Mallets in the Music Room

This week at our school, we have been focusing on playing xylophones!

Our third, fourth, and fifth grades students helped to create a xylophone scale so that they can self assess their performance.  How did we create it?  We used a High Five Jigsaw Activity.  Students chose their groups by giving a high five to a student with whom they could work well.  Next the teacher invited a another pair of students to join another high-fives group (Thanks Mr. Zimmerman for the great idea!).  Next, groups were given one part of the scale to discuss (i.e. Look 3 / Sound 2, etc.).  Groups were given a few minutes to discuss.  Groups then shared out one criteria they discussed and we added it to the scale.  After all classes had added to the scale, it was rewritten and now it looks like the image below.

Here is what each Grade Level has been working on:

• Kindergarten and First Grade - Exploring Xylophones with Glissandos (Up and Down)
• Hickory Hickory Dock
• Wee Willie Winkie
• Cuckoo in the Clock (striking on numbers)
• Second Grade - Mallet Techniques, Chord Bordun, Alternating Bordun, and Level Bordun
• Hop Old Squirrel
• Third Grade - Mallet Techniques, Crossover Bordun
• Fourth Grade - Mallet Techniques, Moving Bordun
• Page's Train
• Chattanooga Choo Choo
• Engine Engine Number Nine - Mallet Exploration
• Fifth Grade - V-I accompaniments and vii-I Accompaniments; Soprano, Alto, and Bass Xylophone Identification/Description of Range

Mallet Techniques

• Mummy Mallets - Rest position
• Motorcycle Mallets - Play position
• Hands Together / Alternating (Mallet Madness by Artie Almeida
• Beanbag Challenge - How long can you keep a beanbag on your wrist while playing?

Xylophone Rubric

Modified Four Corners Assessment - Soprano, Alto, Bass Xylophones - Grade 5

• Students move to the card that matches.... 
• visual - an instrument or picture of an instrument.
• aural
• description
• the lowest instrument
• the highest instrument
• the longest instrument
• the smallest instrument

Procedures In The Music Classroom

Many of us are going back to school this week and the beginning of the year is a fabulous time to teach procedures for your classroom.  Investing time in procedures at the beginning usually results in a classroom that flows smoothly and allows more time for music making rather than discipline issues.

This year, I for the primary grades, we are going to try starting by walking into the classroom and walking around the circle while singing.  Then we will sit down at a dash (not an assigned seat).  I find that the younger students really struggle with remembering their place and I want to spend time making music first.  Then we will learn staff spots (assigned spots in lines on the floor) and end class back at the circle with a game.

In our classroom, we use transition songs to get us from one place to the other.  Many of the students now know the songs so well, I only need to hum or play the melody for them and they will move to the correct location for our next musical activity.  If you are curious about our music room procedures, a few are listed below.  I made these for my long term sub when I was on maternity leave.

Staff Spots

Circle Spots

Silent Signals

Music for the Great American Solar Eclipse

Here are some ideas for integrating the Solar Eclipse in your music room:

• Aiken Drum
• All Through The Night
• Au Claire Da La Lune
• Claire De La Lune
• Eclipse - Lindsey Stirling
• Moonlight Sonata - Link
• Star Light
• Sally Go Round the Sun
• The Sun is In My Heart (I'm Growing Up, Mary Alice Amidon)
• Up Up from the East - Mallet Madness
• You Are My Sunshine

Grade 2 Lessons for This Week

• Time for Music
• Welcome
• Connect:  "Last time you came to music, we were learning about the William Tell Overture.  Today, we will sing, move, and play instruments all about the sun, moon, and stars for the upcoming Eclipse.  Let's Begin!!"
• Procedure Review - Quiet Cheetah and Responsible (Just Do It, Okay, Yes)
• Aiken Drum - Music K-8 Version
• Sally Go Round The Sun
• Phrases - Draw pictures on the board to represent each phrase.  Teach each phrase by copy.  Sing and face different directions or keep the beat differently for each phrase - Student generated movements.
• Circle - 
• Sing and walk in a circle, jumping on the word boom.  
• Sing and walk with hands touching.  
• Add an interlude of humming the song only.  Sing, hum, Sing.  
• Sing, sing in head, sing.
• Science connection - discuss the sun, earth, and moon and how they orbit or revolve around each other.  Discuss the Great American Eclipse.  Invite students to hold the "Sun", the "Moon" and the "Earth".  Sing the song again.
• Allow students to choose other students to hold the manipulatives.
• Sing the song and invite students to be constellations.
• Try as a canon.
• Star Light Star Bright
• If time allows, echo sing and review phrases.
• Sing the song and pass a wand around the room allowing each student to say a wish they have.  Remind students that being respectful means listening quietly.
• Xylophones -
• Review Playing Gently, Motorcycle Mallets,
• Glissandos before singing "Star Light, Star Bright"
• Steady Beat
• Sing, speak/play on spoken words, Sing
• Moonlight Sonata - Relaxation and prep for line up - ViewPureVideo Link
• You Are My Sunshine
• Line Up Procedure

Ukulele Resources

Sing Alongs

• Someone to Lava - Link

This Week's Music Class Brought To You By….Rossini!

This week in Grade 2, we will be learning about The William Tell Overture and Giochino Rossini.

Here are some places students may have heard the William Tell Overture:

Doritos Cowboy Kid Commercial
Google Chromebook
The Lone Ranger
Cherrios Commercial 2014

Grocery Store Kid's Ride

Here is some more information about the William Tell Overture:

• Finale of the William Tell Overture - Link
• Story of William Tell Opera / Overture
• Listening Exercise -  story of the William Tell Overture / Opera
• Story of William Tell  - Lego Version
• Read Aloud Book Version 
• Video of Orchestra Performance - Start at 2:45 for the Finale section
• Hip Hop Remix Video
• Boomwhackers - http://viewpure.com/cwiH4aPgEdk?start=0&end=0
• Boomwhackers - Progressively Getting Faster - Link

Beethoven Resources

• Moonlight Sonata - Video with Moon - http://viewpure.com/arMu4f8rnBk?start=0&end=0
• Ode to Joy Sheet Music - Lyrics About Beethoven - Link
• Symphony No. 6 - Song from Lynn Kleiner Kids Make Music! - Link
• Symphony No. 6 - Video of Orchestra - Link
• Symphony No. 7 - View Pure
• Note - There is a fabulous lesson that ties the rhythm of Symphony No. 7 to Frog in the Meadow in the book From Folksongs to Masterworks by Ann Eisen  - Worth every penny! Link

Boomwhacker Play Along Videos

Here are some fun Play-Alongs for Boomwhackers!

• Frere Jacques - http://viewpure.com/YpFegKX64NY?start=0&end=0
• Imperial March - John Williams - Link
• Ode to Joy - http://viewpure.com/UjsIxCdV_fg?start=0&end=0
• In the Hall of the Mountain King - Chromatics are needed - A, C, D, D#, E, G, G#, B, C. http://viewpure.com/eSSBfVhPiNc?start=0&end=0
• Pirates of the Caribbean - http://viewpure.com/6OaZaqyZKyI?start=0&end=0
• PopCorn - http://viewpure.com/yhr3n15o0yw?start=0&end=0
• We Know The Way - Moana - We play Steady Beat with all Boomwhackers - Great for Technique Practice!  http://viewpure.com/ubZrAmRxy_M?start=0&end=0

Grade 5 - Opera Unit

Our Fifth Grade students get to learn about Opera!  Last year, I found an AMAZING opera video of Hansel and Gretel from The Metropolitan Opera.  It is even in English!!!  My students (and myself) were mesmerized!  It is a little dark at times, but has wonderful videography, costumes, and set.

The video can be purchased from Met Opera's store - just $21!!!
https://www.metoperashop.org/shop/hansel-and-gretel-live-in-hd-dvd-met-opera-1730


Here is an excerpt on viewpure.com. There is no singing, but it will let viewers see the amazing costumes!
http://viewpure.com/HR6EmxZYMJQ?start=0&end=0

Sometimes we have time to fully immerse ourselves in the many jobs that must be done to create an opera.  Students have completed these artifacts to show the knowledge they gained about opera:

• Create a Brochure showing what you learned about Opera
• Create/Design Costume
• Create/Design Set
• Create/Design Music

George Gershwin

It's Composers and Compositions Week at Crestview Elementary!

In Grade 4, we are learning about George Gershwin.  George Gershwin was a musical composer.  He lived from 1898 to 1937.  He composers during the 20th Century Music Era.  Some of his most famous works are Rhapsody In Blue, Funny Face, I Got Rhythm, and Summertime.  Some interesting facts about Gershwin include:  he wrote music with his brother Ira, he wrote music for movies and musicals, and his music was awarded a Pulitzer Prize.  United Airlines uses his music, Rhapsody in Blue, for their theme song.

• United Airlines Theme Song - Click Here to Watch on View Pure
• George Gershwin Biography from Making Music Fun - Click Here
• Free American Composers Flip Book  - Click Here

Concert Checklist

These are the things that need done for a concert to run smoothly.

• August
• Reserve the stage or venue
• send note home about concerts - get translated for other languages
• Send out the information to teachers - ask them to put it in their Newsletter
• Ask Secretary to placed on school website
• Ask to meet with teachers if your concert aligns with their curriculum
• Select Music (for the most part); videotape students performing one of the songs from the concert each quarter (same song throughout the year so they can see their growth).
• January
• Ask teachers to again place information in their newsletter
• Send home additional note
• At Least 6 Weeks before the Concert
• Rehearsal Schedule - Always 2 with the entire group.  No large group rehearsal on the day of the concert if at all possible.
• Rehearsal Schedule for Readers and Soloists - including practicing with the microphone in front of an audience
• Send home fliers with Concert Information and Lyrics
• Writing Challenge and Art Contest
• 4 Weeks Before the Concert
• Riser Order (If students are transitioning to play instruments, consider placing groups on risers as opposed to in rows.)
• Start building stamina for standing on the risers.
• Assign instruments and part (if used.  Practice transitions including the expectations for voice / body when moving to instruments).  Remember to put all the instrument in rehearsal where you want them at the concert.
• Request permission to video from publishers.
• Create a Scale with students regarding behavior and performance at the concert.
• 3 Weeks Before the Concert
• Custodian Request - Concert Arrangement and Instrument Moving to Concert Location
• Refreshments - Cookies and Drinks
• -Prepare Packets / Files for Classroom Teachers
• Email Schedule to Classroom Teachers
• -Get someone to run the CD Player (even a student)!
• Record and Critique
• 2 Weeks Before the Concert
• Call parents of students ending video permission
• Pre-concert meeting to go over the details with all staff that are involved (if possible)
• Make a recording of students reading the Concert Etiquette to play at the concert.
• 1 Week Before the Concert
• Concert Program created and printed
• Reminder letters (include where to go at beginning and how to pick up)
• Double check in with the secretary at the Auditorium that the event is taking place.
• Week of the Concert
• Parent Phone Calls
• Provide Concert Order to Teachers for Rehearsals
• Create Riser Order by ROW for use in pre-concert staging area.  Students should go on the rises in a long row even if they are groups by class spread out among multiple rows)
• Request teacher assistance with monitoring hallway and video
• Plan your thanks you for after the concert.  Give thanks to ALL that helped with the concert and families for getting students there.
• Decorations if needed
• Double Check with Venue about Performance Dates and Details
• Be very clear about expectations during rehearsals
• Evening of Concert
• Signs to show parents where each classroom is standing
• Concert Etiquette - 
• Student microphones should be loud.  More light on stage than in audience
• Students should exit the risers and stay in their order - returning to the staging area for pick up and meeting their parents.  Parents form a line and staff call the student to meet with parent.
• Need supervision of students in the classrooms by 10 minutes before students arrive.
• Student Arrival and Pre Concert Staging.  Students should sit in their spot and stay seated until heading out to the auditorium.
• Post Concert
• Thank you Emails and Small Gifts (Kind Bars, Small bags of Chips / Popcorn, etc)
• Students
• Concert Evaluation
• Rewards for Coming
• Grading - input information as students evaluate their performance
• Fun Activities!

Songs About Perseverance

The character trait of Perseverance has been the focus for our school this month.  Here are some songs about Perseverance for the Elementary Music Room:

• Bright Happy Day - Music K-8 (Keep a Good Attitude no matter what) - https://www.youtube.com/watch?v=6Qgj_4dSqxA
• Fly - Maddie and Tae
• Little By Little - Natalie Sleeth - http://www.hinshawmusic.com/search_results.php?keyword=sleeth&RECORD_INDEX(hinshaw_search)=31
• Lyrics - http://www.scoutscan.com/songs/songsl.html
• Haba Na Haba - http://www.stantons.com/sheet-music/title/haba-na-haba-little-by-little/35008658/

Using Your iPod For Assessment in the Music Classroom

Today we tried a solfege assessment that utilized an iPod and it worked out great!  Students are often intimidated by singing a solo all by themselves.  This activity allowed students to have the support of a group sound while still allowing me to hear their growth as individuals.

1. Display a Grade Level Appropriate Solfeggi Melody for all to see
2. As a class, practice the melodies a few times.
3. Set your iPod to Voice Memo and start a new recording.
4. The first student says "This is Student Name."  Then holds the iPod close to his or her mouth while the entire class sings several melodies.
5. Pass the iPod to the next student and repeat several times.
6. Assess different students on the next class meeting.

This is so great for several reasons!  Not only did I get to hear each student individually on the recording, but I also was able to hear who was using a singing voice versus a speaking voice.  I could also diagnose which students were able to identify the solfege on sight versus which students were hesitating to sing until the other students had already begun.

This could be a great tool for encouraging your reluctant singers or finding hidden stars in your music classroom!