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