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