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Favorite Quotes

One Person Can Make a Difference and Everyone Should Try!

John F. Kennedy

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May I never get too busy in my own affairs that I fail to respond to the needs of others.

—Thomas Jefferson

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He who dares to teach must never cease to learn.

Unknown Source

It is the supreme art of the teacher to awaken joy in creative expression and knowledge.

Albert Einstein

A School Song

At Kinoshita Elementary

We're learning how to grow

From friends, staff and teachers

We learn what we should know

And just like hawks in bright skies

We're learning how to soar

There's hope for our future

Every day we feel it more

BELIEVE, ACHIEVE, SUCCEED (2X)

GO Bonsais!

 

K-3 Music

Serving Marblehead, Kinoshita, Vista Del Mar, Del Obispo, Clarence Lobo and Ambuehl Elementary Schools.

Professional Site: https://MrsEvans.me

NEWS! Updated: 8-15-18

  • Kids of all ages, check out the music Games on the Music Fun page!
  • If you have world instruments or other rhythm instruments you would like to donate to the music program contact Mrs. Evans at shevans@capousd.org

 

General Music Class Info.

I will post what each class is learning every week in AT A GLANCE (see below).

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

Check AT A GLANCE Archives for earlier date entries. 

AT A GLANCE

June 2018

Week 38—ALL GRADES, PARENT OPEN HOUSES

May 2018

Week 34

TKOpening Warm-ups. Activities included Hello There, Pat, Pat Patty, This Old Man, Ocean Song with parachutes sitting then standing.

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. We reviewed our music concept Music can be High and Low.  We sang the Bumblebee Song. Introduced new sentence MUSIC CAN HAVE A STEADY BEAT.  Moved to Funga Alafia. Introduced the song Animales in Spanish.

SECOND GRADE—Opening warm-ups as listed above, review the school song (see home page). Activities included Solfege Song, Swinging the Blues Away, Dynamic review, America the Beautiful, and Pop Goes Weasel.

THIRD GRADE Opening warm-ups as listed above, review the school song (see home page). Activities included Solfege Song, Star Spangled Banner, Michael Finnegan with partners, Elements Chant, Orchestra Song and Los Machetes.

Week 35

TKOpening Warm-ups. Activities included Capo Song, Hello, Hello, Form the Corn, What are You Wearing?, Poor Hand is Shaking, Lady lullaby with Stuffed Bears and Happy and You Know it and Skating Song.

KINDERGARTEN—Opening warm-ups. Activities included Sleeping Bunny, Please Mr. Panda book and song and Alabama Gal

SECOND GRADE—Opening warm-ups as listed above, review the school song (see home page). Activities included Swingin' the Blues Away review, The Cuckoo with partners and Los Machetes stick dance.

THIRD GRADE Opening warm-ups as listed above, review the school song (see home page). Activities included Pin song, Star Spangled Banner, Michael Finnegan, Orchestra Song and Los Machetes stick dance.

 Week 36

TKOpening Warm-ups. Activities included Capo Song, 10 Fingers, Body Parts, Noble Duke, Davey Dumpling with stretchy band and 2 bean bag activities.

KINDERGARTENOpening Warm-ups and Starlight on So and Mi. We sang and moved to  Fanga Alafia, Animales, Sleeping Bunnies, 10 Fingers, Body Parts, Move and Move and the Shoemaker Dance.

SECOND GRADE—Opening warm-ups as listed above, review the school song (see home page). Activities included Swinging the Blues Away, America the Beautiful, Pop, The Cuckoo and Los Machetes stick dance.

THIRD GRADE Opening warm-ups as listed above, review the school song (see home page). Activities included Orchestra Song, Elements Chant, Star Spangled Banner, Xylophone preview and Cheki Morena on floor with hands for mallet work.

Week 37—ALL GRADES, Review for Parent Open Houses

April 2018

Week 30

TKOpening Warm-ups. Activities included School Song, Hello, Hello, Rhythms All Around, Down By the Bay, 4 Shaker Egg songs, Form the Corn and Action Leader.

KINDERGARTEN—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.

SECOND GRADE—Opening warm-ups as listed above. 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 continuing our work on Sakura by reviewing 4-beat rhythms and singing the rhythm of the song. We 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 GRADEOpening warm-ups as listed above. Do, re, mi rhythmic pattern. Come Follow hand clapping sequence, We reviewed the Rabbit story and learned a chant to recite the elements of music. We were instroduced to the Orchestra song.

 

Week 31

TKOpening Warm-ups. Activities included School Song, Welcome to Music, Noble Duke of York, Bim Bam with stretchy cord, 2 Bean Bag activities.

KINDERGARTEN—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.

SECOND GRADE—Opening warm-ups as listed above. 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 are 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.

THIRD GRADEOpening warm-ups as listed above. —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, IMPROVISATION. 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. Orchestra song focused on STRING family.

Week 32 

TKOpening Warm-ups. Activities included Freeze Song, Let's Go Walking and Wee Sing video Part 1.

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. 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 are 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.

THIRD GRADEOpening warm-ups as listed above. —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, IMPROVISATION. 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. Orchestra song focused on STRING family.

Week 33

TKOpening Warm-ups. Activities included School Song, Form the Corn, What Are You Wearing?, Poor Hand is Shaing, Listen and Move, Children's March and the Car Song (Interactive Listen Map).

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.

SECOND GRADE—Opening warm-ups as listed above. 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 using finger cymbals as we performed. Then we 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.

THIRD GRADEOpening warm-ups as listed above. Orchestra song focusing on WOODWINDS. Michael Finnegan with clapping partners. Reviewed the Star Spangled Banner with sentence strips.

March 2018

Week 26 

TKOpening Warm-ups

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.

THIRD GRADE Opening warm-ups as listed above, review the school song (see home page). Performed all the Open House activities from 2nd Grade as a review.

Week 27

TKOpening Warm-ups. Introduced to second half of the School Song. Performed the Noble Duke of York with a stretchy band.

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). Reviewed all Open House material from first grade.

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 28 

TKOpening Warm-ups. Reviewed School song and added Believe, Achieve, Succeed section.  Sang all parts of the School Song and moved to Aerobic A-Z, Apples and Bananas and Listen and Move.

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), 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. 

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 29

TKOpening Warm-ups. Review School Song. Moved to Hello, Hello, Rhythms All Around, and played activities with little Teddy Bears to songs like If You're Happy.

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”. We ended our time doing a paper plate skate to the Skater’s Waltz, an old classic.

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 GRADEOpening 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 discussed the meaning of the first four ELEMENTS with listening examples from a variety of genres and movement.  We reviewed Sunrise by Ferde Grofé.

February 2018

Week  22

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. We reviewed our music concept Music can be High and Low.  We sang the Bumblebee Song. Introduced new sentence MUSIC CAN HAVE A STEADY BEAT.  Moved to Funga Alafia. Introduced the song Animales in Spanish.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. Reviewed sentences and AFRICA IS A CONTINENT-Part 3. Experienced Mrs. Evans African instruments.  We sang Dima, Dima, recited 1-10 in Swahili, the Africa is a continent chant, Pole Pole and Kokoleoko. Performed African dance Che Che Koolay. Videos included How a Djembe is Made, Children of Africa and Africa Calling (animals).

Week 23

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. Reviewed all sentences. Introduced new sentence Music has TAs Ti-Tis and Rests. Moved to Fanga, Animales, Sleeping Bunnies. Played shaker eggs with 4 songs.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock.  Introduced new sentence Music has TAs Ti-Tis and Rests. This is RHYTHM. Practiced hand-clapping piece Miss Mary Mack. Performed Bean Bag activities and played yarn ball catch with partners to Galopede.

Week 24

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. Reviewed all songs for Open House week.  Played Alabama Gal animal passing game at end.

FIRST GRADE—Opening Warm-ups. Reviewed all songs for Open House week.

Week 25

KINDERGARTEN—Parent Open House

FIRST GRADEParent Open House

January 2018 

Week 18

KINDERGARTEN—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 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.  We also covered FORM

Week 19

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.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. 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.

Week 20

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.

Week 21

FIRST GRADE—Opening warm-ups. (Africa Week 1)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 and African Country Chant.  First week of videos on the Beauty of Africa.

KINDERGARTEN—Opening 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.

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.

December 2017

Week 15

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.

Week 16

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.

Week 17

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”. We ended our time doing a paper plate skate to the Skater’s Waltz, an old classic.

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 ended our time doing a

November 2017

Week 12

SECOND GRADE—Opening warm-ups as listed above. 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 Doe a Deer from the Sound of Music. 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.

THIRD GRADEOpening warm-ups as listed above.  After warm-ups we sang read the story of our national anthem, The Star Spangled Banner.  We discussed the words and sang the song. We reviewed the music elements with the chant and the Orchestra Song.

Week 13--OPEN HOUSE

Week 14 TRIMESTER II BEGINS

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 and What’s Your Name? yarn ball toss.

FIRST GRADEOpening 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.

October 2017

Week 7

SECOND GRADE—Opening warm-ups as listed above. 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 are 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.

THIRD GRADEOpening warm-ups as listed above. —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, IMPROVISATION. 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. Orchestra song focused on STRING family.

Week 8

SECOND GRADE—Opening warm-ups as listed above. 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 using finger cymbals as we performed. Then we 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.

THIRD GRADEOpening warm-ups as listed above. Orchestra song focusing on WOODWINDS. Michael Finnegan with clapping partners. 

Week 9

SECOND GRADE—Opening warm-ups as listed above.  Continuing from last week, we applied the dynamics to the classic patriotic piece, America the Beautiful after reviewing 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 GRADEOpening warm-ups as listed above. Ginger Beer, Orchestra Song. Introduction to the story behind the National Anthem.

Week 10

SECOND GRADE—Opening warm-ups as listed above. 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 Doe a Deer from the Sound of Music. 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.

THIRD GRADEOpening warm-ups as listed above.  After warm-ups we sang read the story of our national anthem, The Star Spangled Banner.  We discussed the words and sang the song. We reviewed the music elements with the chant and the Orchestra Song.

Week 11

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 GRADEOpening warm-ups as listed above. More Star-Spangled Banner and started xylophone work to Checki Moreno

August-September 2017

WEEK 1—No School

WEEK 2

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 GRADEOpening 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 3

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. 

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 4

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 GRADEOpening 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 discussed the meaning of the first four ELEMENTS with listening examples from a variety of genres and movement.  We reviewed Sunrise by Ferde Grofé.

WEEK 5

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI FA SO LA.  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 sang it several times.  We identified the 3 main instruments in the accompaniment: a flute, the koto and gong. Mrs. Evans showed the class her gong. We ended with Hush Little Baby with Bobby McFerrin and Yo Yo Ma's arrangement.  

THIRD GRADEOpening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We experienced Part 2 of 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 all the ELEMENTS with listening examples from a variety of genres and movement.

Week 6

SECOND GRADE—Opening warm-ups as listed above. 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 continuing our work on Sakura by reviewing 4-beat rhythms and singing the rhythm of the song. We 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 GRADEOpening warm-ups as listed above. Do, re, mi rhythmic pattern. Come Follow hand clapping sequence, We reviewed the Rabbit story and learned a chant to recite the elements of music. We were instroduced to the Orchestra song.

 

THE ELEMENTS of MUSIC
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THE ELEMENTS of MUSIC
THE ELEMENTS of MUSIC

Welcome Back!

Welcome to our K-3 Music Website!  I hope you will find a wealth of information here and music FUN!  

Mrs. Evans

Mrs. Sharon Evans
Mrs. Sharon Evans
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Education comes from within; you get it by struggle and effort and thought.

Napoleon Hill 

 

Only a life lived in the service to others is worth living.

Albert Einstein