March 9 - 13 (Music Week 22)

UPCOMING DATES

No Performing Arts Club this upcoming week; TO BE CONTINUED post break, April 2nd

EMBRACE MUSIC WHILE SWIRLING AROUND IN YOUR LIVES WITH KIDS:

Think about songs that have made their way onto your family soundtrack for this year. There are many songs that have become part of our music class experiences; I never fail to be surprised that there are new ways to discover music and to connect with others through the joy that it brings. Here are several from our 2025/2026 school year thus far that seem to appeal to the group regardless of grade level or musical sensibilities:

https://www.youtube.com/watch?v=4DZVcwO-kjA

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

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

LEARNING INTENTION LEGEND (Blue = Kindergarten, Green = 1 / 2, Purple = 3 / 4, Red = 5 / 6, Pink = Adapted Learning Program ALP)

-I can distingush voice sounds; develop tuneful and accurate singing voice.

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

Kindergarten students connected their questions about ocean environments to song lyrics this week. We explored numerous songs that represent days in the life of ocean creatures - I am amazed how much these students know about marine life! We also moved to music by impressionist composers Debussy and Satie. The ethereal quality of this music inspired some ocean like floating, falling and 'squiggling'. 

-I can create movement to show same and different sections; I can perform movement patterns to accompany songs.

-I can demonstrate pitch awareness while singing, showing high and low.

Students created 2 part body percussion patterns with partners this week. We tried different creations while performing the 'Eeny Meeny' song. My favourite movement suggestion involved a growing pattern of sorts, where every time there was an opportunity for a partner switcheroo, partners would stay together and join another set of partners. At the end, we had a whole group clapping game going. It was fun watching the kids get organized for this to happen - lots of laughter and cooperation. 

We read and sang the 'Brown Bear' book and melody, identifying rhythms and analyzing the melodic line. We established that our voice mostly moves by single intervals while singing. These types of melodies are the best - our voices don't ever have to jump or leap too far. We will continue some work with this melody next week. 

-I can demonstrate effective techniques (breathing, posture, articulation) for playing pitch instruments (recorders).

-I can sight read and sing melodic patterns. 

We continue with sight singing - sound to sight connections are happening. Students are increasingly able to follow a melodic line and recognize individual pitches. Knowing absolute note names is like learning 'heart' or 'sight' words for reading - you just have to know them. While there are certainly logistical and scientific connections to pitch placement on the staff related to sound frequencies, we don't need to take on this on each time we sing or play a new note. For our purposes, we just need to know how what we see feels and sounds like while singing or playing it. The students seem relieved that this is our objective and commented, "I'm glad it can be that easy". Good to know that we have demystified the reading of the music - now we can channel our ability to read and play into recorders! Students ALL demonstrated excellent resiliency while finding the sweet spot for pitch production this week. Recorders are often uncooperative and tricky but we powered through.

-I can demonstrate skill on a variety of instruments (barred instruments, ukulele).

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

Students were given practice time this week to improve confidence and accuracy with their chosen instrument parts. We discussed the idea of 'chunking' the song to practice the less familiar parts, rather than starting each time at the beginning. The idea of starting with the tricky part was unpopular at first because when we are practicing something that is challenging, we make lots of mistakes. I continue to reinforce the idea that this is what learning looks like - we do not start out with a polished and perfected tik tok piece. Also, when you make a mistake while practicing (this is also true for performance in the grand scheme of things), nothing truly bad will happen. This just proves that something real has happened. 

I had planned to put these pieces away for a bit but students are enthusiastic to continue until the break. They are finding ways to incorporate ukuleles and other small percussion instruments into our arrangements. The creativity is inspiring. 

-I can keep a steady beat.

-I can experience music through  a variety of movements (walking, running, jumping)

ALP students continued their sequence of activities using drums, shakers, puppets and scarves. Each student communicates unique excitement and enthusiasm for each activity. Puppets are a tried and true favourite. My attempts to take this out of the rotation temporarily has been unsuccessful so this week we tried some new songs. 'Old MacDonald' MUST be part of this song set or people are very disappointed. One student asked that balloons make their way back into the rotation for next week. 

Best wishes for a beautiful weekend!

Mrs. McMillan

























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