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
Friday, September 30, 2011
Sunday, September 25, 2011
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
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
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
Thursday, September 15, 2011
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.
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.
Thursday, September 1, 2011
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.
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.
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