Week Twelve in Review (Nov. 23 - Nov. 27)

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

Kindergarten students did not have class this week.

First grade students continued to explore locomotor movements to the song Jim Along Josie and used this song to play a listening freeze game. Students also learned a fun Thanksgiving song called Gobble, Gobble, Gobble and its fun chase game. After students learned the song and played several rounds of the game, students were given a sheet of paper with the melody written in turkeys. Students were asked to color the high turkeys red and the low turkeys blue. This melodic note reading assessment revealed that students are ready to learn the musician's syllables (sol and mi) for high (sol) and low (mi) notes next week!

This student is off to a good start!

This student correctly colored all turkeys: high notes - red / low notes - blue.

Second grade students began learning a new song called Grandma Grunts this week. This song will be used to learn half note. Students were first asked to move around the room and step the steady beat. Afterwards, students were asked to step to the half note pulse (a better speed for grandma). Students also began learning a new song called We Are Dancing in the Forest. This song will be used to help students improvise, confidently sing solos, and learn the melodic note la. Students practiced the new high note (la) by playing triangles along with the song Bluebells. Students were given the challenge of only playing the triangle on the new note. Students who were not playing the triangle helped by singing note names and using hand signs.

Third grade students had a wonderfully productive week in music class! Students learned a new song called Frog in the Meadow. This three-pitch song gave students the opportunity to identify and sing mi re and do. While singing the song and its melodic syllables, students greatly enjoyed playing the race game that accompanies this song. Students also practiced singing mi re do patterns after the teacher sang those patterns without using these melodic syllables. Additionally, students learned a new melodic note this week: sol! This new note is a skip higher than mi and was learned through the song No One in the House. Next week students will have many opportunities to practice this new note. Lastly, students practiced reading quarter notes, quarter rests, and eighth notes by pointing to four-beat patterns, memorizing those patterns, and speaking their rhythm syllables. A few students in each class enjoyed have the chance to lead this activity.

Fourth grade students have made an incredible amount of progress on the recorder in one week's time. This week, students began testing for their white belts. In order to pass and be awarded their first belt, students needed to play the correct notes and rhythms while maintaining a good sound. Each student was tested one-on-one while the class was able to work with partners or independently in order to practice Hot Cross Buns (white belt), Gently Sleep (yellow belt), and create their own B-A-G songs. Students are also highly encouraged to practice at home!

As a reminder, students can practice their recorder karate songs online at http://www.musick8.com/rkdojo/rksounds.php. The password is rubric. Below are a few important tips for creating a good sound on the recorder:

• Blow with slow, warm air.
• Check that fingers are covering all of the correct holes and pushing down slightly.
• Also check that fingers are not accidentally covering extra holes.
• Sit up tall and use good posture.

Fifth grade students continued to practice syncopation this week through the use of Russian composer Gliere's Russian Sailor's Dance. On Monday, students were led in a discussion about the concept of theme and variations. First students looked at a series of pictures and were asked to figure out the theme (high heels, vehicles, cookies). Then students were asked to discuss some of the variations (color, size, shape, texture). Then students listened to Russian Sailor's Dance while following a listening map which described how the theme was varied. On Tuesday, students practiced clapping and counting the syncopated theme to Russian Sailor's Dance while measures of the song began to disappear. After all measures were removed and students could clap the 24-count theme from memory, students were invited to write the missing rhythms on the board. After students successfully completed this task, they were given the option of watching a Russian dance performance of this composition or watching this section of the ballet. Here are both of the videos:

Russian Sailor's Dance - Russian Performance
Russian Sailor's Dance - Ballet Performance - begin at 3:50

Next week, on Thursday, fifth grade students will be taking their rhythm post-assessment.

I hope that everyone had a safe, restful, and joyous Thanksgiving Holiday! 

 

Week Eleven in Review (Nov. 16 - Nov. 20)

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

Kindergarten students began learning about the differences between fast and slow this week using the song The Noble Duke of York. After learning a few actions to this song, students practiced performing the song quickly and slowly. Students also continued to practice their loud and quiet voices by singing an echo song called Oh My, No More Pie! Once students achieved success at echoing the teacher's loud and quiet voice, students were challenged to sing the opposite volume of the teacher. It is quite difficult to sing quietly after hearing a loud voice! Students also explored the sounds of their voice by vocally following a flashlight beam on the wall. As the flashlight beam moved up and down students were to imitate this movement with their voices. Students were encouraged to try this in their bedrooms at home! Other new songs and chants introduced this week: Chop, Chop, Chippity Chop and Rig-a-Jig-Jig.

First grade students explored many locomotor movements to the song Jim Along Josie. In addition to improvising lyrics and movements to this song, students practiced keeping the steady beat as they moved. Students also practiced 'writing' the pattern of longs (quarter notes) and short-shorts (eighth notes) to the song Rain, Rain by using chairs and their bodies. They also continued to build on last week's rhythm learning to Queen, Queen Caroline by pointing to beat charts while saying the song's rhythm of longs and short, shorts. On Monday, students were taught how to read high (sol) and low (mi) notes on a two-line staff and given a copy of Teddy Bear's first phrase to practice with at home. Students also began learning the songs We Are Dancing in the Forest and Bluebells. These songs will be used to practice quarter notes, eighth notes, sol, mi, and la.

Second grade students explored many locomotor movements to the song All 'Round the Brickyard. In addition to improvising lyrics and movements to this song, students practiced keeping the steady beat as they moved. Students also continued to practice sol and mi patterns by reading from a series of six flashcards. After echoing the teacher, students were given the chance to lead this activity by solo singing one of the patterns. Using the song Bluebells, students practiced reading sol-mi patterns in different positions on the staff. As students are becoming increasingly secure with this two-note pattern, students were led to discover that the song Bluebells contains a new note that is slightly higher than sol (la). Students also practiced counting and playing quarter notes, eighth notes, and quarter rests by playing instruments to the rhythm of the chant Tee Hee Hee and working with partners to decode the rhythm of the song Pease Porridge. As students are becoming increasingly secure with these rhythms, students began learning a song called Draw a Bucket of Water which will be used to introduce half notes. 

These two students worked together to piece together the rhythm of Pease Porridge.

Third grade worked to improve their ability to sing mi re and do in-tune this week! Students have been practicing reading and singing a series of six mi re do patterns through the use of flashcards. Students also began learning the English street cry Hot Cross Buns by decoding the song's rhythm and melodic contour using chairs and their bodies. Students were then led in transitioning this onto the staff. Students were also led to find the steps and repeats in this song. Afterwards, students began learning to write this song using pencil and paper. Additionally, students began learning the song No One in the House which will be used to introduced a new melodic note called sol. 

Fourth grade students began learning recorder this week! Students currently know three notes: B, A, and G. They have begun practicing the song Hot Cross Buns in preparation for their first recorder karate test this upcoming week. Students can practice their recorder karate songs online at http://www.musick8.com/rkdojo/rksounds.php. The password is rubric. Below are a few important tips for creating a good sound on the recorder:

• Blow with slow, warm air.
• Check that fingers are covering all of the correct holes and pushing down slightly.
• Also check that fingers are not accidentally covering extra holes.
• Sit up tall and use good posture.

 Fifth grade students learned about syncopation through Land of the Silver Birch and The Canoe Song. In addition to examining the syncopated rhythms in both of these songs, students sang The Canoe Song while performing a syncopated body percussion ostinato. Students were also invited to transfer this ostinato to the xylophones. Students sang the The Canoe Song and Land of the Silver Birch in canon and simultaneously. Each of the three fifth grade classes came up with their own ideas for how to perform these songs. Ideas ranged from a 31-person canon to both songs sung in canon simultaneously! Students were also introduced to the syncopation prevalent in Hungarian composer Bela Bartok's composition the Swineherd's Dance and in Russian composer Gliere's Russian Sailor's Dance. Students also enjoyed learning the Japanese song Sei, Sei, Sei and reviewed how to count dotted quarter and eighth note patterns using number counting. Students will use Sei, Sei, Sei next week to reinforce this counting.

Fifth Grade Musical - Annie Kids!

Dear Parents and Guardians:

It is with great pleasure that I am announcing this year’s fifth grade music program: the musical Annie Kids. In order to accommodate families and work with our limited space, we will be holding two performances. Please mark the performance dates Thursday, March 17^th and Friday, March 18^th on your calendars. Both performances will begin at 6:30 p.m. and will last for approximately 45-60 minutes. 

All fifth grade students will be involved in the musical as chorus members; however, students will also have the option of auditioning for solo singing and speaking roles. Auditions for these parts will consist of speaking, singing, and acting and will be held from 4:15-6:30 p.m. on Thursday, December 17^th and Friday, December 18^th. All students will be introduced to audition materials during music class to ensure that each student has the opportunity to come to auditions prepared.

Parents are also invited to play an active role in this musical! If you are interested in assisting with music rehearsals, choreography, set design, props, costuming, lighting, or any other aspect of musical theater production, please contact me as soon as possible. It would also be extremely helpful if a few parents would be willing to help clean up and organize props following the final performance.  I am very excited to have this opportunity to work closely with not only the fifth grade students, but also with their families! 

Sincerely,

Mrs. Aaronson

NicoleAaronson@wlcsd.org

 

Annie Kids – Fifth Grade Musical Auditions Permission Slip

Dear Parents and Guardians:

The following is a general permission slip for all students interested in participating in Annie Kids auditions. Auditions will be held in the Music Room (Room 101) from 4:15-6:30 p.m. on December 17^th and December 18^th. Should your child be chosen for a solo singing or speaking part as a result of this audition, please note that many rehearsals will be held before and after-school beginning January 5^th and concluding with the March 17^th and March 18^th evening performances. By signing this form you are indicating that you are prepared to ensure that your child, if chosen, will attend all necessary rehearsals. All rehearsal calendars will be provided at least two-weeks in advance.

I give permission for ­___________________________ to stay after school for auditions on Wednesday, December 16^th or Thursday, December 17^th. My child will sign-up in the music room for the earliest available time (ranging from 4:15-6:30 p.m.).

_____ I will pick up my child from the Music Room.

_____ My child has permission to ride home with ____________.

_____ My child will return to PrimeTime Care after auditions.

Signed: ______________________________

                             (parent signature)

**Your child will not be allowed to audition or stay after school without a signed permission slip.

Week Ten in Review (Nov. 9 - Nov. 13)

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

Kindergarten students were formally introduced to the words loud and quiet as those words pertain to music. In addition to practicing their loud and quiet singing voices through the song Lucy Locket, students were also led in a discussion about the loud and quiet sections of the chant Five Little Monkeys Hanging in a Tree.  Students also responded to loud and quiet music on the piano by tiptoeing for quiet music and stomping for loud music. Additionally, students listened to short melodies sung loudly or quietly by our puppets Beatrice and Bo and then echoed those melodies using an appropriate singing voice. Lastly, students enjoyed making their voices imitate the ups and downs of roller coasters and water slides. This sort of vocal exploration helps students explore the range of their singing voice and promotes in-tune singing.

First grade students added drums and rhythm sticks to Yankee Doodle this week as we continued to explore the song's musical phrases. Once students could successfully play their instrument at the correct time in a seated circle, they were then asked to play their instruments while moving around the room. The students commented that it sounded like a parade! Students also explored patterns of long and short sounds (quarter notes and eighth notes) by using the chant Queen, Queen Caroline. Students were asked to say long for the long sounds (quarter notes) and short-short for two short sounds (eighth notes). Once students were successful, they were asked to speak this rhythm while tapping the steady beat on a beat chart. This was quite the challenge, but with a little practice students quickly improved. Students also began reading high and low (sol and mi) patterns on a two-line staff and practiced responding physically to high and low sounds played on the xylophone. 

Second grade students continued to focus on sol and mi this week as well as quarter notes, eighth notes, and quarter rests. Students used the song I Pop Up to practice sol and mi as well as solo singing! Each student created a sung call that other students could respond to by 'popping up'. For example: "If you like ice cream, pop up." Students also responded to sol and mi played on the xylophone by placing their hands on their shoulders for sol and their hands on their knees for mi. Students were also introduced to a series of sol-mi flashcards which will help them to practice patterns that begin on mi as well as sol. Students began learning a new song called Pease Porridge and the partner game that accompanies this song. This song will be used to practice quarter rests. Students  played two rhythm games this week. Both games allowed students to practice quarter notes, quarter rests, and eighth notes. One game involved the rapid memorization of four beat patterns and the other game allowed students to choose a correct answer from among five possible choices.

Third grade students did an exceptional job at completing the challenge level of the activity Four Beats After that we began last week. In the challenge level, students were asked to perform a body percussion canon four beats after the teacher while listening to recorded music (Old Time Rock and Roll by Detroit musician Bob Seeger). Students were able to keep this rhythm canon going until the end of the song! This activity is designed to prepare students for singing rounds and canons. In addition, students focused heavily on melodic notes mi re and do this week. Students were introduced to the five line staff and the numbers of its lines and spaces. Students were given individual staff boards and were asked to place pom poms on the given line or space. Students were also shown how mi re and do are arranged on the staff. Students were asked to write several mi re do patterns using their staves and pom poms. Students also worked extensively on singing mi re and do in-tune. Students were led in several vocal exercises designed to help them sing in the proper range and with adequate breath support.

Fourth grade students reviewed the song Tideo and the movement activity that accompanies it. Students then decoded the section of the song that contains sixteenth notes by choosing the correct answer from among four possible choices. Not only were students asked to choose the correct answer, they were also asked to explain why the other choices were incorrect. Students then reviewed how to count sixteenth notes (1e+a) and were led to discover that sixteenth notes can occur on beats other than the first. Students then practiced identifying a clapped rhythm from among four choices. Students also listened to sections of Prokofiev's Piano Toccata Op. 11 and discovered that the entire composition is filled to the brim with sixteenth notes. Lastly, students reviewed the letter names of the treble clef staff with a pirate treasure themed interactive whiteboard game.

Fifth grade began learning about syncopation this week through the songs Land of the Silver Birch and Canoe Song. In addition to using these songs to introduce syncopation, these songs also provided an opportunity for students to apply the knowledge they have learned in their Native American social studies unit. Land of the Silver Birch and Canoe Song are Canadian folk songs that have been contrived in imitation of Native American music. Students were led in a discussion about the elements of each song that can be attributed to Native Americans and what clues tell us that these songs are not authentically Native American. In addition to singing each of these songs, students were asked to perform rhythmic ostinatos that were transferred to drums or xylophones. Lastly, students were introduced to the number counting for dotted quarter notes and eighth notes. 

Week Nine in Review (Nov. 2 - Nov. 6)

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

Kindergarten students practiced their singing, whisper, and speaking voices by learning the song Peanut Butter and Jelly. Students also practiced making sliding sounds with their voices by pretending to bounce, aim, and shoot basketballs into an imaginary hoop. Students were encouraged to begin their slide on a high sound. Vocal exercises such as this help prepare students for in-tune singing. Students also practiced identifying pitches that are the same or different by listening to two puppets sing the same song. Students responded with a thumbs up if the puppets' voices matched and a thumbs down if the puppets' voices did not match. Finally, students enjoyed learning a new counting song about pirates called When I Was One. Argh! 

First grade students began learning about musical phrases through the song Yankee Doodle. Students sang the song while patting and clapping in order to show each phrase. Students then walked around the room to the steady beat while patting and clapping. For an extra challenge, students were asked to change direction at the beginning of each phrase! Students also wrote the rhythm and melodic contour of the song See Saw by using their bodies and carpet squares. First students had to figure out whether there was one sound or two on each beat (one student or two on each carpet square), then students had to figure out whether those sounds were high or low (stand or sit on the carpet square). Once the students had 'written' the entire song, students who were not on the carpet squares judged our work by singing the song and showing the contour with their arms. Students also began learning a new chant entitled Queen, Queen Caroline and new songs entitled Teddy Bear and Rain, Rain Go Away.

Second grade students focused heavily on practicing melodic notes sol and mi this week. Students wrote sol and mi patterns on the interactive board as a class and on laminated staves as individuals. Students also worked in groups of four to dictate sol-mi patterns sung by the teacher. Students worked together to arrange their bodies to represent each pattern, students stood for sol and sat for mi. Students also learned a new song called I Pop Up and began learning a new song called Bluebells which will be used to introduce the melodic note la. Lastly, students began learning a rhythm game in which the teacher taps a pattern while the students think it. Then the students respond by speaking the pattern out loud.
 

This student wrote a sol and mi pattern that began on the fifth line.

This student wrote a sol and mi pattern that began in the first space.

This student decoded a sol and mi pattern that began on the second line.

 Third grade began a new activity called Four Beats After this week. In this activity, students performed a short body percussion canon by performing a series of patterns four beats after the teacher. Each class did exceptionally well and will be challenged to a higher level of this activity next week! Students also began learning a song called Great Big House in New Orleans. Students were asked to find the location of the melodic pattern mi-re-do in this song and then began learning the song's dance. Additionally, students took a melodic pre-assessment this week. This assessment will be used to track each third grade student's progress on melodic skills throughout the school year.


Fourth grade students began learning the song and movement game Tideo. This song will be used to help students learn sixteenth note rhythm patterns. Students also reviewed the numbers and letters for the lines and spaces of the treble clef staff by individually placing pom-poms on laminated staff papers. Then students worked in small groups to play the card game Go Fish using cards containing the notes on the treble clef staff. In order to find a match, students had to ask for the correct note. For example, "Do you have an A in the second space" or "Do you have an F on the fifth line?" 

Students playing treble clef Go Fish. 

Fifth grade students reviewed the rhythm to the song Our Old Sow as a class and learned to play the song's game. Additionally, students worked together with partners to place eight flashcards of the song's rhythm in the correct order. After completing this assignment, students were given two options. First, they could clap one or two of the patterns and their partner had to choose the correct answer. Second, they could rearrange the cards to create a new song and then clap the rhythm patterns in their new order. Additionally, students were given further opportunities to improvise four-beat rhythms using dotted quarter notes and eighth notes. I was very proud of each of the students who volunteered to come up in front of the class to improvise a pattern. Next week students will begin learning a new rhythmic pattern called sycopation.

Students created a new pattern to clap.

Week Eight in Review (Oct. 26 - Oct. 30)

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

Kindergarten students completed a melodic pre-assessment this week. This assessment will be used to track each Kindergarten student's progress on the melodic skill high/low throughout the school year. As students were assessed one-on-one, students enjoyed learning about the instruments of the orchestra through a video entitled Oscar's Orchestra. Students also began learning a song called Lucy Locket this week. This song has a 'hot'/'cold' game which enables the students to practice their loud and quiet singing voices. Additionally,students were introduced to a fun instrument called a vibraslap. Students used this instrument in a chant called Old Mrs. Witch, which enabled students to explore how their voice can go up and down just like flying. Lastly, students enjoyed singing a song called Little Ghostie. In this song, students created a ghost out of a tissue and echoed patterns by singing "ooooo."

First grade students learned a song called What Will You Be? This song gave students the opportunity to play a steady beat on bass xylophones as well as act out many spooky Halloween creatures. Students reviewed the rhythm to Spider, Spider Legs and All by playing short sounds (eighth notes) on rhythm sticks and long sounds (quarter notes) on drums. Students also reviewed the song and game to Witch, Witch and then placed witches onto a two-line music staff to show the contour of the song. Lastly, students enjoyed a movement activity to Edvard Grieg's composition In the Hall of the Mountain King. Students pretended to sneak into the mountain king's cave. As the music grew faster and louder, students realized that the mountain king knew they were there! We ducked behind rocks and eventually jumped out of the cave to safety!

Second grade students began to feel a half note pulse by bouncing tennis balls to the chant Trick or Treat. Students also practiced singing and signing sol and mi by decoding short patterns sung by the teacher. Students decoded the melody to Witch, Witch using the interactive white board and then sang the song using sol and mi. Students reviewed the song Must Be Halloween and read an eight beat rhythmic pattern on the white board. Students played eighth notes on rhythm sticks and quarter notes on drums. Students enjoyed creating a Halloween story to Hungarian Dance #3 by Johannes Brahms. Students began by listening to the composition while the teacher pointed to a form outline. The students were told that the A section represents trick-or-treaters going trick-or-treating, but that they must listen and fill in the rest of the story. The students created their own ideas for the B and C sections and then divided themselves into small groups to create actions and movements for each section. We then performed the whole piece with all of the student's ideas in place! The students also enjoyed having a chance to play the gong along with a picture book entitled Scary, Scary Halloween.

The Hungarian Dance #3 story created by Mrs. Ulin's class.

Third grade students learned a clapping game called Double Trouble which reinforced the steady beat and allowed students to cooperatively work with a partner. Students also worked with partners to decode the song Closet Key. Students were given four flashcards with fragments of the song that students had to sing and place in the correct order. Students also learned a call and response song called Skin and Bones. Lastly, students enjoyed learning about the history of and story behind Camille Saint-Saens' composition Danse Macbre. Students listened for key elements of the composition and discussed Saint-Saens' use of instruments to create aural images.

Students singing the do-re-mi patterns to decode the song Closet Key.

Students checking their work.

Students working with their partners.

Got it!

 Fourth grade students reviewed the song Ding Dong as well as its rhythm. Students used rhythm sticks to play the sixteenth notes found in this song. Students also sang this song in a 2-, 3-, and 4-part round. Students also practiced part singing through the song Boots of Shining Leather. Once students mastered the song and its dance steps, students sang the round in two parts while dancing in two concentric circles. This was quite a challenging feat! Students also continued to practice the letter names of notes on the treble clef staff through an activity called letter dominoes. 

Students have created a staircase with their music 'dominoes'.

These students created a diamond using their music 'dominoes'.

New Bulletin Board: This bulletin board was created by fourth grade students who completed an optional homework assignment. Students created their own sentences to help remember that the notes on the treble clef lines are E-G-B-D-F. Students then drew a picture representing their sentence.

Fifth grade students focused on dotted quarter notes and eighth notes this week. Students found these rhythms in the song Alcitron, a song from Mexico. Students also learned a stick passing game to this song which required everyone in the class to keep a precise steady beat. Students reviewed a series of rhythmic patterns by first identifying patterns clapped by the teacher and then writing those patterns on a dry erase board. Students learned a new song this week entitled Our Old Sow. Students dissected the rhythm of this song and performed each type of rhythm on a different instrument. Students had the opportunity to play rhythm sticks, hand drums, triangles, and tambourines. Students also began a rhythm improvisation activity. In this activity, all students read and clapped a 12-beat rhythm pattern while one student created, or improvised, an additional 4-beat pattern as a solo.