5th Grade Music News
December 2019/ January 2020
This month, fifth graders worked in groups to compose music using the rhythms of the way their names are spelled. They layered in their names one at a time to experience "complimentary rhythms" and performed their pieces on nonpitched percussion instruments, presenting to the class for peer feedback. We also enjoyed composing melodies on xylophones inspired by our favorite foods and performing them for the class.
November 2019
This month, fifth graders listened to and discussed the piece, "The Dance of the Adolescents" from Stravinsky's Rite of Spring. We discovered that Stravinsky uses accents to give the music an unpredictable, tense and "scary" mood. Then, in collaborative groups, we created "accent compositions" of our own using percussion instruments, such as cowbells, hand drums, castanets, cymbals, and triangles. However, we discovered that some of our pieces sounded quite happy, relaxing, and even "Christmas-like" depending on our choice of instruments and where we placed the accents. We took our compositions a step further by adding a melody to them, using either a "major scale" or a "minor scale," depending on the mood the students in the group wanted to create (happy or sad/serious). Each group did a great job performing for their classmates and received peer-feedback.
This month, fifth graders worked in groups to compose music using the rhythms of the way their names are spelled. They layered in their names one at a time to experience "complimentary rhythms" and performed their pieces on nonpitched percussion instruments, presenting to the class for peer feedback. We also enjoyed composing melodies on xylophones inspired by our favorite foods and performing them for the class.
November 2019
This month, fifth graders listened to and discussed the piece, "The Dance of the Adolescents" from Stravinsky's Rite of Spring. We discovered that Stravinsky uses accents to give the music an unpredictable, tense and "scary" mood. Then, in collaborative groups, we created "accent compositions" of our own using percussion instruments, such as cowbells, hand drums, castanets, cymbals, and triangles. However, we discovered that some of our pieces sounded quite happy, relaxing, and even "Christmas-like" depending on our choice of instruments and where we placed the accents. We took our compositions a step further by adding a melody to them, using either a "major scale" or a "minor scale," depending on the mood the students in the group wanted to create (happy or sad/serious). Each group did a great job performing for their classmates and received peer-feedback.
October 2019
This month, fifth graders reviewed reading music notes on the treble clef staff in anticipation of our computer composition projects. We had a blast working collaboratively in teams to solve music “escape room” puzzles to practice identifying treble clef notes.
This month, fifth graders reviewed reading music notes on the treble clef staff in anticipation of our computer composition projects. We had a blast working collaboratively in teams to solve music “escape room” puzzles to practice identifying treble clef notes.
September 2019
Fifth graders are really enjoying creating raps about their hopes and dreams for fifth grade to the tune of "My Shot" from Hamilton. We listened to the Music Express version of "My Shot" (see the youtube link above) and discussed the message and meaning behind the song before creating our own raps.
Fifth graders are really enjoying creating raps about their hopes and dreams for fifth grade to the tune of "My Shot" from Hamilton. We listened to the Music Express version of "My Shot" (see the youtube link above) and discussed the message and meaning behind the song before creating our own raps.
March and April, 2019
We are finishing up our online composition projects. We learned about consonant and dissonant harmony, exploring how consonance and dissonance can transform the expressive effect of the music.
We are finishing up our online composition projects. We learned about consonant and dissonant harmony, exploring how consonance and dissonance can transform the expressive effect of the music.
February 2019
We have begun a composition project, using the Young Composers and Improvisers Workshop curriculum. www.yciw.net. We learned how to use the notation software, Noteflight. Fifth graders began composing the main melodies of their pieces, learning about smooth melodic shapes and the importance of using repetition to create "catchy" sounding music. They are excited about sharing what they created with their classmates in addition to giving and receiving peer feedback.
We have begun a composition project, using the Young Composers and Improvisers Workshop curriculum. www.yciw.net. We learned how to use the notation software, Noteflight. Fifth graders began composing the main melodies of their pieces, learning about smooth melodic shapes and the importance of using repetition to create "catchy" sounding music. They are excited about sharing what they created with their classmates in addition to giving and receiving peer feedback.
November 2018
Thanksgiving Rhythm Compositions: We performed a body percussion piece with the following words:
Pass the taters, please. And the mac and cheese. A wing, a thigh, a chicken breast will do just fine.
Then, In small groups, we composed music on percussion instruments, using the rhythms of various "Thanksgiving" foods.
Accents (5-506): We listened to The Rite of Spring: Dance of the Adolescents. We discussed the mood of the piece and noticed that the accents provided the effect of "jump scares." Using this as inspiration for our work, we composed music in small groups with accents on unpredictable beats. Students presented their compositions to the class and received constructive feedback. 5-508 will do this in January.
Thanksgiving Rhythm Compositions: We performed a body percussion piece with the following words:
Pass the taters, please. And the mac and cheese. A wing, a thigh, a chicken breast will do just fine.
Then, In small groups, we composed music on percussion instruments, using the rhythms of various "Thanksgiving" foods.
Accents (5-506): We listened to The Rite of Spring: Dance of the Adolescents. We discussed the mood of the piece and noticed that the accents provided the effect of "jump scares." Using this as inspiration for our work, we composed music in small groups with accents on unpredictable beats. Students presented their compositions to the class and received constructive feedback. 5-508 will do this in January.
October 2018
On November 13th, musicians from Jazz at Lincoln Center will perform a concert at our school. With your student, have fun listening to this spotify playlist of some of the music we might hear:
https://open.spotify.com/playlist/0bnQCBYTgz8yCLrgAaI1BQ
Here is what we worked on in October:
Melody: We learned that notes in a melody can move by step, skip, or leap. With partners, we composed melodies on the xylophones and presented them to the class.
Improvisation: To get ready for the jazz concert at our school, students practiced improvising on xylophones to a jazz accompaniment track and gave and received constructive feedback.
On November 13th, musicians from Jazz at Lincoln Center will perform a concert at our school. With your student, have fun listening to this spotify playlist of some of the music we might hear:
https://open.spotify.com/playlist/0bnQCBYTgz8yCLrgAaI1BQ
Here is what we worked on in October:
Melody: We learned that notes in a melody can move by step, skip, or leap. With partners, we composed melodies on the xylophones and presented them to the class.
Improvisation: To get ready for the jazz concert at our school, students practiced improvising on xylophones to a jazz accompaniment track and gave and received constructive feedback.
September 2018
Here is what we have worked on in the first month of school:
Singing: We started the year by singing the song, "Count on Me. We discussed the message of the song and meaning behind the lyrics.
Folk Dancing: We had fun performing a "mixer" folk dance called "Sasha," where students practiced working with various partners.
Composition: In small groups, we composed music on hand drums. Students had to choose the form of their piece (AABA, ABAA, ABBB, AAAB, etc) and a rhythmic "building block" to use for their A and B sections. They did a great job performing their pieces for the class.
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Here is what we have worked on in the first month of school:
Singing: We started the year by singing the song, "Count on Me. We discussed the message of the song and meaning behind the lyrics.
Folk Dancing: We had fun performing a "mixer" folk dance called "Sasha," where students practiced working with various partners.
Composition: In small groups, we composed music on hand drums. Students had to choose the form of their piece (AABA, ABAA, ABBB, AAAB, etc) and a rhythmic "building block" to use for their A and B sections. They did a great job performing their pieces for the class.
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3/13/18
On May 4th, a string quartet will visit our school to perform our musical compositions. We are currently working on our main melodies. The fifth graders created a checklist of what makes a melody sound memorable and interesting, including:
-smooth melodic shape (don't jump from extremely low to high)
-use a variety of rhythms
-use repetition
-use repetition, but with a slight change.
I'm so excited to hear how their pieces turn out!
On May 4th, a string quartet will visit our school to perform our musical compositions. We are currently working on our main melodies. The fifth graders created a checklist of what makes a melody sound memorable and interesting, including:
-smooth melodic shape (don't jump from extremely low to high)
-use a variety of rhythms
-use repetition
-use repetition, but with a slight change.
I'm so excited to hear how their pieces turn out!
1/30/18
Here are some highlights from January!
Jazz for Young People Curriculum:
On January 31st, musicians for Jazz at Lincoln Center’s Educational Outreach Program will perform a concert at our school. We have been getting ready by learning about musicians, such as Ella Fitzgerald and Louis Armstrong and listening to songs, like “On the Sunny Side of the Street” and “Take the A Train.”
Young Composers and Improvisers Workshop
We are learning how composers create memorable and catchy sounding melodies. We learned that notes in a melody can move by step, skip, or leap. After analyzing some famous tunes, we noticed that catchy melodies usually move mainly by step with occasional skips or leaps. Students have begun composing and notating their own melodies. They are excited to perform them for the class and receive peer feedback. Please feel free to visit yciw.net for more info.
Here are some highlights from January!
Jazz for Young People Curriculum:
On January 31st, musicians for Jazz at Lincoln Center’s Educational Outreach Program will perform a concert at our school. We have been getting ready by learning about musicians, such as Ella Fitzgerald and Louis Armstrong and listening to songs, like “On the Sunny Side of the Street” and “Take the A Train.”
Young Composers and Improvisers Workshop
We are learning how composers create memorable and catchy sounding melodies. We learned that notes in a melody can move by step, skip, or leap. After analyzing some famous tunes, we noticed that catchy melodies usually move mainly by step with occasional skips or leaps. Students have begun composing and notating their own melodies. They are excited to perform them for the class and receive peer feedback. Please feel free to visit yciw.net for more info.
December, 2017
12/8/17
We have begun participating in a program called the Young Composers and Improviser's Workshop (YCIW). The fifth graders will be using an online program, called Noteflight, to create their own musical compositions. They will receive coaching and feedback from composer mentors through the online course. Later in the year, there is a possibility of having musicians visit our school to perform their compositions.
You can find out more about YCIW here: http://www.yciw.net/1/yciw-classroom/
We have begun participating in a program called the Young Composers and Improviser's Workshop (YCIW). The fifth graders will be using an online program, called Noteflight, to create their own musical compositions. They will receive coaching and feedback from composer mentors through the online course. Later in the year, there is a possibility of having musicians visit our school to perform their compositions.
You can find out more about YCIW here: http://www.yciw.net/1/yciw-classroom/
November, 2017
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11/2/17
On November 8th, musicians from Jazz at Lincoln Center's Educational Outreach program will perform the first of three concerts at Peck Slip. We have spent this month getting ready to be educated audience members. Two important ideas in jazz that we experienced were Swing at The Blues.
Swing is the basic rhythmic attitude of jazz--"the groove that makes it move." We listened to "It Don't Mean a Thing if it 'Ain't Got that Swing" by Duke Ellington. Then, students worked in groups to perform the rhythms from the poem, “Boom Chicka Boom” on percussion instruments of their choice. The rhythm of these words match the swing rhythms a jazz drummer might play. (Activity taken from Now’s the Time: Teaching Jazz to All Ages by Doug Goodkin)
I said boom chick a rocka chick a rocka chick a boom (hi hat)
I said boom chick a boom chick a boom chick a boom chick (ride cymbal)
I said boom chick a rocka chick a rocka chick a boom (bass drum)
Next, we learned about The Blues. We listened to "The Backwater Blues" by Bessie Smith, and discovered its AAB lyric form--very common in blues music. We had fun creating our own blues lyrics in AAB form and performing them for the class. Here are some examples created by fifth graders:
Example 1:
A: Oh, how I did so much work on the Red Gate Farm.
A: Oh, how I did so much work on the Red Gate Farm.
B: It makes me feel so alarmed that I'm so sore in my arm.
Example 2:
A. Eating kale that my mom makes gives me the blues.
A. Eating kale that my mom makes gives me the blues.
B. It tastes like shoes with a side of glue.
I'm looking forward to the concert next week!
10/9/17
Dear Fifth Grade Families,
Musicians from Jazz at Lincoln Center's Educational Outreach program will perform three concerts at our school this year. The first concert, on November 8th, will explore the parallels between jazz music and our American democracy. This month, in order to be an educated audience, we will explore three fundamental aspects of jazz: Swing, the Blues, and Improvisation. At our most recent class, we learned about Swing, the basic rhythmic attitude of jazz, also known as "the groove that makes it move." Students listened to "It Don't Mean a Thing if it Ain't Got that Swing" by Duke Ellington and discussed what they noticed. We then practiced rhythms in the swing style on body percussion in order to get ready to play them on instruments.
On November 8th, musicians from Jazz at Lincoln Center's Educational Outreach program will perform the first of three concerts at Peck Slip. We have spent this month getting ready to be educated audience members. Two important ideas in jazz that we experienced were Swing at The Blues.
Swing is the basic rhythmic attitude of jazz--"the groove that makes it move." We listened to "It Don't Mean a Thing if it 'Ain't Got that Swing" by Duke Ellington. Then, students worked in groups to perform the rhythms from the poem, “Boom Chicka Boom” on percussion instruments of their choice. The rhythm of these words match the swing rhythms a jazz drummer might play. (Activity taken from Now’s the Time: Teaching Jazz to All Ages by Doug Goodkin)
I said boom chick a rocka chick a rocka chick a boom (hi hat)
I said boom chick a boom chick a boom chick a boom chick (ride cymbal)
I said boom chick a rocka chick a rocka chick a boom (bass drum)
Next, we learned about The Blues. We listened to "The Backwater Blues" by Bessie Smith, and discovered its AAB lyric form--very common in blues music. We had fun creating our own blues lyrics in AAB form and performing them for the class. Here are some examples created by fifth graders:
Example 1:
A: Oh, how I did so much work on the Red Gate Farm.
A: Oh, how I did so much work on the Red Gate Farm.
B: It makes me feel so alarmed that I'm so sore in my arm.
Example 2:
A. Eating kale that my mom makes gives me the blues.
A. Eating kale that my mom makes gives me the blues.
B. It tastes like shoes with a side of glue.
I'm looking forward to the concert next week!
10/9/17
Dear Fifth Grade Families,
Musicians from Jazz at Lincoln Center's Educational Outreach program will perform three concerts at our school this year. The first concert, on November 8th, will explore the parallels between jazz music and our American democracy. This month, in order to be an educated audience, we will explore three fundamental aspects of jazz: Swing, the Blues, and Improvisation. At our most recent class, we learned about Swing, the basic rhythmic attitude of jazz, also known as "the groove that makes it move." Students listened to "It Don't Mean a Thing if it Ain't Got that Swing" by Duke Ellington and discussed what they noticed. We then practiced rhythms in the swing style on body percussion in order to get ready to play them on instruments.