Music Week 15

FYI: Most of the classes were able to learn the Horah!


Song: O Chanukah

-If time allows learn Horah. Horah is a Jewish circle dance


Materials
Book-Do It! Play Recorder pg. 9 #1, Recorder

Objective: Learn the fingerings and play the C note

EQ: Can you tell the difference between notes and rests?

1. Review, B, A, G notes-we do
2. Review quarter notes, half notes, rests-we do
3. Introduce/Review eighth notes-I do
3. Demonstrate how to play C note on recorder(Thumb down, middle finger down on front)-I do
4. Allow students practice time for new note
5. Play Line #1 Cobbler, Cobbler-Have students write in letter names and fingerings-you do


Pairs Check{Is your partner playing the C with the middle finger down and the thumb covering the rear hole?}

Assess: Were students able to transition from B to C and back again with facility?


4th Grade:

Song: O Chanukah

-If time allows learn Horah. Horah is a Jewish circle dance


Book-Alfred's Piano Lessons

pg. 20 Night Shadows
EQ: How do we play piano?

Objective: Students will learn how to use fingers 2,3,4 on left and right hands


Review Music Theory basics-staff, treble clef, quarter notes, half notes, rests-we do


Review posture, hand position at keyboard

1. Review finger numbers and hand positions
2. Go Have students begin to write in notes for song
-have students notice that the numbers are not going to be over every note any more
-have students understand that you play the last number that was given, you switch fingers when you are given a new finger number
-reiterate that when note stems point up right hand is played, when note stems point down left hand is played
3. Play line as teacher helps call out numbers
4. Practice playing Night Shadows with headphones
-teacher makes sure students are on task and can play material
{Pairs Check-make sure each partner has the correct posture and using 2,3,4 on the appropriate hand when indicated}


Assess: Have students kept hands in correct positon? Are students following the finger positions as indicated in the book?



5th grade:

Song: O Chanukah

-If time allows learn Horah. Horah is a Jewish circle dance




Objective: Play B, C, D notes on guitar with guitar

EQ: How do you play guitar? How will you move back and forth between the first and second string?

Materials: Guitar/ukulele, Fast Track Guitar Method Line 5

1. Introduce the use of the second string on guitar-the B string. Introduce Frets and Finger positions and treble clef notes
-Remind students that even though the notes are different the finger positons will be the same. you just have to play the second string now
2.Demonstrate where to place fingers
3. Have students read notes and write in the notes and finger positions
4. Have students perform B-C-D

{Pairs check: make sure partner is using open for B, 1st finger, 1st fret for C, 3 finger, 3fret for D on the second string}


Assess: Were students able read the music and put their fingers down for the correct notes?

K-2

Song: Joyous Chanukah

Objective:Play eight note rhythm on tamborine

Materials: Joyous Chanuka, second grade CD 6-22

EQ: Do you know the difference between beat and rhythm?

1. Explain that during Chanukah children play a game called dreydl
2. Post rhythm on board. Have children clap the rhythm pattern in each phrase of Joyous Chanuka and discover that the rhythm is the same on each phrase
3.Have children clap or take turns playing the tambourine of the rhythm posted on board.


Assess: Did children reconize the notation for the repeated rhythm pattern?

Concert Pictures

Pictures from the concert: Enjoy!

Music Week 14

Concert this week. Thank you to all the parents and students that were able to stay and help make it one of the best ever. I feel accomplished that we were able to make the concert flow better this year. I hope to continue with making constant improvements to timing and staging. I am especially proud of the students and their commitment to perform and produce quality work.

Music Week 13

Reviewed concert material. Thanksgiving holidays this week.

Music Week 12

All classes spent this week reviewing skills learned from the previous week. We had to do some serious review at this point. Many students struggled with their instrument. Also, we were mainly focused on the Holiday Concert and getting that prepared.

Music Week 11

3rd:

Preparations for Winter Concert

3rd Grade Song: Fantansy on a French Carol
Objective: Student will perform B,A,G notes on recorder

EQ: Can you look at a given rhythm and determine the length of a notes or rests and perform it?


Materials: Recorder, Music K-8 Magazine Volume 22, Number 2, Winning Rhythms Sheet Line A




Using word wall review note and rest values
Have students count out and clap and play on a single note rhythms on rhythm sheet
Display French Carol on board, have students write in notes, circle rests
Perform with CD
{Pairs check: make sure partner is playing B,A,G with correct fingers}

Higher order: How are notes and rests the same? How are they different?

Assess: Are students reading and counting rhythms correctly?

4th:
Prepare for Winter Concert-Song-Glo-Glo Glorius

Book-Alfred's Piano Lessons

pg. 17 I can do it
EQ: How do we play piano?

Objective: Students will learn how to use fingers 2,3,4 on left and right hands


Review Music Theory basics-staff, treble clef, quarter notes, half notes, rests-we do


Review posture, hand position at keyboard

1. Review finger numbers and hand positions
2. Go Have students begin to write in notes for song
-have students notice that the numbers are not going to be over every note any more
-have students understand that you play the last number that was given, you switch fingers when you are given a new finger number
-reiterate that when note stems point up right hand is played, when note stems point down left hand is played
3. Play line as teacher helps call out numbers
4. Practice playing I can do it with headphones
-teacher makes sure students are on task and can play material
{Pairs Check-make sure each partner has the correct posture and using 2,3,4 on the appropriate hand when indicated}



Higher order: How are notes and rests the same? How are they different?
Make a venn diagram to help you(CRISS)

Assess: Have students kept hands in correct positon? Are students following the finger positions as indicated in the book?




5th:

Prepare for Winter Concert: Song Glo-glo-glorious


Objective: Play E, F, G notes on guitar with guitar

EQ: How do you play guitar?

Materials: Guitar/ukulele, Fast Track Guitar Method Line 4

1. Review Frets and Finger positions and treble clef notes
-Remind students that in E,F, and G are all on the first string
2.Demonstrate where to place fingers
3. Have students read notes and write in the notes and finger positions
4. Have students perform 3 Note Rock

{Pairs check: make sure partner is using open for E, 1st finger, 1st fret for F, 3 finger, 3fret for G}


Higher order: How are notes and rests the same? How are they different?
Make a venn diagram to help you(CRISS)



Assess: Were students able read the music and put their fingers down for the correct notes?



K-2

Prepare for Winter Concert
K Song: Under the Tree
1st: Gloves and Mittens
2nd: Dreidel, Dreidel, Dreidel


Objective: Define and perform rhythms

EQ: Do you know the difference between rhythm and beat?

1. Post lyrics to grade level song
2. Have students listen and sing song while teacher points to lyrics
3. Define rhythm using word wall. Have students find word
4.Review or introduce note values(k will need introduction)
-quarter note= 1 beat, half note=two beats, quarter rest=2 beats of silence
5. Post rhythm sheet 1 on board.
-Say when you see quarter note say tah, when you see half note say to-ah
6.Students clap rhythms

Higher order: How are notes and rests the same? How are they different?
Make a venn diagram to help you(CRISS)




Assess: Are students giving the quarter note 1 beat, half note two beats, and the quarter rest 1 beat of silence? Make sure they understand that you don't clap on the rests

Music Week 10

3rd Grade:

Preparations for Winter Concert

3rd Grade Song: Fantansy on a French Carol
Objective: Student will perform B,A,G notes on recorder

EQ: Can you look at a given rhythm and determine the length of a notes or rests and perform it?


Materials: Recorder, Music K-8 Magazine Volume 22, Number 2, Winning Rhythms Sheet Line A




Using word wall review note and rest values
Have students count out and clap and play on a single note rhythms on rhythm sheet
Display French Carol on board, have students write in notes, circle rests
Perform with CD
{Pairs check: make sure partner is playing B,A,G with correct fingers}

Assess: Are students reading and counting rhythms correctly?


4th grade:
Prepare for Winter Concert-Song-Glo-Glo Glorius


Book-Alfred's Piano Lessons

pg. 16 My Best Friend
EQ: How do we play piano?

Objective: Students will learn how to use fingers 2,3,4 on left and right hands


Review Music Theory basics-staff, treble clef, quarter notes, half notes, rests-we do


Review posture, hand position at keyboard

1. Review finger numbers and hand positions
2. Go Have students begin to write in notes for song
3. Play line as teacher helps call out numbers
4. Practice playing My Best Friend with headphones
-teacher makes sure students are on task and can play material
{Pairs Check-make sure each partner has the correct posture and using 2,3,4 on the appropriate hand on the appropriate page}



Assess: Have students kept hands in correct positon? Are students following the finger positions as indicated in the book?



5th:

Prepare for Winter Concert: Song Glo-glo-glorious


Objective: Play E, F, G notes on guitar with guitar

EQ: How do you play guitar?

Materials: Guitar/ukulele, Fast Track Guitar Method Line 4

1. Review Frets and Finger positions and treble clef notes
-Remind students that in E,F, and G are all on the first string.
2.Demonstrate where to place fingers
3. Have students read notes and write in the notes and finger positions
4. Have students perform 3 Note Rock

{Pairs check: make sure partner is using open for E, 1st finger, 1st fret for F, 3 finger, 3fret for G}

Assess: Were students able read the music and put their fingers down for the correct notes?




K-2:

Prepare for Winter Concert
K Song: Under the Tree
1st: Gloves and Mittens
2nd: Dreidel, Dreidel, Dreidel


Objective: Define and perform rhythms

EQ: Do you know the difference between rhythm and beat?

1. Post lyrics to grade level song
2. Have students listen and sing song while teacher points to lyrics
3. Define rhythm using word wall. Have students find word
4.Review or introduce note values(k will need introduction)
-quarter note= 1 beat, half note=two beats, quarter rest=2 beats of silence
5. Post rhythm sheet 1 on board.
-Say when you see quarter note say tah, when you see half note say to-ah
6.Students clap rhythms

Music Week 9

Did not realize that I have not posted in a while. I am going to give you the express posts of what we did:


3rd-5th learned the song Skin and Bones. We just scared the teachers with this one.

3rd grade learned
B A Marching Monster
Objective: Play the B note and the A note
EQ: How you you play recorder?

Materials: Recorders and Music K-8 Magazine 2009 vol. 20 number 1, pg 59


Process:

1. Review how to play B note, A note
2. Review rests, quarter notes, half notes
3. First and second ending
4. Have students write in notes for song
5. Play measures 9-17
6. Repeat process for rest of song

Assess: Did students play the B and A when indicated? Did students play during the rests?

Playing quiz in 1 weeks.


4th grade:
Book-Alfred's Piano Lessons

pg. 16 My Best Friend, if time left pg. 17 I Can Do It

EQ: How do we play piano?

Objective: Students will learn how to use fingers 2,3,4 on left and right hands


Review Music Theory basics-staff, treble clef, quarter notes, half notes, rests-we do


Review posture, hand position at keyboard

1. Review finger numbers and hand positions
2. Go Have students begin to write in notes for song
3. Play line as teacher helps call out numbers
4. Practice playing My Best Friend with headphones
{Pairs Check-make sure each partner has the correct posture and using 2,3,4 on the appropriate hand on the appropriate page}



Assess: Have students kept hands in correct positon? Are students following the finger positions as indicated in the book?


5th grade:

Objective: Play Em chord on guitar with guitar pick using 2 finger method on left hand

EQ: How do you play guitar?

Materials: Guitar/ukulele, pick, homeroom teacher for volunteer

1. Review Frets and Finger positions
-Remind students that in order to play chords you need more than one string and must be able to hold down more than one string as well
2.Demonstrate where to place fingers
3. Teach song by rote. When students are comfortable singing then add guitar part
4. Have students play Em chord while singing song

{Pairs check: make sure students have finger 2-fret 2 string 5, finger 3 fret 2 string 4 and play all six strings with right hand}

Assess: Were students able to keep multiple fingers down for the Em chord on the left hand?

5th gone to camp crystal next week
Prepare for Winter Concert
K Song: Under the Tree
1st: Gloves and Mittens
2nd: Dreidel, Dreidel, Dreidel


Objective: Define and perform rhythms

EQ: Do you know the difference between rhythm and beat?

1. Post lyrics to grade level song
2. Have students listen and sing song while teacher points to lyrics
3. Define rhythm using workd wall. Have students find word
4. Using beat cards help students distinguish between rhythm and beat
-when students see the drum icon, pat beat on lap, when students see clap icon, clap the rhythm of the melody
5. Have students pay attention to board while teacher switches cards. Students should perform rhythm and beat without assistance

Assess: Are students clapping the rhythm of the melody line or are they just clapping the beat over again? Make sure they can hear the rhythm of the melody for their song

Music Week 8

This week in preparation for Halloween, all of my classes learned two songs. The first was called Mwa Ha, Ha. In this song you get to laugh like a mad scientist. The second song was called Skin and Bones. This is a school wide favorite because the students get to scare their teachers. It's a little harder to scare the veterans than the new teachers.

Third grade continued playing recorder but we worked on a song called B A Marching Monster.

Objective: Play the B note and the A note

Materials: Recorders and Music K-8 Magazine 2009 vol. 20 number 1, pg 59


Process:

1. Review how to play B note, A note-we do
2. Review rests, quarter notes, half notes-we do
3. First and second ending-I do
4. Have students write in notes for song-you do
5. Play measures 9-17-you do
6. Repeat process for rest of song



Playing quiz in 1 week.


4th grade continued piano skills:

Book-Alfred's Piano Lessons

pg. 16 My Best Friend, if time left pg. 17 I Can Do It

EQ: How do we play piano?

Objective: Students will learn how to use fingers 2,3,4 on left and right hands


Review Music Theory basics-staff, treble clef, quarter notes, half notes, rests-we do


Review posture, hand position at keyboard

1. Review finger numbers and hand positions-we do
2. Go Have students begin to write in notes for song-we do/you do
3. Play line as teacher helps call out numbers-we do
4. Practice playing My Best Friend with headphones-you do
{Pairs Check-make sure each partner has the correct posture and using 2,3,4 on the appropriate hand on the appropriate page}



Assess: Have students kept hands in correct positon? Are students following the finger positions as indicated in the book?


5th grade continued working on guitar skills. They learned how to play an Em chord using two fingers. They actually learned how to play the Skin and Bones Song. Try to get the to play it for you if you have a guitar handy.

K-2 learned a song about caramel apples:

Song: Apple on a Stick


Objective: Sing on the beat, act out a skit based on words in a song

EQ: Can you sing/play to the beat?


1. Post lyrics to Apple on a Stick on Board
click to play http://www.musick8.com/html/current_tune.php?numbering=96&songorder=6
2. Have students listen and sing song while teacher points to lyrics-I do/we do
3. Teach Skin and Bones by rote-I do/we do
4. Teach movements to song-I do/we do
5. Students perform for teacher-you do

Music Week 7

3rd grade rehearsed for their concert on Thursday. We did a presentation for Hispanic Heritage month. It included songs, dances, and poetry from the Hispanic community. All in all it was a great success. We hope to make it slightly bigger next year with more costumes, decorations, and food.


4th grade continued working on piano skills. This week we worked on Merrily We're off to School. It is played to the tune of Mary had a Little Lamb. We were still using the black keys and using finger 2,3,and 4. Ask your 4th grader if they can explain what that means.


5th grade learned how to play an E chord last week using a pick:

Learning My Guitar
Objective: Play E chord on guitar with guitar pick using 1 , 2, or 3 finger method on left hand
EQ: How do you play guitar?


1. Review Frets and Finger positions
-Remind students that in order to play chords you need more than one string and must be able to hold down more than one string as well
2.Demonstrate where to place fingers
3. Have students play E chord along with music

Assess: Were students able to keep multiple fingers down for the E chord on the left hand?

K-2 learned the song Mwa Ha, Ha. We played the boomwhackers as well with this song.

http://www.musick8.com/html/current_tune.php?numbering=96&songorder=11

follow the link to hear the song.

Music Week 6

3rd-4th grade sang Don Gato, a folk song from Mexico. We have been celebrating Hispanic Heritage Month this year at Williams.

3rd-We continued to review Hot Cross Buns. B, A, G, seem really difficult this year so more time is needed. We should start moving along soon.

4th-We reviewed My Dog Spike and Sorry Spike. Again, we had a little trouble using fingers 2, 3, and 4.

5th-Still working on E, F, G. Trying to get more comfortable before we move on.


K-1 worked on a folk song from Mexico called Dona Maria:
Song: Dona Maria

Objective: Sing and perform steady beat with boomwhackers

EQ: After all of these activities we have done (beat buddies, instruments, patting our laps), can you feel the steady beat?

Materials: 1st grade CD 5-7, boomwhackers

Process:

1.Teach Song by rote
2. Teach students how to use boomwhackers
3. Divide class up into chord groups
4. Play chords to song with CD

2nd grade worked on a folk song from Chile called San Severino

Song: San Severino

Objective: Sing and perform steady beat with boomwhackers

EQ: After all of these activities we have done (beat buddies, instruments, patting our laps), can you feel the steady beat?

Materials: 2nd grade CD 5-17, pg 159 in second grade book, boomwhackers

Process:

1.Teach Song by rote
2. Teach students how to use boomwhackers
3. Divide class up into chord groups
4. Play chords to song with CD

Music Week 5

This week 3rd-5th learned the song La Raspa. It is a folk song and dance from Mexico. There are lyrics that go with the dance that we have already learned.

3rd grade continued recorder and was able to successfully play Hot Cross Bun

Objective: Students will learn the fingerings for B, A, G and play Hot Cross Buns
Review Music Theory basics-staff, treble clef, quarter notes, half notes, rests

Review posture, how to hold, and how to blow into recorder

1. Begin reading notes to Hot Cross Buns
2. Have students begin to write in notes for song
-ask how many fingers are needed for each note
3. Play first four measures

4th Grade was able to work on piano skills with Sorry Spike(coincindently also Hot Cross Buns on Piano)

Book-Alfred's Piano Lessons

pg. 12-13


EQ: How do we play piano?

Objective: Students will learn how to use fingers 2,3,4 on left and right hands


Review Music Theory basics-staff, treble clef, quarter notes, half notes, rests-we do


Review posture, hand position at keyboard

1. Begin using the left on My Dog Spike, move to on to Sorry Spike for right hand
2. Have students begin to write in notes for song
3. Play line
4. Practice playing My Dog Spike/Sorry Spike with headphones

5th grade continued learning E,F,G and guitar:

Review Music Theory basics-staff, treble clef, quarter notes, half notes, rests


Review posture, how to hold, and how to pluck strings on guitar

1. Begin reading notes for line 2
2. Have students begin to write in notes for song
-ask what fingers are needed for E, then F, etc and what frets to use
3. Play first four measures
4. Students that are comfortable will play individually for Mr. Thomas

K-1 learned the song El Coqui- It is a folk song from Puerto Rico. It means the Frog

We also learned an activity with the Noble Duke of York:

Noble Duke of York

Objective: Perform steady beat with movement and on drums, perform upward and downward motion on glockenspiels

EQ: After all of these activities we have done (beat buddies, instruments, patting our laps), can you feel the steady beat?

Sitting: sing song while marching with hands: Discover-
-size of army, where they went

- where to raise "flag-every time we sing up or down

Moving: March beat. Piano or guitar plays. Continue to raise on up and down


Divide class into two groups: one marchers one plays on drums


Introduce upward and downward motion on glockenspiels


Divide class into three groups: one group marches, the other plays steady beat on drums, the third plays glissandos on glockenspiels on the up and down


2nd Grade worked on El Floron(Pass the Flower) It is a folk song from Puerto Rico as well.

Engine Engine No. 9

Engine, Engine No. 9

Going in down the Chicago Line.

If the train should junk the track

Do you get your money back?



Students learn song by rote, march to the pulse of the song, several students play Orff instruments, one student plays temple blocks at various speeds.The player will "get off" the beat, causing train to stumble. The temple block player will play frantically to imitate a crash, ending with loud tap and then silence. train players should "crash" and fall into an interesting shape. the watcher picks someone with an interesting shape and takes his place in the train. The introduction signals train members to stand up and form the train and get ready to move. Students rotate between instruments, temple blocks, and Orff instruments.Everyone should get a turn if time allows

Zumba Study Guide

3rd-5th grade will have a quiz next week. We ran out of time this week. The quiz is to name 6 styles of dance/music used in Zumba.

Hip hop, reggaeton, reggae, salsa, pop, African music, Middle Eastern music, tango, soca, chacha, samba, cumbia, merengue, mambo: click the title above for more.


Bonus question: where is La Raspa from? answer- Mexico

Music Week 4

3-5 reviewed the La Raspa and Zumba song from last week. We added the Salsa style this week:


Zumba- Song: Salsa Cubano

L foot out, back to center, R foot out back to center 32 counts

L foot and arm back, center, R foot and arm back 8 counts
Walk forward- 8 counts
Repeat

L foot forward, center, R foot back 16 counts
R foot forward, center, L foot back 16 counts

L foot and arm back, center, R foot and arm back 8 counts
Walk forward- 8 counts
Repeat

Double Step L, Double step R

L foot forward, center, R foot back 16 counts
R foot forward, center, L foot back 16 counts

L foot and arm back, center, R foot and arm back 8 counts
Walk forward- 8 counts
Repeat

Double Step L, Double step R

L foot forward, center, R foot back 16 counts
R foot forward, center, L foot back 16 counts

L foot out, back to center, R foot out back to center 32 counts


Next week we are back to normal PE and music class.

Also, 3rd grade will be giving a presentation for Hispanic Heritage Month on October 13 at 8:00 am.

K-2 had a quiz this week on Beat vs. No Beat:

Quiz: Beat No Beat

Track 7 will play 3 examples of music. Two of them have a beat one of them does not have a steady beat. Using the beat buddies students will move their buddy to the beat if the song has a beat and will have their buddy rest if there is not steady beat present. Impress that beat is something we feel

After we were done and if time allowed K-1 began working on the Noble Duke of York:

Noble Duke of York

Objective: Perform steady beat with movement and on drums, perform upward and downward motion on glockenspiels

EQ: After all of these activities we have done (beat buddies, instruments, patting our laps), can you feel the steady beat?

Sitting: sing song while marching with hands: Discover
-size of army, where they went
- where to raise "flag-every time we sing up or down
Moving: March beat. Piano or guitar plays. Continue to raise on up and down
Divide class into two groups: one marchers one plays on drums
Introduce upward and downward motion on glockenspiels
Divide class into three groups: one group marches, the other plays steady beat on drums, the third plays glissandos on glockenspiels on the up and down

Most likely this will take another week.

2nd grade worked on the quiz and when we were done we began working on Engine, Engine No. 9. This will most likely take another week to learn.

Engine Engine No. 9
Engine, Engine No. 9
Going in down the Chicago Line.
If the train should junk the track
Do you get your money back?

Students learn song by rote, march to the pulse of the song, several students play Orff instruments, one student plays temple blocks at various speeds. The player will "get off" the beat, causing train to stumble. The temple block player will play frantically to imitate a crash, ending with loud tap and then silence. train players should "crash" and fall into an interesting shape. the watcherr picks someone with an interesting shape and takes his place in the train. The introduction signals train members to stand up and form the train and get ready to move. Students rotate between instruments, temple blocks, and Orff instruments.Everyone should get a turn if time allows

Music Week 3

This week Coach Jossi and I began team teaching. We are getting ready for Hispanic Heritage month. Students in grades 3-5 are going to be learning a little bit about the La Raspa, a Mexican folk dance, and a little bit about the exercise phenomenon Zumba.

Zumba-Song: Dance the Night Away

1. Explain Zumba is an excercise style that is Latin based
a. uses styles like samba, reggaeton, soca, etc.
2. Briefly explain history of Zumba
3. Teach routine as follows:


Dance the Night Away (Kidz Bop version):

Side Step L, R-8 counts x 4
Bicep curl, tap-32 counts
Roll shoulders 16 beats
Hip Swing and Turn R-32 beats
Hip Swing and Turn L-32 beats


La Raspa:

Essential Question(s): What is Hispanic Heritage Month? Why do we celebrate it? What is a Bleking Step? What is La Raspa? How many parts does it have?



Equipment: iPod Touch w/Dance Music, Auxillary cord, stereo


Setup: Scattered formation facing a partner


Teaching Hints(Cues): Bleking: Slow, slow, fast, fast, fast La Raspa: Stay with the rhythm


Lesson

1. Warm-Up/Instant Activity: Zumba (Mr. Thomas)

2. Skill/Fitness Activity: Hispanic Heritage background info and dances (Coach Jossi)

3. Closing (Ask Essential Questions again): Stretching (Coach Jossi)


K-2 is still working on steady beat. We are using beat the buddies. The beat buddies are mini stuffed animals that I used as manipulatives that help students find and keep the beat. Plus it also teaches them a little responsibility for caring for other people's belongings. They also all worked on Uno,Dos, Tres, a counting song.


Kindergarten worked on a song called See How I'm Jumping to help with beat:

See how I'm Jumping
-Teach words to song
-Show students how to pretend to be different types of balls-tennis ball, basket ball, etc
-Ask how would each of these balls bounce?
-Sing song while pretending to bounce different size balls. Exaggerate the change in tempo
-Standing in personal space: Jump like a ball while class sings
-Change tempos to imitate small ball and giant beach ball. Label fast and slow


1st grade worked on playing steady beat on Orff instruments:


1. Teacher sings song and students join in with the movement and singing when they are ready.
2.Divide the class into the Orff instrument players and the rhythm instrument players. The rhythm players will play the rythm instruments indicated in the song and also do the movement. The Orff instruments will play seven times on the note F as indicated in the score
3. Have the rhythm instrument players stand in a circle with like instruments grouped together. They have their instruments on the floorfor the movement section. All join in for the movement but only the woodblock players pick up their instruments and play seven times. The woodblocks put their instruments bakc down on th efloor. Everyone joins in on the movement for the next verse but only the maracas play. continue patter for all verses
4.On the last verse all the rhythm instruments play together in the band and all stop on beat seven
-could make into game, anyone that plays after beat seven is out.

5.After singing and playing the song one time, everyone will place their rhythm instruments on the floor. The rhythm instrument players will walk around the circle until they stop at a new section of instruments. song starts over with everyone playing different instruments.
6.Orff players may rotate on the instruments as well.
7.If time allows Orff and rhythm players can switch.


2nd grade was finally able to finish Down, Down Baby. We kept running out of time last week:


Objective: Be able to show strong and weak beats in a meter of 2

Materials:song Down, Down Baby CD 1-3
drum, three xylophones, three glockenspiels

Process:
Introduce by saying children around the world like playing singing games. Play recording and ask the children to think about the body sounds they hear.
Sometimes certain beats are stronger than others. To feel the strong and weak beats of this singing game, try a Pat-clap pattern
Teach movement to song
Teach orff instruments to song as well.

EQ:Did partner keep the feeling for strong and weak beats?

Assess
Provide time for children to practice with partner pat-clap pattern

Music Week 2

In music class this week we worked on a variety of things. All of the classes began singing songs in Spanish in prepartion for Hispanic Heritage Month. 3rd grade sang Ambos a Dos which means Go two by two and 4th and 5th grade sang De Colores which means the colors. K-2 sang Unos, Dos, Tres a simple counting song.


3rd grade began playing recorders this week. We learned how to hold them and use the proper breathing technique.

4th grade began playing pianos this week as well. We learned how to sit at the piano with the proper posture and hand positions.

5th grade began working on guitar. They learned the parts of the guitar and how to hold the guitar and practiced some strumming.

All classes reviewed their rhythm sheets from last year. My goal is for them to have a basic understanding on how to count out rhythms that we use for songs. We reviewed quarter notes, half notes, and quarter rests. We also talked about the metronome and how to use it.


K-2 focus was on steady beat. We did the song Walk Right in for Kindergarten to help them realize the beat. First grade worked on the Woody Guthrie song Howjidoo. Second grade used the song Down, Down Baby to help them review and work on the beat.

Concert Announcement

Free Concert


There is a free concert at First Presbytarian Church commemorating the 10th Anniversary of September 11. It will be presented by the Gainesville Festival Choir and Orchestra.Works by Francis Poulenc, Aaron Copland, Samuel Barber, and more. This is a great opportunity for students to see a live concert featuring a choir.

Music Week 1

Welcome back to school. I am excited to be back at Williams. We have a lot of things planned this year. For example we will be doing a Hispanic Heritage Month celebration in October, the Winter concert in December, Black History Month celebration in February, as well as other performances. We will still have grade specific instruments but our focus for singing will be songs from around the world.

We will have chorus and band this year. Forms will be given out after Labor Day.

The music website will be as interactive as possible. You can leave comments about what's going on for a particular week. All comments will be moderated! We have the music calendar for you to use. I will have it updated with events for class and after school activities. I will send reminders via email for important things like quizzes or bring paper to music. I have listed the books we use in 3rd-5th grade under the pages tab in case you want to buy them so your child can practice more at home. Also, while you're here please take the time to review the grading procedure and expectations for music. Thank you so much. If you ever need to contact me please feel free to email me by clicking on the link or call me at the school 955-6719. Finally, if you ever need any music supplies, please visit one of the local music stores in town. I have provided links under Links heading. I suggest visiting the one that is closest to your neighborhood.


This week we are reviewing rules and procedures for music. The rules are in line with the overall school rules and for many students this is review.

Open Note Quiz

Attention 3rd-5th: We will have a quiz next week beginning May 16 on the information we have already discussed. You may use your notes.

Music Week 30

3rd-5th Activity: Video Clips from Hip Hop Artists from 1980's
This activity was originally supposed to be a 10 minute warm up for the day's lesson but it actually turned into a full class lesson. We watch videos from LL Cool J, The Beastie Boys, and The Fat Boys. We talked about how rap videos during this time frame virtually had no budget and the artists were forced to make the video with whatever means they had. We also discussed the current activities of these artists. Students were surprised to know that many of these people are still alive. We watche LL Cool J-I'm Bad, Beastie Boys-Sabotage, and the Fat Boys-Stick 'Em


K-2
Meet the Orchestra: Percussion
Objective: Student will be able to listen and identify percusssion instruments through the use of pictures and sound recordings

EQ: What is the definition of a percussion instrument?

Materials: Instrument posters CD 9-15 thru CD 9-43


Procedure:

Introduce perucssion family-these instruments are any thing that you hit. The drum skins used to be made of animal skins.

1. Show picture of instrument, talk about characteristicst-I do
2. Listen to instrument, listen to tone color and discuss-We do
3. Students identify instrument using sound recordings-you do

Snare Drum-small cylandrical drum with two drum heads and a metal frame. upper is struck with sticks or brushes, lower has several strings stretched across it
Bass Drum-The largest and lowest sounding drum of indefinite pitch
Xylophone-Percussion instrument consisting of tuned wooden bars, arranged horizontally as on a piano keyboard and are struck with hard or soft mallets
Miscellaneous-includes cymbals, maracas, tamborines, world percussion, etc.

Evaluation/Reflection: Can students tell the difference between each percussion instrument based on sight? What about Sound?

Music Week 29

Hip Hop Continues for 3rd-5th

Warm Up Activity

Drum Beats:

Drums are basic part of Hip-Hop and other music. Students will learn how to play a basic rock/hip-hop/R&B beat on their leg

1. Use right hand to tap eighth notes on the left knee. This will be the "high-hat"
2. Use left hand on left thigh to tap on beats 2 and 4. This will be the "snare drum"
3. Use right foot to tap on beats 1 and 3. This will be bass drum
4. Teach indiviually the parts
5. Try combining two parts, then eventually all three.
6. This will take a few weeks of practice to master


Hip Hop History

Objective: Students will continue learning Hip-Hop History

Review last week material-we do

Using the power point lesson( Hip-Hop.ppt) we will talk about
-History of the Music-I do
-Pictures of famous rappers and DJs
-students identify pictures-you do
-Listening of some music(Music will be non-offensive)-we do

Kagan Stategy: Think Pair Share-Name Three Hip Hop Artists we talked about today. Name 3 facts you learned from todaly


EQ: Name key figures in the shaping of hip-hop.

8 min reading time with books from Media Centerer/Public Library about Hip-Hop.

5th Grade: Begin working on Graduation Song: It's Our Time

K-2:Meet the Orchestra: Brass

Objective: Student will be able to listen and identify brass instruments through the use of pictures and sound recordings

EQ: Why are trumpet, trombone, tuba, and french horn brass instruments?

Materials: Instrument posters CD 9-15 thru CD 9-43


Procedure:

Introduce brass family-these instruments are made of brass. The vibration of your lip makes the sound

1. Show picture of instrument, talk about characteristicst-I do
2. Listen to instrument, listen to tone color and discuss-We do
3. Students identify instrument using sound recordings-you do

Trumpet-group of oval shaped brass instruments, highest sounding
Trombone-group of brass instruments with a long u-shaped slide instead of valves
French Horn-circular shaped brass instrument with a conical bore and a mellow tone
Tuba-the lowest sounded brass instrument
Euphonium/Baritone-brass instrument that is shaped similar to a tuba but has the tone similar to the trombone


Evaluation/Reflection: Can students tell the difference between each brass instrument based on sight? What about Sound?

Music Week 28

Sorry for the late updates. I will give the express versions:

3rd-5th Grade

Hip Hop History

Objective: Students in 3rd will begin learning about Hip-Hop culture. 4th-5th will expand on knowledge learned last year.

Using the power point lesson( Hip-Hop.ppt) we will talk about
-History of the Music-I do
-Pictures of famous rappers and DJs
-students identify pictures-you do
-Listening of some music(Music will be non-offensive)-we do

Kagan Stategy: Think Pair Share-Name Three Hip Hop Artists we talked about today


EQ: What is the difference between Hip-Hop and Rap?


Introduce books from Media Center/Public Library about Hip-Hop. Will be kept in front of room

5th Grade: Begin working on Graduation Song: It's Our Time

K-2: Meet the Orchestra: Woodwinds

Objective: Student will be able to listen and identify woodwind instruments through the use of pictures and sound recordings

EQ: Why are flute, oboe, clarinet, saxophone, basson woodwind instruments?

Materials: Instrument posters CD 9-15 thru CD 9-43


Procedure:

Introduce woodwind family-say these instruments are made of wood but some are made of metal either because they use a reed or because they were once made of wood and you blow into the instrument in order for it to make a sound.

1. Show picture of instrumen, talk about characteristicst-I do
2. Listen to instrument, listen to tone color and discuss-We do
3. Students identify instrument using sound recordings-you do

Flute-Group of woodwind instruments made of a hollow wood or metal tube that is closed at one end. Sound is created by blowing into a hole near the closed end
Clarinet-Group of single reed woodwind instruments that can be made of wood or plastic
Saxophone-Group of single reed woodwind instruments made of brass, invented by Adolphe Sax
Oboe-Double reed woodwind instrument made of wood, highest of the oboe family
Bassoon-Low pitched double reed bass member of the oboe family

Evaluation/Reflection: Can students tell the difference between each woodwind instrument based on sight? What about Sound?

Music Week 27

Stomp project continues-

All classes had a chance to explore ostinato and improvisation this week. We had a lot of creative ideas using this method:

Materials: Push brooms, plywood, garbage cans, paint buckets, extra percussion

Objective: Students improvise own ideas on whatever instrument they are playing
Improvisation: spontaneously creating a rhytmic or melodic idea



Procedure:
1. review ostinato
2. use patterns from last week
3.define improvisation
4. encourage individual improv
-student exploration
-teacher demonstration
5. If time allows, begin composing a routine based on student ideas

Music Week 26

This week we began our Stomp Project our main objective was to learn the term Ostinato which means repeated musical rhythm or pattern. Our secondary objective was learning about improvisation.

Materials
Orff-Schulwerk: Music for Children pg 60

Using brooms, garbage cans, tubs, drum sticks, buckets, mallets rhythm sticks

Brooms-#3
Garbage Cans-#6
Buckets#9
Lids?#18 Measure 2

Use to begin teaching improvistiation.


-Display rhythms on board
-clap rhythms on hands
-transfer to instrument
-repeat process for all lines
-remind students that rythms should line up and every one should be doing same tempo

EQ/Evaluation: Can students perform ostinato?


K-2 began learning about ostinato but they used boomwhackers.

Orff Schulwerk: Music for Children pg 53 #1

Fun with Boomwhackers: Diddle, Diddle Dumpling
teaching ostinato
-teach song by rote
-sing song while clapping ostinato pattern
-transfer to tubes

Next week they will try the garbage cans and brooms and etc.

Music Week 25

This week were outside with Coach doing fitness stations and Geo Mats

Here's how to do the songs

Song: Yeah 3x
Artist Chis Brown
High Impact

Intro:

Football Run
4,6 Jump 5, 5

Verse 1:

Start 7
Shuffle R-5, hop switch L 5, 3, hop switch R 3
4 count walk back to 9

Start 9
Shuffle L-5, hop switch R 5, 1, hop switch R 1
4 step back to 7

Repeat

Chorus:

Football Run
4,6 Jump 5, 5
6, 4 Jump 5,5

Front Kick R, Side Kick L

Front Kick L, Side Kick R


Verse 2:

Repeat Verse 1

Chorus

Verse 1


Song: I Like It
Artist: Enrique Iglesias
Medium Impact

Verse 1:

Start on 5
R 2, Lift L, 5, 5- 32 counts
L 2, Lift R, 5, 5

Side Step 4,4,6,6-24 counts
March to 4


Chorus:

start 4,
R 5,Step Turn 180 5,6, 6-4 count
R 5, Step Turn 180 5, 4, 4

March to 6

L 5, Step Turn 180 5, 4, 4
L 5, Step Turn 180 5, 6, 6

Leg Curl-8 count

Verse 2:

repeat v1

Chorus

Bridge:

Start 7
R 5,5,3,3 back 4 counts to 9
L 5,5, 1, 1 back 4 counts to 7

Chorus


Song: Dynamite
Artist Taio Cruz
Low Impact

Intro:

Jab, Jab Hold
Jab, Jab Hold
Rotate R arm
Rotate L arm

Verse 1:

Reverse Triangle Step L-8counts-1,3,55
Home 8
Reverse Triangle Step R-8 counts-3,1,55
Home 8
Diamond Step L-4 Counts-2,6,4,8
Home 4
Diamond Step R-4Counts-2,4,6,8
Home 4

Chorus:

Jab Jab Hold
Jab Jab Hold
Rotate R
Rotate L

Square Squat 32 counts-1,3-3,9-9,7-7,1 then reverse direction

Verse 2:

Triangle Step L 8 counts- 7,9,5,5
Home 8
Triangle Step R 8 counts-9,7,5,5
Home 8
Diamond Step L 4 counts-2,6,4,8
Home 4
Diamond Step R 4 counts-2,4,6,8
Home 4

Chorus:
Jab, Jab Hold...
Square Squat then reverse

Bridge:
X-Step 32 counts-1,3,5,5,7,9,5,5
Home 16

Chorus

Song: If I Had You
Artist: Adam Lambert
High Impact

Verse 1:

Step Knee- 32 counts

Single, Single, Double(type of foot shuffle)-32 Counts

Chorus:

4,6,Hop 5,5 alternate 6,4,Hop 5,5-48 counts

Football Run(Fast Feet) and touch floor on cue-16 counts

Verse 2:

repeat v1

Chorus

Bridge:

Lunge L 7,1- 32 counts
Lunge R 9, 3-32 counts

Squat 32 counts

Chorus

Song: Magic
Artist: B.o.B
Medium Impact


Intro:

Grapevine L-6, 8,4(approx) alternate Grapevine R-4,8,6(approx)-32 counts

Leg Curl-6,6,4,4,-Step right 6, Left leg curl, Step Left 4 , right leg curl-32 counts



Verse 1:

Jab Jab Cross R-32 counts
Jab Jab Cross L-32 counts

Jab Jab Uppercut R-16 counts
Jab Jab Uppercut L-16 counts

Chorus:

Grapevine L-6, 8,4(approx) alternate Grapevine R-4,8,6(approx)-32 counts

Leg Curl-6,6,4,4,-Step right 6, Left leg curl, Step Left 4 , right leg curl-32 counts



Verse 2:

repeat v1

Chorus



Song: Boom Boom Pow
Artist: Black Eyed Peas
Low Impact

Intro:

Home-march 32 beats/counts-5
Verse 1:

Wide Step Lead L 24 counts-4,6
Home 8
Wide Step Lead R 24 counts- 6,4
Home 8
Chorus:

Home 32
Verse 2:

Wide Together Lead L 24 counts-4,6,5,5
Home 8 counts
Wide Together Lead R 24 counts-6,4, 5,5
Home 8 counts
Bridge:

Side Rock Lead L 8 counts-4,5,4,5
Home 8 counts
Side Rock Lead R 8 counts, 6,5,6,5
Home 8 counts
Rock two Corners 24 counts-1,5,7,5 (I be rockin..)
Home 8 counts
Rock Two Corners 24 counts-3, 5, 9, 5(here we go, here we go...)
Home 8 counts
Step Tap Lead L 8 counts-4,4,6,6
Home 8 counts
Step Tap Lead R 8 counts-6,6,4,4
Home 8 counts
Home 16 counts
Verse 3:


Wide Step Lead L 24 counts-4,6
Home 8
Wide Step Lead R 24 counts- 6,4
Home 8

Music Week 24

All 3rd-5th Classes:

Winning Rhythms Sheet 3 Line A

This week was St. Patrick's Day. We sang the song: Everyone is Irish(On St. Patricks Day)and we talked about what St. Patricks Day is about. Here is a quick link to wikipedia for some brief info.

http://en.wikipedia.org/wiki/Saint_Patrick's_Day


3rd Grade:

Objective: Learn Low E on recorder, review C, B, A. Talk about staccato and legato
Materials: Krebbel Giants Dance


Demonstrate where fingers go.
Begin writing in notes on over head, count rhythms, discuss rests
Demonstrate staccato, legato
4th Grade:

Objective: Playing bass clef and treble clef on piano
Materials: pg. 36-38 or 45-46


Remind students that we are still playing the same notes, now we just have to incorporate the staff.
Set up will be the same
have to add bass clef. Will discuss order of letters and how to read

5th Grade:

Objective: Practice Em on guitar
Materials: Pay Me My Money Down


Demonstrate Em chord. 2nd fret, 2nd finger on 5th string, 3rd finger on 4th string
Sing Pay Me My Money Down
Watch Bruce Springteen sing Pay Me...

K-1

Focus: Quarter Notes and Paired eighth notes

Objective: Review beat-rhythm read quarter notes and paired eighth notes


Materials:
Winning Rhythms Sheet 2 Line A
Hey, Hey Look at Me CD7-6
Bluebells CD 7-12
Seesaw CD 7-13
Rhythm Cards on Smartboard


Process:


Lead children in singin Hey, Hey Look at Me:
Encourage them to Think of other Action words to sing in place of those in the song
Perform the actions as they sing the song again
As they sing Hey, Hey... have students
Pat the beat on their knees and then clap the rhthym with their hands as you sing song
Pat the beat or clap the rythms indicated on the beat rhythm flash cards
Encourage students to listen carefully as teacher claps Seesaw
Choose partners move up and down like seesaw
Assess:
As children sing various songs observe whether they use the appropriate movement-patting the beat or clapping the rhythm-as indicated on cards.

Song: Two Sailors lately Come from Sea


2nd Grade

Focus: Meter in 2

Objective: Review meter in 2, so, mi, la, quarter notes, eighth notes

Materials:
Winning Rhythms Sheet 2 Line A
Bounce High, Bounce Low CD 7-30
ball

Process:


Sing Bounce High, Bounce Low with the children. Bounce ball on the strong beats and catch it on the weak beat. On the word Shiloh bounce ball to one of the students who should bounce back to teacher. Continue until everyone has had a turn.
Have song posted on the board with time signature. Have students sing the song again patting thier knees or snapping their fingers. Place the word strong beat and weak beat on the board and help the children recognize they are patting on the strong beats and snapping on the weak beats. Show one way to indicate strong beat is with accent marks. Ask children to describe how bar lines indicate strong beats and weak beats. (Strong beats always come after the bar line)
Teach how to conduct meter in two
Asses:Children will transfer their ability to feel meter in two to conducting patterns of two

Song: Two Sailors lately come from sea

Music Week 23

3-5 had quizzes this week. The previous week we reviewed how to do the fingerings for their respective instruments

3rd Grade Quiz-perform Variation on Cobbler, Cobbler on recorder

4th Grade Quiz-perform either pg. 36 or 44 on piano

5th Grade Quiz-perform C chord, G7 chord, Em chord on guitar/ukulele


K-2 continued and/or finished thier rhythm composition project. It will be posted soon in some of their hallways.

Music Week 22

This week we began a rhythm composition project in K-2. Here is the process:

Composition Project:

Students will work in groups of 4 and compose a rhythm line using quarter notes, half notes, and quarter rests.


1. Students will draw line on paper
2. Students will create time signature
3. Students will create bar lines and double bar lines and measures
4. Students will begin writing rhythms. Explain that beats in each measure must add up to 4.

Students will write an idea then pass paper to next member in group.


3-5

The Monday classes had the opportunity to do stations because last week was a holiday. We also had FCAT writes that week.

By Thursday we were back to normal:

Kagan-Rally Coach Day:

Objective: work on C chord, G7, Em chord.

Students will be in groups of 4. Will have guitars/ukuleles, worksheet packet, and overhead.

Students are expected to coach one another on how to play these chords. Students should be able to answer"

Is the left hand in the correct positon?
Is the 1st fing, 1st fret, 2nd string being held down and strings 1-3 are being played for the C?
Is the 1st fing, 1st fret, 1st string being held down and strings 1-3 are being played for the G7?
Is the 2nd fing, 2nd fret, 2nd string and 3rd finger, 2nd fret being held down and strings 1-6 are being played for the Em?

Students will have time to practice and experiment on how to hold hands in correct position as well as holding guitar pick with correct procedure.

4th Grade;
Objective: Practice pg 36 or 44

Did you follow the diagram for setting up your hands?


3rd Grade:

Objective: Practice C, B, A, G notes

Coach each other:

Did your partner have the left hand on top?
Did your partner use the middle finger down for C?
Did your partner use pointer finger for B?
Did your partner use 2 fingers for A?
Did your partner use 3 fingers for G?

Music Week 21

This week we are doing Stations. Here is a brief description of what we are doing this week.I will try to have video so everyone can see how it works in real time.


Station Day: Day used to evaluate student progress on previously learned concepts and skills. The expectation of the student is to rotate thru four areas and perfom the outlined tasks below. Students recieve grade based on completion of task or understanding of concept. Does not have to show complete mastery but does need to be moving toward mastery of the skills.


Station 1: Flash Cards-
Objecitve: Review notes and symbols. Tell note or rest value and/or symbols function

Station 2: Geo Mats
Objective: Review Diamond Steps, Step Hop 180 turn, Step Knee March March

Station 3: Instrument
Objective: Review previously learned songs on either guitar or piano or recorder. Guitar should be able to play C and G7 chord, possible Em chord. Recorder should be able to play C, B, A, G in song learned last week. Piano should be able to move on to either pg32 or 46 with minimal assitance from teacher.

Station 4: Simulator
Objective: Using Dance Dance Revolution: students can practice stepping to the beat with semi-choreographed moves. Purpose is to step on the appropriate arrow to the beat of the music. Similar to GeoMats.

Using Guitar Hero: students practice holding guitar and moving fingers to beat of song. students will have practice in moving and holding down "frets"

Music Week 20

This week in Music 3rd-5th Grade worked on Winning Rhythms: Rhythm Sheet 2 Line(s) E. We sang a song about John F. Kennedy. We also learned a stone passing game:

Oba Simu Sa
Stone Passing Game from West Africa, most likely Ghana

Oba Simu Sa, Nana
Oba Simu Sa
Oba Simu Sa, Nana
Oba Simu Sa


3rd grade continued to work out of the recorder book, Do It! Play Recorder pg. 9 #1. Objective: More C Note Practice, 3/4 time, dotted half note, tie.

4th grade had a Alfred's Piano Lessons quiz on pg.30 or 44. Objective: write in correct fingering and perform on keyboard. Copies have been made to take home to practice.


5th grade was taught two finger chords Em. Objective: Learn two finger chords on Em and review C chord and G7 chord.


K-1st grade:

Winning Rhythms: Rhythm Sheet 1 Line(s)F



Song: Chatter With the Angels

Objective: Review beat-rhythm; reinforce quarter notes and paired eighth notes

Materials: Engine Engine: CD 7-1
Snail Snail, CD 7-7
Star Light Star Bright CD 7-14
Display rhythms on board


Procedure:
1. Sing greeting to children. Say Listen to the hello I cap. Decide: Will you clap what you hear or will you clap a different pattern. Ask children to clap a pattern in response to your pattern while others tell whether the pattern is the same or different

2. Clap the rhythms of some songs or rhymes Engine, Engine, Snail Snail, etc. help children realize that the pattern in which they hear things clapped can help to tell them whcih song you clapped. each song or chant has own rhythm.

3, Play Engine, Engine-have one child lead the class around the room

4. Display rhythm for Engine, Engine

5. Learn Star Light, Star Bright





2nd grade:

Objective: Recall quarter ntoes, paired eight notes, rest, so, mi, and la


Materials: Bobby Shafto CD 7-27
Rain Rain CD 7-28
Display rhythm for Bobby Shafto on board

1. Show handsigns for Bobby Shafto. Sing song

2. Display rhythm of Bobby Shafto. Guide class to discover that is hows the rhythm of Bobby Shafto. Invite students to change rhythm so that it includes rests

3. Sing Bobby Shafto with words then with solfa syllables

Music Week 19

This week we went to the computer lab to use Brainpop to learn about Louis Armstrong.

Objective: Learn about famous jazz figure for Black History Month

We:
1. Watch movie on Louis Armstrong
2. Take practice quiz
3. Take real quiz, email to Mr. Thomas

Quizzes can be made up if failed. I will notify soon of who needs to make up quiz.

K-2 grade classes stayed in the classroom and we watched brainpop on Louis Armstrong and we dicussed where he was from and the instrument he played. We talked about what a solo is in jazz and we listened to one of his songs. 3-5 will be able to listen next week when we are in class.

Computer Lab

All 3rd-5th grade classes will be in the computer lab next week. We will be doing a lesson on Louis Armstrong on BrainPop. Students will take quiz and email to Mr. Thomas. If a student does not do well, they can retake quiz. Please call the school or email me if you have any questions.

Music Week 18

All 3rd-5th grade classes have been working on Winning Rhythms: Rhythm Sheet 2 Line C
Song: Sing A Song of Winter


All 3rd grade classes with the exception of Mrs. Leggons class have been working on
Book-Do It! Play Recorder-Pg 8 #1. The name of that song is Cobbler,Cobbler. The objective was to play C on the recorder.

4th grade classes worked on Book-Alfred's Piano Lessons pg. 30 or 44
The objective: write in correct fingering and perform on keyboard. Copies have been made to take home to practice. Even if students don't have a piano they can "air piano" with the correct motions.

5th Grade learned the C and G7 chord on the guitar. Their objective: Perform simple song using C chord and G7 chord

1. Teach students how to hold guitar pick
2. Teach one finger C chord
3. Teach one finger G7 chord
4. Practice moving back and forth from one chord to next
5. Play this old man

Students will be given a packet to take home to review.

All K-2 classes worked on Winning Rhythms: Rhythm Sheet 1 Line(s) C-D, review. We also reviewed vocabulary: Time Signature, Quarter Note, Half Note, Quarter Rest, Half Rest

Every Grade level had their own lesson outline
Song: K-Chatter With The Angels
Teach song by rote
Talk about meaning


1st Grade-Ev'rybody Ought To Know CD 6, Track 39

Objective: Recognize a melody pattern that is an echo in the song


-Ask students to think about what freedom means
-Play Everybody Ought to Know, notice that song has an echoed figured. Have students sing with echo
Assess: Notice if students were able to recognize and sing echoed pattern


2nd Grade-Shake Hands Mary CD1-6
Objective: Identify Time Signature in written music

-Listen to Shake Hands Mary, sing song while keeping beat.
-Display song, talk about what the time signature is
-Talk about meaning of song
-Do motions of the music
Assess: Were Students able to identify time signature

Music Week 17

This week we had two holidays on Monday and Friday. However, classes did have music lessons on Tues-Thursday.

3rd -5th grade classes worked out of Winning Rhythms book and did Rhythm Sheet 2 Line B. We also played Music Jeopardy when we were done with our lessons for the day. The objective was to review previously learned concepts and vocabulary. 3rd grade worked on Hot Cross Buns, Duet version. They had to take turns playing and resting. 4th grade worked on Alfred's Piano Lessons pg. 29 or 43. 5ht grade worked on learning guitar chords. They learned:

1. how to hold guitar pick
2. the one finger C chord
3. the one finger G7 chord

K-2nd grade classes worked on the following items:

Winning Rhythms: Rhythm Sheet 1 Line(s) A-D, review


Review Vocabulary: Time Signature, Quarter Note, Half Note, Quarter Rest, Half Rest

Song:
K-Chatter With The Angels

-Teach song by rote
-Talk about meaning


1st Grade-Ev'rybody Ought To Know CD 6, Track 39

Objective: Recognize a melody pattern that is an echo in the song

-Ask students to think about what freedom means
-Play Everybody Ought to Know, notice that song has an echoed figured. Have students sing with echo
-Assess: Notice if students were able to recognize and sing echoed pattern


2nd Grade-Shake Hands Mary CD1-6
Objective: Identify Time Signature in written music

-Listen to Shake Hands Mary, sing song while keeping beat.
-Display song, talk about what the time signature is
-Talk about meaning of song
-Do motions of the music
-Assess: Were Students able to identify time signature

Music Week 16

This week the 5th grade classes had a quiz.They were to label the parts of the guitar.4th Grade also had a quiz on either pg 28 or pg 43 in piano book. 3rd grade just reviewed recorder skills and played the song Au Claire De La Lune. All of the classes worked on the Winning Rhythms Book:Sheet 2 Line A. We just worked on counting basic notes and rests. Finally, we worked on the song It's A New Year. Here is a sample recording:

http://musick8.com/html/current_tune.php?numbering=103&songorder=8

Music K-8 has been really helpful this year in providing some of the curriculum.


The K-2 classes worked on Rhythm Band. Our Objective was to identify Time Signature. We used Bells, Tambourines, Cymbals, Drums, Rhythm Sticks, Song: March of the Dogs, Song: The Dancing Bears, and the metronome.

Procedure:

1. Review time signature definition. Use piano and play a rhythmic figure that demonstrates 2/4.
2. Show chart with Dancing Bears. Talk about 3/4 time signature. Play rhythmic figure that demonstrates 3/4
3. Pass out instruments
4. Point to pictures. Student plays instrument on cue.

After we were done with today's lesson we played a musical game called Charlie Over the Ocean. Basically, you play the game like Duck, Duck, Goose but you sing instead of saying duck or goose.

5th grade guitar quiz

All fifth grade classes will have a quiz next week. The quiz will require them to label the parts of the guitar.

Music Week 15

Welcome back.

This week all the classes reviewed previously learned concepts. We had to dust off the cobwebs and see what everyone remembered. 5th grade reviewed how to hold and play the guitar. 4th grade reviewed piano skills. 3rd grade reviewed how to hold and to play the recorder. We also reviewed the notes and rests that we have already learned.

K-2 classes reviewed steady beat and began playing a song using melody bells, tamborines, cymbals, drums, and rhythm sticks.

4th Grade Piano Quiz

4th Grade classes will have piano quiz when they come to resource next week. Classes will work on either pg 28 or pg. 43 depending on their skill level.

Music Week 13-14

Hello everyone. My apologies for not getting back to update. It was very busy before the holidays here at school. First of all, thank you to all the parents and students that participated in the Winter Concert. Everyone had a great time and I felt like it was the best ever. Thank you to all the faculty and staff that made it possible. Thanks to the resource team and Mrs. Brockman for helping coordinate students, thanks to the custodians for setting up and tearing down the stage and cafeteria, thanks to the PTA for the advertising, and thank you to our business partners for providing some of the snacks afterwards.

The last two weeks before the Christmas break we worked with geomats. Geomats are these rubber pads with numbers that are used for excercising. You can also use them for games as well. After resolving some technical difficulties, I was finally able to post them in the form of podcasts. Just click on the Wildcasts link to download and view what we did. The first file explains what we did. The second file shows how the students learned the steps. The file labeled kindergeomat shows a kindergarten class learning how to learn the moves. Here is a sample of one of the songs:

Song: Boom Boom Pow
Artist: Black Eyed Peas
Low Impact

Intro:

Home-march 32 beats/counts-5
Verse 1:

Wide Step Lead L 24 counts-4,6
Home 8
Wide Step Lead R 24 counts- 6,4
Home 8
Chorus:

Home 32
Verse 2:

Wide Together Lead L 24 counts-4,6,5,5
Home 8 counts
Wide Together Lead R 24 counts-6,4, 5,5
Home 8 counts
Bridge:

Side Rock Lead L 8 counts-4,5,4,5
Home 8 counts
Side Rock Lead R 8 counts, 6,5,6,5
Home 8 counts
Rock two Corners 24 counts-1,5,7,5 (I be rockin..)
Home 8 counts
Rock Two Corners 24 counts-3, 5, 9, 5(here we go, here we go...)
Home 8 counts
Step Tap Lead L 8 counts-4,4,6,6
Home 8 counts
Step Tap Lead R 8 counts-6,6,4,4
Home 8 counts
Home 16 counts
Verse 3:


Wide Step Lead L 24 counts-4,6
Home 8
Wide Step Lead R 24 counts- 6,4
Home 8






I hope that we are able to continue the use of geomats in some form. I am thinking of starting a geomat club on possibly Mondays and Wednesday or Friday.

Thanks for your patience and Happy New Year!