Who are Pentatonix? They are an a cappella group with most of the singers growing up close to us - Arlington, TX. There are five singers (thus the 'penta' in their name) who all contribute wide vocal ranges and amazing vocal performances.
We've been studying vocal ranges in Fourth and Fifth Grade - focusing on the five main voices: Soprano, Alto, Tenor, Baritone and Bass. We've compared the sounds of each voice. In listening to a few examples of the Pentatonix videos, students were able to clearly hear each vocal part and name which voice was featured.
Students are learning the song 'Carol of the Bells' on the Orff instruments (xylophones) so it was only fitting to listen to Penatonix version of the song. We also listened to the song "Dance of the Sugar Plum Fairy" written by Tchaikovsky and compared the original version to the newer version.
Here are the links to the video clips that we watched in class:
Carol of the Bells
Dance of the Sugar Plum Fairy
For more information on the group, see their official website here.
Tuesday, December 9, 2014
Friday, December 5, 2014
Mr. Shafferman's Class
I am at an event today and missing your class! I expect that you're making great choices for Mrs. Herring and doing your best. Please read this blog post and then answer questions on your worksheets. Click on the highlighted words to find their meaning.
PETER ILYICH TCHAIKOVSKY
Peter Tchaikovsky was one of the most famous Russian composers. He wrote six symphonies, music for ballets, piano pieces and many concertos. Tchaikovsky's music is easy to listen to and you probably will recognize some of it. Click below to see some performances of his music:
Nutcracker - Trepak Dance
Nutcracker - Waltz of the Flowers performed by the Vancouver Symphony
Nutcracker - Nutcracker March
Swan Lake - Entrance
Sleeping Beauty Waltz - Gimnazija Kranj Symphony
Tchaikovsky's Childhood
Tchaikovsky was born in a small town in Russia called Votkinsk. Tchaikovsky's father was a mining engineer and his mother was French. Both of his parents had some musical training. Tchaikovsky had four brothers and two sisters. When he was four years old, his parents hired a French governess (private teacher) named Fanny Durbach, to look after Tchaikovsky and his older brother. Young Peter was a very quick learner. By the age of six, he had learned to speak French and German.
Tchaikovsky started taking piano lessons when he was five. He was a quick learner with music too. In just a few years, he could read music as well as his teacher.
Despite his gift for music, his parents did not want him to make a career in music. When he was 10, his parents sent him to attend a school in Saint Petersburg about 800 miles away from his home and family. Tchaikovsky was unhappy at the school and missed his family very much.
A few years later, when Tchaikovsky was 14, his mother died from cholera (a bacteria disease from contaminated water). This was a sad time for Tchaikovsky. He later said that his mother's death was the event that shaped his life. In his sadness, Tchaikovsky turned to music for comfort. He improvised music at the piano and began writing down some early compositions (music).
Tchaikovsky completed school at age 19 and took a job as a government clerk. This job did not make him happy, so he decided to return to studying and composing music. He took classes at the St. Petersburg Conversatory with Anton Rubenstein, who was famous pianist, conductor and composer. When Tchaikovsky finished his studies at the conservatory, he was awarded a silver medal, which was a special prize given to outstanding students.
MUSICAL CAREER
Tchaikovsky was offered a teaching job at the new Moscow Conservatory so he moved to Moscow where he taught and also continued to compose. His early pieces, however, were not liked by audiences.
Tchaikovsky's life changed when a wealthy widow named Nadezhda von Meck asked him to compose a work for violin and piano. She liked his composition so much that over the next 13 years, she gave him money so that he could focus on composing. In all that time, they never met, but they exchanged more than 1,000 letters! They became very close friends in these letters, and Tchaikovsky dedicated many of his pieces to her.
With this support, Tchaikovsky continued to compose music and soon the public grew to love his pieces, both in Russia and across the world. In 1891, near the end of his life, Tchaikovsky conducted performances of his works at Carnegie Hall in New York City. He was very pleased to discover that American audiences loved his music.
THE NUTCRACKER
Every December there are performances of The Nutcracker, a ballet composed by Tchaikovsky that is loved by children and adults. The ballet is based on a story called The Nutcracker and the Mouse King, which was written by the German writer E.T.A. Hoffmann. Although the details of the tale change slightly in different performances, the basic story is always the same.
TCHAIKOVSKY AND THE NUTCRACKER
When people in Russia heard Hoffmann's exciting story, they decided that it would make a wonderful ballet. They asked Tchaikovsky to write the music for the ballet. Several years earlier, Tchaikovsky composed the music for two other ballets: Swan Lake and The Sleeping Beauty.
To bring the story of The Nutcracker to life in the ballet, Tchaikovsky had to write music that would portray the exciting events of the story and also be appropriate for ballet dancing. Tchaikovsky also published an orchestral suite with some of the pieces from The Nutcracker. Orchestras often perform this suite without any ballet performance, because the music is so wonderful.
If you are unable to attend a performance of The Nutcracker, which usually features elaborate sets and creative costumes, you can easily watch a video recording of a performance, either checked out from the library or on the internet.
THE STORY
At a family party on Christmas Eve, a girl named Clara is given a wooden nutcracker doll, while her brother Fritz receives a set of toy soldiers. Late that night, when everyone in the house is sleeping, Clara sneaks downstairs and discovers that the nutcracker doll and the soldiers have grown in size and come to life. The nutcracker and the soldiers are fighting a group of giant mice around the Christmas tree, which also has magically grown bigger. Clara sees that the Nutcracker is losing a battle against the largest mouse, the Mouse King. She throws her slipper at the giant mouse, and the Nutcracker defeats him.
After the fighting is done, the Nutcracker turns into a handsome prince, and he takes Clara on magical adventure. Together they travel to the Land of the Sweets, which is ruled by the Sugar Plum Fairy. Clara and the prince then watch as dancers from Spain, China, and Russia perform. After the dance, "Waltz of the Flowers," is done, Clara wakes up back in her own bed on Christmas morning. She wonders whether it was all just a dream.
PETER ILYICH TCHAIKOVSKY
Peter Tchaikovsky was one of the most famous Russian composers. He wrote six symphonies, music for ballets, piano pieces and many concertos. Tchaikovsky's music is easy to listen to and you probably will recognize some of it. Click below to see some performances of his music:
Nutcracker - Trepak Dance
Nutcracker - Waltz of the Flowers performed by the Vancouver Symphony
Nutcracker - Nutcracker March
Swan Lake - Entrance
Sleeping Beauty Waltz - Gimnazija Kranj Symphony
Tchaikovsky's Childhood
Tchaikovsky was born in a small town in Russia called Votkinsk. Tchaikovsky's father was a mining engineer and his mother was French. Both of his parents had some musical training. Tchaikovsky had four brothers and two sisters. When he was four years old, his parents hired a French governess (private teacher) named Fanny Durbach, to look after Tchaikovsky and his older brother. Young Peter was a very quick learner. By the age of six, he had learned to speak French and German.
Tchaikovsky started taking piano lessons when he was five. He was a quick learner with music too. In just a few years, he could read music as well as his teacher.
Despite his gift for music, his parents did not want him to make a career in music. When he was 10, his parents sent him to attend a school in Saint Petersburg about 800 miles away from his home and family. Tchaikovsky was unhappy at the school and missed his family very much.
A few years later, when Tchaikovsky was 14, his mother died from cholera (a bacteria disease from contaminated water). This was a sad time for Tchaikovsky. He later said that his mother's death was the event that shaped his life. In his sadness, Tchaikovsky turned to music for comfort. He improvised music at the piano and began writing down some early compositions (music).
Tchaikovsky completed school at age 19 and took a job as a government clerk. This job did not make him happy, so he decided to return to studying and composing music. He took classes at the St. Petersburg Conversatory with Anton Rubenstein, who was famous pianist, conductor and composer. When Tchaikovsky finished his studies at the conservatory, he was awarded a silver medal, which was a special prize given to outstanding students.
MUSICAL CAREER
Tchaikovsky was offered a teaching job at the new Moscow Conservatory so he moved to Moscow where he taught and also continued to compose. His early pieces, however, were not liked by audiences.
Tchaikovsky's life changed when a wealthy widow named Nadezhda von Meck asked him to compose a work for violin and piano. She liked his composition so much that over the next 13 years, she gave him money so that he could focus on composing. In all that time, they never met, but they exchanged more than 1,000 letters! They became very close friends in these letters, and Tchaikovsky dedicated many of his pieces to her.
With this support, Tchaikovsky continued to compose music and soon the public grew to love his pieces, both in Russia and across the world. In 1891, near the end of his life, Tchaikovsky conducted performances of his works at Carnegie Hall in New York City. He was very pleased to discover that American audiences loved his music.
THE NUTCRACKER
Every December there are performances of The Nutcracker, a ballet composed by Tchaikovsky that is loved by children and adults. The ballet is based on a story called The Nutcracker and the Mouse King, which was written by the German writer E.T.A. Hoffmann. Although the details of the tale change slightly in different performances, the basic story is always the same.
TCHAIKOVSKY AND THE NUTCRACKER
When people in Russia heard Hoffmann's exciting story, they decided that it would make a wonderful ballet. They asked Tchaikovsky to write the music for the ballet. Several years earlier, Tchaikovsky composed the music for two other ballets: Swan Lake and The Sleeping Beauty.
To bring the story of The Nutcracker to life in the ballet, Tchaikovsky had to write music that would portray the exciting events of the story and also be appropriate for ballet dancing. Tchaikovsky also published an orchestral suite with some of the pieces from The Nutcracker. Orchestras often perform this suite without any ballet performance, because the music is so wonderful.
If you are unable to attend a performance of The Nutcracker, which usually features elaborate sets and creative costumes, you can easily watch a video recording of a performance, either checked out from the library or on the internet.
THE STORY
At a family party on Christmas Eve, a girl named Clara is given a wooden nutcracker doll, while her brother Fritz receives a set of toy soldiers. Late that night, when everyone in the house is sleeping, Clara sneaks downstairs and discovers that the nutcracker doll and the soldiers have grown in size and come to life. The nutcracker and the soldiers are fighting a group of giant mice around the Christmas tree, which also has magically grown bigger. Clara sees that the Nutcracker is losing a battle against the largest mouse, the Mouse King. She throws her slipper at the giant mouse, and the Nutcracker defeats him.
After the fighting is done, the Nutcracker turns into a handsome prince, and he takes Clara on magical adventure. Together they travel to the Land of the Sweets, which is ruled by the Sugar Plum Fairy. Clara and the prince then watch as dancers from Spain, China, and Russia perform. After the dance, "Waltz of the Flowers," is done, Clara wakes up back in her own bed on Christmas morning. She wonders whether it was all just a dream.
Wednesday, November 19, 2014
Vocal Range
In Fourth and Fifth Grade, we have been learning about five different singing ranges: Soprano, Alto, Tenor, Baritone and Bass. We have compared what each voice sounds like and talked about whether the voice is used by a male or female. Students will now complete a PBL project about what they know about each voice range.
PBL on Vocal Ranges
Students, find the note ranges for each voice and fill in the notes on your Grand Staff. Click here to learn about each singing range: Four Voice Ranges
While elementary students have 'children' voices, their voices will change and develop as they get older. If you'd like to find your vocal range, check out this link: Vocal Ranges
PBL on Vocal Ranges
Students, find the note ranges for each voice and fill in the notes on your Grand Staff. Click here to learn about each singing range: Four Voice Ranges
While elementary students have 'children' voices, their voices will change and develop as they get older. If you'd like to find your vocal range, check out this link: Vocal Ranges
Monday, October 13, 2014
Four Voices
TALKING, WHISPERING, CALLING, SINGING
Kindergarten students have been learning about their four voices the past few classes. We learned a short poem called "This is my talking voice." We practiced using our voices in different ways through poems, songs, games and a writing activity: talking, whispering, calling, singing.
I posted four posters in each corner of the room. The Singing Voice showed a picture of a person using a singing voice with the word "Singing" above it. The Whisper Voice showed a person whispering in the ear of another person with the word "Whisper" above it. Calling and Talking voices showed pictures of people using the appropriate voice with the word above.
On the SmartBoard, I have eight colored circles. A student was called to tap a circle which revealed a place such as library, rock concert, choir, classroom, recess... I would play a short song on the xylophone while students tip-toed to stand next to the poster that showed the voice that they would use if they were in that place. We repeated the process until all of the circles had been pressed.
The next class that I had the students, they worked in groups of four. Each person had a piece of paper that was divided into four sections. In each section, there was written one of the voice types with a small picture that had been on the poster of the same voice (in case students couldn't read the words). The students then drew a picture of where they use that voice.
It has been a helpful tool in helping them think about how they use their voices, what their voices sound like and how their voices feel like when being used. I've had some students echo my voice by themselves and asked the class to match that student's sound. It has been helpful in them hearing their singing voice in particular. All students are given opportunities to sing by themselves. Though I find that it does help to have students who can use their singing voice appropriately be given the opportunity to demonstrate to help others. They love it too!
Thank You LEF!!!
Due to the generosity of the Lewisville ISD Education Foundation in giving me a grant, my classroom has now been given the gift of 13 glockenspiel stands.
Fourth Grade students helped to put the stands together. They had a fantastic time working in groups and were so proud of their hard work. The stands are from West Music. Each stand holds one glockenspiel and makes working with the instruments so much easier than before. Before having the stands, we had the instruments in boxes and students would take out the boxes or set them on the floor to play. It was not ideal, but we worked with what we had.
Now that we have the stands, students have ease of movement, correct posture and it makes for quick transition time with less issues of putting instruments in and out of boxes.
LEF - the students at Ethridge are so thankful. I am grateful for your donation to our music program. We have already been using them instruments and new stands this past week. What an amazing gift!
Thank you!!
Fourth Grade students helped to put the stands together. They had a fantastic time working in groups and were so proud of their hard work. The stands are from West Music. Each stand holds one glockenspiel and makes working with the instruments so much easier than before. Before having the stands, we had the instruments in boxes and students would take out the boxes or set them on the floor to play. It was not ideal, but we worked with what we had.
Now that we have the stands, students have ease of movement, correct posture and it makes for quick transition time with less issues of putting instruments in and out of boxes.
LEF - the students at Ethridge are so thankful. I am grateful for your donation to our music program. We have already been using them instruments and new stands this past week. What an amazing gift!
Thank you!!
Thursday, September 25, 2014
Hello Students!
Hello Fourth and Fifth Grade Students!! I'm missing teaching you right now and hope you're making great choices for your sub! Can't wait to see you next week when we'll add some new parts to our xylophone pieces. Let's try an online experiment to see what you are learning while I am home taking care of my little one. I'll be checking your answers through my email.
SEND ALL ANSWERS TO ME THROUGH EMAIL AT grantjl@lisd.net
DIRECTIONS:
Click on the links to read the articles below. There are TWO articles to read.
Then answer a few questions below.
Send your answers to my email! I'll respond back so you know that I received it!
**This will be counted toward your music grade so make sure you email me! That way I know you've done your research**
READ THE LINKS BELOW:
ARTICLE ONE: Let's Play...Musical Ice Cream!!
SEND YOUR ANSWERS TO THE QUESTIONS TO MY EMAIL AT grantjl@lisd.net
USE COMPLETE SENTENCES!! EXPLAIN YOUR ANSWERS IN DETAIL.
1. What are some of the other foods the artists tried before using ice cream?
2. Why did they decide to use ice cream?
3. What is Lickestra?
4. What other foods do you think might work? And why?
ARTICLE TWO: Do Tree Trunks Make Music? You Betcha!
SEND YOUR ANSWERS TO THE QUESTIONS TO MY EMAIL AT grantjl@lisd.net
USE COMPLETE SENTENCES!! EXPLAIN YOUR ANSWERS IN DETAIL.
1. How does a turntable work?
2. How does a tree trunk slice make music?
3. Do you think there are other objects or items in nature that could make music? Which ones? How do you think music could be created out of them?
WANT TO READ MORE FUN MUSIC ARTICLES???
Click on this website here: MORE ARTICLES
Explore! Lots of neat things!
Share with me what you have learned - I can't wait to hear all about it!!
SEND ALL ANSWERS TO ME THROUGH EMAIL AT grantjl@lisd.net
DIRECTIONS:
Click on the links to read the articles below. There are TWO articles to read.
Then answer a few questions below.
Send your answers to my email! I'll respond back so you know that I received it!
**This will be counted toward your music grade so make sure you email me! That way I know you've done your research**
READ THE LINKS BELOW:
ARTICLE ONE: Let's Play...Musical Ice Cream!!
SEND YOUR ANSWERS TO THE QUESTIONS TO MY EMAIL AT grantjl@lisd.net
USE COMPLETE SENTENCES!! EXPLAIN YOUR ANSWERS IN DETAIL.
1. What are some of the other foods the artists tried before using ice cream?
2. Why did they decide to use ice cream?
3. What is Lickestra?
4. What other foods do you think might work? And why?
ARTICLE TWO: Do Tree Trunks Make Music? You Betcha!
SEND YOUR ANSWERS TO THE QUESTIONS TO MY EMAIL AT grantjl@lisd.net
USE COMPLETE SENTENCES!! EXPLAIN YOUR ANSWERS IN DETAIL.
1. How does a turntable work?
2. How does a tree trunk slice make music?
3. Do you think there are other objects or items in nature that could make music? Which ones? How do you think music could be created out of them?
WANT TO READ MORE FUN MUSIC ARTICLES???
Click on this website here: MORE ARTICLES
Explore! Lots of neat things!
Share with me what you have learned - I can't wait to hear all about it!!
Sub Plans
As I was teaching First Grade this morning, I received a call from my daughter's daycare. She was running a fever of 102.5 and was not doing well. Thankfully I was able to get a sub and had my sub binder/sub tub ready to go!
As a music teacher, it is very rare to have a music sub. I use a wide variety of centers, music games, worksheets and cooperative group activities for my sub plans. I'm always looking for other great ideas that music teachers use for their subs.
Here are a few great ideas:
1. Pair and Share
I just purchased a subscription to the magazine and can't wait to make some of these for new sub plans. It will be neat to see what students learn!
2. Fifty Nifty United States
This song gets stuck in my head whenever I have taught it. Students will enjoy the challenge of identifying the states, hearing the song and then finding the states in a word search.
3. Music Treasure Hunters
I purchased this board game specifically for use with subs. It is a great way for students to learn new information and review information they already know.
4.
As a music teacher, it is very rare to have a music sub. I use a wide variety of centers, music games, worksheets and cooperative group activities for my sub plans. I'm always looking for other great ideas that music teachers use for their subs.
Here are a few great ideas:
1. Pair and Share
I just purchased a subscription to the magazine and can't wait to make some of these for new sub plans. It will be neat to see what students learn!
2. Fifty Nifty United States
This song gets stuck in my head whenever I have taught it. Students will enjoy the challenge of identifying the states, hearing the song and then finding the states in a word search.
3. Music Treasure Hunters
I purchased this board game specifically for use with subs. It is a great way for students to learn new information and review information they already know.
4.
Friday, September 19, 2014
Surprising Ways that Music Affects Our Brain
Music has a huge effect on our lives. Whether we know it or not, music influences our brain and our brain responds to music in interesting ways. Check out this really neat article about how music affects our brain: http://blog.bufferapp.com/music-and-the-brain
Tuesday, August 26, 2014
School Has Begun
Day two has come and gone. We have had a fantastic two days reviewing, learning and setting the expectations for the remainder of the year. We have a new set of Music TEKS (standards) that will be implemented next year; though I will be using them this year to guide the changes needed in each grade level.
Fourth Graders have been eager to learn about our choir auditions and to have the opportunity to be a part of the choir this year. For more information about our choir auditions, click the choir tab!
We will be performing a musical this December entitled "North Pole Exposure." I'm excited to see the talent and drive that these students bring to our rehearsals/performances.
Fifth Graders are starting the year with syncopated rhythms. They are learning several amazing pieces that will help them feel it, sing it, hear it and perform.
Fourth Graders have been eager to learn about our choir auditions and to have the opportunity to be a part of the choir this year. For more information about our choir auditions, click the choir tab!
We will be performing a musical this December entitled "North Pole Exposure." I'm excited to see the talent and drive that these students bring to our rehearsals/performances.
Fifth Graders are starting the year with syncopated rhythms. They are learning several amazing pieces that will help them feel it, sing it, hear it and perform.
Sunday, June 29, 2014
Making Use of Old Items
I remember using records as a child and laying down by my Fisher Price record player (which I still have and it is in great working condition!). I would listen to songs for hours. Then the cassette tape came along. Followed by the cd. And then our current online music source iTunes.
I have tons of cds that are never used any more and think I have finally found a fun use for them in the classroom! A fun decoration using them where I had lanterns hanging last year!
There are several sites that show ideas for creating disco balls out cds, but I don't want to create a disco ball. I want to actually have a piece made of 'music' that still looks musical.
Directions:
CDROM Ball Construction
Various options for construction
I have tons of cds that are never used any more and think I have finally found a fun use for them in the classroom! A fun decoration using them where I had lanterns hanging last year!
There are several sites that show ideas for creating disco balls out cds, but I don't want to create a disco ball. I want to actually have a piece made of 'music' that still looks musical.
Directions:
CDROM Ball Construction
Various options for construction
Friday, June 6, 2014
Mrs. Lewis' Class Rap
This class did an exceptional job on their rap! I had to delete the former post and then put in a new one as the video was changed so the transitions were more smoother... still need to do a little work on it! Here you go!
Mrs. Lewis' Class Rap
Mrs. Lewis' Class Rap
Last Day of School
Today marks the last day of our 2013-2014 school year. It has been one of my best years as a teacher. I stretched myself in many ways and learned so much. After students left, I packed up my room and started planning for next year. I really like to have as much ready for fall as possible as it is always incredibly hectic at the beginning of the year with meetings.
A few tips for preparing before summer even starts:
1. Choose a theme for your room for Fall.
I have several items that I've found and been given that I will be using in my room next year. If you choose the theme early, you have all summer to look for items that will fit in your room!
2. Plan your choir holiday concert.
I know that I want to try a musical this year with my choir students. I have chosen the music, prepare the scripts, the lyrics, and costume information. At the beginning of the year, I will set the dates for our performances. All of the prep work is finished and done before next year even starts.
3. Recycle paper you don't use.
That old choir score that you've held onto and thought you'd use by now? Recycle it! Copies of individual songs that you have never taught, but think you might use one of these days? Recycle it! The notebook with songs from conferences that is chock full of information, but you don't remember quite what they did with the material? Recycle it!
Every year I find that I have papers from previous years of teaching and I don't ever open the notebooks to look at them. I'm not the same teacher I was when I started thirteen years ago. I don't teach the same way and I don't use the same songs. There are a few keepers, but as I've grown as a teacher, my level of skill in challenging students has grown. What worked a decade ago doesn't always work now. Keeping paper in case you'll use it is wasted space. Toss what you haven't used and if you come across cassette tapes, get rid of those too! (yes, I actually had some in my room still that are never used - crazy)
4. Make a plan for the budget you will have in the fall
School budgets are not large, but I am blessed to still get funds. Prioritize what is missing from your classroom, what instruments are broken or needing to be replaced and think about the lessons you want to use again that require supplies you wished you had. Then start there. These are the items you need to start purchasing - even just a few- when your budget money rolls around in September. I've started to do this and have found that as the years go on I have what I need. This year was a big year for my Orff Ensemble and our instruments.
A few tips for preparing before summer even starts:
1. Choose a theme for your room for Fall.
I have several items that I've found and been given that I will be using in my room next year. If you choose the theme early, you have all summer to look for items that will fit in your room!
2. Plan your choir holiday concert.
I know that I want to try a musical this year with my choir students. I have chosen the music, prepare the scripts, the lyrics, and costume information. At the beginning of the year, I will set the dates for our performances. All of the prep work is finished and done before next year even starts.
3. Recycle paper you don't use.
That old choir score that you've held onto and thought you'd use by now? Recycle it! Copies of individual songs that you have never taught, but think you might use one of these days? Recycle it! The notebook with songs from conferences that is chock full of information, but you don't remember quite what they did with the material? Recycle it!
Every year I find that I have papers from previous years of teaching and I don't ever open the notebooks to look at them. I'm not the same teacher I was when I started thirteen years ago. I don't teach the same way and I don't use the same songs. There are a few keepers, but as I've grown as a teacher, my level of skill in challenging students has grown. What worked a decade ago doesn't always work now. Keeping paper in case you'll use it is wasted space. Toss what you haven't used and if you come across cassette tapes, get rid of those too! (yes, I actually had some in my room still that are never used - crazy)
4. Make a plan for the budget you will have in the fall
School budgets are not large, but I am blessed to still get funds. Prioritize what is missing from your classroom, what instruments are broken or needing to be replaced and think about the lessons you want to use again that require supplies you wished you had. Then start there. These are the items you need to start purchasing - even just a few- when your budget money rolls around in September. I've started to do this and have found that as the years go on I have what I need. This year was a big year for my Orff Ensemble and our instruments.
Wednesday, June 4, 2014
Triple the Girls
These three fourth grade girls created, wrote, and chose the form of their xylophone piece. Here is the video for "Triple the Girls."
Wednesday, May 21, 2014
Peter and the Wolf
One of the most classic music lessons revolves around the story of Prokofiev's 'Peter and the Wolf.' I've taught the lessons multiple ways and tried to be creative in introducing students to the music and the story. Typically I teach this lesson in Grades Kindergarten and First, but have at times also taught it to my second graders depending on how they understood the story or if we had a lot of new students that joined our school family.
Here are some great online resources to use when teaching this unit to your students!
1. Listening Map
This listening map by the Cleveland Symphony Orchestra is fantastic! The students really enjoyed drawing and circling instruments as they listened to the story. We paused the music as went to talk about what they heard along the way.
http://www.classicsforkids.com/teachers/lessonplans/prokofiev/CSO%20Peter%20and%20the%20Wolf%20Lesson%20Plan%20Music%20Language%20Arts%201-3.pdf
2.Coloring Pages
I like to use pages for my kindergartner where they can see the instruments and the names of the instruments - not just cute pictures of the story. I'd love to create a mini-book about the story but haven't done that yet.
3. Videos
I have used the video Elmo's Musical Adventure for my kindergarten students the past few years as I like how the instruments are introduced and shown alongside the characters through the entire show.
4. Books
There are many different versions of the story. Here are some that I have used:
Peter and the Wolf - Illustrated by Ema Voigt
Here are some great online resources to use when teaching this unit to your students!
1. Listening Map
This listening map by the Cleveland Symphony Orchestra is fantastic! The students really enjoyed drawing and circling instruments as they listened to the story. We paused the music as went to talk about what they heard along the way.
http://www.classicsforkids.com/teachers/lessonplans/prokofiev/CSO%20Peter%20and%20the%20Wolf%20Lesson%20Plan%20Music%20Language%20Arts%201-3.pdf
2.Coloring Pages
I like to use pages for my kindergartner where they can see the instruments and the names of the instruments - not just cute pictures of the story. I'd love to create a mini-book about the story but haven't done that yet.
3. Videos
I have used the video Elmo's Musical Adventure for my kindergarten students the past few years as I like how the instruments are introduced and shown alongside the characters through the entire show.
4. Books
There are many different versions of the story. Here are some that I have used:
Peter and the Wolf - Illustrated by Ema Voigt
Friday, April 25, 2014
Wednesday, April 23, 2014
Composing with Fourth and Fifth Grade
I'll admit that I get nervous about allowing students to compose. It's so much easier for me to give them what they need to know and to lead them where I need them to go. Letting them create their own compositions was a little scary at first. Yesterday students truly amazed me with what they were able to create.
To begin, we have been reviewing the C major scale and G major scale as well as intervals through singing and playing. The last lesson students drew oversized keyboards showing the intervals from middle C to each note all the way up to treble C. They worked in small groups to measure with rulers, crayons and butcher paper. It was a great visual and they seemed to get quite a bit out of just seeing it and doing it.
We then used our iPads as well as a melody page to help students think through what sounds correct. For example, I would play three measures, but leave off the last note and ask students to sing the next note. They would find the tonic (home note) in most cases. I would then play a phrase and end it on a different note to see their reactions. The song didn't sound finished; it needed something more. We talked about how music starts and ends. How that impacts our ears and our emotions about it.
Students then broke into groups where each person wrote four measures. They put together their creations to form a 16 measure song. They chose the order, how it was played, if two parts played at the same time and whether they wanted to repeat certain parts. Students wrote out the letters of their notes first under their measures. Then added the notation above it.
Some students wanted to write with only quarter notes; others created more complicated rhythms.
The final result was incredibly cool as students truly thought like musicians and composers. They were opinionated and able to express why they felt the way that they do about their song. It was neat to hear them use the iPads to compose - at first quite a bit of sound and experimentation; then forming phrases that made sense; and finally a piece of music.
To begin, we have been reviewing the C major scale and G major scale as well as intervals through singing and playing. The last lesson students drew oversized keyboards showing the intervals from middle C to each note all the way up to treble C. They worked in small groups to measure with rulers, crayons and butcher paper. It was a great visual and they seemed to get quite a bit out of just seeing it and doing it.
We then used our iPads as well as a melody page to help students think through what sounds correct. For example, I would play three measures, but leave off the last note and ask students to sing the next note. They would find the tonic (home note) in most cases. I would then play a phrase and end it on a different note to see their reactions. The song didn't sound finished; it needed something more. We talked about how music starts and ends. How that impacts our ears and our emotions about it.
Students then broke into groups where each person wrote four measures. They put together their creations to form a 16 measure song. They chose the order, how it was played, if two parts played at the same time and whether they wanted to repeat certain parts. Students wrote out the letters of their notes first under their measures. Then added the notation above it.
Some students wanted to write with only quarter notes; others created more complicated rhythms.
The final result was incredibly cool as students truly thought like musicians and composers. They were opinionated and able to express why they felt the way that they do about their song. It was neat to hear them use the iPads to compose - at first quite a bit of sound and experimentation; then forming phrases that made sense; and finally a piece of music.
Tuesday, April 22, 2014
Freeman PBL 2
The boys in Mrs. Freeman's class chose to rewrite the words to the popular song "Everything is Awesome" from the Lego Movie. Here is their new version:
The Diaphragm Song
By Shaun, Ife, Brock, Adrian and Ethan
Everything is awesome, Everything is cool when you’re
breathing in air.
Everything is awesome when you’re sniffing a bear.
Everything is better when we’re breathing together.
Side by side you and I gonna use my lungs together.
Let’s breathe forever.
We’re the same unlike you
You and me we are working to breathe
Everything is awesome
Everything is cool when you’re breathing in air
Everything is awesome when you’re sniffing a bear.
I just heard my diaphragm working
Everyone’s taking a breath
Cause everything’s awesome
Awesome lungs and new fresh air
More free diaphragms to breathe
I feel more awesome than an awesome bear.
Keep my lungs from turning black
I’ll be healthy that’s a fact
Smelling like a bear, everything is awesome
Accept to look at new bear shoes.
It’s awesome to breathe in and it’s awesome to breathe out
Everythnig is better when we breathe together
Side by side you and I gonna breathe forever
Let’s breathe forever
Everything is awesome
Everything is cool when you’re breathing in air
Everything is awesome when you’re sniffing a bear.
Everything is awesome
Everything is cool when you’re breathing in air
Everything is awesome when you’re sniffing a bear.
Ward PBL
Students in Mrs. Ward's class chose to rewrite the words to popular songs to share what they learned about the lungs and diaphragm. Here are a few excerpts:
2. LET IT GO:
1. Poem:
By Surya, Eli, Mason, J Skye, Diego, Jordan
The diaphragm helps us breathe.
It’s right under our lungs.
It goes up when you breathe out
The diaphragm goes down when you breathe in.
Huh huh huh
The diaphragm helps you breathe.
Smoking hurts your lungs.
It makes your lungs black and yucky.
Don’t do drugs!
2. LET IT GO:
The breathe goes in let the diaphragm out
Not a breath to be seen
A kingdom of breathalation
And it looks like I can breathe.
The air is moving like this storm in my lungs.
Couldn’t keep my diaphragm in heaven knows I tried.
Don’t let it in, don’t let lungs out
Be the good girl you always have to be
Conceal, don’t feel don’t let them know
Well now they know
Let it go, let it go
Can’t hold my breath anymore
Let it go, let it go
Can’t hold my breath anymore.
3. Preston, JD, and Carter
“Get Jazzy on Me”
Get your lungs on me boom huh boom huh
I don’t know what the diaphragm does for me
The diaphragm helps your breathe
The diaphragm helps your lungs size up.
It goes up and down when you breathe
Your lungs push air into your vocal chords.
That’s how the diaphragm helps you breathe.
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