Spring Programs

Friday, May 19th, Millikin Elementary School Gym

Grade 3: 8:30-8:45; Grade 2:8:55-9:10; Grade 5: 9:20-9:35;

Grade 4: 9:45-10:00; Grade K: 10:10-10:25; Grade 1: 10:35-10:50

 

DVD Order Form

 

Songs (Click on a song below to listen and sing along.)

Grade K

Won’t You Be My Neighbor?

Octopus’s Garden

Sesame Street

On Top Of Spaghetti

Grade 1

Yellow Submarine

Surfin’ USA

Fifty-Ninth Street Bridge Song (Feelin’ Groovy)

Grade 2

Sgt. Pepper’s Lonely Hearts Club Band/ With a Little Help From My Friends

What A Wonderful World

The Addams Family Theme

Puff, The Magic Dragon

I’m A Believer

Grade 3

Hello Mudduh, Hello Fadduh

The Brady Bunch

The Little Old Lady from Pasadena

Beatles Medley (She Loves You/All My Loving/Yesterday)

Grade 4

Grade 5

March Weeks 1-2

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.

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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.

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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.

February Weeks 3-4

Kindergartners reviewed for and completed the Unit 3 Assessment. Students started Unit 4 “Around the City” singing the unit theme song “City” and drawing places heard in the song. In the first lesson, they sang about the people in the city, identifying who had 1 or 2 sounds to the beat (chef-1; postman-2). In the second lesson, kindergartners traveled to the bakery and performed loud and soft using their speaking, calling, and whispering voices, and playing loud and soft on the drum. In the third lesson, students traveled to the playground singing “Bounce High, Bounce Low” while bouncing balls to the beat and clapping 1 or 2 sounds with the rhythm of the words.

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First graders reviewed for and completed the Unit 3 Assessment. Students started Unit 4 “See and Hear” by singing the unit theme song, “Seeds of Joy.” They performed the song with sign language and discussed ways to plant seeds of love, joy, and peace. In the first lesson, students moved to show higher and lower pitches when singing the silly song “I’ve a Pair of Fishes” and the rhyme “One, Two, Three, Four.” In the second lesson, students moved to show faster and slower tempos. They went on a “Bear Hunt” moving quickly at the end of the song when “running from the bear.” First graders also sang “I Am Slowly Going Crazy” at various tempos, and rowed to show the change in tempos in the Chinese harp song “Singing on the Fisherboats at Dusk.”

Second graders started Unit 3 “Around the World” by singing the unit theme song “What a Wonderful World” with happy expression. In the first lesson, students traveled to North America singing “This is My Country” while waving the American flag to the half note beat, and identifying the half notes in the Canadian folk song, “Land of the Silver Birch.” In the second lesson, they traveled to the Caribbean islands playing the steel drum and singing “Shake the Papaya Down” with do, mi, and so pitches. In South America, students sang “Mama Paquita,” a Brazilian Carnival song with do, mi, and so pitches. In the third lesson, second graders traveled to Africa, moving to the half note beat while listening to “Pata, Pata,” learning about the thumb piano, singing “Sorida” (hello) in Zimbabwe, and performing half note patterns to Akinla, from African Suite.

Third graders moved to show phrases when singing “Treasure Chests” and while listening to “Les Saluts,” a French Canadian folk dance. Students performed unequal rhythms in the nursery rhyme parody “Throw It Out the Window” and equal rhythms in “Bransle de Champaigne.” They performed low la and low so pitches in “Cumberland Gap” and “En Roulant ma Boule.” Third graders also practiced playing eighth note rhythms on the recorder to “Hot Cross Buns” and “More Notes.”

Fourth graders traveled to the Adler Theater in Davenport, IA for the annual Symphony Day field trip. The weather was great and the students enjoyed the experience! Thank you GPAC for providing funding for the buses.

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Fourth and fifth graders finished preparations for the upcoming “Music In Our Schools Concert” which is this Tuesday, March 7th. Students have been working on singing concert music with good posture, diction, expression, and eyes on the director. They have been evaluating their rehearsals using video, rubrics, and student feedback. I am looking forward to seeing everyone at the concert on Tuesday!

 

Summer Children’s Choir Workshop

Attention all 3rd, 4th, and 5th graders!

You are invited to sing with the Children’s Choir this summer in July. It will be a great opportunity to sing with other students your age, to work with great Geneseo music teachers, and sing with the adult Community Choir. For more information, or to register, click below.

Parent Note 2017

February Weeks 1-2

Kindergartners identified same and different in music. Students learned about the brass family, identifying similarities and differences amongst the four main instruments;  trumpet, trombone, french horn, and tuba. They listened to “Echo Song” played by brass instruments and sang echoes in “Little Sir Echo.” Kindergartners sang “The Muffin Man” and identified which verses in the song were same and different, as some were sung and some were performed on instruments. Students moved to show if a song was best for walking, jogging, or skipping; “Merrily We Roll Along (walking), “Sing a Song of Sixpence” (jogging), and “Here We Go Round the Mulberry Bush” (skipping).

First graders performed and notated quarter and eighth note rhythms. Students had fun playing a partner game to “Double This” performing motions to show which words had one and two sounds on the beat. They also notated the song using quarter and eighth notes. First graders enjoyed singing “Johnny Works With One Hammer,” moving their body like hammers, and moving around the classroom like a train while singing “Little Red Caboose.” Students identified words in the songs with one and two sounds on the beat. They also performed partner games to “El Juego Chirimbolo” and “Skip to My Lou.” First graders sang “Granny” and notated the song using quarter and eighth notes, and a quarter rest.

Below, students in Mrs. Dewey’s class are performing a partner game to “Double This” using motions to show which words have one and two sounds on the beat.

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Second graders sang “Chirri Bim,” a Yiddish song, identifying the tone color of the instruments in the song. Students had fun playing various percussion instruments to the A and B sections in the song. They also learned about the brass family, focusing specifically on the trumpet and discussing which instruments play high or low pitches based on the instruments’ size. Second graders identified the tone color of the trumpet in “Allegro from Concerto for Two Trumpets” by Antonio Vivaldi. Students reviewed for and completed the Unit 2 Assessment. They did very well on the test!

Third graders reviewed for and took the Unit 2 Assessment. Students did very well on the test! They started Unit 3, “Tunes, Tales, and Traditions,” by singing “Colors of the Wind” from Pocahontas. Third graders performed the song with sign language, discussed how the lyrics spoke about respect for people and nature, and shared family traditions with their classmates. Students moved to show equal and unequal sounds on the beat. They moved to show equal sounds in “Raccoon Dance Song,” a Native American song, by step-hopping. Third graders galloped to show the unequal songs in “G’ve Me Elbow Room,” a Scottish folk song. Students also practiced “Down by the Station” on the recorder.

Fourth graders decoded the rhythm of “Early in the Morning at 8 o’clock” using jazz syllables for the sixteenth note rhythms. Students also identified characteristics of the woodwind family, focusing specifically on the flute. They identified sixteenth note rhythms in Bach’s “Badinerie” for solo flute and orchestra. Fourth graders continued preparing for the upcoming “Symphony Day” field trip by defining form, and identifying the characteristics of the A and B sections in “Bacchanale” by Camille Saint- Saens. Students also performed rhythms in 5/4 meter from Gustav Holst’s “Mars, the Bringer of War.” They had fun learning facts about the planet Mars. Fourth graders also continued practicing “Rain, Rain” on the recorder and preparing for the upcoming MIOS concert, singing on the risers with good posture and eyes on the director.

Fifth graders identified pentatonic pitches in “Arirang,” a Korean folk song. Students performed the semachi rhythm, the most common rhythm in Korean music, and identified characteristics of the four instruments in a Korean percussion ensemble; jing, kkwaenggwari, change, and puk. They continued preparing for the upcoming MIOS concert, singing on the risers with good posture and eyes on the director. Fifth graders practiced “The Lion Sleeps Tonight” and “I Got Rhythm” on recorder with good posture and tone.

January Weeks 3-4

Kindergartners sang and played low to high pitches. Students sang “Twinkle, Twinkle Little Star” moving to show the low and high pitches at the beginning of the song. They also practiced playing low to high pitches on the glockenspiel. Kindergartners sang “Counting Song” identifying the rhyming words in the song and determining which numbers were sung on high and low pitches. Students enjoyed “going on a trip” when singing “Tugboat.” They sang low to high pitches on “Chug, Chug, Toot, Toot” in the song while playing the pitches on the xylophone.

Below, students in Mrs. Douglas’ class are playing low to high pitches in “Twinkle, Twinkle Little Star” on the glockenspiel.

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First graders clapped word rhythms to show one and two sounds to the beat. In the speech piece “But the Critter Got Away,” students identified animals and vegetables with one and two sounds to the beat, like corn (1 sound) and chipmunk (2 sounds). They practiced clapping the rhythm of “Chase the Squirrel” and “Jump, Jim Joe” and played singing games with both songs. First graders also categorized percussion instruments into four families- woods, metals, drums, and scrapers/shakers. They practiced playing the beat and rhythm on these instruments to “Marco Polo” and “Gavotte.”

Below, students in Mrs. Stroud’s class are playing percussion instruments to “Marco Polo” and “Gavotte.”

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Second graders sang “Pizza, Pizza Daddy-O” in call-and-response style and identified what made the song easy to learn; the leader in the song tells them what to sing next and the song uses only the pitches mi, so, and la. They also moved to show AB form. Students sang “Strawberry Roan” moving to show the difference between the verse and refrain sections in the song. Second graders also clogged dance to old-time music, walking for the A music and clogging for the B music. Students enjoyed playing a singing game to “Willowbee,” moving with their partner for the A section and dancing down the alley during the B music.

Below, students in Miss Wayne’s class are playing a singing game to “Willowbee,” moving with their partner to the A section and “dancing down the alley” during the B section.

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Below, students in Mrs. Ernst’s class are playing a singing game to “Willowbee,” moving with their partner to the A section and “dancing down the alley” during the B section.

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Third graders identified and performed dynamics. Students sang a Japanese song,”Tanabata” (Seven Evenings Festival) quietly (piano) and signaled to show hearing a crescendo and decrescendo in the “William Tell Overture.” They also performed tempo changes on cue, moving to show the fast and slow sections in “A Clock at Night” and singing the French round, “La Cloche,” at a steady tempo. Third graders had fun singing “John Jingleheimer Schmidt” with chosen dynamics, tempos, and voices. Students also practiced “Au Claire de la Lune” on the recorder.

Fourth graders performed melodies with low so and low la pitches in “Sail Away, Ladies” and “Augie’s Great Municipal Band” from Star Wars Episode 1. Students listened to “Sail Away” played on the hammered dulcimer and enjoyed watching a video of the instrument. They began preparing for February’s “Symphony Day” field trip by singing “Frere Jacques” in a round, as they will hear that melody performed on all the instruments of the orchestra in William Kraft’s “A Simple Introduction to the Orchestra.” Fourth graders practiced singing “Ask Me to Sing” and “Lil’ Liza Jane” for the upcoming “Music In Our Schools Concert” while following phrase, dynamic, and tempo markings. Students also played “Rain, Rain” with good posture and tone on the recorder.

Fifth graders sang the unit theme song “The Power of the Dream” and compared two versions of the song, describing the instruments, voices, tempo, and dynamics in each. Students also sang an Irish folk song, “The Cliffs of Doneen,” learned about the Irish bodhran (drum), and performed dotted quarter note rhythms on drums to “Maggie in the Wood.” They practiced singing “Ask Me to Sing” and “Lil’ Liza Jane” for the upcoming “Music In Our Schools Concert” while following phrase, dynamic, and tempo markings. Fifth graders also played “O When the Saints” and “I Got Rhythm” with good posture and tone on the recorder.

January Weeks 1-2

Kindergartners reviewed Unit 2 concepts, skills, and vocabulary and completed the Unit 2 Assessment. Students started Unit 3, “Friends and Fun,” singing the theme song “Look Who’s Here!” while moving to the beat and saying their name in rhythm to the song. In the first lesson, they identified if a song or poem was best for walking, jogging, or galloping. Kindergartners walked and counted to eight in “It’s So Good to See You,” jogged to “Deedle, Deedle, Dumpling” and galloped to “Jack Be Nimble.” Students learned about the harpsichord and compared the instrument to the piano. They had fun watching videos and listening to the harpsichord, as well as viewing the inside of the classroom piano.

Below, students from Mrs. Douglas’ class are viewing the inside of the piano. They learned that piano strings are played by hammers and harpsichord strings are plucked. IMG_2015

First graders reviewed Unit 2 concepts, skills, and vocabulary and completed the Unit 2 Assessment. Students started Unit 3, “Friends and Fun,” singing the theme song “I Wanna Be a Friend of Yours” and identifying the repeated phrases in the song. They enjoyed taking turns playing the beat on percussion instruments and clapping the rhythm of the words while singing the song.

Second graders moved to show the strong beat in 2/4 meter and 3/4 meters. Students sang “Puff the Magic Dragon” and discovered the meter was 2/4, with a strong and weak beat in each set. They sang “Take Me Out to the Ballgame” and identified the meter as 3/4, with a strong beat and two weak beats per set. Second graders performed mi, so, and la with pitches and solfege hand signs in “Doggie, Doggie” and “La Rueda de San Miguel.” Students enjoyed playing singing games with both songs. They also identified the mi, so, la pitches played by the trumpet in “Sinfonia India” by Mexican composer Carlos Chavez.

Third graders performed do, re, mi, so, and la pitches with pitches and solfege hand signs in “El Floron,” a Mexican singing game, and “Shepherd, Shepherd,” an African-American spiritual. Students had a lot of fun labeling form with fruit loops. They performed half notes in “Eh Soom Boo Kawaya,” a Nigerian boat song. Third graders learned a countermelody to “Sun Don’t Set in the Mornin’” and performed the song in three groups, with one group performing the melody, another singing the countermelody, and a third playing half notes on the glockenspiel. Students also played “Mary Had a Little Lamb” with good posture and tone on the recorder.

Pictured below is a student from Miss Wood’s class who is playing half notes on the glockenspiel to “Sun Don’t Set in the Mornin.'”

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Pictured below are students from Miss Alford’s class labeling form in music with fruit loops.

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Fourth graders performed rhythms with 3 and 4 sounds to the beat in “Frog Went a Courtin’” and “Woodpecker.” Students identified the tonal center, or note around which the melody is built, in “Cedar Swamp” and “Cotton-Eye Joe.” They practiced singing “Lil’ Liza Jane” for the upcoming “Music In Our Schools Concert” while following phrase, dynamic, and tempo markings. Students also played “Lightly Row” with good posture and tone on the recorder.

Fifth graders reviewed Unit concepts, skills, and vocabulary and completed the Unit Assessment. Students enjoyed playing a game of “Kahoot!” on their Chrome Books to review for the test. They practiced singing “Lil’ Liza Jane” for the upcoming “Music In Our Schools Concert” while following phrase, dynamic, and tempo markings. Fifth graders also played “When the Saints” with good posture and tone on the recorder.

Pictured below are students from Mrs. Pierce’s class reviewing for their test with a game of “Kahoot!”

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A Charlie Brown Christmas (Gr. 3-5)

Audition Form

Audition Form Lines

Congrats Cast Letter

Costume Suggestions

DVD Order Form *both programs will be on the same disc

Movie *Ask your parents permission first before going on YouTube.

Parent Note

Parent Note #2

Program Artwork Cover Form

Program Artwork Ideas

Script

Songs

O Christmas Tree (Recorder Grade 3)

Linus and Lucy (Recorder Grade 4)

Hark! The Herald Angels Sing (Recorder Grade 5)

Christmas Time is Here (Grades 3-5)

Winter Wonderland (Grade 3)

Have Yourself A Merry Little Christmas (Grade 4)

Where Are You Christmas? (Grade 5)

We Need A Little Christmas (Grades 3-5)

It’s Beginning to Look Alot Like Christmas (Grades 4-5)

Nuttin for Christmas (Grade 3)

O Christmas Tree (Grades 3-5) O Christmas Tree Lyrics

Hark! The Herald Angels Sing (Grades 3-5) Hark! The Herald Angels Sing Lyrics

*Sing the melody on a “loo” for the first minute. Then, sing the lyrics starting at 1:04.

Sing We Now Of Christmas (Grades 3-5)