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Sharon Evans Locker
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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 Lobo 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 Wolverines!!

K-3 Music

Professional Site: https://MrsEvans.me

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

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 SOL 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 HOUSE

May 2018

Week 34

KINDERGARTEN—Opening warm-ups and review all music concepts. Reviewed Animales. Introduced to Sleeping Bunnies and last sentence MUSIC HAS TAs, TI-TIs, and RESTs. We read the book Head to Toe by Eric Carle and performed the movements.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA TI DO' and the Solfege Song. We learned a scat song called Swinging the Blues Away and reviewed The Cuckoo and Valsa, a Brazilian Dance.

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. We reviewed Sasha! and played the English party game Pippety Poppety.

Week 35

KINDERGARTEN—Opening warm-ups and review all music concepts. We sang a response to the book Please Mr. Panda with the xylophone. We moved to Alabama Gal, Fanga Alafia, and 1-2 Buckle My Shoe.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA TI DO' and the Solfege Song. Reviewed Swinging the Blues Away and reviewed The Cuckoo and Valsa, a Brazilian Dance.

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. We played Sasha, sang Froggie and Pippety on solfege, reviewed Elements Chant, Performed Los Machetes.

Week 36

ALL GRADES—Review for PARENT OPEN HOUSE

Week 37

ALL GRADES—NO SCHOOL

April 2018

Week 30

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

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

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. We reviewed Froggie Solfege, Star Spangled Banner, The Elements Chant, Pippety Poppety (introduction) and performed The Celtic Suite dance.

Week 31

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 and reviewed The Solfege Song, America the Beautiful and Pop Goes the Weasel.  We then played an Israeli beanbag circle activity called Hora Agadati.

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. Students rehearsed Froggie Went A Courtin' solfege hand positions and sang woth 2 puppets.  (Star Spangled Banner Lesson 2). We reviewed the Star Spangled Banner and the students were given sentence strips with the words and had to put them in order with a partner.

Week 32

KINDERGARTEN—Opening warm-ups and review all music concepts. Students sang School Song, Standing Like a Tree, Performed Action Leader.  New sentence MUSIC HAS A STEADY BEAT.  Mrs. Evans shared the Drum Story and we moved to Funga Alafia. 

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

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. Students reviewed Froggie solfege, Sang the Star Spangled Banner, Practiced Michael Finnegan with partners and learned Pippety Poppety.

Week 33

KINDERGARTEN—Opening warm-ups and review all music concepts. Reviewed Fanga Alafia, introduced the Spanish song Animales. Moved with scarves to I Have a Little Scarf, performed Hunt the Cows and Riding Our Ponies.

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

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. Students reviewed solfege and moved to a Russian Dance called Sasha! We learned and Irish dance called Celtic Suite.

March 2018

Week 26

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

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

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

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We continued learning the song Orchestra, Orchestra with a focus on the Woodwind family. We will continue with the folksong, Michael Finnegan practicing the complex clapping patterns in partner groups.  We will learn the folk song, Froggie Went A Courtin'.

Week 27

KINDERGARTEN—Opening warm-ups and review all music concepts. Celebrated St. Patrick's Day and the Irish. We played with our leprechauns very carefully on our leprechaun pillows and moved to O'Carolan's Draught.  We returned them to the magic green scarf in the center of our circle when playtime was over as well as our bean bag pillows.  We ended with an Irish circle dance to a classic song the Rakes Of Mallow.

SECOND GRADE—Opening warm-ups, with Doe a Deer and scale practice. We celebrated Ireland. We sang Wee Falorie Man and Mrs. Murphy's Chowder and performed a Celtic Dance called Brafferton Village/Walsh’s Hornpipe and /or Dance of the Mallows.

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 Brass family. We will continue with the folksong, Michael Finnegan practicing the complex clapping patterns in partner groups.  We reviewed the folk song, Froggie Went A Courtin' with solfege and sang the song with two puppets. Performed a Celtic Dance called Brafferton Village/Walsh’s Hornpipe and /or Dance of the Mallows.

Week 28

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 and sang DO RE MI SO LA TI DO' and the Solfege Song. We opened wth Sakura.  (DYNAMICS Week 1) We created a chart of 8 basic DYNAMICS.  Then the students were divided into groups of two and used flashcards with dynamic markings with 1 partner as student and one as teacher and then they switched.

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. We continued learning the song Orchestra, Orchestra with a focus on the Percussion family. We watched a video of a youth orchestra playing a song from Star Wars. The camera highlighted all of the different instruments and where they had key parts in the song. (Star Spangled Week 1) We learned the history behind the Star Spangled Banner and the meaning of the words through a video presentation. We sang the song.

Week 29

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.

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

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. Students rehearsed Froggoe Went A Courtin' solfege hand positions.  (Orchestra Week 6) Students were a playing card with a picture and name of an orchestra instrument.  There were 4 signs with the names of the four instrument families on the wall.  They needed to stand with all the instruments in their family.  Then we sang the song Orchestra, Orchestra and each family sang and stood on their verse. Then Mrs. Evans played 2 musical examples of each family by itself and the group had to stand when it was their family. (Star Spangled Banner Lesson 2). We reviewed the Star Spangled Banner and the students were given sentence strips with the words and had to put them in order with a partner.

March 2018

Week 26

KINDERGARTEN—Opening warm-ups, reviewed sentences, sang Starlight on So Mi and the School Song. We sang 10 Fingers, Body Parts, Grizzly in the Cave. We played a movement game, Alabama Gal with stuffed animals.

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

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

February 2018

Week 22

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

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

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. We learned the round One Ginger Beer part 1.

Week 23

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 reviewed hand clapping activity to Miss Mary Mack from 1st grade with partners.  We discussed lullabies (What, Who, When, Character, DYNAMICS, TEMPO, lyrics and PITCH). We discussed the lyrics to All the Pretty Little Horses.  We identified repeated MELODIC PATTERNS and PITCH. We rocked little stuffed animals and showed the downward PITCH using our thumbs for four of the lines in the song. 

THIRD GRADEWe reviewed Sunrise by Frede Grofé. Opening warm-ups solfege scale and One Gingerbeer part 2. 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.  

Week 24

ALL CLASSES—NO SCHOOL

Week 25

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

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 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 sang Ginger Beer part 3, reviewed The Marshmallow Rabbit Story and connected the story to the Element cards through specific song examples.

January 2018

Week 18

ALL CLASSES—Review for Open House

Week 19

ALL CLASSES—NO SCHOOL

Week 20

ALL CLASSES—PARENT OPEN HOUSE

Week 21

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

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.

December 2017

Week 15

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.

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

Week 16

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 HIGH/LOW, Animales SPANISH SONG, Fanga STEADY BEAT and Sleeping Cows.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. (Africa Week 3) Reviewed sentences and AFRICA IS A CONTINENT. 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).

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

Week 17

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 HIGH/LOW, Animales SPANISH SONG, Fanga STEADY BEAT and Sleeping Bunny RHYTHM. We ended our time doing a paper plate skate to the Skater’s Waltz, an old classic.

FIRST GRADE—Opening warm-ups. Performed African dance Che Che Koolay. Introduced a handclapping activity with the song Miss Mary Mack. We ended our time doing a paper plate skate to the Skater’s Waltz, an old classic.

THIRD GRADE—Opening warm-ups including the solfege scale and reviewed the solfege to Froggie Went a Courtin’ and the song Pippety, Poppety a pin game. Then Mrs. Evans introduced and demonstrated proper playing technique for the following instruments: HAND DRUMS, TONE BLOCKS, MARACAS, TAMBOURINES, TRIANGLES and GUIROS, BELLS.  The students sat by color groups and rotated around the room having the opportunity to play every type of instrument to an African drum piece in 4/4 time.

November 2017

Week 12

KINDERGARTEN—Opening warm-ups, review all music concepts. Then the class played the large circle activity Here Sits the Monkey in the Chair where every child get to give a monkey away. If there was extra time we sang Form the Corn and Standing Like a Tree.

FIRST GRADE—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.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence.

Week 13

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

THIRD GRADE—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.  Reviewed The Orchestra Song focusing on the percussion family.

Week 14

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

FIRST GRADE— Opening Warm-ups and SO MI LA to The Clock.  (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.  Introduce the Swahili song Pole Pole and sing it with hand motions to a PowerPoint presentation with animals. Sing The Fishing Song and The Mulberry Bush

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence.Students reviewed the history of the national anthem, The Star Spangled Banner and then with partners used sentence strips to put the words in the correct order, after which we sang it a final time. We reviewed Come Follow, Ginger Beer and the Element Chant.

October 2017

Week 7

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

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

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

Week 8

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

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

Week 9

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

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

Week 10

KINDERGARTENOpening warm-ups and Starlight sung to SO MI pitches and reviewed all music concepts. We moved to Turtles while standing, and played our pianos on Wild Horses. We sang If Your Happy and You Know It, Eency Weency Spider with plastic spider rings, 1-2 Buckle My Shoe and Ten Little Fingers.

FIRST GRADE—Opening warm-ups and Starlight sung to SO MI pitches and reviewed all music concepts. We moved to Turtles while standing, and played our pianos on Wild Horses. We sang If Your Happy and You Know It, Eency Weency Spider with plastic spider rings, 1-2 Buckle My Shoe and Ten Little Fingers.

Week 11

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

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

AugustSeptember 2017

Week 1No School

Week 2

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.

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

Week 3No School

Week 4

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

Week 5

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.
THIRD GRADE—Opening 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 6

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

FIRST GRADE—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.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We sang One GInger Beer. 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, IMPROVISATION 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.    

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

My Email: shevans@capousd.org

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