Kindergarten Music Classes are wrapping up their visits to the farm. This week we are finishing with horse - one of my favorites - because the children get to listen to "The Wild Horseman" by Robert Schumann. This wonderful piano piece is in a musical form of AABA. The children are introduced to the concept of musical form - sections - and explore these sections through galloping. Sometimes the girls gallop on A, and the boys on B, and then we swap. We try all different combinations, during which time the children are becoming familiar with the music, and always thinking on their feet.
1st Graders are working toward identifying steady beat and rhythm. They have chanted and tapped 'apples' (pictures on the smartboard) to a steady beat; they have created movements to a steady beat; and this week they will draw a steady beat. Once this concept of beat is cemented, they will associate it with a music symbol - I - which we refer to as a 'ta.' We will use ti-ti's and ta's to represent rhythms this year and next. By the end of first grade, your child will have a super sense of beat and rhythm. This will provide them a strong basis for any future music studies. First grade is also exploring their voices. Each class begins with vocal activities to stretch their vocal range, help them find their singing voice, and strengthen their pitch matching ability. Children learn best from other children, so each class has opportunities for individual singing. It is amazing how a brief opportunity for solo singing can be so beneficial to everyone. It strengthens listening skills and allows each child to shine. Ask you child to sing something for you!
2nd graders have spent a great deal of time in the xylophone forest. That is the area where all the barred instruments(xylophones, metallophones and glockenspiels) are kept. The children spent some time identifying a sequence. This sequence had the children speak a rhythm, tap a rhythm, and play a rhythm as its guidelines. The children then transferred this to the barred instruments. It is quite challenging to get an entire class to pay attention and complete the sequence correctly. After practice, the students returned one day to find that they were to use ipads to record a classmate completing this sequence, while reading a rhythm correctly, too. The pairs reviewed and discussed the 'performances' and then used the ipad to launch a QR code that took them to a brief quiz of their work. It was great! The children were very honest and sincere about their performances and the ipad was a great tool! The 2nd graders are now moving on to ostinato patterns. These are 'stubborn' or 'obstinate' little rhythms. Ostinato patterns offer a chance for basic harmony, when combined with a melody. It can be difficult to maintain a 'part' while another is playing the other 'part' but the challenge is worthwhile. By the end of second grade, this skill of maintaining one's part will be extremely beneficial when these children begin participating in orchestra or chorus in third grade!
1st Graders are working toward identifying steady beat and rhythm. They have chanted and tapped 'apples' (pictures on the smartboard) to a steady beat; they have created movements to a steady beat; and this week they will draw a steady beat. Once this concept of beat is cemented, they will associate it with a music symbol - I - which we refer to as a 'ta.' We will use ti-ti's and ta's to represent rhythms this year and next. By the end of first grade, your child will have a super sense of beat and rhythm. This will provide them a strong basis for any future music studies. First grade is also exploring their voices. Each class begins with vocal activities to stretch their vocal range, help them find their singing voice, and strengthen their pitch matching ability. Children learn best from other children, so each class has opportunities for individual singing. It is amazing how a brief opportunity for solo singing can be so beneficial to everyone. It strengthens listening skills and allows each child to shine. Ask you child to sing something for you!
2nd graders have spent a great deal of time in the xylophone forest. That is the area where all the barred instruments(xylophones, metallophones and glockenspiels) are kept. The children spent some time identifying a sequence. This sequence had the children speak a rhythm, tap a rhythm, and play a rhythm as its guidelines. The children then transferred this to the barred instruments. It is quite challenging to get an entire class to pay attention and complete the sequence correctly. After practice, the students returned one day to find that they were to use ipads to record a classmate completing this sequence, while reading a rhythm correctly, too. The pairs reviewed and discussed the 'performances' and then used the ipad to launch a QR code that took them to a brief quiz of their work. It was great! The children were very honest and sincere about their performances and the ipad was a great tool! The 2nd graders are now moving on to ostinato patterns. These are 'stubborn' or 'obstinate' little rhythms. Ostinato patterns offer a chance for basic harmony, when combined with a melody. It can be difficult to maintain a 'part' while another is playing the other 'part' but the challenge is worthwhile. By the end of second grade, this skill of maintaining one's part will be extremely beneficial when these children begin participating in orchestra or chorus in third grade!