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