- Here is a synopsis of what happened in music - during instructional Week #4. With the specials schedule that we have at Gold Rush this year, four weeks equals 1 week of instruction in music for all of the students. This covers the time from November 8 - December 10, 2021.
Our "Enter with Ears and Imagination" protocol (introduced in the last rotation) brought the following musical examples to our World Music feature playlist:
- Loch Lomond by The Pipes and Drums of Leanisch on the Spirit of Scotland - Essential Bagpipe Anthems album - Scotland
- El Pañuelo by Palomas del Sur on the Folk Music From The Andes album - Ecuador
Hlonolofatsa (Live) by the University of Pretoria Youth Choir & Lhente-Mari Pitout on the South African Traditional Music album - South Africa
Binh ban va’n Artist: Truong Thi Quynh Hanh (Dan Tranh) on Vietnam, Best of Traditional Vietnamese Music - Vietnam
- Kindergartners continued learning about the UnPitched Percussion instruments we have in the music room according to timbre or tone color groupings. In this rotation they were introduced to the Rattle instruments (maracas, chiquita maracas, egg shakers, West African nut rattle and shekere, multi-guiro, Japanese kokiriko / clatterpillar, handle castanets and the vibraslap) and the Ring instruments (suspended cymbal, sizzle cymbal, finger cymbals, crash cymbals, Chinese bell tree, tam-tam and zhing, the Indonesian gong, and the triangle). With each of these families students were introduced to the proper playing technique and the instrument name. Each student took a turn playing every instrument as they were passed around the circle, or students moved fron one spot to another around the circle. Students were asked to match the beat as they played, or, in the case of the Ring family - play a single long sound on a conductor's cue; students took turns as the conductor. We also played a game called "Listen" which requires students to determine which instrument they are hearing without being able to see it and then name the instrument they heard. Additionally, Kindergartners movements to the instrumental sounds of these timbres. Kindergarten students also read a musical score with icons of the instruments to play - one from each of the 4 timbre families they have played so far - Click / Rhythm Sticks, Jingle / Jingle Bells, Ring / Triangle, and Rattle / Maracas. Mrs. Petty created the score to align with the Winter classic, Sleigh Ride by LeRoy Anderson. Students got to play each of the four parts as we rotated for turns.
- First Graders were introduced to compound time this rotation through a nursery rhyme chant, Go to Bed, Tom. Students learned the words through imitation, then were introduced to the musical notation. We performed the piece with instrumental layers - rhythm sticks on the main rhythm, triangles in the speech rests, and a rhythmic ostinato (repeated pattern) introduced students to playing the tubano drums. We did this in a circle, rotating so that all students got to play every part at least one time. Some students were also able to take on the challenge of playing the rhythms without saying the text out loud, instead using their thinking voice to maintain the rhythm. Additionally, students wrote compound rhythms from dictation. Additionally students learned another apple related singing/movement game, Wind Up the Apple Tree. All classes also had a Talent Time (sharing performances) in class, followed by a time of students choices of favorite music and movement games.
- Second Graders experienced beat and rhythm this rotation with a Pie Theme. Students learned a poem, I Like Pie, which became the A section of our final Rondo 'performance'. We played some reaction games also with pie flavor responses, and students learned the first verse of the traditional singing game, Great Big House in New Orleans. Students sorted pictures of pie flavors, e.g. apple, pumpkin, peach, blackberry, etc. into their corresponding 2-beat rhythm patterns. Students worked in small groups to create a 4-rhythmic building brick Word chain. Students said their pattern, clapped and said it simultaneously, and then thought the words while only clapping. This was then transferred to an unpitched percussion instrument. Each group performed their word chain as a part of the I Like Pie Rondo. All classes also had a Talent Time (sharing performances) in class, followed by a time of students choices of favorite music and movement games.
- Third Graders did further work learning to play the recorder. In this rotation they reviewed B, A and G and were introduced to the fingering and notation of the note E. We began with a new piece learned and experienced through body percussion transferred to recorder: See A Pin. After learning it using snap, clap and pat with B-A-G as the pitches , we shifted it down to clap, pat, step with A-G-E as the pitches. Students worked initially with partners - one doing the body percussion as the conductor and the other as the recorder player. Later we worked from the notation of the music. Eventually the two versions (Do centered and La Centered) were meshed into a 3rd version using one line of each. Third graders also did a paper and pencil challenge of naming 30 treble clef notes (only the lines and space notes) given 3 minutes time. This practice will help to increase note recognition and music reading fluency. Students also experienced a 2nd piece with the new note E, Minka which is a Winter song from Russia. We sang it and played the recorder part. Students received the music for both of these new pieces to practice at home. All classes also had a Talent Time (sharing performances) in class, followed by a time of students choices of favorite music and movement games.
- Fourth Graders focused on melody and pitch through two pieces for tonebars and a 2nd take at the 50 in 5 challenge. Students reviewed the lines and spaces of the treble clef staff in preparation for the 50 in 5 challenge. We reviewed the music alphabet and the way in which that pattern helps in figuring out notes outside of the staff. Students are learning all of the treble clef notes from the B below the staff to the B above the staff (15 notes in total). Students took the 50 in 5 challenge for the second time this year. This is a timed note-naming challenge. Students also experienced melody and ensemble music making learning two pieces by Shirley McRae through echo imitation and listening: Third Time A-Round Double and Barreled Canon. All classes also had a Talent Time (sharing performances) in class, followed by a time of students choices of favorite music and movement games.
- Fifth Graders focused on melody and pitch. We reviewed the lines and spaces of the treble clef in preparation for the 50 in 5 challenge. We reviewed the music alphabet and the way in which that pattern helps in figuring out notes outside of the staff. Students are becoming more comfortable with all of the treble clef notes from the B below the staff to the B above the staff (15 notes in total). Students took the 50 in 5 challenge for the second time this year. This is a timed note-naming challenge. Students experienced learning a diatonic piece (all notes of the major scale) through body percussion transferred to tonebars - Syncopation Step-wise motion by Roger Sams. We extended this by changing the toneset so that students were introduced to 6 modal scales: C-c Ionian, D-d Dorian, E-e Phrygian, F-f Lydian, G-g Mixolydian and A-a Aeolian. Students noted their favorite scales for future work. After doing the 50 in 5 challenge students put their knowlege of treble clef notation to work. They worked in teams to decode some written music and layer them together. Each team had one or two measures to master and then they were layered together. One piece was for metals - metallophones and glockenspiels, Carol On!, and one piece was for xylophones, Christmas Eve at Macy's. Both pieces were written by Shirley McCrae. All classes also had a Talent Time (sharing performances) in class, followed by a time of students choices of favorite music and movement games.