Let's Sing 3 Column

Friday, November 9, 2018

Third "Week" (rotation) in Music October 15 - November 9, 2018

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 third rotation together, here's what we did:

Kindergarten: (continued focus on beat and timbre)
  • Kindergartners continued to experience and learn about the UnPitched Percussion instruments we have in the music room.  In this rotation students were introduced to the Jingle and Rattle instruments. 
      • jingle bells
      • sleigh bells
      • cystrum (from the Middle East)
      • tambourine
      • caxixi (from Ghana)
      • Indian dance bells
      • jingle tap

      • maracas
      • chiquita maracas
      • shekere (from Ghana)
      • rain stick
      • vibra slap (patterned after the ancient instrument made from a donkey jaw bone)
      • shake it
      • multi-guiro
      • shaker eggs
    • Students were introduced to the names of the instruments and playing technique for each particular instrument.  We passed them around the circle, matching the beat.
    • Using the instruments of the timbre family - we played a game called, "Listen"
      • Students had to identify the instrument they heard - by sound only.
    • All day Kindergarten classes extended their music experience exploring musical opposite - loud and quiet.
      • Game:  Black Snake - played like "Hot and Cold" giving clues by singing volume.

    First Grade: (focus on rhythm)
    • Students revisited our greeting song, "Good Afternoon" - to start the class.  As we sang, we shook hands while building a line and then 'erased' the line
    • Reviewing sound / silence patterns
      • Using 8 paper plates to represent one beat each, students read patterns with the word "yum" each time an apple was on the plate.
      • The pattern changed each time as students were invited to "add or subtract" an apple from the pattern.  
    • Singing Game - Apple Tree - 3 versions (Sol-Mi-La song, introducing low Do)
      • We played this game in all 3 versions - a bean bag passing game, a version like London Bridges where the student that gets trapped at the end of the song switches place with one of the 'tree' makers, and a cumulative version where each person trapped makes a new tree in the 'orchard' for the traveling students to go under.
      • Students worked together to figure out the rhythm of the song
        • The words of each beat of the song were notated on one side of a paper apple and on the flip side the rhythm was written - tah or tee-tee (quarter note, pair of eighth notes)
    • Creating and Reading Rhythms
      • We read the book "Ten Apples Up on Top" by Dr. Seuss
      • The 'upset the apple cart' page was inspiration for creating new 4 beat tah tee-tee patterns with the rhythm/word apples from "Apple Tree".
      • Students created 4 different 4 beat patterns
      • We flipped the words over and read the scrambled sentences that appeared - and laughed about the silliness.  It's different each time.
    • Rhythmic Dictation
      • Students notated 4 beat rhythms using craft sticks - tah, tee-tee patterns
    • Classes which had 5 days enjoyed singing songs of their choosing
    Second Grade: (Focus on Rhythm) Tah, Rest, Tee-tee, and the new note Ta-ah
    • Using movement and response to listening, students stepped to the sound of tah (quarter note), tee-tee (eighth notes) and ta-ah (half note).  These were stacked (different sounds played at the same time) so that students could experience the relationships in note values.
    • We did a rhythm reading assessment Solo/Tutti where each student performed an 8-beat rhythm made up of tahs, tee-tees, 1 beat rests and ta-ahs.  One students performed alone and then the whole class read the pattern - clapping and saying the rhythm.  Students were assessed on steady beat, and rhythmic accuracy and given feedback for next steps.  This was a 1st "snap shot" in time. 
    • Pumpkin Patch
      • We played the traditional play-party (singing game/dance) Paw Paw patch as Pumpkin Patch - this is a long-aways set game which rotates around so that each person gets a turn as the leader of their line
    • Rhythmic Building Bricks
      • We sorted pictures according to the rhythm of their corresponding word (pie, pumpkin, strawberry, etc) - 5 different 2 beat patterns.
      • Students worked in groups to create a 4 'brick' pattern using at least one berry (so that there would be a tee-tee as the 2nd beat) and ending with pie.
      • Once created and practiced, the pattern was transferred to unpitched percussion instruments.  Students worked to perform their pattern with a steady beat 3 times in a row:  saying it, saying and playing it, then only played it while thinking the words.
      • We put these patterns together in a Rondo form using a poem "I Like Pie" as the A section of the Rondo.  
      • As an added challenge, all groups performed their patterns simultaneously while I played the rhythm of the poem on a drum.
    • Classes which had 5 days enjoyed singing songs of their choosing

    Third Grade:
    • We continued working toward our upcoming "Rock Concert" - a parent sharing that ties in with a classroom Science unit. 
      • Rock Concert - opener and reprise
      • Earth Changes
      • Rock Rap 
      • My Favorite Rock
      • Obwisana -  a rock passing game from Ghana
      • Rock Rondo
        • Students brain stormed rock words to fit 2 beat rhythms
        • Students worked collaboratively in groups to create a word chain
          • two phrases each made of 2 rhythmic building bricks - rock words
          • given an elemental form students worked to say their rhythm, then play their rhythm on rocks 
        • Students reviewed the A section on xylophones
        • We worked to put together a rotating rondo so that all students play the xylophone melody and also get to share their rock word chain
      • Classes which had 5 days enjoyed singing songs of their choosing
    In the next rotation we'll be adding in a few special parts to pull it all together and then share our Rock Concert with parents on Day 4 of the rotation (check your email for details) and then have an in class Talent Time on Day 5.

    Fourth Grade:  (Focus on Melody)
    • Students reviewed treble clef note names - from the b below the staff to the b above the staff
      • Students completed the 50 in 5 challenge - a 5 minute timed note naming challenge
    • Students worked further on a couple of pieces for their future Colorado Connection sharing
      • Symbol Song
        • students reviewed the parts all will sing together
        • students chose one of 5 verses to sing as a part of a small group
      • Cheyenne Hand Game Melody
        • Students reviewed the melody, which is in vocables
        • Students were introduced to the rock passing (hiding) game for team play
        • Accompaniment patterns on traditional Native American instruments (drum, rasp and corn rattle) were reviewed
        • We put it together with two teams - one playing instruments and singing, one passing the rock
    • Recorder
      • Students reviewed the fingering and technique for B, A, G and low E
      • Students chose between 4 different Railroad themed songs - working in small groups to learn them.  Each piece has the same 4 notes and are similar, but have different challenges.
    • Classes which had 5 days enjoyed singing songs of their choosing

    Fifth Grade: Focus on Melody including Layered melodies

    Our focus was on reading melodic notation and layering melodies.  We reviewed simple rhythm (2 eighths on a beat rather than the 3 in compound rhythms)
    • Students reviewed treble clef note names - from the b below the staff to the b above the staff
      • Students completed the 50 in 5 challenge - a 5 minute timed note naming challenge
    • Using a piece that I composed, called Quickie Quodlibet, students worked in 4 small groups to decode a 4 measure melody using this process:
      • Class and say the rhythm
      • Say the pitch names in order
      • Say the pitch names in rhythm
        • Once all groups were this far, we reviewed the recorder fingerings needed to play the piece
      • Add the fingering for the notes (chin practice) with recorder
      • Play
    • Students worked to play their part of the piece at the same tempo
    • Students were introduced to a layered form called a Quodlibet where each part is introduced alone and then layered with everything that came before:
      • I
      • II
      • I / II
      • III
      • I / II / III
      • IV
      • I / II / III / IV
      • Some classes were able to add an accompaniment as well, repeating the last tutti section to add a conga part
    • Student Compositions
      • Students were tasked with creating their own melody for recorder (also 4 measures long in an elemental form) using simple rhythms and the same pitch set we had been playing together.  
      • Students notated their compositions using a 5-line staff (rhythm and pitch)
      • Students heard each other's pieces and chose a partner with a contrasting / complementary melody to pair with for layering their melodies
      • We shared performances (volunteers only) and played a game called "Stand Up if you're the Composer" as a wrap up
    • Classes which had 5 days enjoyed singing songs of their choosing