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“Music is the universal language of mankind.” 
― Henry Wadsworth Longfellow

Archives: AT A GLANCE

Archives: 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 CLASSESNO 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 CLASSESReview for Open House

Week 19

ALL CLASSESNO 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

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.

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 GRADEOpening 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.  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.

HAPPY SUMMER!!!!

5-22-2017—Parent Open House ALL GRADES 

5-15-2017—ALL GRADES review for Open House

5-8-2017

KINDERGARTEN at CLOpening warm-ups and school song. Moved to Ten Fingers and Body Parts. Bean Bag activity to Bean Bag Disappear and Bean Bag Toss.  Ended with Listen and Move..

FIRST GRADE at CL— Opening warm-ups and school song. Moved to Ten Fingers and Body Parts. Bean Bag activity to Bean Bag Disappear and Bean Bag Toss.  Ended with Listen and Move.

THIRD GRADE at CL— Ella Fitzgerald Sang Bop Boo Day, The Pin Song and game and Celtic Suite.

5-1-2017

KINDERGARTEN at CL—We opened with warm-ups. We Moved to What Are You Wearing?, Apples and Bananas, Aerobics A-Z, Sleeping Bunnies and Hunt the Cows.

FIRST GRADE at CL—After warm-ups we worked on Miss Mary Mack, and Oh Sinner Man.

SECOND GRADE at CL—Opening warm-ups. Continued with The Cuckoo and added Swinging the Blues Away, Green Eggs and Ham and Valsa Dos Cavalos.

THIRD GRADE at CL—Opening warm-ups. Solfege to Froggie Went a Courtin’ and The Pin Song. Added Ella Fitzgerald Sang Bop and Celtic Suite, and Irish movement piece

4-24-2017

KINDERGARTEN at CL—We opened with warm-ups. We moved to Fanga, Animales, Hunt the Cows and Sleeping Bunnies and watch the short story of the Tortoise and the Hare.

FIRST GRADE at CL—After warm-ups we worked on Miss Mary Mack, Hunt the Cows and Sleeping Bunnies.

SECOND GRADE at CL—Opening warm-ups, with Doe a Deer and scale practice. Austria Part II.

THIRD GRADE at CL—Opening warm-ups. Did a partner activity with the Star Spangled Banner words and moved to Cazachok, a Russian song.

4-17-2017

KINDERGARTEN at CL—Opening Warm-ups. and Starlight sung to SO MI pitches.  Introduce the new concept sentence Music can have a STEADY BEAT.  We moved the STEADY BEAT to Mrs. Evans drum, used our different body parts to reflect STEADY BEAT, sang a Spanish Song, Animales and Form the Corn.

FIRST GRADE at CL—Opening Warm-ups and SO MI LA to The Clock. We reviewed chart pictures for MUSIC HAS SHAPE AND CONTOUR.  Then we play a group circle game Pirate Captain on the Sea accompanied by the xylophone.

THIRD GRADE at CL—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 the solfege hands and notes for Froggie Went A Courtin’, and moved to Valsa Dos Cavalos.

4-10-2017

KINDERGARTEN at CL—After warm ups we We opened with warm-ups and Hello, Hello.  We played and sang a group activity called Here sits the Monkey in the Chair accompanied by the guitar. Everyone got a turn with the monkeys. We sang Form the Corn and Standing Like a Tree.

FIRST GRADE at CL—After warm-ups 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. We ended with Dima Dima using egg shakers and Che Che Coolay with African movement.

THIRD GRADE at CL—Opening warm-ups, and Element Chant. Continued working on TEMPO and handclapping activity with Michael Finnegan and two students acted out the song Froggie Went A Courtin’ using puppets.  We continued to practice singing the song on our solfege syllables. We ended with Valsa Dos Cavalos, a dance movement activity.

4-3-2017—SPRING BREAK

3-27-2017

KINDERGARTEN at CL—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.  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.

FIRST GRADE at CL— Opening Warm-ups.  We continue with Africa is a Continent. Oh Africa! Mrs. Evans plays her djembe and brings African instruments for show and tell. We recited the numbers 1-10 in Swahili and Africa is a Continent chant.  We sang Pole Pole and Dima, Dima and learned Che Che Coolay an African dance. We added a Liberian song Kokoleoko and O Bwe See.

THIRD GRADE at CL—Opening warm-ups, and Element Chant. Continued working on TEMPO and handclapping activity with Michael Finnegan and we learned how to read verses in the song Froggie Went A Courtin’ and had an introduction to singing the song on our solfege syllables. Class short due to field trip.

3-20-2017

KINDERGARTEN AT CL—Opening Warm-ups. and Starlight sung to SO MI pitches.  Introduced new music concept “Music can be High and Low”.  Students reviewed using their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). We reviewed the high/low picture chart used the pop up puppet to show high and low. We sang a classic song “I’m Bringing Home My Baby Bumblebee. We closed with Hello There, Patty Pat and This Old Man.

FIRST GRADE at CL— Opening Warm-ups and SO MI LA to The Clock.  Opening Warm-ups. Reviewed sentences and AFRICA IS A CONTINENT. Watched two videos, Pole Pole by Ella Jenkins and It Never Rains in Africa video.  Mrs. Evans brought her DJEMBE drum.  We sang Dima, Dima, recited 1-10 in Swahili, the Africa is a continent chant, and Kokoleoko.

THIRD GRADE at CL— THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. New TEMPO concept: RITARDANDO and ACCELERANDO for the song Michael Finnegan. We worked on partner clapping activity for the song.  We concluded with Statues to Seven Jumps, a movement activity.

3-13-2017

KINDERGARTEN AT CL—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 at CL— Opening Warm-ups and SO MI LA to The Clock.  Sing The Fishing Song and The Mulberry Bush.  Add Where Oh Where has My Little Dog Gone?.  Sing in fast and slow TEMPOS.  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.

THIRD GRADE at CL— 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, 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.

3-6-2017

KINDERGARTEN AT CL—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 at CL—Opening Warm-ups. 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.

THIRD GRADE at CL—Opening warm-ups including the solfege scale. We reviewed the ELEMENTS of music and the Element Chant on BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVISATION using the Brilliant Marshmallow Rabbit story.  We sang the Orchestra Song and saw a demonstration about instrument families and their unique characteristics.

2-27-2017—LIMITED CLASSES due to Conferences

KINDERGARTEN AT CL— Opening warm-ups, Hello, Can’t Sit Still and Aerobics A-Z.

FIRST GRADE at CL— 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.

THIRD GRADE at CL— No class

2-20-2016—NO SCHOOL

2-13-2017

KINDERGARTEN AT CL— 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 at CL— 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 at CL—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, 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.  

2-6-2017

KINDERGARTEN AT CL—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.

FIRST GRADE at CL— Opening warm-ups as listed above, reviewed the school song (see home page). We sang Welcome to Music.  Then we reviewed PART 2 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.

THIRD GRADE at CL— 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.

1-30-2017

KINDERGARTEN at CL—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.

FIRST GRADE at CL—Opening warm-ups as listed above, reviewed the school song (see home page). We sang Welcome to Music.  Then we reviewed part 1 of 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.

THIRD GRADE at CL—After warm-ups we learned the pattern solfege song DO RE MI FA SO and moved to When I was Walking. We talked about American Composer Ferde Grofé. We prepared to LISTEN to Sunrise from the Grand Canyon Suite. We talked about the key instruments in the song and DYNAMICS and FORM.

1-23-2017

KINDERGARTEN AT VDMES—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—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— 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.

1-16-2017NO SCHOOL

1-9-2017

KINDERGARTEN at CL—Opening warm-ups and then we sang the School Song, When I Was One, Form the Corn and played a group game to the song Here Sits a Monkey in the Chair.

SECOND GRADE—After warm-ups Mrs. Evans demonstrated the correct playing technique for hand drums, triangles, guiros, tone blocks and coconuts, tambourines, xylophones, metallophones and glockenspiels, and maracas.  We split up into groups of six and rotated around to all of the different instrument groups while improvising to Yankovic’s Polka.

THIRD GRADE— After warm-ups Mrs. Evans demonstrated the correct playing technique for hand drums, triangles, guiros, tone blocks and coconuts, tambourines, xylophones, metallophones and glockenspiels, and maracas.  We split up into groups of six and rotated around to all of the different instrument groups while improvising to Yankovic’s Polka.

1-2-2017—NO SCHOOL

12-26-2016—NO SCHOOL

12-19-201--OPEN HOUSE

12-12-2016

KINDERGARTEN— After warm-ups we reviewed all the songs for Open House.

SECOND GRADE—After warm-ups we reviewed all the songs for Open House

THIRD GRADE—After warm-ups we reviewed all the songs for Open House.

12-5-2016

KINDERGARTEN AT CL—After warm-ups we used “googlie eyes” to sing questions like, “What is your favorite color?” to our partner.  We sang Standing Like a Tree and the pirate song, When I was One.  We reviewed the Spanish song Animales.  We performed Sleeping Bunnies and Riding our Ponies.

SECOND GRADEAfter warm-ups we sang Green Eggs and Ham from Suessical. We worked on RHYTHM with the Rhythms of the Ocean cards in groups of four, constructing our own rhythms and performing them together with our small groups.

THIRD GRADE—After warm-ups we learned A Beatles favorite, The Yellow Submarine.  Then we reviewed the song Pippety Poppety and sang it in solfege. We concluded by playing the English party game as a class.

KINDERGARTEN at CL—Opening warm-ups and then we did a review all the pieces for the Open House.

SECOND GRADE— Opening warm-ups and then we did a review all the pieces for the Open House.

THIRD GRADE— Opening warm-ups and then we did a review all the pieces for the Open House

11-28-16

KINDERGARTEN— We learned the movement piece Standing Like a Tree and the pirate song, When I was One.  Then the class played the large circle activity Here Sits the Monkey in the Chair where every child get to give a monkey away.

FIRST GRADE— We learned the movement piece Standing Like a Tree and the pirate song, When I was One.  Then the class played the large circle activity Sailor, Sailor on the Sea as we tried to guess how many jewels were in the pirate’s chest.  Every student participated as a guesser or a pirate.  Mrs. Evans introduced the xylophone to the class because she used it to accompany the pirate song.

SECOND GRADE—After warm-ups we reviewed the jazz scat piece, Swingin’ the Blues Away.  We then played an Israeli beanbag circle activity called Hora Agadati.

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 ended by listening to 18 instruments and tried to identify the instrument by its unique TIMBRE.

11-21-2016—Off for VACATION

11-14-2016

KINDERGARTEN—It’s almost Thanksgiving Week! After warm-ups we opened with 5 Fat Turkeys, I Like Turkey Time (using internalized gestures), There are Many Things I am Thankful For and Ina Maka a Native American Indian song.  We watched a video clip of some Native American Indians with instruments.  We also saw the CONTOUR via an Interactive Listening Map of December Snow, a traditional piece played on a Native American flute. We then did a circle dance to some authentic Indian drumming music and added a beaded gourd and a few shakers as we sang Ina Maka.

FIRST GRADE—It’s almost Thanksgiving Week! After warm-ups we opened with 5 Fat Turkeys, I Like Turkey Time (using internalized gestures), There are Many Things I am Thankful For and Ina Maka a Native American Indian song.  We watched a video clip of some Native American Indians with instruments.  We also saw the CONTOUR via an Interactive Listening Map of December Snow, a traditional piece played on a Native American flute. We then did a circle dance to some authentic Indian drumming music and added a beaded gourd and a few shakers as we sang Ina Maka.

SECOND GRADE—It’s almost Thanksgiving Week! After warm-ups we opened with I Like Turkey Time (identifying SOLFEGE and using movement to internalize melody), There are Many Things I am Thankful For and Ina Maka a Native American Indian song.  We watched a video clip of some Native American Indians with instruments.  We also saw the CONTOUR via an Interactive Listening Map of December Snow, a traditional piece played on a Native American flute. We then did a circle dance to some authentic Indian drumming music and added a beaded gourd and a few shakers as we sang Ina Maka.

THIRD GRADE— It’s almost Thanksgiving Week! After warm-ups we opened with I Like Turkey Time (identifying SOLFEGE and using movement to internalize melody), There are Many Things I am Thankful For and Ina Maka a Native American Indian song.  We watched a video clip of some Native American Indians with instruments.  We also saw the CONTOUR via an Interactive Listening Map of December Snow, a traditional piece played on a Native American flute. We then did a circle dance to some authentic Indian drumming music and added a beaded gourd and a few shakers as we sang Ina Maka.

11-7-2016 at VDMES/AB

KINDERGARTEN—After warm-ups we performed the School Song and sang and moved to Here we go Riding our Ponies, Sleeping Bunnies, Hello, Hello, School Song, Form the Corn, What Are You Wearing? and My Poor Hand is Shaking.

FIRST GRADE—After warm-ups we sang Standing Like A Tree and Form the Corn. We learned our next concept sentence MUSIC HAS SHAPE OR CONTOUR. We used a contour chart and traced the shape of a pirate song called Hear Ye.  We ended out time with Sleeping Bunnies.

SECOND GRADE—We learned Swingin’ the Blues Away as we talked about JAZZ and SCAT singing. We reviewed our partner work on The Cuckoo and learned a folk song called Liza Jane.  We moved to Valsa, a Brazilian song.

3rd GRADE—Students were given cards for a single instrument and they had to guess what family of the orchestra they belonged to and then that determined what verse they would sing on The Orchestra Song. We then did an instrument listening activity as we tried to guess what instrument was playing using an instrument picture card and clothespin marker.

10-31-2016--NO SCHOOL

10-24-16

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 including “f” loud, “p” soft and “>” getting louder.  Then Mrs. Evans introduced the new concept sentence Music has ta’s, titi’s, and rests. This is RHYTHM. The class then read all the rhythms to the speech piece.  The lesson continued with a Pumpkin Patch activity where all the students Pumpkin Patch turned 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.

SECOND GRADE—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. Next we did a speech piece called What is the Rhythm of This Pumpkin? and did body percussion and rhythmic reading as a group.  Quick review of The Cuckoo song.

3rd GRADE—Pumpkins, Pumpkins, Pumpkins!  Students learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS and TEMPOS.  Then we discussed FORM through the song Pick-A-Pick-A-Pumpkin.  Mrs. Evans gave students different movements for the A and B sections. Next we did a speech piece called What is the Rhythm of This Pumpkin? and did body percussion and rhythmic reading as a group. We ended by listening to the piece In the Hall of the Mountain King by Grieg as we played the 4 measure pattern I-I I-I I-I I I-I I etc. on rhythm sticks 12 times as the TEMPO got faster. Quick review of Michael Finnegan.

10-17-16

KINDERGARTEN—reinforced their new music concept “Music can be High and Low.  Students reviewed using their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). We reviewed the high/low picture chart used the pop up puppet to show high and low. Mrs. Evans brought out her bells and tested every student for aural understanding of high and low by distinguishing between the bells she played for them. She introduced a new song called Stars and Starfish reinforcing high and low. We sang a classic song “I’m Bringing Home My Baby Bumblebee. Finally we watched an Interactive Listening Map of 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.

FIRST GRADE—Opening Warm-ups.  We continue with Africa is a Continent. Oh Africa! Mrs. Evans plays her djembe and brings African instruments for show and tell. We recited the numbers 1-10 in Swahili with Ella Jenkins.  We sang Pole Pole and Dima, Dima and Che Che Coolay with African movement. We added a Liberian song Kokoleoko and O Bwe See. We learned about the specific sounds that shaker eggs make.  We sang with our eggs to Shake, Shake, Now My Shaker’s Up, Silly Sam and Up So High.

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 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, IMPROVIZATION. 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

KINDERGARTEN—Opened with a movement activity song Sleeping Bunnies and 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. 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.

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 handclapping 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, IMPROVIZATION. 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

KINDERGARTEN—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.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock.  Sing The Fishing Song and The Mulberry Bush.  Add Where Oh Where has My Little Dog Gone?.  Sing in fast and slow TEMPOS.  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.

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, IMPROVISATION. 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

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 SO MI LA song called The Clock. We sang The Fishing Song, Poor Hand is Shaking.  Performed xylophone and piano movements to Camille Saint-Saëns’ Fossils. 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.

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, IMPROVISATION.  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

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 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.

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, 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.  

9-12-2016 CL/VDM/AB

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 songs Look at Me and The Clock.  We moved to Gogo and Gilly, Gilly Good Morning.  Introduced a hand clapping 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.

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, 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.

9-5-2016 

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 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.

8-15-16 & 8-22-2016 CL/VDM/AB

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 amazing. Please ask your children to demonstrate : ).

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.

Added part 2 to the school song and sang it with music. Performed the welcome song in groups of two developing appropriate respect for partner, moved to Can’t Sit Still and Aerobics A-Z.

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.

Sang the school song with recorded music, Performed body percussion to the piece, Hush Little Baby performed by Bobbi McFerrin and Yo Yo Ma, discussed the FORM of the song, Learned a speech piece Let’s Go On a Journey with the cajón drum and talked about continents and countries as we performed RHYTHM and clapping sequences.

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.

Sang the school song with recorded music, Performed body percussion to the piece, Hush Little Baby performed by Bobbi McFerrin and Yo Yo Ma, discussed the FORM of the song, Learned a speech piece Let’s Go On a Journey with the cajón drum and talked about continents and countries as we performed RHYTHM and clapping sequences.