Thursday, June 16, 2016

Week Thirty Seven in Review (June 6 - June 10)

Greetings from the music room! It was a another exciting week of singing, moving, and playing instruments! Here are some of the highlights:

Kindergarten students reviewed the chant Little Bird. Students practiced patting on the 'special' words while speaking the chant. Students also reviewed how to play the xylophone using two hands! Watching the students play the xylophones while speaking the chant and using two hands really made me realize how far the Kindergarten students have come this year! I cannot wait to see these students again in first grade when we get to begin learning to read music! Lastly, students enjoyed playing one more round of the game Old Mister Rabbit.

First grade students were assessed on their ability to play the notes sol mi and la on the xylophone this week. Students were assessed one-on-one by playing a series of four melodic flashcards. During this one-on-one assessment, students who were awaiting their turn enjoyed finishing a DVD of the percussion group Stomp. In this DVD, percussionists use basketballs, kitchen utensils, playing cards, and brooms to create many interesting sounds. Students also reviewed quarter notes, eighth notes, and quarter rests by speaking and clapping rhythmic patterns over a recording with a strong steady beat.

Second grade reviewed the musical terms forte (loud) and piano (quiet) this week. Students practiced using their loud and quiet voices in the chant Jeremiah. Students then played a game in which they created the sound of a fire using bubble wrap and paper. If the conductor's hands were close together, students were to play quietly (piano). If the conductor's hands were far apart, students were to play loudly (forte). Students were also formally introduced to the terms crescendo and decrescendo this week. Students explored crescendo by moving to Edvard Greig's composition In the Hall of the Mountain King. Students observed that this song gradually became louder and louder. Students then learned the term crescendo and were introduced to its musical symbol. Students learned that the opposite of crescendo (gradually getting louder) is decrescendo (gradually getting quieter). Students then followed along with a dynamics listening map of a composition entitled Night Watch.

Third grade students expanded on last week's lesson by working in groups of five to create movement for a song in the form of ABC. Students were instructed to use at least one locomotor movement and at least one nonlocomotor movement. Students created many clever movements to fit these criteria. Students then performed their movements to recorded music. Students were so excited about their movement compositions that they requested to share them with the class. Therefore, each group was given the opportunity to share. It was wonderful to see the students take such an interest in sharing their work! Students also reviewed how to recognize form in written music. Students were given a paper containing three known songs. Students worked with partners to decode the form to each song. Lastly, students learned a new song containing melodic notes low sol and low la entitled Shake Them 'Simmons Down.

These are the movements that one group created for their ABC form.
Fourth grade students discovered the location of sixteenth notes in the song Rabbit and the Possum and practiced reading the rhythm of this song. Students also continued to practice identifying rhythmic patterns containing sixteenth notes. Students were each given a whiteboard and asked to write the correct answer for each pattern. Students also completed the fourth grade rhythm student growth assessment. Fourth grade students completed the assessment with 100% growth or mastery! Get it, fourth grade! 

Fifth grade students completed a brief note reading unit this week. Students reviewed the notes on the lines and spaces of the treble clef and the mnemonic devices that can help one remember the notes. Students were given white boards and dry erase markers and asked to write the notes on the correct line or in the correct space. Students also played a treble clef dominoes game. Students worked in pairs to match notes on the treble clef staff to their letter name. As students matched the dominoes cards they tried to build designs. Students created dollar signs, animals, hearts, and many other unexpected shapes. Students also completed a note reading assessment. Students did so well on this assessment that I wish we would have had more time to delve farther into this topic.

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