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Archives: AT A GLANCE

June 2018

Week 38—NO SCHOOL

May 2018

Week 34

ALL GRADES—Review for PARENT OPEN HOUSE

Week 35

ALL GRADES—Substitute Lessons

Week 36

ALL GRADES—PARENT OPEN HOUSES

Week 37

ALL GRADES—End of Year Activities and Songs

April 2018

Week 30

KINDERGARTEN—Opening warm-ups and review all music concepts. We snag Hello, Hello, Rhythms All Around, Down By the Bay. New sentence MUSIC HAS A STEADY BEAT. We moved to Funga Alafia. 

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. (Africa Week 2) Review all sentences focusing on Africa is a Continent. Oh Africa! We recited the numbers 1-10 in Swahili with Ella Jenkins.  We sang the Swahili song Pole Pole and add Dima, Dima and Che Che Coolay with African movement. We watched two short videos; one about a young girl named Brenda in Uganda called This is My Village and the Beauty of Africa with native animals.

SECOND GRADE—Opening warm-ups and reviewed The Solfege Song, America the Beautiful and Pop Goes the Weasel.  We then played an Israeli beanbag circle activity called Hora Agadati.

Week 31

KINDERGARTEN—Opening warm-ups and review all music concepts. Rehearsed Capo Song, Hello, Hello, 1-2 Buckle My Shoe, 10 Fingers. Reviewed Fanga Alafia, Animales and introduced the Noble Duke of York.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock.  Continued to rehearse Miss Mary Mack, handclapping activity and did a yarn ball passing game to Galopede. Students got to see Mrs. Evans' djembe.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA TI DO' and the Solfege Song. Mrs. Evans used a map and clothes from the culture to discuss the traditional costumes of Austria (Europe). This included yodeling, TEMPOS (fast, slow and moderate) using a drum and movement, dirndls, lederhosen, cuckoos, and the Tyrol. We learned a traditional song The Cuckoo with hand clapping parts.

Week 32

KINDERGARTEN—Opening warm-ups and review all music concepts. Reviewed Animales. Introduced to Sleeping Bunnies and last sentence MUSIC HAS TAs, TI-TIs, and RESTs. Wee Sing video Part 2.

FIRST GRADE—Substitute Lessons

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA TI DO' and the Solfege Song. We continue to discuss Austria, yodeling, and TEMPOS (fast, slow and moderate) using a drum and movement, dirndls, lederhosen, cuckoos, and the Tyrol. We spend time with the traditional song The Cuckoo with hand clapping parts as we begin to work with partners. We watched several short videos on the country of yodeling and heard the world’s most famous yodeler Franzl Lang and an American’s Got Talent finalist Taylor Ware.

Week 33

KINDERGARTEN—Substitute Lesson

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock.  Practiced Miss Mary Mack with partners and did a group movement activity to Eric Carle's Head to Toe.

SECOND GRADE—Substitute Lesson

March 2018

Week 26

KINDERGARTEN—Opening warm-ups and review all music concepts. Sang and moved to My Thumbs, One Finger, Old Gray Cat, Put Your finger in the Air, Gogo, and Riding Our Ponies. Played a movement game with stuffed animals to Alabama Gal.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. Introduced new concept sentence: Music can be short or long. Staccato, Legato, Legato. We did a scarf movement piece to the Syncopated Clock by Leroy Anderson.  We studied FORM (ABACA), articulation words STACCATO and LEGATO as well as the TRIANGLE and CODA.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and continued with part 2 of the Solfege Song.  Students reinforced rhythm skills focusing on TA, TI-TI, Quarter REST, and TA-AH using rhythm flashcards. The lesson focus was Japan and the traditional song Sakura. We discussed the words to the song again.  We analyzed the RHYTHM to each line identifying every line that had a rhythmic match.  We clapped and sang the rhythmic patterns.  Students saw video of Japan and the koto, a traditional instrument. Everyone played Mrs. Evans’ gong.

February 2018

Week 22

KINDERGARTEN—Opening warm-ups, learn part 2 of a school song (see home page) and moved to Who Wants to Dance? We are working on our hand positions for SOL and MI solfege. Introduced the first music concept sentence based on opposites: Music Can Be Loud or Soft. Discussed a loud/soft chart of pictures, learned a loud/soft song called Hey Betty Martin and changed our hand positions with the words of the song. Added different animals as we sang the song.

FIRST GRADE—Opening warm-ups and School Song. Reviewed all the Core Concepts and songs from the Kindergarten Open House

SECOND GRADE—Opening warm-ups and School Song. Reviewed all the Core Concepts and songs from the First Grade Open House.

Week 23

ALL CLASSES—NO SCHOOL

Week 24

KINDERGARTEN—Opening warm-ups, reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin.  Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Shake Your Sillies and Hooked on Swing.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock. Introduced lesson focus sentence: Music can be “p”, “f” or < (soft, loud, or getting louder).  We sang I’m a Little Teapot in all three DYNAMICS and then learned the American folk song When Johnny Comes Marching Home. We ACTIVELY LISTENED to American Salute by Morton Gould that uses the theme of When Johnny Comes Marching… in the piece.  The students listened to the song and identified the number of times the song was played by forming a tally using Popsicle sticks.  We discovered Morton Gould used it eight times in American Salute.  Each time was a different variation.

SECOND GRADE—Opening warm-ups as listed above, reviewed the school song (see home page), and reviewed hand clapping activity to Miss Mary Mack from 1st grade with partners.  We discussed lullabies (What, Who, When, Character, DYNAMICS, TEMPO, lyrics and PITCH). We discussed the lyrics to All the Pretty Little Horses.  We identified repeated MELODIC PATTERNS and PITCH. We rocked little stuffed animals and showed the downward PITCH using our thumbs for four of the lines in the song.  

Week 25

KINDERGARTEN—Opening warm-ups, review all music concepts.  Introduce new concept ‘F’ Means Loud.  We talked about music language is based on Italian and they saw where Italy was on a map. After reviewing other loud/soft songs the children learn the song Grizzly Bear, Grizzly Bear. We act out the song recognizing the one word that is loud: “mad”. If there was extra time we sang This Little Light and If You’re Happy and Alabama Gal.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. We sang The Fishing Song, Poor Hand is Shaking.  We reviewed American Salute and When Johnny Comes Marching Home. Review concept sentences and introduce Music Can Be Fast or Slow.  This is TEMPO. We learn The Mulberry Bush. Then we sing it using either fast or slow TEMPOS on each verse.  We ACTIVELY LISTEN to Igor Stravinsky’s Russian Dance and identify the FORM as Fast, Slow, Fast. We perform Form the Corn.

SECOND GRADE—Opening warm-ups as listed above, review the school song (see home page). Opening warm-ups as listed above and sang DO MI SO LA and added RE to the scale.  We sang Mary Had a Little Lamb using our solfege hands on those pitches. We reviewed the lyrics to All the Pretty Little Horses.  We identified again repeated MELODIC PATTERNS and PITCH. Every student played the downward melody on a set of resonator bells using correct hand and playing technique as demonstrated by Mrs. Evans. Every student received a stuffed animal to rock to the lullaby.  We ended with Hush Little Baby with Bobby McFerrin and Yo Yo Ma's arrangement

January 2018

Week 18

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. We had a new sentence MUSIC CAN HAVE A STEADY BEAT. We moved to Fanga Alafia moving the beat around on different parts of our bodies.  We learned a Spanish song called Animales. 

SECOND GRADE—Opening warm-ups. Focused on jazz, scat singing with the song, Swinging the Blues Away, Moved to Valsa Dos Cavalos and the Russian song Cazachok.

3rd GRADE—Opening warm-ups including the solfege scale and reviewed the solfege to Froggie Went a Courtin’ and the song Pippety, Poppety a pin game. Then we played the British party game as a class.  It was great fun. We learned an Irish circle dance called Celtic Suite by Chappelle.

Week 19

ALL CLASSES—Review for Open House

Week 20

ALL CLASSESPARENT OPEN HOUSE

Week 21

KINDERGARTEN-Opening warm-ups as listed above, learn part 1 of a school song (see home page), Welcome Song, Pete the Cat book, I’m Rocking in my School Shoes, Head, Shoulders, Knees and Toes, What are You Wearing? and What’s Your Name? yarn ball toss.

FIRST GRADE—Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Pete the Cat book, I Love My White Shoes, Head, Shoulders, Knees and Toes, What are You Wearing? and What’s Your Name? yarn ball toss.

SECOND GRADE—Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Senior Don Gato song with book, Names, Names circle game and I Love Summer ball bounce RHYTHM activity in large group

December 2017

Week 15

KINDERGARTENOpening Warm-ups and Starlight on So and Mi. Re reviewed high and low. We sang the song “I’m Bringing Home My Baby Bumblebee. Finally we watched an Interactive Listening Map Flight of the Bumblebee by Rimsky-Korsakov, and then Faeries and Giants by Elgar .  Then the boys did strong movements with a long tube as the giants and girls used scarves and danced like fairies to the music.

SECOND GRADE—Opening warm-ups.  (Austria Week 2) We continue to discuss Austria, yodeling, and TEMPOS (fast, slow and moderate) using a drum and movement, dirndls, lederhosen, cuckoos, and the Tyrol. We spend time with the traditional song The Cuckoo with hand clapping parts as we begin to work with partners. We watched several short videos on the country of yodeling and heard the world’s most famous yodeler Franzl Lang and an American’s Got Talent finalist Taylor Ware.

THIRD GRADE—After warm-ups we learned the English party song Pippety, Poppety.  We learned the solfege to the melody.  Then we reviewed Froggie Went A Courtin’ and two students were the puppet masters for the frog and mouse.  We also added the solfege.  We sang an English song called Pippety, Poppety and learned the corresponding solfege and the group game was introduced as well.

Week 16

ALL CLASSES—SUBSTITUTE TEACHER

Week 17

ALL CLASSES—NO SCHOOL (Friday Classes)

November 2017

Week 11

KINDERGARTEN—Opening warm-ups. We review sentences and sing Did You Ever See a Squirrel/Bear?, Thunder, Rain. We move to the Skeleton Dance and we concluded on the floor in a circle activity focusing on STEADY BEAT and passing pumpkins to friends.  Mrs. Evans shared what was in one of the special pumpkins. 

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and added TI and high DO to the scale using my friend “Wilson” the tennis ball to indicate proper mouth position. We then performed scales up and down using solfege.  We sang the Solfege Song and a new piece, Doe a Deer from the Sound of Music. We were wrapping up our work on Sakura by reviewing 4-beat rhythms, singing the rhythm of the song while pretending to play finger cymbals.  Students were introduced to the Dynamics chart and heard an introduction to the classic song America the Beautiful.

Week 12—NO SCHOOL

Week 13

KINDERGARTEN—Opening warm-ups.  We reflected on Thanksgiving and being thankful!  Students ACTIVELY LISTENED to a piece called December Snow, first identifying what people or place the music was related to (Native American Indians) and then identifying PITCH that stays the same in the piece.  They traced the MELODY with their fingers.  Some classes if technology was available saw the interactive listening map with the snowflake moving to the MELODIC map as well as the Native American pipe player.  Using the yarn ball each child shared one or two things he/she was thankful for and we incorporated some of the answers into the song, Giving Thanks.  Next we sang the tune Five Fat Turkeys with motions including the mad cook who couldn’t seem to find the turkeys!

SECOND GRADE—Opening warm-ups and sang DO RE MI SO LA TI and high DO. We performed the doubles and rhythmic patterns scale song using solfege.  We sang the Solfege Song and a new piece, Doe a Deer from the Sound of Music. We sang Sakura a final time using finger cymbals.  After reviewing dynamics and phrasing we transferred our knowledge to America the Beautiful and Pop! Goes the Weasel by singing specific dynamics during the song and demonstrating the phrases through the use of a piece of yarn. We ended with Valsa Dos Cavalos, a dance movement activity.

3rd GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence.  We continued learning the song Orchestra, Orchestra with a focus on the Percussion family. We reviewed the history behind The Star Spangled Banner and Francis Scott Key.  We sang the anthem and broke up into groups with word strips. The students had to put them in order.  We checked our work and then we sang the anthem again. We worked on Michael Finnegan if there was time.

Week 14

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. Students were introduced to their next music concept Music can be High and Low.  Students used their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). Through the use of a high/low picture chart and much discussion students discovered that a man’s voice is low and a woman’s voice is high and that a piano is both high and low.  Mrs. Evans used her pop up puppet, a balloon and bells to demonstrate high and low pitch.  We sang a classic song “I’m Bringing Home My Baby Bumblebee” with high and low voiced stings and a buzzing vocalization at the end. Students caught their own bees and kept them safe in their “cave-like” hands complete with a peephole as they performed the song.

FIRST GRADE—Opening warm-ups, review all music concepts. Then we watched a creative iPad app present Carnival of the Animals by Camille Saint-Saëns featuring, Royal March of the Lions, Roosters, Turtles, Wild Horses, Elephants and the Aquarium. We sang Hello, Hello and Riding our Ponies.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We experienced the ELEMENTS of music BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVISATION through a fun story called the Brilliant Marshmallow Rabbit.  We reviewed the meaning of the first 8 ELEMENTS and continued on with the remaining 4 with listening examples from a variety of genres.  

October 2017

Week 7

KINDERGARTEN—Opening Warm-ups and Starlight.  Moving into our next content sentence: Music can be FAST or SLOW.  We reviewed our fast/slow chart.  We discussed the difference between squirrels and bears as winter approached.  We sang Did You Ever See a Squirrel? (fast) and Did You Ever See a Bear? (slow) using specific movements and TEMPOS. Then we ended with movement to a fast/slow montage piece that required ACTIVE LISTENING as our body movements corresponded to the music.

FIRST GRADE—Opening warm-ups, review all music concepts. Then we watched a creative iPad app present Carnival of the Animals by Camille Saint-Saëns featuring, Royal March of the Lions, Roosters, Turtles, Wild Horses, Elephants and the Aquarium. We sang Hello, Hello and Riding our Ponies.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We finished the sound samples for the Element cards and continued learning the song Orchestra, Orchestra . New TEMPO concept: RITARDANDO and ACCELERANDO for the song Michael Finnegan. We worked on partner clapping activity for the song. 

Week 8

KINDERGARTEN—Opening warm-ups, review all music concepts.  Continued with MUSIC CAN BE FAST OR SLOW. We sang Squirrels and Bears. We reviewed the fast/slow chart.  Mrs. Evans read The Tortoise and the Hare.  We discussed the importance of giving your 100% best in all you do. We moved to the Fast and Slow piece and ended with Form the Corn and Standing Like Tree.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and continued with part 2 of the Solfege Song.  Students reinforced rhythm skills focusing on TA, TI-TI, Quarter REST, and TA-AH using rhythm flashcards. The lesson focus was Japan and the traditional song Sakura. We discussed the words to the song again.  We analyzed the RHYTHM to each line identifying every line that had a rhythmic match.  We clapped and sang the rhythmic patterns.  Students saw video of Japan and the koto, a traditional instrument. Everyone played Mrs. Evans’ gong.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We continued learning the song Orchestra, Orchestra with a focus on the String family. We continue with the folksong, Michael Finnegan. We review TEMPO (accelerando and ritardando). We begin to perform the complex clapping patterns in partner groups.

Week 9

KINDERGARTEN—Opening warm-ups and Starlight sung to SO MI pitches. Using her guitar Mrs. Evans sang with the class If You're Happy and You Know It with the class.  We used plastic spider rings to The Eeency Weency Spider Song, and did movement to Hello, Hello, 1,2 Buckle My Shoe, 10 Fingers and Listen and Move.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and continued with part 2 of the Solfege Song.  Students reinforced rhythm skills focusing on TA, TI-TI, Quarter REST, and TA-AH using rhythm flashcards. T

We continued with the Japanese song Sakura. We identified repeated RHYTHM PATTERNS and clapped and sang them. Then we used RHYTHM STICKS to play the rhythms while we sang.  We concluded with a stick activity to the Swedish song Fjäskern.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We rehearsed the Brilliant Marshmallow Rabbit. We continued learning the song Orchestra, Orchestra with a focus on the Woodwind family. We followed leaders to a montage of Walking Music and practiced moving quickly from color groups to scatter to a large circle.  We worked on Michael Finnegan in partners.

Week 10

KINDERGARTEN—Saw Pumpkins, Pumpkins, Pumpkins!  Students experienced Mrs. Evans’ “magic pumpkin”, learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS that they learned including the addition of “p means soft”.  The lesson continued with a Pumpkin Patch activity where all the students turn into creative, standing pumpkin faces (Jack-0-Lanterns). Next Mrs. Evans read the story Spookley the Square Pumpkin that highlights the importance of our unique individualities and giving our best to others.  We closed with a circle activity where we passed pumpkins to the steady beat to Steady Pass the Pumpkin.  Mrs. Evans showed the students her special pumpkin with characters inside.

SECOND GRADE—Opening Warm-ups and scale from Do to Do.  Review Sakura. Then we discussed FORM through the song Pick-A-Pick-A-Pumpkin.  Mrs. Evans gave students different movements for the A and B sections.  Then a few students gave us new movements to try. 

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We rehearsed the Brilliant Marshmallow Rabbit. We continued learning the song Orchestra, Orchestra with a focus on the Brass family. We continued with Ginger Beer in 2-3 groups as a round. We also moved to a Walking Music Montage with different group leaders.

AugustSeptember 2017

Week 1

KINDERGARTEN-Opening warm-ups as listed above, learn part 1 of a school song (see home page), Welcome Song, Pete the Cat book, I’m Rocking in my School Shoes, Head, Shoulders, Knees and Toes, What are You Wearing? and What’s Your Name? yarn ball toss.

SECOND GRADE—Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Senior Don Gato song with book, Names, Names circle game and I Love Summer ball bounce RHYTHM activity in large group.

THIRD GRADE Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Senior Don Gato song with book, Names, Names circle game and I Love Summer ball bounce RHYTHM activity in large group.

Week 2

KINDERGARTEN-

Opening warm-ups, learn part 2 of a school song (see home page) and moved to Who Wants to Dance? We are working on our hand positions for SOL and MI solfege. Introduced the first music concept sentence based on opposites: Music Can Be Loud or Soft. Discussed a loud/soft chart of pictures, learned a loud/soft song called Hey Betty Martin and changed our hand positions with the words of the song. Added different animals as we sang the song.

SECOND GRADE—Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Hush Little Baby with Bobby McFerrin and Yo Yo Ma's arrangement, Action Leader movement and Names, Names circle game.

THIRD GRADE Opening warm-ups as listed above, review the school song (see home page), Welcome Song, SEcho Chains with So Mi in groups, One Gingerbeer, Dynamic  chart review and Little Baby with Bobby McFerrin and Yo Yo Ma's arrangement.

Week 3

KINDERGARTEN—Opening warm-ups, reviewed the school song (see home page) and moved to Welcome to Music.  pening warm-ups, reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin.  Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Apples and Bananas and Form the Corn.

SECOND GRADE—Opening warm-ups and School Song. Reviewed all the Core Concepts and songs from the First Grade Open House.

THIRD GRADE—Opening warm-ups and School Song. Reviewed all the Core Concepts and songs from the Second Grade Open House.

Week 4

KINDERGARTEN—Opening warm-ups, reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin.  Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Shake Your Sillies and Hooked on Swing.

SECOND GRADE—Opening warm-ups as listed above, reviewed the school song (see home page).   We discussed lullabies (What, Who, When, Character, DYNAMICS, TEMPO, lyrics and PITCH). We discussed the lyrics to All the Pretty Little Horses.  We identified repeated MELODIC PATTERNS and PITCH. We rocked little stuffed animals and showed the downward PITCH using our thumbs for four of the lines in the song.  Mrs. Evans used melodic step bells for the down pitch pattern.

THIRD GRADEOpening warm-ups. We reviewed DYNAMICS using large cards in front of the room that had to be put in order from softest to loudest.  We then discussed the Grand Canyon through several pictures and American Composer Ferde Grofé’s Sunrise composition from Grand Canyon Suite. We quickly identified the PITCH for a sunrise piece would have a sense of upward movement and the DYNAMICS would move from very soft to very loud.  We then talked about the key instruments/families in the piece being piccolo, flute, English horn, Strings, Brass and Cymbals.  During our ACTIVE LISTENING, students raised their hands to various prompts.

Week 5—Substitute lessons

Week 6

KINDERGARTEN—Opening warm-ups, review all music concepts.  Introduce new concept ‘F’ Means Loud.  We talked about music language is based on Italian and they saw where Italy was on a map. After reviewing other loud/soft songs the children learn the song Grizzly Bear, Grizzly Bear. We act out the song recognizing the one word that is loud: “mad”. If there was extra time we sang This Little Light and If You’re Happy and Alabama Gal.

SECOND GRADE—Opening warm-ups as listed above, review the school song (see home page). Opening warm-ups as listed above and sang DO MI SO LA and added RE to the scale.  We sang Mary Had a Little Lamb using our solfege hands on those pitches. We reviewed the lyrics to All the Pretty Little Horses.  We identified again repeated MELODIC PATTERNS and PITCH. Every student played the downward melody on a set of resonator bells using correct hand and playing technique as demonstrated by Mrs. Evans. Every student received a stuffed animal to rock to the lullaby.  We ended with Hush Little Baby with Bobby McFerrin and Yo Yo Ma's arrangement.

THIRD GRADEWe reviewed Sunrise by Frede Grofé. Opening warm-ups solfege scale and One Gingerbeer part 3. We experienced the ELEMENTS of music BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVISATION through a fun story called the Brilliant Marshmallow Rabbit.  We discussed the meaning of the first four ELEMENTS with listening examples from a variety of genres and movement.

HAPPY SUMMER!!!!

5-22-2017—Parent Open House ALL GRADES 

5-15-2017

ALL GRADES Open House Review

5-8-2017

KINDERGARTEN at ABESOpening warm-ups and school song. Moved to Ten Fingers and Body Parts. Bean Bag activity to Bean Bag Disappear and Bean Bag Toss.  Ended with Listen and Move..

FIRST GRADE at ABES— Opening warm-ups and school song. Moved to Ten Fingers and Body Parts. Bean Bag activity to Bean Bag Disappear and Bean Bag Toss.  Ended with Listen and Move.

SECOND GRADE at ABES— March of the Siamese Children from The King and I activity with scarves, rhythm sticks and shaker eggs.

5-1-2017

KINDERGARTEN at ABES—We opened with warm-ups. We Moved to What Are You Wearing?, Apples and Bananas, Aerobics A-Z, Sleeping Bunnies and Hunt the Cows.

FIRST GRADE at ABES—After warm-ups we worked on Miss Mary Mack, and Oh Sinner Man.

SECOND GRADE at ABES—Opening warm-ups. Continued with The Cuckoo and added Swinging the Blues Away, Green Eggs and Ham and Valsa Dos Cavalos.

4-24-2017

KINDERGARTEN at ABES—We opened with warm-ups. We moved to Fanga, Animales, Hunt the Cows and Sleeping Bunnies and watch the short story of the Tortoise and the Hare.

FIRST GRADE at ABES—After warm-ups we worked on Miss Mary Mack, Hunt the Cows and Sleeping Bunnies.

SECOND GRADE at ABES—Opening warm-ups, with Doe a Deer and scale practice. Austria Part II.

4-17-2017

KINDERGARTEN at ABES—We opened with warm-ups. New sentence MUSIC HAS A STEADY BEAT. We moved to Fanga, Animales and Sleeping Bunnies.

FIRST GRADE at ABES—After warm-ups We played a group game Pirate Captain on the Sea.

SECOND GRADE at ABES—Opening warm-ups, with Doe a Deer and scale practice. We studied Austria, TEMPO and the Cuckoo song.

4-10-2017

KINDERGARTEN—Hat parade No class

FIRST GRADE at AB—After warm-ups Mrs. Evans introduced the new concept Music has shape and contour. We discussed and moved our voices to the pictures in the contour chart. We learned a sea shanty called Hear Ye and traced the CONTOUR of the song’s verses. We ended with Dima Dima using egg shakers and Che Che Coolay with African movement.

SECOND GRADE at AB—Opening warm-ups, with Doe a Deer and scale practice. We reviewed basic DYNAMICS in English and Italian, and reviewed  America the Beautiful and Pop! Goes the Weasel by singing specific dynamics during the song and demonstrating the phrases through the use of a piece of yarn. We played a complex bean bag group circle game to the song Hora Agadati.  We concluded by trying to toss our beanbags into the bean bag box.

4-3-2017—SPRING BREAK

3-27-2017

KINDERGARTEN at AB—After warm ups we performed When I was One and Standing Like A Tree.  We reviewed our new concept MUSIC CAN BE HIGH or LOW.  We reviewed the chart of high and low pictures.  We had an individual resonator bells test to check for high and low.  We watched an Interactive Listening Map of Flight of the Bumblebee by Rimsky-Korsakov and Faeries and Giants by Edward Elgar and the boys moved to the giant music and the girls to the fairy music.

FIRST GRADE at AB— Opening Warm-ups.  We continue with Africa is a Continent. Oh Africa! Mrs. Evans plays her djembe and brings African instruments for show and tell. We recited the numbers 1-10 in Swahili and Africa is a Continent chant.  We sang Pole Pole and Dima, Dima and learned Che Che Coolay an African dance. We added a Liberian song Kokoleoko and O Bwe See.

SECOND GRADE at AB—Opening warm-ups, with Doe a Deer and scale practice. We reviewed basic DYNAMICS in English and Italian, and used giant DYNAMIC cards to reinforce the order of the DYNAMICS vocabulary. We transferred our knowledge to America the Beautiful and Pop! Goes the Weasel by singing specific dynamics during the song and demonstrating the phrases through the use of a piece of yarn. We ended with Valsa Dos Cavalos, a dance movement activity.

3-20-2017

KINDERGARTEN at AB— Opening Warm-ups. and Starlight sung to SO MI pitches.  Opening Warm-ups. and Starlight sung to SO MI pitches.  Introduced new music concept “Music can be High and Low”.  Students used their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). We discussed the high/low picture chart, used the pop up puppet to show high and low. After individually seeing the special gift Mrs. Evans got for her mom (a bumblebee) we sang a classic song “I’m Bringing Home My Baby Bumblebee. We closed with Form the Corn.

FIRST GRADE at AB—Opening Warm-ups and SO MI LA to The Clock.  Opening Warm-ups. Reviewed sentences and AFRICA IS A CONTINENT. Watched two videos, Pole Pole by Ella Jenkins and It Never Rains in Africa video.  Mrs. Evans brought her DJEMBE drum.  We sang Dima, Dima, recited 1-10 in Swahili, the Africa is a continent chant, and Kokoleoko.

SECOND GRADE at AB—Opening warm-ups, with Doe a Deer and scale practice. We learned basic DYNAMICS in English and Italian, used Doggone Dynamic cards in partners to reinforce DYNAMICS vocabulary and performed a Celtic Dance called Brafferton Village/Walsh’s Hornpipe.

3-13-2017

KINDERGARTEN at AB— Opening Warm-ups. and Starlight sung to SO MI pitches.  Review the new concept sentence Music can be FAST or SLOW along with the fast/slow picture chart.  Review Did You Ever See a Squirrel? and Did you Ever See a Bear?. We read the book Tortoise ad the Hare and moved to Fast and Slow music medley.  We sang The Fishing Song and Apples and Bananas.

FIRST GRADE at AB—Opening Warm-ups. Reviewed Here We Go Round the Mulberry Bush. New sentence introduced: AFRICA IS A CONTINENT. Watched two introductory videos, Welcome to My Village on Uganda and The Beauty of Africa.  We sang Dima, Dima, recited 1-10 in Swahili, and the Africa is a continent chant.

SECOND GRADE at AB—Opening warm-ups, with Doe a Deer and scale practice. We celebrated Ireland. We sang Wee Man, watched a clip from The Sound of Music and performed a Celtic Dance called Brafferton Village/Walsh’s Hornpipe.

3-6-2017

KINDERGARTEN at AB— Opening Warm-ups. and Starlight sung to SO MI pitches.  Introduce the new concept sentence Music can be FAST or SLOW along with the fast/slow picture chart.  Discuss the difference between squirrels and bears in the wintertime.  Introduce the fast/slow songs Did You Ever See a Squirrel? and Did you Ever See a Bear?,  We sang Form the Corn, and What Are You Wearing?.

FIRST GRADE at AB— Opening warm-ups. Opening Warm-ups and SO MI LA song called The Clock. Introduce new concept sentence: Music can be short or long. Staccato, Legato, Legato. We did a scarf movement piece to the Syncopated Clock by Leroy Anderson.  We studied FORM (ABACA), articulation words STACCATO and LEGATO as well as the TRIANGLE and CODA.

SECOND GRADE at AB—Opening warm-ups, with Doe a Deer and scale practice. Sakura Part 2 with finger cymbal accents and then rhythmic playing of the song’s rhythm patterns on rhythm sticks. Ended with a rhythm stick activity to Fjaskern.

2-27-2017

KINDERGARTEN at AB—Opening warm-ups, READ ACROSS AMERICA focus. We read Pete the Cat, Rockin’ in My School Shoes and Giraffes Can’t Dance as we listened to different style of music: WALTZ, CHA CHA, TANGO, ROCK ‘N ROLL, SCOTTISH DANCE, and AFRICAN NATURE MUSIC. Finished with Form the Corn and My Poor Hand is Shaking.

FIRST GRADE at AB— Opening warm-ups, READ ACROSS AMERICA focus. We performed and read Pete the Cat I love My White Shoes and read Giraffes Can’t Dance as we listened to different style of music: WALTZ, CHA CHA, TANGO, ROCK ‘N ROLL, SCOTTISH DANCE, and AFRICAN NATURE MUSIC.

SECOND GRADE at AB—Opening warm-ups, with Doe a Deer. READ ACROSS AMERICA focus. We read the story of Señor Don Gato. We read narration and sang songs from Suessical like Green Eggs and Ham. We ended with statue movement to Seven Jumps.

2-20-2017

KINDERGARTEN at AB—Opening warm-ups, review all music concepts.  Introduce new concept ‘F’ Means Loud.  We talked about music language is based on Italian and they saw where Italy was on a map. After reviewing other loud/soft songs the children learn the song Grizzly Bear, Grizzly Bear. We act out the song recognizing the one word that is loud: “mad”. If there was extra time we sang This Little Light and If You’re Happy and Alabama Gal.

FIRST GRADE at AB—After warm-ups we sang the Welcome Song.  Students reviewed the School Song. We read Pete the Cat, I love My White Shoes and ended if time permits with Head, Shoulders, Knees and Toes.

SECOND GRADE at AB—Opening warm-ups as listed above and sang DO RE MI SO LA and continued with part 2 of the Solfege Song.  Students reinforced rhythm skills focusing on TA, TI-TI, Quarter REST, and TA-AH using rhythm flashcards. The lesson focus was Japan and the traditional song Sakura. We discussed the words to the song again.  We analyzed the RHYTHM to each line identifying every line that had a rhythmic match.  We clapped and sang the rhythmic patterns.  We did a movement activity called Kazachok, a Russian dance. Everyone played Mrs. Evans’ gong2-13-2017—NO SCHOOL

2-6-2017

KINDERGARTEN at AB—Opening warm-ups and reviewed the school song. We reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin.  Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Shake Your Sillies and Hooked on Swing.

FIRST GRADE at AB—Opening warm-ups and solfege hand sign work with SO MI and LA to the songs Look at Me and The Clock.  We moved to Gogo and Gilly, Gilly Good Morning.  Introduced a handclapping activity with the song Miss Mary Mack.  Introduced lesson focus sentence: Music can be “p”, “f” or < (soft, loud, or getting louder).  We sang I’m a Little Teapot in all three DYNAMICS and then learned the American folk song When Johnny Comes Marching Home. We ACTIVELY LISTENED to American Salute by Morton Gould that uses the theme of When Johnny Comes Marching… in the piece.  The students listened to the song and identified the number of times the song was played by forming a tally using Popsicle sticks.  We discovered Morton Gould used it eight times in American Salute.  Each time was a different variation.

SECOND GRADE at AB—Opening warm-ups as listed above and sang DO MI SO LA and added RE to the scale.  We sang Mary Had a Little Lamb using our solfege hands on those pitches. We reviewed the lyrics to All the Pretty Little Horses.  We identified again repeated MELODIC PATTERNS and PITCH. Every student played the downward melody on a set of resonator bells using correct hand and playing technique as demonstrated by Mrs. Evans.  We ended with a scarf and yarn ball activity to Kenny Loggins version of the lullaby called All the Pretty Little Ponies. Students identified where the lyrics were the same and different using their thumbs. Finished with movement to St. Louis Toodle-Oh by Steely Dan.

1-30-2017

KINDERGARTEN AT LP—Opening warm-ups. We learned part 2 of a school song (see home page) We are working on our hand positions for SO and MI solfege. Introduced the first music concept sentence based on opposites: Music Can Be Loud or Soft. Discussed a loud/soft chart of pictures, learned a loud/soft song called Hey Betty Martin and changed our hand positions with the words of the song. Added different animals as we sang the song. If there was time we did Aerobics from A-Z.

FIRST GRADE— Opening warm-ups as listed above, reviewed the school song (see home page). We sang Welcome to Music.  Then we reviewed all the music concepts from kindergarten including Hey Betty Martin, ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák, sang Hear the Thunder/Hear the Raindrops, Squirrels and Bears, Bumblebee moved to Faeries and Giants by Elgar, sang and moved to Grizzly Bear, and performed Animales. If there was extra time we sang, When I was One and Form the Corn.

SECOND GRADE—Opening warm-ups as listed above, reviewed the school song (see home page), and moved to Who Wants to Dance?  We discussed lullabies (What, Who, When, Character, DYNAMICS, TEMPO, lyrics and PITCH). We discussed the lyrics to All the Pretty Little Horses.  We identified repeated MELODIC PATTERNS and PITCH. We rocked little stuffed animals and showed the downward PITCH using our thumbs for four of the lines in the song. 

1-23-2017

Music Substitute

1-16-2017

KINDERGARTEN AT AB—After warm-ups we sang the Welcome Song.  Students learned Part 1 of the School Song. We read Pete the Cat, Rockin’ Red School Schools and ended if time permits with Head, Shoulders, Knees and Toes.

FIRST GRADE—After warm-ups we sang the Welcome Song.  Students reviewed the School Song. We read Pete the Cat, I love My White Shoes and ended if time permits with Head, Shoulders, Knees and Toes.

SECOND GRADE—After warm-ups we sang the Welcome Song.  Students reviewed the School Song. We read Señor Don Gato and sang the ending verse with Spanish claps. We played a ball bouncing question and answer game and ended with a name game called Zacoda Codi.

THIRD GRADE— After warm-ups we sang the Welcome Song.  Students reviewed the School Song. We read Señor Don Gato and sang the ending verse with Spanish claps. We played a ball bouncing question and answer game and ended with a name game called Zacoda Codi

1-9-2017—Music Substitute

1-2-2017—NO SCHOOL

12-26-2016—NO SCHOOL

12-19-2016 NO SCHOOL

12-12-2016 OPEN HOUSE

12-5-2016

KINDERGARTEN— After warm-ups we reviewed all the songs for Open House.

SECOND GRADE—After warm-ups we reviewed all the songs for Open House

THIRD GRADE—After warm-ups we reviewed all the songs for Open House.

11-28-16

KINDERGARTEN— We learned the movement piece Standing Like a Tree and the pirate song, When I was One.  Then the class played the large circle activity Here Sits the Monkey in the Chair where every child get to give a monkey away.

FIRST GRADE— We learned the movement piece Standing Like a Tree and the pirate song, When I was One.  Then the class played the large circle activity Sailor, Sailor on the Sea as we tried to guess how many jewels were in the pirate’s chest.  Every student participated as a guesser or a pirate.  Mrs. Evans introduced the xylophone to the class because she used it to accompany the pirate song.

SECOND GRADE—After warm-ups we reviewed the jazz scat piece, Swingin’ the Blues Away.  We then played an Israeli beanbag circle activity called Hora Agadati.

THIRD GRADE—After warm-ups we learned the English party song Pippety, Poppety.  We learned the solfege to the melody.  Then we reviewed Froggie Went A Courtin’ and two students were the puppet masters for the frog and mouse.  We also added the solfege.  We ended by listening to 18 instruments and tried to identify the instrument by its unique TIMBRE.

11-21-2016—Off for VACATION

11-14-2016

KINDERGARTEN—It’s almost Thanksgiving Week! After warm-ups we opened with 5 Fat Turkeys, I Like Turkey Time (using internalized gestures), There are Many Things I am Thankful For and Ina Maka a Native American Indian song.  We watched a video clip of some Native American Indians with instruments.  We also saw the CONTOUR via an Interactive Listening Map of December Snow, a traditional piece played on a Native American flute. We then did a circle dance to some authentic Indian drumming music and added a beaded gourd and a few shakers as we sang Ina Maka.

FIRST GRADE—It’s almost Thanksgiving Week! After warm-ups we opened with 5 Fat Turkeys, I Like Turkey Time (using internalized gestures), There are Many Things I am Thankful For and Ina Maka a Native American Indian song.  We watched a video clip of some Native American Indians with instruments.  We also saw the CONTOUR via an Interactive Listening Map of December Snow, a traditional piece played on a Native American flute. We then did a circle dance to some authentic Indian drumming music and added a beaded gourd and a few shakers as we sang Ina Maka.

SECOND GRADE—It’s almost Thanksgiving Week! After warm-ups we opened with I Like Turkey Time (identifying SOLFEGE and using movement to internalize melody), There are Many Things I am Thankful For and Ina Maka a Native American Indian song.  We watched a video clip of some Native American Indians with instruments.  We also saw the CONTOUR via an Interactive Listening Map of December Snow, a traditional piece played on a Native American flute. We then did a circle dance to some authentic Indian drumming music and added a beaded gourd and a few shakers as we sang Ina Maka.

THIRD GRADE— It’s almost Thanksgiving Week! After warm-ups we opened with I Like Turkey Time (identifying SOLFEGE and using movement to internalize melody), There are Many Things I am Thankful For and Ina Maka a Native American Indian song.  We watched a video clip of some Native American Indians with instruments.  We also saw the CONTOUR via an Interactive Listening Map of December Snow, a traditional piece played on a Native American flute. We then did a circle dance to some authentic Indian drumming music and added a beaded gourd and a few shakers as we sang Ina Maka.

11-7-2016

KINDERGARTEN—After warm-ups we performed the School Song and sang and moved to Here we go Riding our Ponies, Sleeping Bunnies, Hello, Hello, School Song, Form the Corn, What Are You Wearing? and My Poor Hand is Shaking.

FIRST GRADE—After warm-ups we sang Standing Like A Tree and Form the Corn. We learned our next concept sentence MUSIC HAS SHAPE OR CONTOUR. We used a contour chart and traced the shape of a pirate song called Hear Ye.  We ended out time with Sleeping Bunnies.

SECOND GRADE—We learned Swingin’ the Blues Away as we talked about JAZZ and SCAT singing. We reviewed our partner work on The Cuckoo and learned a folk song called Liza Jane.  We moved to Valsa, a Brazilian song.

3rd GRADE—Students were given cards for a single instrument and they had to guess what family of the orchestra they belonged to and then that determined what verse they would sing on The Orchestra Song. We then did an instrument listening activity as we tried to guess what instrument was playing using an instrument picture card and clothespin marker.

10-31-2016 at VDMES/AB

KINDERGARTEN—After warm-ups we moved to the following songs Funga Alafia, 1, 2 Buckle My Shoe, Here we go Riding our Ponies, Sleeping Bunnies, Hello, Hello, School Song, Form the Corn, What Are You Wearing?, My Poor Hand is Shaking and Freeze Dance.

FIRST GRADE—After warm-ups we moved to the following songs Funga Alafia, 1, 2 Buckle My Shoe, Here we go Riding our Ponies, Sleeping Bunnies, Hello, Hello, School Song, Form the Corn, What Are You Wearing?, My Poor Hand is Shaking and Freeze Dance.

SECOND GRADE— We reviewed our scales and The Cuckoo. We learned some songs from Africa.  Mrs. Evans plays her djembe and we sang 1-10 in Swahili, Countries in Africa using finger cymbals and hand drums and added the African dance Che Che Coolay with movement.

3rd GRADE— We reviewed our scales and Michael Finnegan. We learned some songs from Africa.  Mrs. Evans plays her djembe and we sang 1-10 in Swahili, Countries in Africa using finger cymbals and hand drums and added the African dance Che Che Coolay with movement.

10-24-16

KINDERGARTEN—Saw Pumpkins, Pumpkins, Pumpkins!  Students experienced Mrs. Evans’ “magic pumpkin”, learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS that they learned including the addition of “p means soft”.  The lesson continued with a Pumpkin Patch activity where all the students turn into creative, standing pumpkin faces (Jack-0-Lanterns). Next Mrs. Evans read the story Spookley the Square Pumpkin that highlights the importance of our unique individualities and giving our best to others.  We closed with a circle activity where we passed pumpkins to the steady beat to Steady Pass the Pumpkin.  Mrs. Evans showed the students her special pumpkin with characters inside.

FIRST GRADE—Saw Pumpkins, Pumpkins, Pumpkins!  Students experienced Mrs. Evans’ “magic pumpkin”, learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS including “f” loud, “p” soft and “>” getting louder.  Then Mrs. Evans introduced the new concept sentence Music has ta’s, titi’s, and rests. This is RHYTHM. The class then read all the rhythms to the speech piece.  The lesson continued with a Pumpkin Patch activity where all the students Pumpkin Patch turned into creative, standing pumpkin faces (Jack-0-Lanterns). Next Mrs. Evans read the story Spookley the Square Pumpkin that highlights the importance of our unique individualities and giving our best to others.  We closed with a circle activity where we passed pumpkins to the steady beat to Steady Pass the Pumpkin.  Mrs. Evans showed the students her special pumpkin with characters inside.

SECOND GRADE—saw Pumpkins, Pumpkins, Pumpkins!  Students learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS that they learned and a Pumpkin Patch activity where all the students turn into creative pumpkin faces (Jack-0-Lanterns).  Then we discussed FORM through the song Pick-A-Pick-A-Pumpkin.  Mrs. Evans gave students different movements for the A and B sections. Next we did a speech piece called What is the Rhythm of This Pumpkin? and did body percussion and rhythmic reading as a group.  Quick review of The Cuckoo song.

3rd GRADE—Pumpkins, Pumpkins, Pumpkins!  Students learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS and TEMPOS.  Then we discussed FORM through the song Pick-A-Pick-A-Pumpkin.  Mrs. Evans gave students different movements for the A and B sections. Next we did a speech piece called What is the Rhythm of This Pumpkin? and did body percussion and rhythmic reading as a group. We ended by listening to the piece In the Hall of the Mountain King by Grieg as we played the 4 measure pattern I-I I-I I-I I I-I I etc. on rhythm sticks 12 times as the TEMPO got faster. Quick review of Michael Finnegan.

10-17-16

KINDERGARTEN—reinforced their new music concept “Music can be High and Low.  Students reviewed using their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). We reviewed the high/low picture chart used the pop up puppet to show high and low. Mrs. Evans brought out her bells and tested every student for aural understanding of high and low by distinguishing between the bells she played for them. She introduced a new song called Stars and Starfish reinforcing high and low. We sang a classic song “I’m Bringing Home My Baby Bumblebee. Finally we watched an Interactive Listening Map of Faeries and Giants by Elgar.  Then the boys did strong movements with a long tube as the giants and girls used scarves and danced like fairies.

FIRST GRADE—Opening Warm-ups.  We continue with Africa is a Continent. Oh Africa! Mrs. Evans plays her djembe and brings African instruments for show and tell. We recited the numbers 1-10 in Swahili with Ella Jenkins.  We sang Pole Pole and Dima, Dima and Che Che Coolay with African movement. We added a Liberian song Kokoleoko and O Bwe See. We learned about the specific sounds that shaker eggs make.  We sang with our eggs to Shake, Shake, Now My Shaker’s Up, Silly Sam and Up So High.

SECOND GRADE—We continue to discuss Austria and yodeling, TEMPOS (fast, slow and moderate) using a drum and movement, dirndls, lederhosen, cuckoos, and the Tyrol. We spend time with the traditional song The Cuckoo with handclapping parts as we begin to work with partners. We move to a 2-part (AB FORM) Brazilian movement piece called Valsa Dos Cavalos.  We watched several short videos on the country of yodeling and heard the world’s most famous yodeler Franzl Lang and an American’s Got Talent finalist Taylor Ware.

THIRD GRADE—Opening warm-ups including the solfege scale. We performed a “rap-like” groove to the ELEMENTS of music by chanting the names: BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVIZATION. We continue with the folksong, Michael Finnegan. We discuss TEMPO (Accelerando and Ritardando). We begin to perform the complex clapping patterns in partner groups. We move to a 2-part (AB FORM) Brazilian movement piece called Valsa Dos Cavalos. KS students added Turkey in the Straw as prep for xylophone work.

10-10-16

KINDERGARTEN—Opened with a movement activity song Sleeping Bunnies and were introduced to their next music concept Music can be High and Low.  Students used their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). Through the use of a high/low picture chart and much discussion students discovered that a man’s voice is low and a woman’s voice is high and that a piano is both high and low.  Mrs. Evans used her pop up puppet, a balloon and bells to demonstrate high and low pitch.  We sang a classic song “I’m Bringing Home My Baby Bumblebee” with high and low voiced stings and a buzzing vocalization at the end. Students caught their own bees and kept them safe in their “cave-like” hands complete with a peephole as they performed the song.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. Review all sentences focusing on Africa is a Continent. Oh Africa! We recited the numbers 1-10 in Swahili with Ella Jenkins.  We sang the Swahili song Pole Pole and add Dima, Dima and Che Che Coolay with African movement. We watched two short videos; one about a young girl named Brenda in Uganda called This is My Village and the Beauty of Africa with native animals.

SECOND GRADE—Opening warm-ups and sang DO RE MI SO LA TI and high DO. We performed the doubles and rhythmic patterns scale song using solfege.  We sang the Solfege Song and a new piece, Doe a Deer from the Sound of Music. We reviewed phrasing with yarn to America the Beautiful and Pop! Goes the Weasel. Mrs. Evans used a map and clothes from the culture to discuss the traditional costumes of Austria (Europe). This included yodeling, TEMPOS (fast, slow and moderate) using a drum and movement, dirndls, lederhosen, cuckoos, and the Tyrol. We learned a traditional song The Cuckoo with handclapping parts.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We rehearsed the Brilliant Marshmallow Rabbit. We performed a “rap-like” groove to the ELEMENTS of music by chanting the names: BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVIZATION. We reviewed the history behind The Star Spangled Banner and Francis Scott Key.  We sang the anthem and broke up into groups with word strips. The students had to put them in order.  We checked our work and then we sang the anthem again.  Finally they were introduced to the folksong, Michael Finnegan.

10-3-16

KINDERGARTEN—Opening warm-ups and Teddy Bear and Starlight sung to SO MI pitches.  Review new sentence Music can be FAST or SLOW along with the fast/slow picture chart.  Sing Squirrels and Bears.  Read the book The Tortoise and the Hare and discuss the story.  Move to Fast and Slow compilation (where the TEMPO changes often).  Sing Form the Corn and ACTIVELY LISTEN to Turtles and Fleet-Footed Animals from Carnival of the Animals by Camille Saint-Saëns.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock.  Sing The Fishing Song and The Mulberry Bush.  Add Where Oh Where has My Little Dog Gone?.  Sing in fast and slow TEMPOS.  Review all sentences and introduce new concept sentence, Africa is a Continent. Oh Africa! Show and tell where the continent of Africa is on a map. Recite the numbers 1-10 in Swahili with Ella Jenkins.  Introduce the Swahili song Pole Pole and sing it with hand motions to a PowerPoint presentation with animals.

SECOND GRADE—Opening warm-ups and sang DO RE MI SO LA TI and high DO. We performed the doubles and rhythmic patterns scale song using solfege.  We sang the Solfege Song and a new piece, Doe a Deer from the Sound of Music. We sang Sakura a final time and then worked on understanding DYNAMICS.  We learned 8 dynamic markings, their Italian names and abbreviations. We applied the dynamics to the classic patriotic piece, America the Beautiful after discussing the meaning of the text by Katharine Lee Bates. We concluded by using a long string of yarn to explore PHRASING in the song while we sang expressively and followed the labeled song DYNAMICS. We followed the same process with the popular song Pop! Goes the Weasel. Here we also reinforced STACCATO and LEGATO, types of ARTICULATION.  We closed with Action Leader, a movement activity.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We rehearsed the Brilliant Marshmallow Rabbit. We continued learning the song Orchestra, Orchestra with a focus on the Percussion family. We performed a “rap-like” groove to the ELEMENTS of music by chanting the names: BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVISATION. Through a PowerPoint slide show the class learned the history behind The Star Spangled Banner and Francis Scott Key.  We sang the anthem and discussed the meaning of each line of text.  We closed with Action Leader, a movement activity.

9-26-16

KINDERGARTEN—Opening warm-ups and Teddy Bear and Starlight sung to SO MI pitches.  Introduce the new concept sentence Music can be FAST or SLOW along with the fast/slow picture chart.  Discuss the difference between squirrels and bears in the wintertime.  Introduce the fast/slow songs Did You Ever See a Squirrel? and Did you Ever See a Bear?, We sang Form the Corn, and What Are You Wearing?.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. We sang The Fishing Song, Poor Hand is Shaking.  Performed xylophone and piano movements to Camille Saint-Saëns’ Fossils. Review concept sentences and introduce Music Can Be Fast or Slow.  This is TEMPO. We learn Hear We Go Round the Mulberry Bush. Then we sing it using either fast or slow TEMPOS on each verse.  We ACTIVELY LISTEN to Igor Stravinsky’s Russian Dance and identify the FORM as Fast, Slow, Fast. We perform Form the Corn. Extra time devoted to Miss Mary Mack partner clapping activity.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and added TI and high DO to the scale using my friend “Wilson” the tennis ball to indicate proper mouth position. We then performed scales up and down using solfege.  We sang the Solfege Song and a new piece, Doe a Deer from the Sound of Music. We were wrapping up our work on Sakura by reviewing 4-beat rhythms, singing the rhythm of the song while playing the rhythms on lummi sticks.  We concluded with a stick activity to the Swedish song Fjäskern and watched a short video on the beauty of Japan and the Sakura trees. We also saw the Japanese KOTO, a traditional stringed instrument. The woman dressed in traditional clothing was performing Sakura.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We rehearsed the Brilliant Marshmallow Rabbit. We continued learning the song Orchestra, Orchestra with a focus on the Brass family. We performed a “rap-like” groove to the ELEMENTS of music by chanting the names: BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVIZATION.  We did a statue movement activity to the piece Seven Jumps and began an introduction to the national anthem, The Star Spangled Banner by Francis Scott Key.

9-19-16

KINDERGARTEN-Opening warm-ups, review all music concepts.  Introduce new concept ‘F’ Means Loud.  We talked about music language is based on Italian and they saw where Italy was on a map. After reviewing other loud/soft songs the children learn the song Grizzly Bear, Grizzly Bear. We act out the song recognizing the one word that is loud: “mad”. If there was extra time we sang This Little Light and If You’re Happy and Alabama Gal.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. Miss Mary Mack partner clapping activity and Gilly, Gilly Good Morning. Introduce new concept sentence: Music can be short or long. Staccato, Legato, Legato. We did a scarf movement piece to the Syncopated Clock by Leroy Anderson.  We studied FORM (ABACA), articulation words STACCATO and LEGATO as well as the TRIANGLE and CODA.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and continued with part 2 of the Solfege Song.  Students reinforced rhythm skills focusing on TA, TI-TI, Quarter REST, and TA-AH using rhythm flashcards. The lesson focus was Japan and the traditional song Sakura. We discussed the words to the song again.  We analyzed the RHYTHM to each line identifying every line that had a rhythmic match.  We clapped and sang the rhythmic patterns.  We did a movement activity called Kazachok, a Russian dance. Everyone played Mrs. Evans’ gong.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We continued learning the song Orchestra, Orchestra with a focus on the Woodwind family. We experienced the ELEMENTS of music BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVIZATION through a fun story called the Brilliant Marshmallow Rabbit.  We reviewed the meaning of the first 8 ELEMENTS and continued on with the remaining 4 with listening examples from a variety of genres.  

9-12-2016 CL/VDM/AB

KINDERGARTEN—Opening warm-ups, reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin.  Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Shake Your Sillies and Hooked on Swing.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the songs Look at Me and The Clock.  We moved to Gogo and Gilly, Gilly Good Morning.  Introduced a handclapping activity with the song Miss Mary Mack.  Introduced lesson focus sentence: Music can be “p”, “f” or < (soft, loud, or getting louder).  We sang I’m a Little Teapot in all three DYNAMICS and then learned the American folk song When Johnny Comes Marching Home. We ACTIVELY LISTENED to American Salute by Morton Gould that uses the theme of When Johnny Comes Marching… in the piece.  The students listened to the song and identified the number of times the song was played by forming a tally using Popsicle sticks.  We discovered Morton Gould used it eight times in American Salute.  Each time was a different variation.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and added FA to the scale.  Students were introduced to RHYTHM with the button grid chart focusing on TA, TI-TI, Quarter REST, and TA-AH. We clapped and performed the different patterns we created on the square-boxed grid.  The lesson focus was Japan and the traditional song Sakura.  We looked at various realia representing Japan.  We heard and sang the song. 

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We continued learning the song Orchestra, Orchestra with a focus on the String family. We experienced the ELEMENTS of music BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVIZATION through a fun story called the Brilliant Marshmallow Rabbit.  We discussed the meaning of the first 8 ELEMENTS with listening examples from a variety of genres.

9-5-2016 CL/VDM/AB

KINDERGARTEN-Opening warm-ups, reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin.  Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Shake Your Sillies and Hooked on Swing.

FIRST GRADE- Opening warm-ups and solfege hand sign work with SO MI and LA to the songs Look at Me and The Clock.  We moved to Gogo and Gilly, Gilly Good Morning.  Introduced a handclapping activity with the song Miss Mary Mack.  Introduced lesson focus sentence: Music can be “p”, “f” or < (soft, loud, or getting louder).  We sang I’m a Little Teapot in all three DYNAMICS and then learned the American folk song When Johnny Comes Marching Home. We ACTIVELY LISTENED to American Salute by Morton Gould that uses the theme of When Johnny Comes Marching… in the piece.  The students listened to the song and identified the number of times the song was played by forming a tally using Popsicle sticks.  We discovered Morton Gould used it eight times in American Salute.  Each time was a different variation.

SECOND GRADE Opening warm-ups as listed above and sang DO MI SO LA and added RE to the scale.  We sang Mary Had a Little Lamb using our solfege hands on those pitches. We reviewed the lyrics to All the Pretty Little Horses.  We identified again repeated MELODIC PATTERNS and PITCH. Every student played the downward melody on a set of resonator bells using correct hand and playing technique as demonstrated by Mrs. Evans.  We ended with a scarf and yarn ball activity to Kenny Loggins version of the lullaby called All the Pretty Little Ponies. Students identified where the lyrics were the same and different using their thumbs. Finished with movement to St. Louis Toodle-Oh by Steely Dan.

THIRD GRADE Opening warm-ups including the solfege scale and a new scale where the students had to identify the PITCH pattern/sequence. Using “Wilson” the vocal ball, Mrs. Evans demonstrated the correct mouth position for the higher notes TI and DO.  We reviewed DYNAMICS using large cards in front of the room that had to be put in order from softest to loudest.  Mrs. Evans introduced the song Orchestra, Orchestra as an introduction to the families of instruments in the orchestra as well as the basic instrument names and unique qualities so they could begin to understand TIMBRE.  We then discussed the Grand Canyon through several pictures and American Composer Ferde Grofé’s Sunrise composition from Grand Canyon Suite. We quickly identified the PITCH for a sunrise piece would have a sense of upward movement and the dynamics would move from very soft to very loud.  We then talked about the key instruments/families in the piece being piccolo, flute, English horn, Strings, Brass and Cymbals.  During our ACTIVE LISTENING, students raised her hands to various prompts.

8-15-16 & 8-22-2016 CL/VDM/AB

KINDERGARTEN-Opening warm-ups as listed above, learn part 1 of a school song (see home page), Welcome Song, Pete the Cat book, I’m Rocking in my School Shoes, Head, Shoulders, Knees and Toes, What are You Wearing? and What’s Your Name? yarn ball toss.

Added part 2 to the school song and sang it with music. Performed the welcome song in groups of two developing appropriate respect for partner, moved to Can’t Sit Still and Aerobics A-Z.

SECOND GRADE Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Pete the Cat book, I Love My White Shoes, Senior Don Gato song with book, Sing Your Name? yarn ball toss and I Love Summer ball bounce RHYTHM activity in large group.

Sang the school song with recorded music, Performed body percussion to the piece, Hush Little Baby performed by Bobbi McFerrin and Yo Yo Ma, discussed the FORM of the song, Learned a speech piece Let’s Go On a Journey with the cajón drum and talked about continents and countries as we performed RHYTHM and clapping sequences.

THIRD GRADE Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Pete the Cat book, I Love My White Shoes, Senior Don Gato song with book, Sing Your Name? yarn ball toss and I Love Summer ball bounce RHYTHM activity in large group and in small groups.

Sang the school song with recorded music, Performed body percussion to the piece, Hush Little Baby performed by Bobbi McFerrin and Yo Yo Ma, discussed the FORM of the song, Learned a speech piece Let’s Go On a Journey with the cajón drum and talked about continents and countries as we performed RHYTHM and clapping sequences.

6-6-2016 • WC/AB

Kindergarten and First Grade – No School

2nd Grade – No School

3rd grade – No School

5-30-2016 • WC/AB

Kindergarten and First Grade – Parent Open House

2nd Grade – Parent Open House.

3rd grade – Parent Open House

5-23-2016 • WC/AB

Kindergarten and First Grade – We rehearsed our program for the parent open house.

2nd Grade - We rehearsed our program for the parent open house.

3rd grade – We rehearsed our program for the parent open house.

5-16-2016 • VDM/LP/WC/AB

Kindergarten and First Grade- We opened with the movement song Gogo. I introduced our last concept MUSIC CAN HAVE A STEADY BEAT.  We sang and patted to 10 Little Indians. We then did 2 movement pieces Black Joke, A pirate tune and a Russian piece Kazachok.  

2nd Grade - We reviewed the Cuckoo song with partners for the clapping parts.  We talked about JAZZ, SCAT, IMPROVISATION, and ELLA FITZGERALD and performed Swingin’ the Blues Away.  We closed with Green Eggs and Ham from the musical Suessical.

3rd grade – We talked about JAZZ, SCAT, IMPROVISATION, and ELLA FITZGERALD and performed Swingin’ the Blues Away.  We learned the Yellow Submarine by the Beatles, reviewed the Pin Game and performed Celtic Dance.

5-9-2016 • VDM/LP/WC/AB

Kindergarten and First Grade- We watched a video clip from Animusic called Pipe Dreams.  Students saw the relationship between Smaller and Higher and Bigger and Lower.  Next we read the story Click Clack Moo with special motions on all of the typing places.  WE sang, What are you Wearing? My Poor Hand is Shaking and moved to the piece Listen and Move using ACTIVE LISTENING. We ended by learning a traditional Bush Dance of New Holland called Nigun Atik or Valsa.

2nd Grade - We learned about Thailand and the musical The King and I.  Specifically we were studying FORM, RONDO, and RHYTHM.  We learned the rhythmic parts for the A, B, and C sections after we watched a video clip on the March of the Siamese Children.  We then performed the piece using lummi sticks, shaker eggs and scarves. If there was extra time we learned a movement activity to Valsa Dos Cavalos, a song from Brazil.

3rd grade – After warm ups we opened with a Brazilian movement piece called Valsa Dos Cavalos. We put the lyrics to The Star Spangled Banner in the correct order by using phrase strips.  We will review the English Pin Song/Game and play it with actual pins and doors.

5-2-2016 • VDM/LP/WC/AB

Kindergarten and First Grade- We sang warmed up and sang and did motions and sound effects for the song Rhythms All Around.  We learned about FORM, RONDO, CODA, STACCATO, TRIANGLE, and LEGATO in preparation for the Leroy Anderson hit The Syncopated Clock. We studied the piece and ACTIVELY LISTENED and then performed the composition with scarves.

2nd Grade- After warm ups we did some rhythm practice in preparation for the Rhythms of the Sea Activity.  After creating rhythm patterns on a large grid the group performed the patterns in different directions.  The each group of four had their own game board and used stones to create a 26 beat group melody.  Mrs. Evans played the drum and xylophone while the groups rotated around their board perform their 16 beat rhythms at the correct time. 

3rd grade – After warm ups we opened with a Brazilian movement piece called Valsa Dos Cavalos. Students reviewed the history of the national anthem The Star Spangled Banner and then sang along to a slide show with the words. Next we learned the melody to the Pin Game.  We also did a quick dynamic review and used the Doggone Dynamics Card game.

4-25-2016 • VDM/LP/WC/AB

Kindergarten and First Grade- After warm-ups we did more voice exploration with googlie eye rings.  We sang Down By the Bay with motions.  We played catch with partner with mini yarn balls to a dance called Trioka. We learned the song Animales in Spanish and performed an Irish Celtic Dance and/or Action Leader and Form the Corn.  We watched two Interactive Listening Maps for December Snow by a Native American Indian Nakai and C-A-G by Billy Taylor.  Both pieces identify FORM and CONTOUR.

2nd Grade- After warm ups we talked about Austria, the cuckoo, the Tyrol region, cultural dress and yodeling.  We reviewed TEMPOS and learned the song The Cuckoo.  Along with the song we did a pat, clap, snap in the ¾ TEMPO along with the three different TEMPOS in the song in preparation.

3rd grade – After warm ups we opened with a Brazilian movement piece called Valsa Dos Cavalos. Students watched a PPT on the history of the national anthem The Star Spangled Banner and then sang along to a slide show with the words. Next we learned how to read verses in the song Froggie Went A Courtin’ and had an introduction to singing the song on our solfege syllables.

4-18-2016 • VDM/LP/WC/AB

Kindergarten and First Grade- After warm ups we performed When I was One and Standing Like A Tree.  We reviewed our new concept MUSIC CAN BE HIGH or LOW.  We reviewed the chart of high and low pictures.  We had an individual resonator bells test to check for high and low.  We watched an Interactive Listening Map of Flight of the Bumblebee by Rimsky-Korsakov and Faeries and Giants by Edward Elgar and the boys moved to the giant music and the girls to the fairy music. WE also ACTIVELY LISTENED to Turtles and Fleet-Footed Animals from Camille Saint-Saëns Carnival of the Animals and moved to the fast and slow song.  We read the story called The Tortoise and the Hare and watched an interactive listening map of a Dmitri Shostakovich work called Dance from Ballet Suite No. 1. We did a circle movement piece to Celtic Suite by Chappelle.

2nd Grade- After warm ups we reviewed Austria, the cuckoo, the Tyrol region, cultural dress and yodeling.  We reviewed TEMPOS and reviewed the song The Cuckoo.  Along with the song we did a pat, clap, snap in the ¾ TEMPO along with the three different TEMPOS with partners and ended with some related videos on Austria and yodeling featuring the world’s greatest yodeler Mr. Franzl Lanz.

3rd grade – After warm ups we opened with a Brazilian movement piece called Valsa Dos Cavalos. We reviewed the verses in the song Froggie Went A Courtin’ and had an introduction to singing the song on our solfege syllables.  Two students acted out the piece with puppets while the class sang.  We learned the hand signs for the piece.  We ended with Seven Jumps and the Statue Pose Activity.

4-11-2016 • VDM/LP/WC/AB

Kindergarten and First Grade- After warm ups we performed When I was One and Standing Like A Tree.  We learned our new concept MUSIC CAN BE HIGH or LOW.  We discussed a chart of high and low pictures.  We discussed resonator bells and pianos and their ability to lay high and low.  Students looked inside Mrs. Evans special gift box and then sang the song I’m Bringing Home My Baby Bumble Bee with high and low voice parts and buzzing at the end.  If there was time we sang Form the Corn and What Are You Wearing?.

2nd Grade- After warm ups we performed When I was One and Standing Like A Tree.  We discussed TEMPO (fast, moderate and slow).  We then moved to fast, moderate and slow beats around the room to the changing TEMPOS of Mrs. Evans’ cowbell.  Then we learned about J.S. Bach and listened and moved to March (fast) and Chorale (slow). We then discussed FORM and RONDO form (ABABA) for the Bach piece Musette.  We had fun learning the A and B themes as we incorporated some movement.

3rd grade – After warm ups we performed When I was One and Standing Like A Tree.  We discussed TEMPO (fast, moderate and slow).  We then moved to fast, moderate and slow beats around the room to the changing TEMPOS of Mrs. Evans’ cowbell.  Then we learned about J.S. Bach and listened and moved to March (fast) and Chorale (slow). We then discussed FORM and RONDO form (ABABA) for the Bach piece Musette.  We had fun learning the A and B themes as we incorporated some movement.

4-8-2016 • VDM/LP/WC/AB

BREAK

Kindergarten and First Grade- We opened with warm-ups and Down By the Bay.  We listened to Children’s March by Goldman and identified the ten children’s songs that are a part of the March. We played and sang a group activity called Here Sits the Monkey in the Chair accompanied by the guitar. Everyone got a turn with the monkeys.

2nd Grade- We opened with warm-ups and Down By the Bay.  We listened to Children’s March by Goldman and identified the ten children’s songs that are a part of the March. We concluded with a beanbag circle activity to the song Hora Agadati emphasizing MACRO and MICRO BEATS and other coordinated movements.

3rd grade –We did the hand clapping partner activity for folksong Michael Finnegan with the accompanying handclapping game with partners as well as discussing TEMPO and RITARDANDO and ACCELERANDO.  We concluded with a beanbag circle activity to the song Hora Agadati emphasizing MACRO and MICRO BEATS and other coordinated movements.

3-21-2016 • VDM/LP/WC/AB

Kindergarten and First Grade- We opened with warm-ups, School Song, Down By the Bay and Form the Corn.  We watched some video of Ireland, the BODRAM (a traditional Irish drum) and the dance form RIVERDANCE. We did a circle movement piece with tambourine and ABCABA FORM to Celtic Suite by Chappelle.

2nd Grade- We opened with warm-ups, School Song, Down By the Bay and Form the Corn. We watched a video excerpt from the movie The Sound of Music featuring the song Doe a Deer to understand the entire SOLFEGE scale we finished learning.  If time permitted we did a circle movement piece with tambourine and ABCABA FORM to Celtic Suite by Chappelle.

3rd grade –We did the hand clapping partner activity for folksong Michael Finnegan with the accompanying hand clapping game with partners as well as discussing TEMPO and RITARDANDO and ACCELERANDO.  We watched a video excerpt from the movie The Sound of Music featuring the song Doe a Deer to understand the entire SOLFEGE scale we finished learning.  If time permitted we did a circle movement piece with tambourine and ABCABA FORM to Celtic Suite by Chappelle.

3-14-2016 • VDM/LP/WC/AB

Kindergarten and First Grade- Music can be FAST or SLOW continued.  We reviewed our sentence and fast/slow chart. We sang Did You Ever See a Squirrel? (fast) and Did You Ever See a Bear? (slow) using specific movements and TEMPOS. Using the song Turtles and Fleet-Footed Animals from Camille Saint-Saens’ Carnival of the Animals, we ACTIVELY LISTENED and moved to the fast and slow song.  We read the story called The Tortoise and the Hare and watched an interactive listening map of a Dmitri Shostakovich work called Dance from Ballet Suite No. 1. We did a circle movement piece to Celtic Suite by Chappelle.

2nd Grade-We learned the last two solfege hands TI and DO.  We sang the Sound of Music piece, Doe a Deer.  We reviewed 8 DYNAMIC terms in Italian and English and put the large dynamic cards on order from softest to loudest.  We reviewed America the Beautiful. We ran our index finger and thumb along long pieces of yarn to indicate where each phrase started and ended while also paying attention to the DYNAMICS.  We continued with the meaning of the song Pop! Goes the Weasel.  We used the yard again to indicate the LEGATO (smooth) sections and STACCATO (short) sections of the song.  We did a circle movement piece to Celtic Suite by Chappelle.

3rd grade –We recited the Element Chant and reviewed SOLFEGE hand signs.  We reviewed 8 DYNAMIC terms in Italian and English and put the large dynamic cards on order from softest to loudest.  Mrs. Evans introduced the folksong Michael Finnegan with the accompanying hand clapping game with partners as well as discussing TEMPO and RITARDANDO and ACCELERANDO. We did a circle movement piece to Celtic Suite by Chappelle.   

3-7-2016 • VDM/LP/WC/AB

Kindergarten and First Grade- Moving into our next content sentence: Music can be FAST or SLOW.  We reviewed our fast/slow chart.  We discussed the difference between squirrels and bears as winter approached.  We sang Did You Ever See a Squirrel? (fast) and Did You Ever See a Bear? (slow) using specific movements and TEMPOS. Then we ended with movement to a fast/slow montage piece that required ACTIVE LISTENING as our body movements corresponded to the music.

2nd Grade-We learned the last two solfege hands TI and DO.  We sang the Sound of Music piece, Doe a Deer.  We reviewed 8 DYNAMIC terms in Italian and English and used them to sing America the Beautiful. Using the “Doggone Dynamics” DYNAMICS practice card we reviewed the Italian words in groups of two with one playing the role of teacher and the other one the role of student and then we switched roles.

3rd grade –No class

2-29-2016AB

Kindergarten and First Grade- We learned PITCH can go DOWN and the SMALLER it is the HIGHER it is and the BIGGER it is the LOWER it is.  We discussed the difference between flute and piccolo, baritone and tuba, violin and double bass and a set of resonator bells.  In honor of Read Across America, we sang the book In the Tall, Tall Grass by Denise Fleming using a descending vocal line.  We closed with some guitar songsx If You’re Happy and You Know It and This Little Light.

2nd Grade-We learned 8 DYNAMIC terms in Italian and English.  In honor of Read Across America, we rehearsed a dynamically tiered tune that is a part of the book, Here Comes the Aliens by Colin McNaughton.  Every time the phrase appeared in the book we did body percussion and a vocal melody.

3rd grade –We said the Brilliant Marshmallow Rabbit story along with the Element Chant and discussed and experienced the ELEMENTS of music from BEAT to IMPROVISATION. 

2-22-2016

Kindergarten and First Grade-opened with the school song and Biddy, Biddy.  Then we reviewed music can be loud and soft concept.  We sang Hear the Thunder and Hear the Raindrops as well as Hey Betty Martin.  Our new music concept was introduced: “f” (forte) means loud.  We talked about how music language is old and based on Italian language not English.  We saw on a map were Italy is.  We learned how to draw the very special music “f”.  The song Grizzly Bear, Grizzly Bear had one place that was loud (“f”).  We sang the song acting out the sections.  We concluded with the movement song, The Freeze.

2nd Grade-opened with listening to authentic Japanese music.  DO RE ME SO LA solfege pitches were sung and rhythm clapping was reviewed using rhythm pattern cards.  We analyzed the RHYTHM patterns in the song Sakura.  We clapped and sang the patterns.  We sang the song with the words.  We watch a video of a woman playing the Japanese KOTO.  We performed the rhythms of Sakura with rhythm sticks and did the movement activity in Tap Your Sticks.  Finally Mrs. Evans let everyone play her gong one time and we concluded with The Freeze movement song.

3rd Grade

2-15-2016

Kindergarten and First Grade-reviewed music can be loud and soft concept.  We added the song Hear the Thunder and Hear the Raindrops as well as What Do You Hear?.  Listening to Slavonic Dance by Dvořák while showing our loud and soft hands was another ACTIVE LISTENING activity. Class ended with scarf movement to the piece, I Have a Little Scarf

2nd Grade-opened with DO RE ME SO LA solfege pitches and singing through All the Pretty Little Horses. We worked on RHYTHMS TA TI-TI REST and TA-AH and then did rhythm pattern cards.  Students were introduced to Japan and the traditional song Sakura. At the end Mrs. Evans played her gong for the class.  We concluded with As I was Walking

3rd Grade reviewed the main elements of music through a fun story called the Brilliant Marshmallow Rabbit.  PITCH, DYNAMICS, TEMPO and ACTIVE LISTENING have been a main focus.  They learned 10 Italian DYNAMICS that were reinforced through a partner activity and their Italian pronunciation was quite good. 

2-8-2016-NO SCHOOL

2-1-2016

Kindergarten and First Grade-After warm-ups and learning the second part of the school song, students were introduced to their first concept sentence: MUSIC CAN BE LOUD OR SOFT.  They used a picture chart to identify loud and soft pictures.  Hey Betty Martin was their first song that contrasts using a loud and soft voice.

2nd Grade-After warm-ups and learning the second part of the school song, students were introduced to several ELEMENTS of music: PITCH, RHYTHM & TEMPO.  We opened with a beautiful lullaby All the Pretty Little Horses and rocked some stuffed animals as we discovered PITCH patterns. We spent time discussing the characteristics of lullabies. Mrs. Evans brought her resonator bells to reinforce the discussion on PITCH.

3rd Grade have learned Italian terms and the main elements of music through a fun story called the Brilliant Marshmallow Rabbit.  PITCH, DYNAMICS, TEMPO and ACTIVE LISTENING have been a main focus.  

NO SCHOOL

1-25-2016

Kindergarten and First Grade-school song part 2, Welcome, Welcome with partners, Good Day and Pete the Cat story and Action Leader.

2nd Grade-school song part 2, Welcome, Welcome with partners and Action Leader.

3rd Grade-school song part 2, Welcome, Welcome with partners and Action Leader.

1-18-2016AB

Kindergarten and First Grade-First day of new semester.  Students experienced vocal warm-ups and learning SO MI in the opening greeting.  The Welcome greeting was also introduced. They learned the first half of the school song.  Mrs. Evans greeted each student with Welcome, Welcome. We continued with Head and Shoulders and the delightful book Pete the Cat, Rockin’ in My School Shoes.

2nd Grade-First day of new semester.  Students experienced vocal warm-ups and learning SO MI in the opening greeting.  The Welcome Song was also introduced. They learned the first half of the school song. Mrs. Evans greeted each student with Welcome, Welcome. We ended with a name game activity called Zacoda Kodi

3rd Grade-First day of new semester.  Students experienced vocal warm-ups and learning SO MI in the opening greeting.  The Welcome Song was also introduced. They learned the first half of the school song. Mrs. Evans greeted each student with Welcome, Welcome. We ended with a name game activity called Zacoda Kodi

 

1-11-16

Kindergarten and First Grades: Parent Open House

2nd Grades: Parent Open House

1-4-16

Kindergarten and First Grades were introduced to their next new concept sentence: Music can have a steady beat.  We performed a steady beat to a drum using our own body percussion, patting legs, shoulders, heads, noses, toes and hearts etc. We sang the song Ten Little Indians while using a visual to see the steady beat on the drum pictures.  We practiced echo singing with No More Pie and Down By the Bay.  We moved to Jump Jim Joe.  We ended our time doing a paper plate skate to the Skater’s Waltz, an old classic.

2nd Grades were introduced to IMPROVISATION and JAZZ to a classic tune called Swingin’ The Blues Away.  We learned how to SCAT and had fun going through a deck of scat words during the song.  We continued with the classic storybook/song Señor Don Gato.  Then Mrs. Evans showed the class a ocean drum and introduced and demonstrated proper playing technique for the following instruments: HAND DRUMS, TONE BLOCKS, MARACAS, TAMBOURINES, TRIANGLES and GUIROS.  The students sat by color groups and rotated around the room having the opportunity to play every type of instrument to a wonderful Polka piece, Town Tap Polka.

12-14-15

Kindergarten and First Grades sing holiday songs and talk about The Nutcracker BALLET and watch 2 Interactive Listening Maps of two pieces The Waltz of the Flowers and Trepak. Then they will perform the Toy Flutes with long tubes with scarves in the end and skate on paper plates to the Skater’s Waltz. We will incorporate some musical instruments into our singing time.

2nd Grades sing holiday songs and talk about The Nutcracker BALLET and watch 2 Interactive Listening Maps of two pieces The Waltz of the Flowers and Trepak. We will discuss the difference between BALLETS, OPERAS, MUSICALS and PLAYS. Then they will perform the Toy Flutes with long tubes with scarves in the end and use paper plates for the Dance of the Sugar Plum Fairy rhythm. We will incorporate some musical instruments into our singing time.

.12-7-15

Kindergarten and First Grades reinforced their new music concept “Music can be High and Low.  Students reviewed using their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). We reviewed the high/low picture chart used the pop up puppet to show high and low. Mrs. Evans brought out her bells and tested every student for aural understanding of high and low by distinguishing between the bells she played for them. She introduced a new song called Stars and Starfish reinforcing high and low. We sang a classic song “I’m Bringing Home My Baby Bumblebee. Finally we watched an Interactive Listening Map of Faeries and Giants by Elgar.  Then the boys did strong movements with a long tube as the giants and girls used scarves and danced like fairies.

2nd Grades opened with a Brazilian movement piece called Valsa Dos Cavalos. They reviewed the area of Austria called the Tyrol, the culture, cuckoo birds and yodeling. We expanded our cuckoo song, to included a partner clapping activity.  We watched videos on Franz Lanz, the world’s most famous yodeler and a funny short on cat yodeling.

11-30-15

Kindergarten and First Grades opened with a Brazilian movement piece called Valsa Dos Cavalos and were introduced to their next music concept “Music can be High and Low.  Students used their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). Through the use of a high/low picture chart and much discussion students discovered that a man’s voice is low and a woman’s voice is high and that a piano is both high and low.  Mrs. Evans used her pop up puppet, a balloon and bells to demonstrate high and low pitch.  We sang a classic song “I’m Bringing Home My Baby Bumblebee” with a high and low voiced stings and a buzzing vocalization at the end. Students caught their own bees and kept them savf in their “cave-like” hands complete with a peep hole as they performed the song.

2nd Grades discussed the area of Austria called the Tyrol. We discussed the culture, cuckoo birds and yodeling.  Mrs. Evans used a map and clothes from the culture to discuss the traditional costumes.  We learned a song with three distinct TEMPOS called the Cuckoo Song.  We added special hand movements and watched 3 short videos on Austria and yodeling.

 

11-16-15 (2 weeks of classes were interrupted by holidays and conferences so lessons varied.)

Kindergarten and First Grades reflected on Thanksgiving and being thankful!  Students ACTIVELY LISTENED to a piece called December Snow, first identifying what people or place the music was related to (Native American Indians) and then identifying PITCH that stays the same in the piece.  They traced the MELODY with their fingers.  Some classes if technology was available saw the interactive listening map with the snowflake moving to the MELODIC map as well as the Native American pipe player.  Using the yarn ball each child shared one or two things he/she was thankful for and we incorporated some of the answers into the song, Giving Thanks.  Next we sang the tune Five Fat Turkeys with motions including the mad cook who couldn’t seem to find the turkeys! We concluded on the floor ina circle activity focusing on STEADY BEAT and passing pumpkins to friends.  Mrs. Evans shared what was in one of the special pumpkins.

2nd Grades reflected on Thanksgiving and being thankful!  Students ACTIVELY LISTENED to a piece called December Snow, first identifying what people or place the music was related to (Native American Indians) and then identifying PITCH (sustained high, low or stays the same).  They traced the MELODY with their fingers.  Some classes if technology was available saw the interactive listening map with the snowflake moving to the MELODIC line as well as seeing the Native American pipe player. We then moved to a Lakota Indian song called Ina Maka.  Students learned words in 2 languages along with special hand motions.  We then made a large circle and did a traditional Indian step dance along with singing the song accompanied by one student on a rain stick and a recorded traditional Native American drum track. Finally we sang the song Giving Thanks.

11-2-2015

Kindergarten and First Grades saw Pumpkins, Pumpkins, Pumpkins!  Students learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS that they learned including the addition of “means soft”.  The lesson continued with moving to Form the CornHi, My Name is Joe, the story Spookley the Square Pumpkin which highlights the importance of our unique individualities and giving our best to others, and ending with a Pumpkin Patch activity where all the students turn into creative, standing pumpkin faces (Jack-0-Lanterns).

2nd Grades saw Pumpkins, Pumpkins, Pumpkins!  Students learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS that they learned and a Pumpkin Patch activity where all the students turn into creative pumpkin faces (Jack-0-Lanterns).  Then we discussed FORM through the song Pick-A-Pick-A-Pumpkin.  Mrs. Evans gave students different movements for the A and B sections.  Then a few students gave us new movements to try.  Finally the class broke up into small groups (6) and created their own A and B sections and performed them for the class while the class evaluated if they performed distinct A and B sections.  Each presentation ended with applause for the group.

10-25-2015

ALL CLASSES: I have found great success in developing my students' inner ear, sense of relative pitch as well as proper vocal development through the use of fun vocal exercises and solfege (hand positions to DO RE MI FA SOL LA TI DO scale).  We sing using our hand positions and the end result is impressive. Please ask your children to demonstrate : ).

Kindergarten and First Grades Reviewed the school song, Did yarn ball catch to Jack and Jill went Up the Hill, sang the Eency Weency Spider using spider rings, used shaker egg maracas to Barbara Ann, revisited Pete the Cat and did movement piece about corn, potatoes, squash and bananas and ended with Peanut Butter and Jelly.

2nd Grades continued to learn to clap 4 beat rhythm combinations, finished learning the solfege DO RE MI FA SOL LA TI DO scale and learned the B section to The Solfege Song as we reinforced FORMWe reviewed America the Beautiful after discussing the meaning of the text by Katharine Lee Bates with yarn and were introduced to Pop Goes the Weasel. We worked more on PHRASING in the song while we sang expressively and followed the labeled song DYNAMICS. We played a longer round of Rhythm Poison—an imitative rhythm game where one pattern is “poison” and if you accidentally clap it you are out.

10-18-2015

ALL CLASSES: I have found great success in developing my students' inner ear, sense of relative pitch as well as proper vocal development through the use of fun vocal exercises and solfege (hand positions to DO RE MI FA SOL LA TI DO scale).  We sing using our hand positions and the end result is impressive. Please ask your children to demonstrate : ).

Kindergarten and First Grades reinforced their new core concept—Music can be fast or slow by reviewing their core concept sentence, fast/slow chart of pictures and Did You Ever See a Squirrel/Bear? songs with fun actions.  We listened to two pieces by Camille Saint-Saëns: Turtles and Fleet-footed Animals (Wild Horses) while imitating the teacher’s movements.  Then the children heard the classic story The Tortoise and the Hare (a fast character vs. a slow character) and we talked about the importance of hard work and perseverance. Finally we listened and moved to a compilation of changing music that was fast or slow.  Our body movements had to match what we heard using ACTIVE LISTENING.

2nd Grades continued to learn to clap 4 beat rhythm combinations, finished learning the solfege DO RE MI FA SOL LA TI DO scale and continued to learn The Solfege Song. We finished learning about DYNAMICS and practiced eight important Italian dynamics and then applied our new knowledge to the song America the Beautiful after discussing the meaning of the text by Katharine Lee Bates. We concluded by using a long string of yarn to explore PHRASING in the song while we sang expressively and followed the labeled song DYNAMICS. We played a few minutes of Rhythm Poison—an imitative rhythm game where one pattern is “poison” and if you accidentally  clap it you are out.

10-12-2015

ALL CLASSES: I have found great success in developing my students' inner ear, sense of relative pitch as well as proper vocal development through the use of fun vocal exercises and solfege (hand positions to DO RE MI FA SOL LA TI DO scale).  We sing using our hand positions and the end result is impressive. Please ask your children to demonstrate : ).

Kindergarten and First Grades added a new core concepts—Music can be fast or slow using a fast/slow chart of pictures to reinforce.  We sang some songs at fast and slow tempos.  We talked about how squirrels vs. bears behave in the winter right before the snow falls.  We sang Did You Ever See a Squirrel/Bear? with fun actions including snoring for the hibernating bear!

2nd Grades continued to learn to clap 4 beat rhythm combinations, finished learning the solfege DO RE MI FA SOL LA TI DO scale and started learning The Solfege Song. We did a walking activity with partners called As I was Walking Down the Street and started learning about DYNAMICS for our next lesson.

10-5-2015

ALL CLASSES: I have found great success in developing my students' inner ear, sense of relative pitch as well as proper vocal development through the use of fun vocal exercises and solfege (hand positions to DO RE MI FA SOL LA TI DO scale).  We sing using our hand positions and the end result is impressive. Please ask your children to demonstrate : ).

Kindergarten and First Grades are building on their previous core concepts.  We did some songs with the guitar and added hand motions.  We listened to the book, Somewhere Over the Rainbow, which had magical illustrations and beautiful singing of the classic song and moved to songs like The Body Rock.

2nd Grades continued to learn to clap 4 beat rhythm combinations, finished learning the solfege DO RE MI FA SOL LA TI DO scale through the song Do Re Mi from the movie The Sound of Music. We did some songs with the guitar and added hand motions and moved to songs like The Body Rock and Shake Your Sillies.

9-26-2015

ALL CLASSES: I have found great success in developing my students' inner ear, sense of relative pitch as well as proper vocal development through the use of fun vocal exercises and solfege (hand positions to DO RE MI FA SOL LA TI DO scale).  We sing using our hand positions and the end result is impressive. Please ask your children to demonstrate : ).

Kindergarten and First Grades are learning about beat and opposites in music.  They have learned two concepts. Music can be loud and soft and "f" means loud.  They have performed movement with scarves and a song with rhythm sticks.  We read Pete the Cat, Rockin in my School Shoes and The Large and Growly Bear.

2nd Grades are learning about PITCH and RHYTHM.  We opened with a beautiful lullaby All the Pretty Little Horses and rocked some stuffed animals as we discovered PITCH patterns.  They were exposed to Japanese culture through the song Sakura, which focused on RHYTHM patterns and even played resonator bells, rhythms sticks and the GONG!