January 19 - 23 (Music Week 15)

UPCOMING DATES

Performing Arts Club @ Lunch - Thursday, January 29th

EMBRACE MUSIC WHILE SWIRLING AROUND IN YOUR LIVES WITH KIDS:

Experience music together through spontaneous and uninhibited movement. We come into this world with a natural propensity to move to music. We tend to lose that innate sense as we become self aware and conscious of our actions around others. By encouraging kids to move while listening to different styles of music, we are supporting their developing awareness of the beautifully nuanced expressive elements that are present in the overwhelming range of musical selections available to us. These beginning experiences encourage a musical way of being that supports all learning through music as kids move forward. Movement also activates a myriad of systems in our bodies to enhance good mental and physical health.

LEARNING INTENTION LEGEND (Blue = Kindergarten, Green = 1 / 2, Purple = 3 / 4, Red = 5 / 6)

-I can move to beat in music through walking, running and jumping.

-I can play steady beat to accompany singing on barred instruments.

Kindergarten students participated in many movement activities this week to experience musical pulse and to strengthen beat awareness. These kids are now demonstrating excellent appreciation of self and others as they move through the music room space. As they explore pathways around the room while skipping, jumping and running, they move into spaces that do not have other people of instruments in them - it's safer this way! We also did our first instrument circle with xylophones and metallophones. Students played steady beat accompaniment while singing the 'Hello Friends' song. 

-I can represent like and unlike patterns in music through movement.

-I can play rhythm patterns (subdivisions of beat) on rhythm instruments.

Grade 1 and 2 students continue to experience phrase form through singing and movement while learning new songs. Students differentiated beat from rhythm, playing sound syllables using an alternating mallet technique, one bar for every syllable. 

-I can sing and play rhythm patterns including quarter notes, eighth notes and sixteenth notes.

-I can play patterns to represent musical form (xylophones). 

Students continue to take on leadership during warm ups. Students demonstrate excellent courage and authenticity while leading the group. Classmates are increasingly supportive of their peers in these roles of leadership; the kids really do pick each other up when they sense that someone is nervous after having volunteered to lead. There is never pressure to get up in front of everybody but I am noticing that more students are wanting an opportunity to try.

Students also played rhythm patterns on barred instruments to continue awareness of musical form.  We are working on singing as we play to pick out melody, finding sequences of notes to represent the tune. Students are increasingly successful using awareness of same and different phrases to simplify the learning process for a new song. In a four phrase song, if two of the the phrases are the same then we have learned half of the song.

-I can read and sing rhythm patterns including 'syncopa' (eighth, quarter, eighth note).

-I can play patterns (including syncopation) to represent musical form (cups). 

Students continue to take on leadership during warm ups and exit activities. Students demonstrate excellent courage and authenticity while leading or performing for the group. One increasingly popular activity is one that we have named 'Make an Entrance'. This week's most requested song for 'Make an Entrance' was 'Master of Puppets' by Metallica. 

Students also created their own 8 beat patterns on plastic cups to accompany musical listening. Having created their own pattern, they got together with others to teach their cup pattern to another group. We experienced playing patterns at varying speeds as we tried them with different songs. 

Best wishes to everyone for a good weekend!

Mrs. McMillan









 

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