Week Thirty Eight in Review (June 13 - June 15)

Wow! What an unbelievable and amazing year it has been here in the music room at Loon Lake Elementary. This week the school year came to a close as students attended their final classes, finished assessments, and enjoyed learning and reviewing musical games. Below are some of the highlights:


Kindergarten students did not have class this week.

First grade students completed a rhythm reading assessment by reading quarter notes, quarter rests, and eighth notes while listening to recorded music. The students' goal was to read the rhythms to the steady beat of the music. After reviewing a series of flashcards, students were given a pair of rhythm sticks and were asked to speak the rhythm while playing it on their sticks. After completing this final assessment, the student with the birthday closest to the day's date was asked to choose a game from earlier in the school year that they would enjoy playing one more time. Games included Naughty Kitty Cat, Witch, Witch, and Snail, Snail.

Second grade students did not have class this week.

Third grade students completed an assessment on form this week. Students were give a sheet containing three songs. Each song was divided into four sections. Students had to identify which sections of the song (if any) were the same and which were different. Students were then asked to label the sections with the letters A,B,C, and/or D. Students used repeated letters to show repetition and different letters to indicate a lack of repetition. Following this assessment, students reviewed the song Kingsland and its game. On the last day of class, students went outside to play this game.

Fourth grade students learned a new song and game this week, Ye Toop Doram. This song, which is sung in Farsi, is from Afghanistan. In the song's game, the class sits in a circle while one student stands in the middle of the circle. The students in the circle alternated passing the ball and rolling it on the floor. Their goal was to tap the person in the middle on the foot with the ball. If this student gets tapped, he is out. If this student does not get tapped, he gets another turn. As students improved at this game, more students were added to the center of the circle. 

Fifth grade students enjoyed playing a fun hide and seek game entitled Rabbit and the Possum. In this game, the whole class sings while two students sit back to back with their eyes closed. Another students hides a 'totally fake' forty dollar bill. At the end of the song, the two students open their eyes and race to be the first person to find the forty dollar bill. Lastly, students enjoyed reviewing the game Ye Toop Doram. Students learned this song and game earlier in the year during our rhythm unit.

 Have a wonderful summer!!

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.

Week Thirty Six in Review (May 30 - June 3)

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 and began learning how to play a xylophone using two hands and two mallets. Students were instructed to 'ride a bike' (this sets their hands up in the correct position). Often, students who hold their hands incorrectly are 'driving a car' rather than 'riding a bike'. Each student was given an opportunity to try using both hands and the students sitting to their sides were asked to help make sure they were holding the mallets correctly. I was surprised how quickly and effectively students were able to help each other. Students were even able to help Mrs. Aaronson fix her purposely incorrect hands! Students also began learning a fun song entitled Old Mister Rabbit. This song has a fun game similar to London Bridge. As each rabbit is 'captured' in the trap, he or she joins the trap to make it even bigger. Students got the biggest thrill out of this game and asked to play it again next week!
 
First grade students reviewed how to play melodic notes sol mi and la on the xylophone this week. Students were introduced to a series of flashcards containing new melodic patterns. Students sang these patterns and then worked with partners to play them on the xylophone. After students were successful at playing these patterns, they were asked to arrange the cards to make a song! Students enjoyed mixing the cards up and attempting various combinations.

Second grade students were assessed on their ability to play the notes do mi sol 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. 

Third grade students explored form this week by creating movement for a song in the form of ABC. As a class, students chose three different movements to represent each section of the form. Then students performed these movements to recorded music. Students also began learning to recognize form in written music. Students discovered that the form to the song Hot Cross Buns is AABA. In other words, there are three sections of the song that repeat and only one section that is different. Additionally, students learned and practiced singing the solfege for the B section of the song Big Eyed Rabbit.

Fourth grade reviewed the three different body percussion parts for I Lost the Farmer's Dairy Key. Students were then shown how to transfer each of these parts to the xylophone. After students were secure on each of these parts, they were challenged to play all there parts simultaneously. It took a bit of practice, but each class was eventually able to perform all three rhythms successfully. Students also practiced identifying rhythmic patterns containing sixteenth notes. After listening to a pattern being played on the recorder, students attempted to identify the correct pattern from six choices.

Fifth grade students completed their music evaluation unit final project this week. I have to admit, I was very impressed with the quality of the students' work. This was an incredibly challenging project. I was impressed with the students' accuracy as well as their resiliency in the face of this challenge. Many students created several drafts of their listening map before they were sure they had completed their best work. Some students even went above and beyond - their maps contained all five elements and pictures that fit the theme. Well done, fifth grade!

Week Thirty Five in Review (May 23 - May 27)

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 learned a new chant entitled Little Bird. Students learned the words to this chant and were asked to pat and hop on the 'special' words. Later students will transfer these special words onto the xylophone and play it using two hands! Up until this point, students have been working with only one mallet. The main focus has been on student familiarity with the instrument rather than technique. Students also reviewed the song Two Little Black Birds. Each student enjoyed having the chance to be either the bird named Jack or the bird named Jill. Students added flying sounds by playing glissandos on the xylophone. Lastly, students completed a steady beat assessment by marching around the classroom to the steady beat of a drum. It is rather impressive how much progress Kindergarten students have made on steady beat this year!

First grade students reviewed the melodic notes and game for the song Lucy Locket. Students then worked with partners to practice transferring their knowledge of melodic notes sol mi and la to the xylophone. After having time to practice, students were invited to play the song for the class. It was quite thrilling to watch how successful the students were at transferring their prior knowledge to this instrument!

Second grade students practiced melodic notes do re mi sol and la this week using a song entitled Do As I'm Doing. After copying several motions performed by the teacher, students were asked to come up with their own movements. Each student in turn was given a turn to lead the class in movement. Students also practiced playing melodic notes do mi sol and la on the xylophone. Students were given a packet containing six new melodic flashcards. Students were instructed to work with partners and to play these patterns on the xylophone. After students were successful in playing these patterns, there were asked to arrange their favorite cards to create a song. Some students used all six cards! Students also reviewed the chant Jeremiah and continued to review musical terms piano (quiet) and forte (loud).

Third grade students continued to explore musical form this week through the song I've Been to Harlem. Students were introduced to the two main sections of the song as well as two additional sections of movement. Each section was labeled with a letter: A, B, C, or D. For each section, the students were to either sing and move or simply move. After students fully understood what to do for each section, the class explored different combinations of letters. For example: ABA, ABCBA, ABACDABC, etc. Students particularly enjoyed being asked to reshuffle the letters to create a new form. It very enjoyable to watch the students respond as quickly as possible when one section changed to the next. Lastly, students learned a new song containing low sol and low la (Big Eyed Rabbit). 

Fourth grade students continued to study sixteenth notes this week. Students reviewed the song and Orff arrangement (xylophones) to the song Chatter with the Angels. Students then learned a new song entitled I Lost the Farmer's Dairy Key. This song has a fun rock/paper/scissors game and an Orff arrangement that contains sixteenth notes. Students learned the game as well as a series of three body percussion patterns that will later be transferred to xylophones. Additionally, students reviewed the song and game Rabbit and the Possum as well as the rhythm game Heads Up, Rhythms Up.

Fifth grade students took a one day mini-break from our music evaluation unit this week. In order to give students a bit of a mental break before diving into our final project, students enjoyed a change of pace in the form of a rhythm stick movement activity. Students learned a two-part (AB) pattern for the Swedish song Fjaskern. The pattern included tapping the rhythm sticks on hands, hips, and shoes as well as passing the sticks around the circle. It was quite the challenge for students to stay with the steady beat and not drop their sticks. After becoming acquainted with this pattern, students performed it to recorded music. The best part about the recording was that it gradually got faster and faster! As the recording sped up students really had to concentrate in order to keep the pattern going! Following this mental break, students began working on their final project: creating a listening map that contains at least three elements (instruments, form, rhythm, pitch, and/or dynamics) to Chopin's Waltz No. 1.