1st Grade Music News
December 2019/January 2020
First graders enjoyed playing the game "Who Stole the Cookies from the Cookie Jar?" We also created our own "cookie compositions" in groups of four, using the rhythms of our names. We practiced playing our compositions on rhythm sticks and hand drums.
We also enjoyed listening to and performing movement to selections from The Nutcracker, such as "Trepak" and "March" and listening to the story of The Nutcracker.
November 2019
This month, first graders loved listening and moving to music in ABA form, such as "Trepak" from The Nutcracker. For example, they acted out a story about cats and mice, while they moved to the piece, "Run Run!" from Memories of Childhood by Ottavio Pinto. Then, students selected "scratchy-sounding" instruments to play during the "cat music." We also had fun reading rhythms with quarter notes and paired eighth notes (ta and titi) and warming up our voices with the song, "I Love the Mountains."
First graders enjoyed playing the game "Who Stole the Cookies from the Cookie Jar?" We also created our own "cookie compositions" in groups of four, using the rhythms of our names. We practiced playing our compositions on rhythm sticks and hand drums.
We also enjoyed listening to and performing movement to selections from The Nutcracker, such as "Trepak" and "March" and listening to the story of The Nutcracker.
November 2019
This month, first graders loved listening and moving to music in ABA form, such as "Trepak" from The Nutcracker. For example, they acted out a story about cats and mice, while they moved to the piece, "Run Run!" from Memories of Childhood by Ottavio Pinto. Then, students selected "scratchy-sounding" instruments to play during the "cat music." We also had fun reading rhythms with quarter notes and paired eighth notes (ta and titi) and warming up our voices with the song, "I Love the Mountains."
October 2019
This month, we enjoyed practicing “The Purple People Eater” song for the Halloween Parade. We also worked on comparing and contrasting beat and rhythm. We chanted the poem, “Miss White Had a Fright,” while either tapping the beat on our laps or clapping the way the words go. We also loved performing creative movement with scarves to the song, “Five Little Leaves,” and accompanying the song with xylophones.
On February 28th, we enjoyed a performance of Peter and the Wolf at our school, presented by the American Classical Orchestra. In music class, we explored different ways to move to the music for each character, acting out the story.
May 2019
In music class, we explored moving like bubbles, while we sang the song "Bubbles High, Bubbles Low." Then, I blew bubbles while the students improvised on xylophones, stopping when the bubbles popped. We also sang the song, "Rain on the Green Grass," accompanying ourselves by playing a pattern on the xylophone. Here are the words:
Rain on the green grass/Rain on the tree/ Rain on the roof top/ not on me. We also read the poem, "Rain is Falling Down," and decided which instruments to use to accompany the "stormy" and "gentle" parts of it. Here is the poem:
Rain is falling down/ Such a peaceful sound/ Oh so gently, rain is falling all around.
Rain is falling down/ Thunderstorms abound!/Lightning crashing, storm clouds thrashing, what a sound!
Lastly, we are reading rhythms with quarter notes ("ta") and paired eighth notes ("ti-ti").
This month, we enjoyed practicing “The Purple People Eater” song for the Halloween Parade. We also worked on comparing and contrasting beat and rhythm. We chanted the poem, “Miss White Had a Fright,” while either tapping the beat on our laps or clapping the way the words go. We also loved performing creative movement with scarves to the song, “Five Little Leaves,” and accompanying the song with xylophones.
On February 28th, we enjoyed a performance of Peter and the Wolf at our school, presented by the American Classical Orchestra. In music class, we explored different ways to move to the music for each character, acting out the story.
May 2019
In music class, we explored moving like bubbles, while we sang the song "Bubbles High, Bubbles Low." Then, I blew bubbles while the students improvised on xylophones, stopping when the bubbles popped. We also sang the song, "Rain on the Green Grass," accompanying ourselves by playing a pattern on the xylophone. Here are the words:
Rain on the green grass/Rain on the tree/ Rain on the roof top/ not on me. We also read the poem, "Rain is Falling Down," and decided which instruments to use to accompany the "stormy" and "gentle" parts of it. Here is the poem:
Rain is falling down/ Such a peaceful sound/ Oh so gently, rain is falling all around.
Rain is falling down/ Thunderstorms abound!/Lightning crashing, storm clouds thrashing, what a sound!
Lastly, we are reading rhythms with quarter notes ("ta") and paired eighth notes ("ti-ti").
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February 2019
We had fun using the hand drums as a "steering wheel" prop to move to the staccato and legato sections of the song, Doot Doot. Then, we experimented by using different ways to play the hand drums to accompany the song, "Warm Wendall" (I like to wear my hat, hat, hat). We also did a great job singing "Try Everything" and tracking the steady beat to the song, "Star Light, Star Bright." Star Light, Star Bright/First stat I see tonight/Wish I may, wish I might/ Have the wish I wish tonight.
We had fun using the hand drums as a "steering wheel" prop to move to the staccato and legato sections of the song, Doot Doot. Then, we experimented by using different ways to play the hand drums to accompany the song, "Warm Wendall" (I like to wear my hat, hat, hat). We also did a great job singing "Try Everything" and tracking the steady beat to the song, "Star Light, Star Bright." Star Light, Star Bright/First stat I see tonight/Wish I may, wish I might/ Have the wish I wish tonight.
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January 2019
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We brainstormed a list of animals that move staccato (bumpy, bouncy) and legato (smoothly). Then, we had fun moving like our staccato and legato animals to the piece, Pizzicato by Leo Delibes (see the youtube video above). We also loved accompanying the song, Yuki (Japanese for "snow") on glockenspiels and metallophones.
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We brainstormed a list of animals that move staccato (bumpy, bouncy) and legato (smoothly). Then, we had fun moving like our staccato and legato animals to the piece, Pizzicato by Leo Delibes (see the youtube video above). We also loved accompanying the song, Yuki (Japanese for "snow") on glockenspiels and metallophones.
November 2018:
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New Song: Evergreen, Everblue
We sang and discussed the message of the song, "Evergreen, Everblue," by Raffi (see the youtube video above).
Evergreen, everblue
As it was in the beginning,
We've got to see it through
Evergreen, everblue
At this point in time,
It's up to me, it's up to you
Amazon is calling, help this planet earth
With voices from the jungle, help this planet earth
Hear the tree that's falling, help this planet earth
Rain forests are crying, help this planet earth to stay...
Evergreen, everblue
As it was in the beginning,
We've got to see it through
Evergreen, everblue
At this point in time,
It's up to me it's up to you
Ocean's wave is rumbling, help this planet earth
With voices from the seaway, help this planet earth
Waters for the drinking, help this planet earth
Beluga whales are singing, help this planet earth to stay.
Instruments:
Shoo Turkey: We loved accompanying the song, "Shoo Turkey," with various pitched percussion instruments, such as glockenspiels and xylophones. (See the youtube video above).
The Syncopated Clock: We moved with scarves to the different sections of the piece, The Sycnopated Clock, by Leroy Anderson. We learned the term, staccato, (when the music sounds short and bumpy, like the "tick tocks" in the piece). We explored playing staccato on various percussion instruments. We sorted the instruments and determined which ones were most suitable for playing staccato.
We sang and discussed the message of the song, "Evergreen, Everblue," by Raffi (see the youtube video above).
Evergreen, everblue
As it was in the beginning,
We've got to see it through
Evergreen, everblue
At this point in time,
It's up to me, it's up to you
Amazon is calling, help this planet earth
With voices from the jungle, help this planet earth
Hear the tree that's falling, help this planet earth
Rain forests are crying, help this planet earth to stay...
Evergreen, everblue
As it was in the beginning,
We've got to see it through
Evergreen, everblue
At this point in time,
It's up to me it's up to you
Ocean's wave is rumbling, help this planet earth
With voices from the seaway, help this planet earth
Waters for the drinking, help this planet earth
Beluga whales are singing, help this planet earth to stay.
Instruments:
Shoo Turkey: We loved accompanying the song, "Shoo Turkey," with various pitched percussion instruments, such as glockenspiels and xylophones. (See the youtube video above).
The Syncopated Clock: We moved with scarves to the different sections of the piece, The Sycnopated Clock, by Leroy Anderson. We learned the term, staccato, (when the music sounds short and bumpy, like the "tick tocks" in the piece). We explored playing staccato on various percussion instruments. We sorted the instruments and determined which ones were most suitable for playing staccato.
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10/6/18
Here is what we worked on during the first month of school.
Instruments: We had a blast using hand drums as a "steering wheel" prop while we moved to the song, "Drivin' in My Car to the Mountains" by Lynn Kleiner. We also used them to accompany the song, "She'll be Comin' Round the Mountain." We also explored the different sounds effects you can make with these drums by making a "rain storm" soundscape.
Singing: We reviewed the song, "Scarin' Alive" for the Halloween parade.
Here is what we worked on during the first month of school.
Instruments: We had a blast using hand drums as a "steering wheel" prop while we moved to the song, "Drivin' in My Car to the Mountains" by Lynn Kleiner. We also used them to accompany the song, "She'll be Comin' Round the Mountain." We also explored the different sounds effects you can make with these drums by making a "rain storm" soundscape.
Singing: We reviewed the song, "Scarin' Alive" for the Halloween parade.
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3/15/18
Here is what the first graders have been up to in February and March:
Movement: We had so much fun moving to these selections from Carnival of the Animals. You can find them on youtube!
"The Cuckoo:" With partners, one student was the "tree" and the other was the "bird." When the clarinet played, the "bird" pretended to peek out from behind the branches of the tree. This was so much fun.
"Swans:" With partners, students explored slow, sustained movement.
Instruments: We are exploring different ways to play various percussion instruments, such as foot tambourines, kokorikos, and ocean drums. We also had fun accompanying this song on the xylophones: Rain on the green grass/Rain on the tree/Rain on the roof top/not on me.
Singing: Some songs we enjoy singing are "Mail Myself to You" by Woody Guthrie and "All I Really Need" by Raffi.
Music Literacy: We are really developing our sense of beat competency. We will be ready to read rhythmic notation soon.
1/31/18
Here are some highlights from January!
Movement:
We performed creative movement to these selections from Carnival of the Animals by Camille Saint Saens.
“Aquarium:” We followed the leader, in small groups, like “schools of fish,” matching the gentle expressive quality of the music.
“Turtles:” We explored slow and sustained movements, mirroring partners.
Singing:
We are learning songs with the theme of friends and family. We loved singing “All I Really Need” by Raffi.
Instruments:
We accompanied “En La Granja de Mi Tio,” the Spanish version of “Old McDonald Had a Farm” on unpitched percussion. Each instrument represented a different animal.
We sang an echo song, “I Hear Seashells.” Then, we explored creating “seashell songs” on glockenspiels in between repetitions of the song.
Here is what the first graders have been up to in February and March:
Movement: We had so much fun moving to these selections from Carnival of the Animals. You can find them on youtube!
"The Cuckoo:" With partners, one student was the "tree" and the other was the "bird." When the clarinet played, the "bird" pretended to peek out from behind the branches of the tree. This was so much fun.
"Swans:" With partners, students explored slow, sustained movement.
Instruments: We are exploring different ways to play various percussion instruments, such as foot tambourines, kokorikos, and ocean drums. We also had fun accompanying this song on the xylophones: Rain on the green grass/Rain on the tree/Rain on the roof top/not on me.
Singing: Some songs we enjoy singing are "Mail Myself to You" by Woody Guthrie and "All I Really Need" by Raffi.
Music Literacy: We are really developing our sense of beat competency. We will be ready to read rhythmic notation soon.
1/31/18
Here are some highlights from January!
Movement:
We performed creative movement to these selections from Carnival of the Animals by Camille Saint Saens.
“Aquarium:” We followed the leader, in small groups, like “schools of fish,” matching the gentle expressive quality of the music.
“Turtles:” We explored slow and sustained movements, mirroring partners.
Singing:
We are learning songs with the theme of friends and family. We loved singing “All I Really Need” by Raffi.
Instruments:
We accompanied “En La Granja de Mi Tio,” the Spanish version of “Old McDonald Had a Farm” on unpitched percussion. Each instrument represented a different animal.
We sang an echo song, “I Hear Seashells.” Then, we explored creating “seashell songs” on glockenspiels in between repetitions of the song.
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12/18/17
Here are some highlights from November and December:
Creative Movement for Form and Expression:
We performed creative movement to "Trepak" and "March" from the Nutcracker. We followed a listening map of these selections and discovered the ABA form of both pieces.
Music Literacy/Steady Beat:
We performed creative movement like "stars" to the song "Star Light Star Bright." We sang the song and tracked the steady beat on a beat chart.
Call and Response Songs:
"Shoo Turkey" and "Sea Lion"
We sang "Shoo Turkey" and accompanied the song on various unpitched percussion instruments in addition to glockenspiels! We rotated so that everyone got to play each instrument. We also did this with the song, "Sea Lion." You can find recordings of the songs in the youtube links above!
Composition:
We had so much fun creating our own version of the song, "Aiken Drum." (See the youtube video above)
Here are some highlights from November and December:
Creative Movement for Form and Expression:
We performed creative movement to "Trepak" and "March" from the Nutcracker. We followed a listening map of these selections and discovered the ABA form of both pieces.
Music Literacy/Steady Beat:
We performed creative movement like "stars" to the song "Star Light Star Bright." We sang the song and tracked the steady beat on a beat chart.
Call and Response Songs:
"Shoo Turkey" and "Sea Lion"
We sang "Shoo Turkey" and accompanied the song on various unpitched percussion instruments in addition to glockenspiels! We rotated so that everyone got to play each instrument. We also did this with the song, "Sea Lion." You can find recordings of the songs in the youtube links above!
Composition:
We had so much fun creating our own version of the song, "Aiken Drum." (See the youtube video above)
11/1/17
Here is what we worked on during the month of October:
ABA Form:
We performed creative movement like "cats and mice" to the piece, Run! Run! from Memories of Childhood by Octavio Pinto. The music is organized in ABA form. In the "A Section" the students who were the "mice" tiptoed around the music room, pretending to nibble on crumbs. In the "B Section," the students who were the "cats" prowled around the music room while the mice "hid." We're looking forward to eventually creating our own music in ABA form.
Instrument Exploration:
We added sound effects to the poem, "Five Little Pumpkins." Students enjoyed playing the stir xylophones, thunder tubes, wind chimes, vibraslaps, and more.
Steady Beat:
We practiced following the steady beat of the poem, "Miss White Had a Fright." It goes like this: Miss White had a fright/ in the middle of the night/saw a ghost eating toast/halfway up the lamp post.
10/9/17
We are off to a great start in music class this year! We will be reading music notation (quarter notes and paired eighth notes) really soon! Here are the skills we have worked on in the month of September:
Music Literacy/Steady Beat:
-Students are becoming aware of how the steady beats in music can be grouped in 2s. We have been warming up each week by creating steady beat motions to recorded music in groups of 2. We have used music from the album, Keeping the Beat, by John Feierabend. This is a great album with many upbeat classical music recordings!
-We had fun tracking the steady beats of the poem, "I Climbed Up the Apple Tree," on the Activboard. It goes like this: I climbed up the apple tree/all the apples fell on me/bake a pudding, bake a pie/did you ever tell a lie?
Instrument Exploration:
-We explored playing the steady beat on numerous percussion instruments, including wrist bells, rain sticks, maracas, egg shakers, rhythm sticks, and hand drums. We enjoyed accompanying songs like "Can't Stop the Feeling" from the Trolls movie and "Watolea," a song from the album, Putomayo South Pacific Islands.
Movement Exploration:
-We experienced the steady beat kinesthetically by stepping to a beat I played on the drum and freezing "like trees" when it stopped. We explored different movement levels (high, medium, low) and different tree shapes (twisted, round, tall, straight, etc).
Solo Singing:
-At this time, almost every student has had a turn to sing a solo as part of the game, "Doggie Doggie Where's Your Bone?" It is wonderful to hear students matching pitch and singing alone with confidence!
Echo Songs:
-Echo songs, in which a leader sings a phrase and the group repeats it, are so much fun. We use these songs to practice matching pitch. Ask your student
to sing these echo songs with you at home!
Here is what we worked on during the month of October:
ABA Form:
We performed creative movement like "cats and mice" to the piece, Run! Run! from Memories of Childhood by Octavio Pinto. The music is organized in ABA form. In the "A Section" the students who were the "mice" tiptoed around the music room, pretending to nibble on crumbs. In the "B Section," the students who were the "cats" prowled around the music room while the mice "hid." We're looking forward to eventually creating our own music in ABA form.
Instrument Exploration:
We added sound effects to the poem, "Five Little Pumpkins." Students enjoyed playing the stir xylophones, thunder tubes, wind chimes, vibraslaps, and more.
Steady Beat:
We practiced following the steady beat of the poem, "Miss White Had a Fright." It goes like this: Miss White had a fright/ in the middle of the night/saw a ghost eating toast/halfway up the lamp post.
10/9/17
We are off to a great start in music class this year! We will be reading music notation (quarter notes and paired eighth notes) really soon! Here are the skills we have worked on in the month of September:
Music Literacy/Steady Beat:
-Students are becoming aware of how the steady beats in music can be grouped in 2s. We have been warming up each week by creating steady beat motions to recorded music in groups of 2. We have used music from the album, Keeping the Beat, by John Feierabend. This is a great album with many upbeat classical music recordings!
-We had fun tracking the steady beats of the poem, "I Climbed Up the Apple Tree," on the Activboard. It goes like this: I climbed up the apple tree/all the apples fell on me/bake a pudding, bake a pie/did you ever tell a lie?
Instrument Exploration:
-We explored playing the steady beat on numerous percussion instruments, including wrist bells, rain sticks, maracas, egg shakers, rhythm sticks, and hand drums. We enjoyed accompanying songs like "Can't Stop the Feeling" from the Trolls movie and "Watolea," a song from the album, Putomayo South Pacific Islands.
Movement Exploration:
-We experienced the steady beat kinesthetically by stepping to a beat I played on the drum and freezing "like trees" when it stopped. We explored different movement levels (high, medium, low) and different tree shapes (twisted, round, tall, straight, etc).
Solo Singing:
-At this time, almost every student has had a turn to sing a solo as part of the game, "Doggie Doggie Where's Your Bone?" It is wonderful to hear students matching pitch and singing alone with confidence!
Echo Songs:
-Echo songs, in which a leader sings a phrase and the group repeats it, are so much fun. We use these songs to practice matching pitch. Ask your student
to sing these echo songs with you at home!
Wise Old Owl
One of these days (One of these days) Look up and see (Look up and see) A wise old owl (A wise old owl) Sitting in a tree (Sitting in a tree) He'll look at you (He'll look at you) He'll look at me (He'll look at me) Those two big eyes (Those two big eyes) They don't scare me (They don't scare me) One of these nights (One of these nights) When raindrops fall (When raindrops fall) He'll give a hoot (He'll give a hoot) He'll give a call (He'll give a call) |
Tongo (Polynesian Rowing Song)
Tongo (Tongo) Chimney bye bye oh (Chimney bye bye oh) Tongo (Tongo) Oom bah de kimbay oh (Oom bah de kimbay oh) Ooh a lay (Ooh a lay) Mah le ka-ah lo way (Mah le ka-ah lo way) |