identify music elements, children.
find the meaning and relationship e. Consider the range of the song
between the sounds, silence, notes,
phrases, sections, and lyrics (if f. Consider which vocal registers are
present), and if possibles relate these to be used (either head tone or chest
to other concepts or subjects, such as tone)
color, texture, art, mathematics, an g. As much as possible teach a wide
event or a story. range of music from different
 This does not require a lot of time cultures, but also emphasize our own
and builds more interest than a traditional and folk Filipino songs.
typical classroom lecture. h. Select songs that are realistic and
 It also trains learners to keep focus also imaginative (for variety)
and pay attention.
 As they continue developing their 2. Aim for good singing attributes
active listening skills, they may a. Good tone quality
transfer this skill to other subjects b. Correct speed or tempo
such as grammar or literature. c. Right posture
d. Correct breathing
e. Proper pronunciation of lyrics 5. Rhythm-One of the most
f. Correct performance of notated important elements of music is
musical symbols present in our everyday lives.
g. Appropriate emotional response Rhythm is a regular, orderly
recurrence of sound and silence, the
2. Identify which method of aspect of music that gives it forward
learning should be used: by movement.
rote or by note  In music, the value of rhythm
is of utmost importance,
a. Teaching by Rote together with tempo, which
dictates how slow or how fast
1. Whole song approach – this can these rhythms are to be
be used to teach songs that can be realized.
easily imitated by  These two concepts are
children. They are usually short, usually always connected to
repetitive, and easy to remember each other.
 It is evident that children
3. Phrase-by-phrase approach – have an innate love for
this approach is used to teach motion, as seen in their
songs that are more difficult to interest in games, play, and
learn and have to be divided into other physical activities.
smaller sections or phrases.  Rhythm and tempo offer a
b. Learning by note lot of opportunities that lend
1. Using so-fa syllables not only musical
2. Pitch letters understanding but also
3. Solfeggio enjoyment for elementary
4. Curwen hand signals students. In music, rhythm
contributes to learning in
4. Identify the marks of a poor these ways:
singer
a. Oral problems 1. Rhythm helps develop a child’s
b. Aural problems imagination and expression of
c. Lack of confidence feelings and thoughts, especially
d. Memory problems through bodily motions.
2. Rhythms help build muscular
A suggestion that may help to solve control and coordination.
aural problems 3. Rhythm develops pattern
1. Listening exercises that identify identification skills and helps create
between high and low pitches meaning when a student sees or
2. Tone-matching exercises hears these patterns on a piece of
3. Singing a short phrase music.
4. Rhythm can aid children to d. Imitating
experience how to work and perform e. Responding
cooperatively with others. f. Creating (Composing)
g. Performing (Includes
Considerations when teaching movement)
rhythm and tempo h. Analyzing
1. Physical activities are the best way i. Applying
for children to fully understand and j. Evaluating
experience rhythm
2. Start with a slow tempo (speed)
and gradually increase it as the
students gain mastery.
3. Process of repetition

Body motions that may

incorporate into teaching rhythmic
activities
1. Clapping the beats of a melody or
rhythmic pattern
2. Walking or marching
3. Skipping, hopping, or jumping
4. Running
5. Pushing and pulling
6. Stretching

General goals that must be

achieved when ding these activities
1. Identifying pulses or beats, and
also which beats are strong and
which are weak
2. Identifying slow from fast motions
and the ability to do them either fast
of slow
3. Alertness in ding physical
responses.
4. Understanding the form and
interpretation of music

Exercises and Activities

a.
b. Listening
c. Reading