Let's Sing 3 Column

Friday, September 7, 2018

First Rotation in Music (August 13-September 7)

In the specials rotation at GRE this year, each class comes to music on alternating days for two weeks (opposite days they are in PE).   In music in our first rotation together, here's what we did:

Kindergarten:
  • Opening song / gathering routine to start each class period  "Such a Makin' a Circle
    • Explored new verses with physical motions to show the 'heart beat' of the song
  • Over time each individual student has a turn to take their solo walk / run to the poem "Let's Go Walking" and we then added their name to our class chart based on the number of claps (syllables) in their name.  We'll finish with this in the next rotation, making sure everyone gets a turn.
  • We began exploring the space with different locomotor (traveling) steps, without bumping into others
  • The All-Day Kindies also explored the space with a couple of directed singing games:  Look at How I'm walking and Back to Back/Face to Face.  We explored different step vocabulary for locomotor (traveling) motions.
In the coming weeks Kindergarten students will be introduced to the various un-pitched percussion instruments by timbre groupings.


First Grade:
  • We began with a movement/listening game Move and Stop.  
  • We established some expectations for working together in the Music Room and did some Name Game activities so I could learn and re-learn everyone's names
  • Drum Game Song - alternating singing / stepping to a drum beat, traveling in the shared space
  • Speech and Hand Drum piece, One, Two, Tie My Shoe in an AB Form (look for a video clip on the In the Spotlight page)
    • Discovered that AB pattern of the piece by listening
    • Students spoke the rhyme (A) and the contrasting B section
    • Added locomotor (walk) on the A and non-locomotor (stationary) beat on the B
    • Added a hand drum pattern (tah, tah, rest, rest) playing on the numbers in the rhyme
    • Introduced the musical symbols [quarter note and quarter rest] for tah and rest in the hand drum part
    • Added 8 different unpitched percussion instruments to the B section - all students had turns to play them
  • Used music symbols (tah / rest) to practice Rhythmic Dictation with stick notation and Rhythm Reading patterns
  • Some classes (Black and White schedule) enjoyed a Folk Dance Friday
In the coming weeks we'll turn One Two Tie My Shoe into a Sol-Mi song and add some accompaniment on tone bars reading tah/rest patterns.  Our focus will shift to melody.

Second Grade:
  • We began with a movement/listening game Move and Stop.  
  • We established some expectations for working together in the Music Room and did some Name Game activities so I could learn and re-learn everyone's names
  • Drum Game Song - alternating singing / stepping to a drum beat the length of the phrase, traveling in the shared space - adding students playing the drums
  • Speech and Hand Drum piece, One, Two, Tie My Shoe in an AB Form (look for a video clip on the In the Spotlight page)
    • Discovered that AB pattern of the piece by listening
    • Students spoke the rhyme (A) and the contrasting B section
    • Added locomotor (walk) on the A and non-locomotor (stationary) beat on the B
    • Added a hand drum pattern (tah, tah, rest, rest) playing on the numbers in the rhyme
    • Added 8 different unpitched percussion instruments to the B section - all students had turns to play them
    • Extended the B section
    • Performed in ABABA form
  • Discovered the rhythm of the rhyme and the hand drum part
  • Used music symbols (tah / rest / tee-tee) to practice Rhythmic Dictation with stick notation and Rhythm Reading patterns
  • Some classes (Black and White schedule) enjoyed a Folk Dance Friday
In the coming weeks we'll turn One Two Tie My Shoe into a pentatonic song and add some accompaniment on tone bars reading tah/rest patterns.


Third Grade:
  • We began with a movement/listening game Move and Stop.  
  • We established some expectations for working together in the Music Room and did some Name Game activities so I could learn and re-learn everyone's names. 
  • We spent a week exploring a folksong, Wake Me, Shake Me
    • Students listed to the song and discovered the rests
    • Students worked collaboratively to create a partner movement sequence that filled in the rests and had a movement over a phrase - sharing ideas until a class choreography emerged
    • Students were re-introduced to the tonebars - reviewing care of the instruments and mallet technique 
    • Students were introduced and practiced two different accompaniments patterns to play while singing the song:
      • a broken bordun on the quarter note pulse, with an extension of a cross-over bordun 
      • a half note pattern in a cluster of two notes moving from high to low
    • These were layered together, students rotated to play both parts 
    • The piece was extended through improvisation - creating new melodies in the moment - using a pentatonic tone set with the rhythm of the song
    • Look for a video clip of the ABA form of this piece on the In the Spotlight page
  • Some classes (Black and White schedule) enjoyed a Folk Dance Friday
In the coming weeks we'll get started on songs and pieces for the Rock Concert - a parent sharing that ties in with a classroom Science unit. 


Fourth Grade:
  • We began with a movement/listening game Move and Stop.  
  • We established some expectations for working together in the Music Room and did some Name Game activities so I could learn and re-learn everyone's names. 
  • We spent a week exploring a folksong, Wake Me, Shake Me
    • Students listed to the song and discovered the rests
    • Students worked collaboratively to create a partner movement sequence that filled in the rests and had a movement over a phrase - sharing ideas until a class choreography emerged
    • Students were re-introduced to the tonebars - reviewing care of the instruments and mallet technique 
    • Students were introduced and practiced two different accompaniments patterns to play while singing the song:
      • a broken bordun on the quarter note pulse and a cross-over bordun 
      • a half note pattern in a cluster of two notes moving from high to low
    • These were layered together, students rotated to play both parts 
    • The piece was extended through improvisation - creating new melodies in the moment - using a pentatonic tone set with the rhythm of the song
    • Look for a video clip of the ABA form of this piece on the In the Spotlight page
  • One class (Black schedule) enjoyed a Folk Dance Friday.
  • There was an assembly to introduce Band and Orchestra instruments to the grade level

In the coming week 4th graders will be introduced to a couple of pieces for their Colorado Connection sharing and learn some things about Meter.

Fifth Grade:

  • We began with a movement/listening game Move and Stop.  
  • We established some expectations for working together in the Music Room and did some Name Game activities so I could learn and re-learn everyone's names. 
  • We spent a week exploring a folksong, Wake Me, Shake Me
    • Students listed to the song and discovered the rests
    • Students worked collaboratively to create a partner movement sequence that filled in the rests and had a movement over a phrase - sharing ideas until a class choreography emerged
    • Students were re-introduced to the tonebars - reviewing care of the instruments and mallet technique 
    • Students were introduced and practiced two different accompaniments patterns to play while singing the song:
      • a broken bordun on the quarter note pulse and a cross-over bordun 
      • a half note pattern in a cluster of two notes moving from high to low
    • These were layered together, students rotated to play both parts 
    • The piece was extended through improvisation - creating new melodies in the moment - using a pentatonic tone set with the rhythm of the song
    • Look for a video clip of the Rondo form (ABACA) with movement of this piece on the In the Spotlight page
  • One class (Black schedule) enjoyed a Folk Dance Friday.
  • There was an assembly to introduce Band and Orchestra instruments to the grade level
In the coming week 5th graders will be introduced to a compound time (6/8) through a drum circle piece.