Week One in Review (Sept. 6 - Sept. 9)

Welcome back to school! This week nearly all of the K-5 students at Loon Lake were welcomed back into the music classroom! It was wonderful to see all of the K-1 and 3-5 grade students; I look forward to seeing 2nd grade students in week two! This past week, returning students reviewed and established procedures while reviewing musical skills from the previous year.

Kindergarten students were welcomed into the classroom with a song entitled Come and Follow Me. Students followed Mrs. Aaronson in a line until all were standing in a circle holding hands. Students then learned a song called Hey, Hey Look at Me and explored ways to move their bodies to the steady beat. Students pretended to sip chocolate milk through a straw and hiss like snakes to practice breath support for singing. Students were challenged to hiss like baby snakes (quietly) and big snakes (loudly). Students saw and heard a slide whistle and were challenged to imitate the instrument's sound with their voice. Students learned a chant about naughty Mr. Bee; he stung a man on his knee and pig on his snout! We talked to Mr. Bee and he will be sure not to do that again! Students enjoyed buzzing like bees and pretending to get pollen from a flowers. Students explored their speaking, whisper, shouting, and singing voices. Students were then introduced to Melody, the magical musical monkey. Melody can do many different tricks, but she will only do them if the students sing to her. Many students were excited to ask melody to jump, walk, sing, and spin!

First grade students were welcomed into the classroom with a new song entitled Welcome, Welcome, Everybody. Students then introduced themselves to the class through a name game called P, My Name is Paul. In this game, students stated the letter at the beginning their name, their name, and something that also begins with that letter. For example, Mrs. Aaronson said, "A my name is Mrs. Aaronson and I like acorns." Students then learned a song called Hey, Hey Look at Me and explored ways to move their bodies to the steady beat. Students enjoyed playing a game called Move and Freeze. During this game, students quietly moved around the room (tiptoeing, skipping, hopping, etc.) until they heard the teacher play the pattern "short-short long." After students heard this pattern they froze. This game prepares students to hear patterns of short and long sounds, which is important for learning to read rhythm. Lastly, students enjoyed using their loud and quiet voices in the story Five Little Monkeys Swinging from a Tree. Students explored the story twice, once with puppets and again with a book.

2nd grade students will begin music classes in week two.

3rd grade students were welcomed into the classroom with a new song entitled Welcome, Welcome, Everybody. Students introduced themselves with the song Up the Ladder. Students took turns saying their names and the names of their classmates in rhythm as Mrs. Aaronson accompanied on the djembe. Students reviewed the song Rocky Mountain and melodic notes do, re, mi, sol, and la. Students also reviewed the rhythm of the song by tapping it on their hands. Students were asked to write eighth notes, quarter notes, and half notes on the board. Students also began learning a patting/clapping pattern for a new song entitled Tideo. This song, which will be used to prepare students for new note high do, contains a two-part dance that students will learn next week.

4th grade students were welcomed into the classroom with a new song entitled Welcome, Welcome, Everybody. Students introduced themselves with the song Up the Ladder. Students took turns saying their names and the names of their classmates in rhythm as Mrs. Aaronson accompanied on the djembe. Students reviewed the song Great Big House in New Orleans and melodic notes do, re, mi, sol, and la. Students also reviewed the rhythm of the song by tapping it on their hands. Students were asked to write eighth notes, quarter notes, and half notes on the board. Additionally, students began learning a game from the Philippines entitled Sagidi, Sapopo. In this game, students performed four-beat movements in canon. This week students were very successful at performing a two-part body percussion canon. Next week, we will try three-parts!

5th grade students were welcomed into the classroom with a new song entitled Guten Morgen. In this song students learned how to say good morning in German, Spanish, and Italian. Once students could successfully sing the song as a class, they were challenged to sing it as a 2-part round. Next week, students will attempt to sing the round in 3 and 4 parts! Students introduced themselves to the class through an African American chant entitled Shabooya. Students continued to get to know their classmates by singing You've Changed. While the class sang this song, one student changed something about himself. For example, he might have tucked in his shirt, rolled up his sleeves, or untied his shoe. After the song was over, the class attempted to guess what had changed. Students also enjoyed playing this game in partners. Lastly, students learned a game entitled King of the Castle. In this game, students were required to repeat a four-beat pattern (pat, clap, snap, snap) while names were passed around the circle. The goal was to make sure that each name was said on the first snap. While this sounds quite simple, it is much more difficult than it appears. Students were told to practice over the weekend so that we can try again next week.

Mrs. Ellis's students were welcomed into the classroom with a new song entitled Welcome, Welcome, Everybody. Students introduced themselves through the song Willoughby Wallaby Woo. In this song a monkey sits on 'me and you.' Each child had a turn to say his or her name and have the monkey sit on them. Students then learned a song called Hey, Hey Look at Me and explored ways to move their bodies to the steady beat. Students pretended to sip chocolate milk through a straw and hiss like snakes to practice breath support for singing. Students were challenged to hiss like baby snakes (quietly) and big snakes (loudly). Students saw and heard a slide whistle and were challenged to imitate the instrument's sound with their voice. Students learned a chant about naughty Mr. Bee; he stung a man on his knee and pig on his snout! We talked to Mr. Bee and he will be sure not to do that again! Lastly, students enjoyed using their loud and quiet voices in the story Five Little Monkeys Swinging from a Tree. Students explored the story twice, once with puppets and again with a book.

Mrs. Ross's students were welcomed into the classroom with a new song entitled Welcome, Welcome, Everybody. Students introduced themselves through the song Bounce High, Bounce Low. Each student's name was placed into the song and each student had a chance to bounce a basketball to another student. Students moved their arms up and down to show the melodic direction of the notes in the song. Students then listened to Fossils from Carnival of the Animals while performing motions to the steady beat. Students also watched a video in which an animated centipede played all of the instruments in this song. Students were asked to identify all of the instruments.  Students were then given rhythm sticks and instructed to imitate four-beat patterns of quarter notes and eighth notes. The goal of this aural activity is to prepare students to read these notes. Students also began learning a song entitled Closet Key.This song which includes a fun guessing game, will be used to review/introduce students to melodic notes mi, re, and do.

Mrs. Muller's students were welcomed into the classroom with a new song entitled Guten Morgen. In this song students learned how to say good morning in German, Spanish, and Italian. Students introduced themselves to the class through an African American chant entitled Shabooya. Students continued to get to know their classmates by singing You've Changed. While the class sang this song, one student changed something about himself. For example, he might have tucked in his shirt, rolled up his sleeves, or untied his shoe. After the song was over, the class attempted to guess what had changed. Students learned/reviewed the song Great Big House in New Orleans and its rhythms. Students read eighth notes, quarter notes, and half notes.

Welcome Back!

Hello Everyone and Welcome to Music at Loon Lake!

My name is Nicole Aaronson and I am very excited to be teaching music at Loon Lake Elementary School again this year! I am looking forward to meeting all of our new students, greeting all of our returning students, and sharing a year filled with joyful music learning experiences. All year students will be learning musical concepts through singing, dancing, playing classroom instruments, and participating in a wide variety of musical activities and educational games. This blog will highlight what students are learning in class and will serve as a main form of communication for the music classroom. It will be updated weekly, so please visit often! Additionally, you can sign-up to receive email notifications each time this blog is updated by entering your email address in the "Follow by Email" box found on the right side of the home page.

If you have any questions about Loon Lake's music program, please feel free to contact me by phone or email. I will respond to your call or email as quickly as possible. I would like to once again express my excitement about the 2016-2017 school year! I look forward to seeing all of you soon!

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!