April 20th - 24th (Music Week 27)

 UPCOMING DATES

Performing Arts Club: Thursday, April 30th

Volunteer Tea featuring Grade 5/6 and Performing Arts Collaboration: Thursday, May 28th

EMBRACE MUSIC WHILE SWIRLING AROUND IN YOUR LIVES WITH KIDS:

Listen to something new. There is always new music to disover. Model interest and respectful curiosity as you encounter new music. Very strong opinions emerge in my class as kids react to songs, especially popular ones. Conversations about music can be critical and interesting but when we open with "I hate this song" or "I hate this artist", there isn't much room for dialogue. In class, we practice sharing thoughtful responses to songs, referencing components of the music using vocabulary that highlights expressive qualities, instruments, voices, sound layers and lyrics. The beauty of practicing this while discussing music is that we can transfer these skills to conversations about anything. Critical thought and willingness to participate in respectful discourse are excellent life skills. 

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

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

-I can play steady beat using shakers, boomwhackers, shape drums and sticks to accompany singing.

Kindergarten students continue with steady beat and tuneful singing, foundational skills for joyful and effective music making. We continued to use an instrument hoop circle rotation to take turns playing shakers, boomwhackers, shape drums and claves. The kids continue to practice spatial awareness during movement activities. Students are encouraged to change direction throughout their movement along different curvy and zig-zaggy pathways.

-I can listen while playing to create unison sound with other voices and instruments.

-I can play steady beat on boomwhackers to accompany singing.

Grade 1/2 classes continued creation of silly warm up songs this week. Throughout warmups, we consistently incorporate body percussion to reinforce beat. The 'Super Donkey' was my personal favourite songponent this week. The laughter generated by this addition to our song leads me to believe that most of the kids loved the Super Donkey action and sound effect also. We enjoyed having Grade 5 and 6 students in our classes again this week. These students demonstrate excellent patience and kindness while participating in silly singing and movement activities with the younger kids. We had tons of fun playing steady beat on boomwhackers to accompany singing.

-I can explore songs in major and minor keys.

-I can create movement to represent expressive qualities of music in amjor and minor keys. 

Students experienced major and minor song tonalities through singing, playing and movement this week. The kids enjoyed working in small groups to create movement to show the expressive qualities of a song performed in a major and then a minor key. Many students indicated a preference for the song in a major key. They continue to generate adjectives to reference major and minor: 'Upbeat, happy and joyful' were used frequently to reference 'major'. 'Spooky, sad and emotional' were words used to describe minor. Several students aso suggested that songs pitched in minor keys are 'romantic'. I have never used this as a descriptor of songs in minor keys before now - ongoing proof that we can always be learning new things. 

-I can develop musical interpretation; use vocal interpretation to enhance a song's meaning.

-I can sing and play instruments as part of a group; I can listen to play with appropriate expression (tempo and dynamics) to create effective group sound. 

Students continue to practice unison singing and playing instruments as part of a group. There were some outbursts about individaul preferences for tempo while playing one of the pieces. Some people wanted to play very fast. I'm not sure why this is a goal when young people are learning music but I do remember trying to play things at break neck speed when I was a kid and feeling like I had truly arrived when I could perform something rapidamente. Playing in an ensemble, group, band (whatever you want to call it) is both beautiful and frustrating because there is a group plan that trumps the desire of individual musicians to fulfill their own destiny. All part of the learning in elementary music class - it's kind of like a team sport.

-I can keep a steady beat.

-I can sing while performing body percussion such as patting and clapping.

ALP students continued with a variety of movement activities to reinforce beat awareness this week, including singing with body percussion (patting on legs or clapping). I am noticing more singing coming from the kids as they hear familiar songs. 'Wheels on the Bus' and 'Old MacDonald' continue as favourites. Many of the students also sing along while we do the songs for putting things away. 

Best wishes for an eventful weekend with your families.

Mrs. M.






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