March 29th - April 2nd (Music Week 24)

UPCOMING DATES

Performing Arts Club: Thursday, April 9th

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

EMBRACE MUSIC WHILE SWIRLING AROUND IN YOUR LIVES WITH KIDS:

Continue to encourage singing; sing with your kids as you listen to music in the car or around the house during a kitchen dance party or otherwise. The wonderful thing about voices is that each one is unique - you do not need to sound like anybody but yourself. Parental singing is a powerful tool for emotional bonding with kids. Regardless of their parents' musical ability, kids respond to the emotional quality of the singing because it comes from you. FYI: Older kids will roll their eyes at you because they are increasingly self aware. Don't be discouraged. The goal is to show kids that you don't have to embark on singing in a planned or professional way - it can just be a fun thing to do!

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 perform movement to show same and different sections.

Kindergarten students continue to connect questions about ocean environments to song lyrics. Our focus this week was on jellyfish. We explored movement possibilities using all parts of our bodies. We also used the white scarves to look more like jellyfish - this was a student suggestion that was very effective. 

-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.

Grade 1/2 classes continued to wow me with their joyful participation this week. 

The first thing, amazingly tuneful singing while reading and singing a new song. We identified same and different phrases and practiced learning a new melody through audiation (thinking some of the phrases without singing aloud). There is nothing better than a group of energetic and eager voices singing together - this was so uplifting at the beginning of the week and continues to be a tremendous source of joy for me and for anyone within earshot. 

The second thing, student suggestions to elevate a movement activity beyond what I believed was possible of grade 1 and 2 students. "We could split into three groups and each do a part when it's our turn. We'll make moves to go with our part." So they did. The baby birds in the nest were really something, changing the level of their fluttering out of the nest to match pitch frequency. 

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

-I can sight read and sing melodic patterns. 

Students can now play a range of pitches on their recorders and continue to refine techniques for effective breathing and tone production. I was especially impressed by the willingness to try factor with some of the challenging finger placements. Each student in the 3/4 group has made progress on this very unforgiving instrument over the past several classes (unforgiving because there is very little margin for error before a very shrill and unpleasant sound happens) - all a direct correlation of ongoing effort through repetition and practice. 

I have also been told that I need to make the beginning sight reading activities more challenging. Students are very fluent reading melodic patterns comprised of B A and G. 

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

-I can make up new words to songs, given a rhythmic structure. 

This week, we began song exploration and characterization activities related to our spring musical collaboration. The kids looked at several pieces that could potentially work in our story as a means to communicate the plot through music and song. Some of the students are more receptive to lyric modifications than others; The musical purists made their opinions known and we had some very passionate conversations about why you should or shouldn't make up new words to a song. There were some very strong feelings. Sidebar, we also had some conversations about how to have a meaningful and productive dialogue when there are different ideas; it is possible for everyone to remain friends.

To foster a spirit of togetherness after some of the debate, students finished classes this week with circle activities. Everyone successfully contributed to positive group vibes by singing and moving to music as a group. 

-I can keep a steady beat.

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

ALP students learned some new songs this week within the framework of our familiar sequence of activities using drums, shakers, puppets and scarves. Instead of puppets, we used some bunnies this week as a prompt to learn new songs and explore hopping and jumping movements. Some students missed the puppets at first but were happy to see the return of the bunnies in subsequent classes. We established that we can still sing 'Old MacDonald' without puppets; this provided an opportunity to think further about all of the things rabbits might be doing on Old MacDonalds farm (and on that farm the rabbits hop; and on that farm the rabbits eat; and on that farm the rabbits dig).

Best wishes for a beautiful weekend.

Mrs. McMillan












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