Don't Stop!Keeping with our music-to-book theme, we are taking on Fleetwood Mac's Don't Stop. This week, rather than choreographing a cup routine, we are learning drumming patterns to accompany the music. Just like last week, keep an ear out for: 1. Introduction 2. Verse (A) 3. Chorus (B) 4. Solo (interlude) 5. ending (Coda)
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We've Got The Beat!This week we were able to explore the book We've Got the Beat, based on the song (with the same title) by The Go-Gos. We read the book, listened to the audio recording and choreographed a percussive Solo cup routine to go along with the different sections of the music.
While you listen, try to identify the following sections: 1. Introduction 2. Verse (section A) 3. drum build-up 4. chorus (section B) 5. Guitar solo (interlude) 6. Song ending (Coda) Please excuse the intermission in uploads. We had to navigate a loss in the family. Thanks for your understanding.
Introduction to Tempo Tempo in music refers to the speed of the music. Tempo can be identified with words or with numbers (beats per minute). The following resources were used in class to support the exploration of Tempo. Here is a link to an online Metronome: https://www.google.com/search?q=metronome Here is a picture of an analog Metronome: https://www.wqxr.org/story/beat-goes-history-metronome/ Here are two short videos explaining different ways to describe Tempo. Here are a few videos of different tempi (plural for tempo) in music. See if you can correctly identify the tempo markings. 1. Medium
2. Fast 3. Slow We will begin with review of dynamics! Simply put, dynamics in music means how loud or soft the music is played. Th following video will explain the different vocabulary used for dynamics. This next video might be more appropriate for grades K-2 for dynamics. The following videos are famous examples of how dynamics are uses in music to keep things interesting. 1. Haydn's "Surprise Symphony", No. 94. Why would this be labeled "surprise"? What about the dynamics, or volume, would be surprising? Can you describe the music using the new terms you learned? 2. Beethoven's Symphony No. 7, Movement II Listen to the first 3.5 minutes of the video. The change in dynamics is gradual from the beginning. What words would you use to describe the change? Just for funsies: If you have time, this video has short clips of the most famous classical pieces of music. I bet you have heard more of them than you think you might have. Feel free to skip this and move on to the Leprechaun games below. Leprechaun Games! 1. Dynamics download the PPT to your computer for full functionality
2. Instruments! Choose the instrument family you want to explore and go for it! Download the file first.
3. Rhythm Practice! download first :)
This week we are recognizing the 348th birthday of Antonio Vivaldi. Vivaldi was born in Italy in 1673 and is most well known for his work The Four Seasons. Today, you will listen to the first few minutes of Winter and Spring. The two are different in feel even though they use the same instruments. 1. Winter This video features a young girl on solo violin. What about the music makes you think about the winter? What is the tempo (speed)? Is it in a major or minor key? 2. Spring The featured soloist in this video is Itzhak Perlman, a very famous violin player. He contracted polio as a boy, meaning he had to use leg braces and crutches to get around. Since he was confined to the indoors as a child, he practiced the violin and became a very gifted player. During the first few minutes, you will hear the main themes as well as a section that sounds like bird calls and a section that sounds like a thunderstorm. Also, take a look at the keyboard instrument in the video. It looks like a piano, but is a harpsichord. The harpsichord was invented a few hundred years before the piano. This next video will explore the harpsichord. You only need to watch the first few minutes of it, which should be long enough to see the inside of the harpsichord vs. the inside of the piano. How are they different? How does their differences impact the sounds they produce? Time for Instrument Families 4 Corners. Disregard the directions in the PPT. You will need to download it to your laptop first in order for the sounds clips to play. 1. Number each corner in the room 1-4. 2. Review the instrument families 3. Press "play" in the slide. Have the students quietly walk to the corner that they think matches the sound. Here is the file:
Here's a good game for K-2 if needed. Don't forget about freeze dance. In the CD player, there is a CD that has a good Irish Reel on track 1.
If there's time: Here are two videos that showcase Irish Dancing and teach you how to do the jig step. And lastly, you may not have time for this last video, but it's interesting. This is a video on how Steinway grand pianos are made. It's an opportunity to go a little more in depth with the differences between harpsichords and pianos. Lessons for 3-5 This week we are going to review the letter names of the lines and spaces and then use instruments to practice. Do you remember the memory trick for the letter names of the treble clef staff? Today, we are going to look at something called a scale. A scale is like where we sing Do-Re-Mi in class, but a scale has 7 different notes. You can play a scale on any pitched instrument. The barred instruments in our classroom have letter names on them that match the letter names on the lines and spaces of the treble clef staff. Here's a video about the C major scale. The C major scale is on ALL of our xylophones, metallophones and glockenspiels. Do you know what else in our classroom can make a C major scale? BoomWhackers and pianos. Today, we are going to try out some BoomWhackers in class. Friends at home, you may follow along with the rhythm patterns using the percussion instrument of your choice. If you have a keyboard, you are welcome to follow along with the pitches. What are BoomWhackers? Here is a video to show you what they are and how to make your own at home: Here's an example of BoomWhackers in action: Now it's your turn! Let's try out some songs. 1. Banana Phone- uses C, D, E, G, A, B 2. Popcorn- uses C, D, E, F, G, A, B (skip the F#) 3. O, Susanna- uses C, D, E, F, G, A Can you play a C major scale as a class? Start with the big C and go in size/rainbow order until you get to the little C. Try going forwards and backwards. Grades K-2 This week's inspiration comes from the humble donkey, the subject of one of my new favorite books: Part of the musical work The Carnival Of The Animals includes a piano duet about donkeys. A duet is when 2 people play or sing the same song at the same time. The music is supposed to remind you of donkeys at play in a field. Listen to the song and see if you can imagine it. This next video is the song Sweetly Sings The Donkey. We all know that donkeys don't make sweet sounds, so the song is meant to be funny. Substitute note: the kids could use the boomwhackers to illustrate the heehaws of the donkey- G for "hee" and C for "haw". The letters will match the pitch of the song in the video. This last video is for body percussion that goes with Sweetly Sings The Donkey. This might be harder for some of the younger kids to do. You could make up your own movements and body percussion to go with the music. Disclaimer: This week's lessons are for my (Ms. Collins) use for teaching. I will amend them if a substitute is needed. These are not intended to be worked through independently by students. Welcome to Valentine's week! We will be reviewing lessons you've done with your substitute as well as exploring new content with a valentine twist. I hope you enjoy! Lessons for 3-5: Time Signature We're going to read the following nursery rhyme a few different ways. We're going to use beat rhythms to change between counting in groups of 2, 3, 4, etc. Pay attention to how the different groups of beats change the way the rhyme feels. How did the different groups of beats feel? Which one was the easiest for you to use? Why do you think it was easy? The following videos explain the concept of Time Signature, which has to do with groups of beats. We already know that the time signature, or meter, is a very important part of a piece of music. Isn't it interesting how the American and British names for notes are different? They still have all the same beat values, just different labels. The following videos are challenges! I want you to listen to them and see if you can determine what the time signature is. An easy way to think about this is feel and groups of beats. No need to listen to the entire song- the first 20 seconds or so should do. Write your answers down and you can check yourself at the end. 1. The Stars and Stripes Forever 2. The Blue Danube 3. Take 5 4. Money 5. Mission Impossible How did you do? Here are the answers: 1. 2/4 2. 3/4 3. 5/4 4. 7/4 5. 5/4 Ready for a challenge? The following song has 2 meters that take turns! Can you figure out what they are? Check your answer here! Let's review letter names of lines and spaces in the treble clef staff. Use the following link to practice reading the letter names: boom.cards/fastplay/ike5 Lessons for K-2: 1. Love Somebody: we are going to use popsicle sticks and hearts to spell out the name of someone we love using quarter notes, eighth notes and rests. 2. Compare and contrast: Did you know that when someone records or performs a song that was written by someone else that it is called a "cover"? We are going to listen to original version of I Want You Back and the cover. Think about how the two versions are the same and different. Think of tempo (speed), dynamics (volume), voices, instruments, etc. 3. Time for a wiggle break! 4. It's Alright: body percussion and rhythm practice 5. Poison pattern game with candy hearts. 6. Extra Rhythm Practice: Welcome to February! February is not only the month we celebrate Valentines Day, but is also the month that we recognize Black History Month, This week, we will review the life and music of Georgia-native Ray Charles. Below, you will find a PowerPoint presentation as well as some videos of Ray Charles performing some of his best known songs. The mini lesson on Ray Charles is for K-5, feel free to cut video examples short to save time. PowerPoint:
Ray Charles is also credited with writing Fifty Nifty United States. This song has all the states in the US in alphabetical order. There are 2 versions below: one with a map and one with the lyrics. Choose which one you'd like to watch and try to sing along. Music Theory mini-lesson for grades 3-5: (Grades K-2 keep scrolling for your mini lesson) Grades 3-5 are working on reading the letter names of the lines and spaces of the Treble Clef staff. There are additional videos from last week's lesson, as well as practice worksheets that your classes may or may not have reviewed. This first video is on the musical alphabet. It may seem a little easy, but keep this information in mind when you apply it to the staff. Friends at home: Time to get out paper and pencil! Drawing a staff is easy- you just need 5 parallel lines. That's it. Please try to follow along and label the lines and spaces of the treble clef. Substitute note: There are dry erase markers in a white basket in the back of the room. There are also dry erase boards with the staff on them. There are additional boards in my office in the bottom of the black cabinet. There may be additional markers in my desk, Make sure each child has a board and marker. There are plenty of tissues to use for erasing. For the following videos, have students follow along and practice drawing the treble clef, labeling the lines and spaces and writing their answers to questions. Please feel free to pause videos and rewind as needed. This next video has memory tricks (rhymes) to help you remember the names of the lines E G B D F and the spaces F A C E. Can you think of your own memory tricks? This last video is a practice quiz to see what you've learned. Sub note: feel free to draw and label the lines and spaces of the treble clef on the board for reference. Pause the video after each question to give students time to write their answer on their white boards and hold them up. Sub note: if there is still time left in class for grades 3-5, feel free to scroll below and allow students to choose rhythm practice videos from past lessons. There are rhythm sticks in the classroom you can pass out if needed. Grades K-2 Music Theory Mini Lesson: Sub note: the kids will probable need a wiggle break. Freeze dance is an excellent choice. There are some Kids Pop cds on the stereo. Please have students stay on their star while they dance. After the wiggle break, please pass out the dry erase boards and markers. Friends at home: you will need paper and something to write with. Or, you may use a white board and dry erase marker. Encourage students to follow along and draw during the videos. Pause videos and rewind as needed. Task 1: Learn how to draw the treble clef. The next 2 videos are 2 different ways for students to draw the treble clef. Task 2: Drawing notes with heads and stems. We are now going to practice drawing different notes. Follow along with the videos :) Sub note: open the following PowerPoint presentation and have the students practice drawing. We are focusing on the green, purple and yellow tiles. The green tiles are called quarter notes, or "ta". Yellow tiles are called eighth notes, or "ti-ti". The purple tile is called a rest. Have students practice drawing each on their board. It does not matter if the stem of the note points up or down, but all of the note heads (circle parts) should be filled in.
Task 3: rhythm dictation. Students are now going to try to write their own rhythm patterns using ta, ti-ti and rest. Sub note: You can move the tiles around on the PowerPoint to give examples of what students write and have the class say the rhythm aloud. We have worked on these for quite a while, so they should be able to this just fine. 1. Have everyone write their names on their boards and the rhythm that matches that. For example: Elizabeth (4 syllables) can be written 2 ways: The key is to count the syllables. Both examples above are correct. The green example is said slower while the yellow example is said quicker.
2. Have students brainstorm a list of words concerning the month of February: like cold, Valentines Day, groundhog, etc. and have them write the corresponding rhythms. Sub note: if there is time at the end of class, please feel free scroll down for additional fun rhythm videos from the weeks before as extra practice. Students may use rhythm sticks as well. Remember that this week's schedule is different. Students will be home on Tuesday and be in person/virtual for the rest of the week. Check with your homeroom teacher if you have any questions. Here are the lessons for 3-5: This week we are introducing and reviewing the letter names of the lines and spaces of the Treble Clef Staff. The following videos are for review and practice. Feel free to pause them and rewind as needed. 1. Identifying lines and spaces on the staff. The lesson ends at the 4:40 mark. Once you feel comfortable identifying whether a note is on a line or a space, please view the following: 2. Letter names of lines and spaces. Pay attention to the memory trick! The lesson ends at the 1:40 mark. 3. Time to practice! The following links are to the Quaver website and will contain games that you can play to practice the letter names of the lines and spaces. Make sure that you use your memory trick to help you. Your student code to access the game is 43XCU. Game 1. notes on spaces www.quavermusic.com/lessonplanpresenter/?lpGuid=rid_161343&rand=161150734259 Now it's time for some individual practice. The following is extra practice. You may download and print it if you wish. Extra rhythm practice if you have time! Lessons for K-2: Winter stories made musical We're first going to read The Snowy Day by Ezra Jack Keats and make it musical. Please watch this presentation of the story read aloud. While you listen to the story, think about the following questions: 1. If you were the main character, what sort of sounds would you hear while enjoying your snowy day? 2. What words in the story represent sounds? 3. What words in the story are repeated the most times? As a class, think about the above questions and make a word list on the board. What instruments could you use to represent the sounds in the story? What instrument could you use for the word SNOW? If you don't have access to instruments, what sort or body percussion or movement could you use? Think of snaps, claps, stomps, rubbing hands together, reaching up, down, walking in place, etc. Watch the story again, this time adding in instruments and/or body percussion and movement. Afterwards, discuss if the sounds you chose to add in fit the story. The quality of the sounds of instruments and body percussion is called Timbre (pronounced tam-ber). Can you describe the Timbre of the instruments or body percussion that you chose? Do instruments made out of different materials have the same Timbre? Story #2: So Much Snow, by Robert Munsch. You'll need your rhythm or drumsticks for this one. While you listen to this story, pay close attention to the songs that Jasmine sings to herself. You will play along on your drumsticks after. The following are the songs that Jasmine sang to herself. You will see quarter notes (ta) and eighth notes (ti-ti) and a half note (ta-a). When you see the half note (ta-a), you may drumroll for 2 counts. Once you read the song, guess which words get ta and which get ti-ti. The answers are on the next slide. Play the songs together as a class while reading the words aloud. If you have extra time, you may do the rhythm practice videos from 3-5. You can do it! |
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