Kindergartners continued their trip around the city. Students planned and sang verses louder and softer in songs about transportation. For example, they sang “beep” loudly in “The Wheels on the Bus” and sang softly when they were sad when their truck broke down in “Little Blue Truck.” Kindergartners identified same and different at the pet shop. Students had fun moving like animals to show the same and different sections in “Little Spotted Puppy” and “Three Little Kittens.” In the final lesson, they returned “home” from their trip around the city and moved to show the strong beat. Students patted on the strong beat while singing “One, Two, Tie My Shoe” and “Mbombela” (The Train Comes).
First graders were introduced to the staff, line and space notes, and repeat signs. Students sang “Tinker, Tailor” and “Serra, Serra, Serrador” (Sawing, Sawing Lumberjack) reading mi and so pitches on the staff and using hand signs. They had fun learning how to count to ten in Portuguese in the lesson too! First graders sang “Come Back Home, My Little Chicks” in call and response style, following the repeat signs, and reading so and mi pitches on the staff. Students also composed their own song using quarter and eighth notes, and mi and so pitches on the staff.
Second graders continued their trip around the world. In Asia, students sang “Dal Taro Kacha” (Come Pick the Moon) and “Itik Besenda Gurau” (The Ducks) with do, mi, and so pitches and hand signs. They composed their own “Duck Song” with do, mi, and so pitches using quarter notes, eighth notes, half notes, and quarter rests. In Europe, second graders sang the Swedish folk song “Sheep Shearing” identifying the steps of making wool and moving to show the crescendoes in the music. In Australia, students sang “Australia’s on the Wallaby” and the New Zealand folk song “Oma Rapeti” identifying the half notes and half rests and learning about animals on the continent.
Third graders compared singing games from two different cultures. Students had fun taking turns playing “Afrakakraba,” a singing game from Ghana, about comforting a crying baby. They also played an American version of the song called “Little Sally Walker,” and enjoyed performing their own dance movements during the game. Third graders also learned to conduct and show phrases in 2/4 and 4/4 meters while singing “Crawdad Song” and “Duerme Negrito” Students practiced playing eighth note rhythms on the recorder to “More Notes” and “Rocket Cruiser”
Below, students in Ms. Alford’s class are having fun singing “Little Sally Walker” and performing their own dance movements during the song.
Below, students in Ms. Alford’s, Ms. Woods’ and Mr. Gierhart’s classes created a Venn diagram to compare singing games from two different cultures.
Fourth graders identified the tonal center, or home note, in “La Otra Espana” and the African American spiritual, “Most Done Ling’rin’ Here.” Students discussed how the message in both songs was about hope for a better life. They described and moved to show same and different sections in “Hine Ma Tov,” an Israeli folk song, and “Erev Shel Shoshanim,” an Israeli folk dance. Fourth graders also practiced “Rain, Rain” and “We Are Met” playing new notes E and F# on the recorder with good posture and tone.
Fifth graders learned about klezmer music, a style of music that began with Eastern European Jews. Students learned “Hava Nagila,” a Jewish folk song, and danced the hora, a six- beat circle dance, with the music. They also identified and performed syncopation in rhythms with and without ties. Fifth graders sang “Singabahambayo,” a South African Zulu folk song, identifying the syncopation in music. Students practiced “Marching Recorders” and “Star Wars” with correct fingerings and good posture and tone. Mr. Hernandez visited Mr. McQuillan’s and Mr. Morey’s classes to introduce them to “Marching Recorders,” the song they will play in May with the sixth grade band, and to answer their questions about middle school and band.