2nd: Learned musical terms “introduction” and “coda;” students were asked to brainstorm why an intro and coda are necessary.  We tested their theories by listening to ONLY intros of several pop songs to see if they could identify the piece or style right away.  Learned a song and dance (“Shake Them ‘Simmons Down”) to demonstrate the intro/coda concept.

Pre-K: Reviewed “Mr. Quarter Note” and his favorite word.  Learned about Mr. Quarter Note’s cousin, Quarter Rest.  Also briefly introduced “Half Note,” who likes to yawn a lot.  Students played notated quarter note and quarter rest rhythms on sticks and clappers.

1st: Learned the terms “allegro” (fast) and “andante” (slow).  Identified real-life activities that matched each of these terms and then identified them in music.  Listened to the song “Kee-Chee” and identified the continent of origin as Africa.  Learned a “hand dance” to accompany the song (pat, clap, cross, pat).  Students were read the story of “Peer Gynt” and then we listened to the orchestral piece “Hall of the Mountain King.”  The students responded to the music by acting out the story as the trolls chasing Peer.

5th Band: Learned a new note.  Drummers were asked to fine-tune their paradiddles.  Piece to learn for next class: “Mary Ann.”  We put together a short list of pieces students were interested in for the Spring Program.

Band: “Louie, Louie.”  We also put together a short list of pieces students were interested in for the Spring Program.

REMINDER:  Next week is the music store!  The store will be open on Thurs, Jan 22 and Mon, Jan 26.

3rd: Learned about repeating notes/tones in music.  Student should be able to visually and aurally identify upward and downward movement of music as well as repeated tones.  They should also be able to SING upward/downward/repeated tones by looking at written music.  To help students understand this concept, we learned a Caribbean folk song called “Four White Horse.”  We also learned a clapping game to go with the song.

4th: Students learned the fingering for a treble C (the C in “FACE in the space”) and how to calculate the number of beats a dotted note would receive.  Students determined the number of beats a dotted half note receives (3 beats) and learned to recognize it in their music.  Next class, students may audition for their yellow belt by playing the piece found on Lesson 6, “Au Clair de la Lune.”

5th: Back to Music Olympics!  We learned about the Maori people, who called New Zealand (Aotearoa in their language) home.  Somes students who have had personal experiences in New Zealand shared their stories.  We watched a video of dancers using “poi balls,” plain, on fire, and as glow sticks.  Students sang the song “Whaka Poi” (in the Maori language) AND learned a poi ball “dance” to accompany the song.

6th: We are going back in time (technically forward from the Medieval Era) to the Renaissance Era (1400-1600).  Students learned about some of the major social and technological developments during this era.  We discussed the concept of primogeniture and how women distinguished themselves (by their artwork and by their dancing) in order to improve their social standing.  Looked at images of the Unicorn Tapestries (now housed at the Cloisters in New York) and videos of traditional Renaissance dances.  Students then learned how to dance the Carolingian Pavane to the piece “Belle qui tiens ma vie”  (two examples of this piece can be found on Youtube here [slow version, one repetition] and here [more traditional (except for the drum background rhythm, which is too techno for this time period) and employing a typical Renaissance recorder consort, two repetitions]).  One of the most difficult parts of the dancing for the students was remembering to lift up after their steps and to keep their arms out.  Even though the steps are relatively simple, it does require a lot of  coordination.

MS band: “Louie, Louie.”  Students are asked to consider some music from VIDEO GAMES that they might like to play for the Spring Concert.  We will vote on 2-3 that Mrs. Conway can put into a medley.  We will also look at the list of shorts that Mrs. Conway put together and select two pieces.

Welcome back from your snow days!  Will this ever end? 

All grade level music classes (except band): to transition the students back into our “regular” music classes, we learned a new mass song (“Malo, Malo”) while also learning about the musical concept of “call-and-response.”

Students discussed what “call-and-response” might mean and were asked to give examples of “call-and-response” in their everyday life.  We learned the song “Malo, Malo,” which is a “call-and-response” song in which students say “thank you” in several different languages.  Afterwards, we played some “call-and-response” rhythms on percussion instruments.  Some students were chosen from each class to make up their own “call,” to which the entire class “responsed.”

Band: Both band classes were given study halls to allow them to prepare for subject exams the following week; students, bring your instruments next week!!!

Welcome back from your Christmas vacation!  Hope you are all enjoying the snow.  Yay snow.

All grade level music classes: to transition the students back into our “regular” music classes, we learned about African drumming circles.  Watched clips of drumming circles on YouTube with particular attention to scenes of drumming from the movie “The Visitor.”

Students participated in an improvised drumming circle; each student was called on to perform a solo rhythm (in tempo and on beat) randomly.  This was a good team and solo activity, encouraging students to “feel” the beat of the collective group, while creating and maintaining their own rhythm.

Happy early Christmas vacation!

Happy early Christmas vacation!

As a treat, most classes were combined into a large group of two and we watched some popular Christmas shorts (Charlie Brown, Frosty, etc.).

Tonight’s performance to start at 6:30PM sharp, with Pre-K/K opening.

Thank you to the following families for helping with set-up: Hartin, Wineinger, Novak, Lebsock, Smith, Durgin.  I could not have done it without your help!

3rd-5th Kudos: You guys did a brilliant job performing for the rotary.  Thank you for being so patient and for working with all the teachers on getting you into good singing positions.  Thank you also to Mrs. Durgin for helping Mrs. Conway carry all the music stands, computer, and amp to and from her car.