March 2 - 6 (Music Week 21)

  UPCOMING DATES

Thursday, March 12th: Performing Arts Club

EMBRACE MUSIC WHILE SWIRLING AROUND IN YOUR LIVES WITH KIDS:

Music connects us to moments, places and people. Have fun while listening to music to remember people and experiences. I tried to inspire some love for the Big Band music of my past during our 'Rhythm Master' circles this week. Students commented that it was totally 'from the 80s' but that it had a good beat. I confirmed the good beat comment and also informed them that the pieces we were hearing came out of the 1930s and 40s. I also confirmed that I was not alive when this music was in vogue. 

https://www.youtube.com/watch?v=BXWBxHv3oaY

They seemed to like the idea that Glenn Miller connects to me to memories of fun kitchen dance parties with my grandmother.

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

-I can play steady beat to accompany singing and chanting.

-I can perform movement to show same and different sections.

Kindergarten students continued participation in movement activities this week to experience musical pulse and to strengthen beat awareness. We played our 'I Think Music's Neat' chant using body percussion and then transferring to small percussion instruments. We also improvised movement to show contrasting sections of some Vivaldi selections using scarves. 

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

-I can read and play melodic patterns while singing; I can demonstrate pitch awareness while singing, showing high and low.

We continued to draw with our imaginary paintbrushes while learning new songs this week. Students performed a partner game to show the contrasting parts of the 'Eeny Meeny' song. We also played the Potato Head game to develop familiarity with this new do-mi-so melody. 

-I can play steady beat on rhythm sticks, drum and barred instruments while singing.

-I can sight read and sing melodic patterns. 

We continued to read and play 'Kitsikakomimm'. A Blackfoot song by Oliva Tailfeathers, Kitsikakomimm means 'I love you' or 'I honour you'. 

Students are quickly and confidently identifying highest and lowest pitches on a musical score. The Kitsikakomimm melody lends itself easily to playing on barred instruments; it is a pentatonic (5 note) song that incorporates the five pitches of a pentatonic scale - do, re, mi, so and la. 

In addition to identifying absolute note names, students were asked to look for same and different phrases. By recognizing that several of the patterns happen repeatedly, 'we can simplify our practicing'. This comment came from one of the students so I think that some of the things we have been doing are starting to make sense to the kids. Yay!

-I can read and sing/play from a treble clef staff.

-I can identify notes and assign absolute note names to pitches on a treble clef staff. 

Students were given sheet music that included verse and chorus parts of their song this week. They were asked to decode the melodic line by writing the corresponding note names on their paper. Our goal is to improve fluency to a point that this will not be necessary but for now, it is helpful for students to have the absolute note names on their sheets to make the music accessible. 

Many commented that it was very long and could they just skip the chorus part. Others reminded them that the chorus is the familiar hook of the song and it would seem weird to play only the verse. That seemed to motivate people to power through. Once finished, students read and played on barred instruments. Some opted to sing the note names while reading - many were wowed by the fact that singers can really elevate their game by 'locking in' and learning to read music. 

Most importantly, the students are still motivated to learn the pieces that they chose. The enthusiasm for Skater Boy and Boulevard of Broken Dreams continues.

Best wishes for a beautiful weekend!

Mrs. McMillan
























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