As we progress to the closing of our first rhythm unit, fifth grade brainstormed a list of criteria that they would like in their fellow musicians, as we rehearse and perform in class. Students will progress to more difficult music, with things like melody and harmony being added in coming units, where they will get a chance to play songs with a greater number of parts and musical elements. Ms. Feldman's class came up with this great list which gives us some food for thought on how to help each other achieve as we musically progress throughout the year.
Correspondence should be arriving home with your children this week in Friday folders which contains information regarding the upcoming third grade performances in November. Please note that classes are separated into two nights of shows, with each class performing one time, in hopes of accommodating our large number of students and parents in the most safe and productive way possible. Thanks for your cooperation in advance ogetting your students where they need to be, dressed in the requested attire, at the designated time.
Third grade students used ipads to research various American landmark locations, about which they would later compose. Students made eight beat compositions inspired by places like Mt. Rushmore and the Grand Canyon.
K: What would movement be like without steady beat?
K students continued to add animals to their "Listen" song. We experienced singing with body percussion in order to prepare for our cowbell experience this week. Please ask your K students what other instruments we have learned so far this year!
1st Grade: It is SLO or Student Learning Objective week in music this week for first grade.
2nd Grade: How do you know you performed a quarter note, two eighth notes, and four sixteenth notes correctly?
Students read and performed "Rumble in the Jungle" with Ms. Weingart and learned how to figure out the rhythm of a saying/poem.
3rd Grade: What kinds of rules are there when creating rhythms?
Students played a Chris Judah Lauder drumming piece called "Three Plus," using quarter notes, paired eighth notes, and quarter rests. They then began the composition process by determining America/Georgia words that correspond to the value of each notes.
4th Grade: Can you read quarter notes, paired eighth notes, quarter rests, four sixteenth notes, half notes, and whole notes? How do you make the sound you read come out of your instrument?
Students played "Ding Dong Diggidiggi Dong" on hand drums with a partner. I'd like to give a special shout out to one of Ms. Reed's students who was able to match a whopping FORTY TWO notes in a row to their correct duration value as we wrapped up class yesterday!
5th Grade: What do you do to the beat in order to come up with a rhythm?
General Music Specialist