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Archives: AT A GLANCE

Archives: 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.

ECOND 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 Fanga Alafia. INtroduced the song Animales in Spanish.

FIRST GRADEOpening 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.

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.

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.  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.  

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.  

HAPPY SUMMER!!!

5-29-2017

All Grades—Favorite Activities and Songs

5-22-2017

All Grades—Parent Open House

5-15-2017

All Grades—review for Open House

5-8-2017

TK at KS—Opening Warm-ups. We moved to Capo School Song, Ten Fingers, Bean bag activities Bean Bag Disappear, Bean Bag Toss. We closed with Listen and Move.

KINDERGARTEN AT KS— Opening Warm-ups. We opened with Miss Mary Mack hand clapping practice. We moved to Capo School Song, Ten Fingers, Bean bag activities Bean Bag Disappear, Bean Bag Toss. We closed with Listen and Move.

SECOND GRADE at KS— Opening warm-ups. We reviewed Swingin’ the Blues and did an introduction to the xylophones to Shoo Turkey.

THIRD GRADE at KS—Opening Warm-ups. We reviewed the Orchestra Song, Ella Fitzgerald and The Pin Song and did an introduction to the xylophones on Checki Morena.

5-1-2017

TK at KS—Opening Warm-ups. Opening Warm-ups. We moved to What Are You Wearing?, Apples and Bananas, Aerobics A-Z, Sleeping Bunnies and Hunt the Cows.

KINDERGARTEN AT KS— Opening warm-ups. We learned the new concept MUSIC CAN BE HIGH OR LOW. We listing to Wild Horses by Saint Saëns and identified high and low from a chart of pictures and learned the song Bringing Home my Baby Bumblebee.

SECOND GRADE at KS— Opening warm-ups. Continued with the Cuckoo Song and partner handclapping activity.  We talked about scat singing and jazz. We sang Swingin’ the Blues Away and moved to Valsa Dos Cavalos.

THIRD GRADE at KS—Opening Warm-ups. We sang the Star Spangled Banner and worked in on the solfege to The Pin Song. We did a echo chant on Ella Fitzgerald Sang Bop Boo Day.

4-24-2017

TK at KS—Opening Warm-ups. Opening Warm-ups. We moved to the School Song, Gogo, Bees, Biddy, Biddy, and Hunt the Cows. We read the book In the Tall, Tall Grass with a repeating ostinato.

KINDERGARTEN AT KS— Opening warm-ups. We learned the new concept MUSIC HAS A STEADY BEAT. We moved to Funga Alafia, a Spanish song Animales and Sleeping Bunnies.

SECOND GRADE at KS— Opening warm-ups. Continued with the Cuckoo Song and partner handclapping activity.  We watch some video clips of famous yodelers like Franzl Lang.

THIRD GRADE at KS—Opening Warm-ups. We continued with the Star Spangled Banner and worked in groups of two putting the lyrics in order. We moved to a Russian song called Kazachok and started the Pin Song.

4-17-2017

TK at KS—Opening Warm-ups. Reviewed the School Song. We watched Interactive Listening Maps for Parade by Ibert and Waltzing Cat by Anderson. We moved to Chicks in their Shells Promonade by Mussorgsky and Standing Like Tree.

KINDERGARTEN at KS— 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 at KS—Opening Warm-ups and did the Solfege Song and Doe a Deer. We discussed Austria and TEMPO, CUCKOOS, DIRNDYLS, LIEDERHOSEN, and YODELING.  We moved to a drum beat of all three speeds FAST, MODERATE, and SLOW, and sang the CUCKOO song using all three speeds.

THIRD GRADE at KS—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We learned the history behind the Star Spangled Banner and the meaning of the words through a video presentation. We reviewed Michael Finnegan and moved to Valsa Dos Cavalos.

4-10-2017

TK at KS—Opening Warm-ups. Reviewed the School Song. We sang School Song, Apples and Bananas focusing on vowels, Welcome to Music, Brass Wagon in a circle, the Hokey Pokey and Polka Pants Dance review.

KINDERGARTEN at KS— 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 at KS—Opened with DO RE ME SO LA TI DO solfege pitches and did the Solfege Song and Sound of Music When you Know melody. We learned all the basic dynamics in English and Italian and practiced them through the song America the Beautiful and also talk about phrasing with Pop Goes the Weasel using yarn to reinforce the phrasing.

THIRD GRADE at KS— After opening warm-ups we reviewed the Element Chant, Orchestra Song and worked on Michael Finnegan TEMPO concepts RITARDANDO and ACCELERANDO and partner hand clapping activity.

4-3-2017—SPRING BREAK

3-27-2017

TK at KS—Opening Warm-ups. Reviewed the School Song. We sang Hello, Hello, 1-2 Buckle My Shoe, and Ten Fingers. We saw interactive Listening Maps and moved to The Car Song by Woodie Guthrie and Children's March by Goldman. We read the Polka Dot Pants Book.

KINDERGARTEN at KS— 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 at KS— 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 at KS— After opening warm-ups we reviewed the Element Chant, Orchestra Song and intro to musical instruments of the orchestra

3-20-2017

TK at KS—Opening Warm-ups. Reviewed the School Song, Welcome Song, He’s Got the Whole World with yarn balls, Apples and Bananas, and Let’s Go Fly a Kite with scarves.

KINDERGARTEN at KS—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 song. Hooked on Swing.

SECOND GRADE at KS —Opening warm-ups and solfege hand sign work. We discussed Pretty Horses lullaby and reinforced DYNAMICS, PITCH, TEMPO and CHARACTER. All the students played the resonator bells on the 4-phrase down pitch melodic line. Students rocked stuffed animals.  Mrs. Evans introduced Sakura our song from Japan. We reviewed the words, sang the song. I showed them pictures from Japan and played my gong for them.

THIRD GRADE at KS— After opening warm-ups we rehearse the Rabbit Story of elements and then guessed the element words that go with the story.  We performed the Elements Chant and worked on the Orchestra Song and did an introduction to the orchestra instruments through a grid activity with instrument cards.

3-13-2017

TK at KS—Opening Warm-ups. Part II of the School Song, Welcome Song, and Kenny Loggins Pretty Ponies lullaby with stuffed animals.

KINDERGARTEN AT KS— 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.

SECOND GRADE at KS— 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 GRADE at KS—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.

3-6-2017

TK at KS— After warm-ups we sang the Welcome Song.  Students learned Part 1 of the School Song. We read the book Pete the Cat and His Magic Sunglasses. We moved to Head, Shoulders, Knees and Toes.

KINDERGARTEN at CL—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 at CL—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.

THIRD GRADE at CL— 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.

2-27-2017

KINDERGARTEN at KS—OPEN HOUSE

FIRST GRADE at KS—OPEN HOUSE

2-21-2017

KINDERGARTEN at KS—Opening Warm-ups and Starlight on So and Mi. We reviewed music for Open House

FIRST GRADE at KS—Opening Warm-ups and SO MI LA to The Clock.  We reviewed music for Open House

2-13-2017

KINDERGARTEN at KS—Opening Warm-ups and Starlight on So and Mi. I introduced new sentence MUSIC HAS TAs TI-TIs and Rests. We used Fanga to experience BEAT. We played the game Here Sits a Monkey in the Chair and Form the Corn.

FIRST GRADE at KS—Opening Warm-ups and SO MI LA to The Clock.  We reviewed their new sentence MUSIC HAS CONTOURS and we used our voices to imitate the following musical shapes, Steeple, Tiger’s Back, Tractor, Sand, Giraffe’s neck, Mountain and Arch. We learned a pirate song called Hear Ye and traced the shape/CONTOUR of the song. We played a Pirate Circle game called Pirate Captain on the Sea as we guessed how much treasure the Captain brought us

2-6-2017

KINDERGARTEN at KS—Opening Warm-ups and Starlight on So and Mi. We 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 at KS—Opening Warm-ups and SO MI LA to The Clock. I introduced their new sentence MUSIC HAS CONTOURS and we used our voices to imitate the following musical shapes, Steeple, Tiger’s Back, Tractor, Sand, Giraffe’s neck, Mountain and Arch. We learned a pirate song called Hear Ye and traced the shape/CONTOUR of the song. We reviewed a hand clapping song Miss Mary Mack.

1-30-2017

KINDERGARTEN at KS—Opening Warm-ups and Starlight on So and Mi. 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 at KS—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.

1-23-2017

KINDERGARTEN at KS—Opening Warm-ups and Starlight on So and Mi. We watch the video to The Tortoise and the Hare and learned a Spanish song about animals called Animales. We ended with Form the Corn and Action Leader.

FIRST GRADE at KS—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 a short video showing the beauty of Africa o the song The Lion Sleeps Tonight.

1-16-2017

KINDERGARTEN at KS—Opening Warm-ups and Starlight sung to SO MI pitches.  Reviewed all new concept sentences including 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. Reviewed the fast/slow songs Did You Ever See a Squirrel? and Did you Ever See a Bear?,  We ACTIVELY LISTENED to Camille Saint-Saëns’ Turtles and Fleet-footed Animals from Carnival of the Animals and moved to the fast and slow tempos.

FIRST GRADE—Opening Warm-ups. Review concept sentence “Music Can Be Fast or Slow. This is TEMPO”. We reviewed Hear We Go Round the Mulberry Bush and used 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 had an introduction to the continent of Africa and saw a video on the Life of Brenda a young girl in Uganda and saw African Animals

1-9-2017

KINDERGARTEN at KS—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—Opening Warm-ups. Move to the STEADY BEAT to Funga Alafia with specific parts of our body like hips, shoulders, knees and feet. We moved to Here We Go Riding our Ponies. 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.

1-2-2017—NO SCHOOL

12-26-2016—NO SCHOOL

12-19-2016

KINDERGARTEN at KS-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”. Then we did paper plate skating to Skater's Waltz.

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.

12-12-2016

KINDERGARTEN at KS—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 KS—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.

12-5-2016

KINDERGARTEN at KS—Opening warm-ups. We learned part 2 of a school song (see home page) 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. If there was time we did Aerobics from A-Z.

FIRST GRADE at KS— 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.

11-28-2016

KINDERGARTEN at KS—Opening warm-ups. Students met our music mascot Arpeggio the cat.  We learned part 1 of a school song (see home page), sang the Welcome Song, read the Pete the Cat book, I’m Rocking in my School Shoes,  and ended with Head, Shoulders, Knees and Toes.

FIRST GRADE- Opening warm-ups. Students met our music mascot Arpeggio the cat. We reviewed the school song (see home page), sang the Welcome Song, and read and sang to the Pete the Cat book, I Love My White Shoes. We ended with What are You Wearing? and Apples and Bananas.

11-28-2016

KINDERGARTEN at KS—Opening warm-ups. Students met our music mascot Arpeggio the cat.  We learned part 1 of a school song (see home page), sang the Welcome Song, read the Pete the Cat book, I’m Rocking in my School Shoes,  and ended with Head, Shoulders, Knees and Toes.

FIRST GRADE- Opening warm-ups. Students met our music mascot Arpeggio the cat. We reviewed the school song (see home page), sang the Welcome Song, and read and sang to the Pete the Cat book, I Love My White Shoes. We ended with What are You Wearing? and Apples and Bananas.

11-21-2016 OFF for VACATION

11-14-2016OPEN HOUSE

11-7-16

SECOND GRADE at KS— Opening Warm-ups.  We reviewed our songs for open house.  We worked more on our xylophone skills discussing proper mallet technique and playing guidelines. Then we learned the chord progression to the popular song Cheki Morena.

THIRD GRADE at KS— Opening Warm-ups.  We reviewed our songs for open house.  We worked more on our xylophone skills discussing proper mallet technique and playing guidelines. Then we learned three new verses to Shoo Turkey and designated one student to use the four animal puppets: pig, rooster, owl and turkey during the performace. The class took turns accompanying the song with the recorded music. This involved RHYTHM, CORRECT CHORD PLACEMENT and REST PLACEMENT.

11-1-2016—KS No School Due to Parent/Teacher Conferences.

10-24-16

SECOND GRADE at KS—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 and partners.  We sang Swingin’ the Blues Away, a scat and jazz piece.  We concluded with xylophone skills on the song Turkey in the Straw.

THIRD GRADE at KS—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 sang Swingin’ the Blues Away, a scat and jazz piece.  We concluded with xylophone skills on the song Turkey in the Straw.

10-17-16

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 hand clapping 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, 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. KS students added Turkey in the Straw as prep for xylophone work.

10-10-16

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 hand clapping 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, IMPROVISATION. 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 KS/LP

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, IMPROVIZATION. 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

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

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 KS/LP

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 KS/LP

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.

8-22-2016 KS/LP

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.

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.

6-6-2016 • KS

Kindergarten and First Grade – Parent Open House

2nd Grade - Parent Open House

5-30-2016 • KS

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

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

5-23-2016 • KS

Kindergarten and First Grade - After warm ups we performed What are you Wearing? and Form the Corn.  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.

2nd Grade - After warm ups we talked about reviewed the song The Cuckoo.  We got in groups of 2 for the clapping portion. We saw some video on yodeling. 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.

5-16-2016 • KS

Kindergarten and First Grade - 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 part 1.  We reviewed the chart of high and low pictures.  We sang the song I’m Bringing Home my Baby Bumble Bee.

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. We saw some video clips on Austria.

5-9-2016 • KS

Kindergarten and First Grade - We sang warm ups 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 of Music - We sang warm ups and learned a traditional Bush Dance of New Holland called Nigun Atik with King Bob. 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.

5-2-2016 • KS

Kindergarten and First Grade - There was a substitute who did musical activities.

2nd Grade of Music -There was a substitute who did musical activities.

4-25-2016 • KS

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.

2nd Grade- opened with DO RE ME SO LA TI DO solfege pitches and did the Solfege Song and Sound of Music When you Know melody. We learned all the basic dynamics in English and Italian and practiced them through the song America the Beautiful and also talk about phrasing with Pop Goes the Weasel using yarn to reinforce the phrasing.

4-18-2016 • KS

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- opened with DO RE ME SO LA solfege pitches and added FA. We reviewed RHYTHMS of TA, TI-TI, REST and TA-AH and then did rhythm pattern cards.  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 piece called Tap Your Sticks.

4-11-2016 • KS

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- opened with DO RE ME SO LA solfege pitches and added FA. We reviewed RHYTHMS of TA, TI-TI, REST and TA-AH and then did rhythm pattern cards.  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 piece called Tap Your Sticks.

4-4-8-2016 • KS

BREAK

3-28-2016 • KS

Kindergarten and First Grade- We continued reviewing the songs for loud and soft. Our new concept was "f" means loud.   We read The Large and Growly Bear.  We sang A Grizzly Bear is Sleeping in a Cave identifying the one word that is FORTE (Loud) in the song, “Mad”.  We acted it out as we sang.

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.

3-21-2016 • KS

Kindergarten and First Grade-We reviewed our first concept sentence: MUSIC CAN BE LOUD OR SOFT.  We reviewed the picture chart. 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. We ended with a listening activity trying to determine if four street sounds were loud or soft and we sang Hey Betty Martin with different stuffed animals.

2nd Grade-After warm-ups and learning the second part of the school song students reviewed several ELEMENTS of music: PITCH, RHYTHM & TEMPO.  We opened with the beautiful lullaby All the Pretty Little Horses and rocked some stuffed animals as we discovered PITCH patterns. We reviewed the characteristics of lullabies. Mrs. Evans had each student play her resonator bells to reinforce the discussion on PITCH and the specific downward melody in All the Pretty Horses.

3-14-2016 • KS

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.

3-7-2016 • KS

Kindergarten and First 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 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

ALL CLASSES: I have found great success in developing my students' inner ears, 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 : ) Mrs. Evans

ALL CLASSES: I have found great success in developing my students' inner ears, 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 : ) Mrs. Evans

3-1-2016KS OPEN HOUSE 

2-22-2016KS

TK-We sang Biddy, Biddy, school song, Hello There, Pat, Pat Patty Pat, This Old Man, Jambo with shaker eggs and mini yarn ball toss to Married Life.

Kindergarten and First Grades-learned their final concept Music can have a steady beat.  We sang Ten Little Indians, moving the beat to different parts of our bodies and had an introduction to the xylophone, playing the rhyme 1-2 Buckle My Shoe.

2-15-2016KS

TK-We sang Biddy, Biddy, school song, Eency Weency Spider with plastic spider rings, Form the Corn, What Are You Wearing? My Poor Hand is Shaking, Old Brass Wagon in a circle and Moving Down the Street.

Kindergarten and First Grades-reviewed Squirrels and Bears, I’m Bringing Home My Baby Bumblebee. They learned the Spanish song Animales and acted out the music to Elgar’s piece called Faeries and Giants with scarves and tubes.

2-8-2016KS

TK-We watched a Wee Sing video Wee Sing Train.

Kindergarten and First Grades-new concept Music can be high or low. We learned the song I’m Bringing Home My Baby Bumblebee along with high low picture chart, heard Mrs. Evans high and low resonator bells and ACTIVELY LISTENED to Elgar’s piece called Faeries and Giants in the form of an interactive listening map as well as Flight of the Bumblebee by Rimsky-Korsakov.

2-1-2016KS

TK-We sang the school song, Welcome to Music with partners, Hello, Hello, Creative movement to A Day in the Forest, and used shaker eggs with the Finale from Carnival of the Animals by Saint-Saëns.

Kindergarten and First Grades-new concept Music can be fast or slow. We listened to the story of The Tortoise and the Hare, discussed squirrels and bears in the winter and learned the songs Did you ever See a Squirrel? and Did you Ever See a Bear?  and moved to a mix of fast and slow music.

1-25-2016KS

TK-We sang warm-ups, the school song, Hello, Hello, Aerobics A-Z, If You’re Happy and You Know It and This Little Light of Mine.

Kindergarten and First Grades reviewed "F" means loud.  We sang Hear the Thunder Hello, Hello and Mama Caught a Flea. We finished with songs on guitar, If You’re Happy and You Know It and This Little Light of Mine.

1-18-2016KS

TK-We sang warm-ups, the school song, Say Hello, Look At Your Neighbor, R-E-D, Lady a lullaby with stuffed animals, and Pretty Ponies. Mrs. Evans read How Do Dinosaurs Eat Their Food?. Class ended with the Hokey Pokey.

Kindergarten and First Grades opened with Say Hello and Can’t Sit Still.  We learned a new concept: "F" means loud.  We sang The Large and Growly Bear. We ACTIVELY LISTENED to Slavonic Dance by Dvořák. We did a rhythm stick activity called Tap Your Sticks.

1-11-2016KS

TK-We sang warm-ups, the school song, yarn toss, Hello, Hello, Body Rock, Freeze, Scarf Dance and Shake Your Sillies.

Kindergarten and First Grades are learning about beat and opposites in music.  They have learned their next concept. "F" means loud.  They reviewed Hear the Thunder and learned The Large and Growly Bear. Movement with scarves was done to the song I have a Little Scarf.  They ACTIVELY LISTENED to What do You Hear? (loud and soft sounds).

1-4-16

TK reviewed the Kinoshita School Song adding the 2nd part to the song and motions. They sang No More Pie, Down By the Bay and Jump Jim Joe. We ended our time doing a paper plate skate to the Skater’s Waltz, an old classic.

First Grades are learning about opposites in music.  We sang No More Pie. They have learned their first sentence Music can be loud and soft and distinguished between loud and soft pictures on the chart. We sang Hey Betty Martin and substituted other names from objects in the room. We ended our time doing a paper plate skate to the Skater’s Waltz, an old classic.

12-14-2015 

TK continued with POSTURE and VOCAL WARMUPS.  They reviewed the first part of the school song. We talked about The Nutcracker BALLET and watched 2 Interactive Listening Maps of two pieces The Waltz of the Flowers and Trepak. We closed with Jingle Bells using shaker eggs.

First Grade continued with POSTURE and VOCAL WARMUPS.  They reviewed the first part of the school song and learned the second half, discussing the meaning of the words BELIEVE, ACHIEVE, SUCCEED. We talked about The Nutcracker BALLET and watched 2 Interactive Listening Maps of two pieces The Waltz of the Flowers and Trepak. We closed with Jingle Bells using shaker eggs.

12-7-2015 All classes did songs and game activities with the substitute teacher.

11-30-2015 

TK was introduced to POSTURE and VOCAL WARMUPS.  They learned the first part of the school song.  We sang The Welcome Song with motions, Good Morning Song, Head, Shoulders, Knees and Toes.

First Grade was introduced to POSTURE and VOCAL WARMUPS.  They learned the first part of the school song.  We sang The Welcome Song with motions, Good Morning Song, Head, Shoulders, Knees and Toes.

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

PARENTS-Thank you for attending our MUSIC OPEN HOUSE! I was VERY PROUD of my students : )

2nd Grades performed the Kinoshita School SongThe Solfege SongAll the Pretty Little Horses, Sakura, America the Beautiful and Pop Goes the Weasel demonstrating previous learning (see AT A GLANCE archives). Then they played on the xylophones using proper mallet and playing technique to 1-2 Buckle My Shoe.

3rd Grades performed the Kinoshita School SongThe Solfege Song, These Are the Elements speech piece highlighting their knowledge of the MUSICAL ELEMENTS (see below) and Michael Finnegan with partner clapping. They moved to the xylophones and performed 1-2 Buckle My Shoe and Play Al Little Song using proper mallet and playing technique.

DECEMBER BRINGS THE END OF TRIMESTER 1 AND NEW CLASSES TO MUSIC  

11-2-2015

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.

3rd Grades Pumpkins, Pumpkins, Pumpkins!  Students learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS and TEMPOS.  Next we did a speech piece called What is the Rhythm of This Pumpkin? and did body percussion and rhythmic reading as a group.  Finally we worked on the xylophones learning HANDS TOGETHER, ALTERNATING, and playing simple rhymes using proper technique.

10-25-15

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.

3rd Grades finished learning The Solfege Song and discussed FORM further.  They continued to learn to clap 4 beat rhythm combinations.  We practiced “These are the Elements of Music” chant to our clapping speech piece of the main Elements of Music concept words. Then there was an introduction to playing wooden xylophones and each student explored the PENTATONIC SCALE using mallets and proper technique.

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 : ).

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.

3rd Grades started learning The Solfege Song and continued to learn to clap 4 beat rhythm combinations.  We added the introduction “These are the Element of Music” chant to our clapping speech piece of the main Elements of Music concept words. We continued with the children’s song Michael Finnegan from last week by rewriting a new verse and eventually adding it to the 8 beat clapping pattern. Using one stick, we played a stick game that highlighted ACCELERANDO to the music Fjaskern.  Finally we concluded with a statue activity to the music Seven Jumps.

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 : ).

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.

3rd Grades started learning The Solfege Song.  We reviewed the main Elements of Music by clapping and saying the concept words. We continued with the children’s song Michael Finnegan from last week reinforcing TEMPO through ACTIVELY LISTENING for Accelerando and Ritardando In the recording.  Later we practiced with one partner sitting down and then changed to a new partner standing up.  At the end we tried to make up new verses to the song using words that rhymed with “in”.

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 : ).

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.

3rd Grades reinforced the main elements of music through a fun story called the Brilliant Marshmallow Rabbit plus clapping and saying the concept words. We have moved on and added the children’s song Michael Finnegan reinforcing TEMPO through moving to different speeds with the hand drum and ACTIVELY LISTENING for Accelerando and Ritardando In the recording.  We concluded with an eight beat clapping game with different partners.  

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 : ).

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!

3rd Grades 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.  They learned 10 Italian DYNAMICS that were reinforced through a partner activity and their Italian pronunciation was quite good.  We studied the important American composer Ferde Grofé and actively listened to his piece Sunrise from Grand Canyon Suite.