Holiday Tree

5th and 6th grade are learning to read actual notes! No longer will they be working with ti's and ta's! In order to get them ready for this next step we learned about what the notes are, and how they go together.

Each student created their own holiday tree! The tree had to be made up of notes, but they could decorate the rest of the page however they wanted.

Working from the top of the tree down we see at the very top of our tree is a whole note which equals 4 beats.  Coming off the whole note are two tree branches, each branch receives one half note (1/2 + 1/2 = 1). This process is similar until we are at the bottom of the tree where all the students have 1/8th notes on the bottom.  The tree can be used to remind the students as we go forward 2 different pieces of information. 1.) How many beats each note receives. 2.) What 2 notes equal each other (1/4+1/4=1/2).

This is also a great cross-curriculum lesson with Math. As we are learning about what notes equal each other we have to practice adding our fractions!

For Example:

1/8 note + 1/8 note= 1/4 note
1/4 note + 1/4 note= 1/2 note
1/2 note + 1/2 note= 1 whole note

1, 2, 3 compose with me!

2nd grade is starting to become young composers! As part of their music curriculum each month there is a composer that they learn about.  This month happens to be Ludwig Von Beethoven.  In the spirit of learning about composers, the students have started writing their own compositions as well!

Ludwig Van Beethoven was born in Germany and started composing his own music at the age of 7! Beethoven's Dad, Leopold, was his first teacher who started Beethoven out learning the piano and violin.

To get the students use to reading music, and introduce them to the instruments they are doing picture compositions.  Each block of the composition the students have to draw one of the instruments that they are learning about that week.  Then they work with a partner (each with their own instrument) and they create their own composition that they then will give a title.  After every student has written their own composition they have 5 minutes to practice and then we have they're own mini concert in class. 

As an add on extension plan, the class following their compositions the students go to the computer lab and create their own music compositions on a website called musicgames.co  Here they can layer instruments on top of each other and hear their own compositions come alive! 

Aiken Drum

Mr. Maraca is a big hit with my older kids (4th-6th).  I show the powerpoint of where he is and they all guess and it's a lot of fun, and a lot of learning.  With my younger kids though I can't have them sit through a powerpoint! So Mr. Maraca is more of a class mascot and we learn songs appropriate for where Mr. Maraca is "Vacationing"

Right now Mr. Maraca is in Scotland checking out castles, and going to visit Nessy, the Loch Ness Monster.  Kindergarten through 3rd grade are learning traditional Scottish Folk Songs.  In class we started learning about the Scottish folk song Aiken Drum.










As the Scottish Folk song tells us Aiken Drum is a man that lives in the Moon.  As every good Scotsmen knows, if you live on the moon your clothes are made of food! The students had a chance to compose their own lyrics to "Aiken Drum", sing through the song together and draw their own pictures of what Mr. Aiken Drum looks like to them.

I like to play multiple versions of songs for the students to compare and contrast different styles. We sang our Aiken Drum version with piano accompaniment.  I also showed them this video with guitar and drum playing:

Finally I chose a few of their pictures to display, and one class has been recorded as well! I think Mr. Maraca would be very proud of all the Scottish Folk Song singing we did in class this week!

To hear Mr. Patterson's 2nd grade class sing their version of Aiken Drum click the link below:

Mr. Maraca

May I introduce to you Mr. Maraca!

Mr. Maraca is our classroom music multicultural liaison.  The students will get a chance to see Mr. Maraca in different countries, and learn brief information about those places, and their cultures.  

This month Mr. Maraca is in Scotland. 

After reviewing the information about Scotland the students watched a video of Great Highland Bagpipers playing Scotland the Brave and sang along with the lyrics.

Pumpkin Pumpkin

Pumpkin Pumpkin is a lesson that I use with my Kindergarten and First Grade students.

The main focus of this lesson is to get the students to:
 listen to high and low sounds (sol-mi)
start them reading rhythms (ta and ti-ti)

First the students learn by rote the Pumpkin Pumpkin Song:

After the students know the song we form a circle, and choose one child to go into the middle. We then play the Pumpkin Pumpkin game:

Have the students in the circle face away from the student in the middle and side-step around the circle while singing the song.  On the words "just like that," they should clap the rhythm.  On "that," have the students jump around to face the student in the middle, making the scariest faces that they can.  The student in the middle (or teacher) chooses the scariest face to be the next person in the middle.  You can speed up the game by having more than one child in the middle at the same time.

Some kindergarten classes find it difficult to side-step in a circle around the student in the middle.  instead of walking around the circle, have them form the circle, turn away from the child in the middle, and outline the contour of the melody in the air to show the high and low sounds as they sing the song.  At the end of the song, they should jump around and make the scary face, as described in the game above.

After we've played the game many times, we show the students the Pumpkin Pumpkin pointing  page and have them point to the higher and the lower sounds.  While tracking the "notes" the students sing along.  This activity will reinforce that music is read from left to right, and they will see how the "notes" go higher and lower.  At this point we use the 2 line floor staff and use pumpkin cut outs for the students to place the pumpkins where they should go, low or high.  We sing through the song as I point to each of the "notes" Then I choose a student "conductor" to take my place and point at the pumpkins.

Afterwards to assess if the students know which are the higher and lower sounds, I have them close their eyes and use arm motions to show the higher and lower sounds.



                                                                                 

Extension Ideas!!
1.)Use this song to teach the concept of rhythm: Have the students clap the words of the song as they sing instead of raising and lowering their arms.  This will help to reinforce that rhythm in music is "the way the words sound" When you transfer this to the Pumpkin Pumpkin pointing page, they will see what the rhythm looks like.



2.)Create new verses for the song. Ask the students for other spooky things that they could turn into instead         of a jack-o-lantern. For example:
                                                       -Turn into a black cat just like that!
                                                       -Turn into a scary monster just like that!

3.)Add an instrumental accompaniment.  Pat a steady beat as you and the students sing the song.  Transfer the pattern to a barred instrument to play a simple bordun on C and G.  Have the students accompany the singing.

Pumpkin Carols!

Pumpkin Carol Sing-Along!

While sifting through the things the previous teacher left I found these Pumpkin Carols! I'm planning on singing through them with the kids the week of Halloween! Feel free to borrow them!

Hidden Message #1

Clue: This is an auxiliary percussion instrument.

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Snyder Elementary General Music/5th Grade Chorus Handbook for 2012-2013

Snyder Elementary

General Music/ 5^th Grade Chorus Handbook

2012-2013

Music Teacher

Amanda L. Gillette

130 Warren Street Sayre, PA 18840
(570) 888-7742

agillette@sayresd.org

Welcome Back!

Dear Students and Parents,

Welcome to an exciting year of music at Snyder Elementary! We at Snyder Elementary have many traditions including concerts, festivals, talent shows, and general performances that will continue to flourish this year.

Making this happen is an easy thing to do; making it happen well will take teamwork and

responsibility on the part of the teacher, the parents of our students, and the student

themselves!

The purpose of this handbook is to become familiarized with the policies, procedures,

and calendar of the Snyder music program.

It is my belief that music is truly one of the greatest of the arts, and to make music

together is a unique and thrilling part of being a human.

I am looking forward to working with all of you, students and parents alike, this

upcoming school year. If you have any questions feel free to call or email me at the

number enclosed on the cover sheet.

“We are the music makers, and we are the dreamers of the dream..”

-Arthur William Edgar O'Shaughnessy

Sincerely,

Amanda L. Gillette

National Standards for Music Education

1. Singing, alone and with others, a varied repertoire of music.

2. Performing on instruments, alone and with others, a varied repertoire of music.

3. Improvising melodies, variations, and accompaniments.

4. Composing and arranging music within specified guidelines.

5. Reading and notating music.

6. Listening to, analyzing, and describing music.

7. Evaluating music and music performances.

8. Understanding relationships between music, the other arts, and disciplines outside the arts.

9. Understanding music in relation to history and culture.

Ensembles with Mrs. G at Snyder Elementary

5^th Grade Chorus

This ensemble is open to all 5^th graders. The chorus will perform a variety of

vocal literature appropriate to their grade level. A spring concert will be performed (dates TBD) at the Sayre Area High School in the auditorium. This ensemble rehearses once a week on days 2 and 5. Mrs. Barrett and Mrs. White’s 5^th grades students are on Day 2 from 1:10-1:55pm. Mrs. Lyons and Mrs. Walker’s 5^th grade students are on Day 5 from 2:00-2:45pm.

1^st and 3^rd grade singers

Each year all 1^st and 3^rd graders at Snyder Elementary will put on a concert in the spring (dates TBD) both grades will perform a variety of music appropriate to their grade level.  Each class rehearses once a week, every week, leading up to their performance.

Concert Attire

Concert attire for 5^th Grade Chorus 1^st/3^rd grade concerts will be as follows:

Nice Spring Attire.

We ask that students refrain from wearing ripped jeans, spaghetti strapped tops, and logo t-shirts.  All school policies on attire are in affect for concerts.

Any student not meeting proper concert attire will be asked to change into proper concert

attire or will not be allowed to participate in the concert.

Grading Policy

General Music:

All students start with an “E”

Grades are based on 2 factors:

1    1.)    Behavior

2    2.)    Participation

Points may be deducted for:

Inappropriate classroom behavior (Consequence 2 or above)

Unwillingness to participate in the class work lesson of the day

5^th Grade Chorus

All Students start with an “E”

Grades are based on 3 factors:

1   1.)    Behavior

2   2.)    Participation

3   3.)    Preparation

Points may be deducted for:

Inappropriate classroom behavior (Consequence 2 or above)

Unwillingness to participate in rehearsal

Not bringing their folder and a pencil to rehearsal

Discipline Policy

Discipline is essential in creating a safe learning environment in our schools. As such,

the following policy will be implemented during all classes, performances, rehearsals, and extra

activities.

.

Rules

1. Listen! Listen! Listen!

2. Raise your hand and wait to be called on when you have a question.

3. Be kind to EVERYBODY!

4. Ask permission to touch instruments.

5. Keep your hands and feet to yourself.

6. Enter the room and line up quietly. 

Consequences

1. Verbal warning

2. Movement of student in classroom closer in proximity to the teacher.

3. Recess time inside with Mrs. Gillette and note sent home to parent(s)

4. Dismissal from classroom and sent to principal

5. Request meeting with Parents

Positive Consequences

1. Freeze Dance

2. Opportunity to gain a music moolah

3. Opportunity to gain a prize from the music treasure chest

4. More positive consequences will be available depending on the term and

opportunities available at that time.

*SEVERE DISCIPLINE CLAUSE*

If a student chooses to blatantly and/or maliciously cause a serious classroom disruption,

the severe discipline clause may be used and the student will immediately be sent to the

principal’s office and advanced to the fifth consequence.

Getting Acquainted with the Music Room!

Here are a few of the bulletin boards around the music room that help students get acclimated to being in the music room.  I use the all of my boards to inform the students of things they need to remember to be successful in music class. 

WELCOME BACH! This month's composer of the month is Johann Sebastian Bach.  I use this particular board in my room to help the students remember something specific. This month we are trying to remember Bach's name. On the board are pictures of Johann Sebastian Bach's head on the body of a chicken! When the students were asked "What sound does a chicken make?"  they all answered "BACH!" They will never forget his name now! 

"Note"worthy News are the classroom rules! These are the keys to success in the music room.  Big, prominent reminders of the rules hang in the back of the classroom. It is the first thing you see when you enter the room.  

"Note"worth News REVIEW! This hangs on the back of the music room door.  At the end of class each class self-evaluates themselves to see how they did that day.  Without talking students give a thumbs up, if they did well in that area, or a thumbs down if they did not.  The gold smiley faces are for thumbs up, and the blue frown faces are for thumbs down.  This great idea came from the school's amazing Art teacher!

Composer Corner! Set up like a marquee there is a spotlight on a specific composer .  The composer changes once a month, the first composer this year is Johann Sebastian Bach.  Each class of  the students are given "snap shots" of information on that particular composer.  On the bottom of the board are the 4 main musical time periods that we will study in K-6th grade. The 4 musical time periods are Baroque, Classical, Romantic, and Contemporary.  As we learn about the composer we also discuss the musical time period they belong to and what typical music was in that period.  

The Book Nook is aimed for 3rd-6th grade.  The shelves are filled with books and magazines about music, bands, making instruments, different songs, just about anything you can think of about music! Once a month the 3rd-6th graders do a Book Nook Review. The student will read one article in a magazine, or one chapter of a book and answer the following questions: 1.) What did you read about? 2.) What do you wonder after reading your book/magazine? 3.) What can you infer/predict from your reading? This gives the students the opportunity to read about music and critically think about what it is they are reading.  

The word wall!!! One new word will appear on the wall a week, that word is what we use for our daily lesson.  Students learn to define the word, and also use it in the music room setting.  From composing their own rhythm raps, to playing non-pitched percussion instruments in an antiphony style, these words are the foundation of the weeks lessons for all K-6th grade.