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September 2015

September 30, 2015
Wednesday
Fourth and Fifth grade created glogs representing the importance to T.H.I.N.K. before posting data online.
Requirements for the glog were:
  • thought starts with an upper case 
  • thoughts end with a ? or .
  • submitting the preview document

Third grade opened Microsoft Word. They added Word Art. They edited Word Art.

Intervention continued work on Starfall.com: #13, #14 (I like to read)

Mrs. Hollinshead's classYoutube playlist: https://www.youtube.com/playlist?list=PLnFD7vC_EBk...
Materials: iPhone flashlight
  • Ask "Can you think of something that makes a steady flash or bling?" (answering machine, warning light, robot, lighthouse, some tools, some shoes)
  • Hold up a flashlight and point it toward the ceiling or wall
  • Ask: "Do you think this (item) can make a steady beat?" "How can we make this light move to show a steady beat?" "Can you think of another way?"
  • Invite students to lie down on their backs. Darken the room.
  • "Play "The Stars and Stripes Forever."
  • Move the flashlight to reflect (dance) a steady beat on the ceiling
First grade:
Baby Beluga
Calendar Song
Going to the Zoo
Head and Shoulder
Willoby,
If You're Happy
Mr. Sun
Sharing Song,
This Land Is Your Land
Page 66 World of Music
beat or no beat?
beat or no beat?
beat or no beat?
beat or no beat?
Zoltán Kodály Born: December 16,1882 Died: March 6,1967 Zoltán Kodály spent a great deal of his life collecting and studying the folk songs of his country, Hungary. He was famous as a composer and a teacher who created a new way to teach music to kids. His system bcame known as the Kodaly Method. It is still used to day by instructors around the world. Kodály’s life-long interest in folk music began early. His parents were both amateur musicians, and as a boy he learned to play the violin, viola, piano and cello. He performed in his school orchestra and at home with his parents. Because Kodály’s father worked with the Hungarian Railway “Viennese Musical Clock” from Hary Janos System, Zoltán was able to travel around and learn about the music in different parts of his country. As an adult, he continued traveling around Hungary to collect and study Hungarian folk music. He wanted to preserve it so that today’s children could enjoy it as much as he had. Much of his music was based on the folk songs that he collected on his travels. Kodály’s most popular work is a suite of music from his opera, Háry János. Háry János was a real man who liked to sit around at the village inn telling tall tales about his youth. One of those tales had him defeating Napoleon’s army all by himself. In the “Viennese Musical Clock,” he’s remembering the clock that struck noon at the court of the Austrian emperor.
Link to listening: Statue Game To give children more experience responding to beat and no beat, teach them the following game.

Note: Play a drum throughout the game, alternating patterns of steady beats with erratic patterns that have no beat. Whenever children hear a pattern of steady beats, they keep time by moving about the room in their own way. When they hear a pattern of erratic sounds, they "freeze" in a pose. Decide beforehand what kind of pose children should strike the first time they freeze-for example, as the scariest (or happiest or saddest or tallest or smallest) creature they can imagine. Then each time children are frozen in the game choose someone to suggest the kind of pose that they freeze in the next time.
If time allows:  
Which has a strong feeling of steady beat?

Second grade:
  1. Look at the music
  2. Where do you see quarter note, quarter rest, quarter note, quarter rest?
  3. Listen as I sing it.
  4. Do you hear a pattern?
  5. Do you hear Image result for quarter rest?
  6. Clap this pattern:
  7. Image result for quarter note quarter rest
  8. While the class sings, have some students play the above Ostinato pattern on percussion instruments.
  9. The rest of the class can clap the Ostinato while singing
Intervention worked on class information.

September 29, 2015
Tuesday
In preparation for their formal projects on Glogster, fourth and fifth graders began initial work on Glogster creating a T.H.I.N.K. document. With students spending so much time online, Digital Citizenship is an important topic. Students were reminded of the T.H.I.N.K. acronym for posting online data. A portion of their assignment reads: For example: what would it mean to think before you talk? What would it mean to be helpful before you talk? What would it mean to be inspiring before you talk? What would it look like to consider if your communication is necessary? Would your communication look differently if you were kind?
Students needed to create items addressing each attribute.

 Third grade:

  • Reopened their Fox document from yesterday
  • They cut text
  • They pasted text
  • They re-sized text
  • Edited their text:
    • Bold
    • Italic
    • Underline
  • They saved their work
Intervention: Mrs. Jolls sent a student over to continue work on Starfall, high interest, low vocabulary reading.

 Mrs. Hollinshead's class sang:

Hokey Pokey with Shapes
Kindergarten
Materials: cut out shapes with different colored felt pieces. For instances orange circles. Make enough felt shapes for every child in your class. Try to at least use the major shapes such as triangle, circle, rectangle, square and oval. Other suggestions are diamonds, semicircle and hexagons for more challenges.
Activity: Have the precut shapes of felt on the floor in front of each child. Explain to the kids that your going to teach them a new song and when they hear a certain shape they need to find the shape in their pile and hold up and do the actions in the song!!
Song: Sing to the Hokey Pokey Song
Put your circle in, put your circle out put your circle in and you shake it all about,
You do the Hokey Pokey and you turn yourself around, that's what it's all about.
Put your rectangle in your rectangle out, put your rectangle in and you shake it all about,
You do the Hokey Pokey and you turn yourself around, that's what's it's all about.
Put your triangle in put your triangle out put your triangle in and you shake it all about,
You do the Hokey Pokey and you turn yourself around, that's what's it's all about.

Mrs. Naessen's class sang:
Mrs. McVitte's class learned about Ostinatos.
What is an Ostinato?


  • Discuss what an Ostinato is from the video above.
  • Introduce the song below.
  • Sing it.
  • Discuss body sound for different parts.
  • Sing it with improvised sounds.
  • Introduce instruments.
  • If time allows, sing in a round
Intervention: we continued to read high interest, low vocabulary stories, to strengthen sight word vocabulary.


Intervention: we read high interest, low vocabulary books.




September 28, 2015
Monday
Fifth grade:

  1. Logged on, opened Edmodo
  2. Viewed and discussed the Lunar Lander: http://www.spacekids.co.uk/moon/
  3. Applied physics of landing with: http://moonlander.seb.ly/
  4. Created Glogster accounts: http://edu.glogster.com/signup?type=student

Fourth grade:

  1. Measured themselves
  2. Calculated their findings
  3. Created Glogster accounts to post their findings


Third grade:

  1. Downloaded a Word document
  2. Justified the text
  3. Chose font:
    1. styles
    2. colors
    3. highlight
    4. size
  4. Saved document
  5. Navigated to pre-approved web sights according to how many Dojo points they had earned.
  6. Stories were collected and posted as class stories on classroom Dojo.
Intervention: Mrs. Jolls sent a student to finish some class work with Mrs. V.

Mrs. V had to leave due to health reasons.



September 25, 2015
Friday
Fourth and Fifth grade worked on keyboarding skills on Typing Web. They posted their scores on a Google Doc. Students can monitor their own word per minute progress. The goal is: 20 words per minute for fifth grade, 15 words per minute, for fourth grade, and 10 words per minute for third grade.
Third grade also worked on keyboarding, but they use verbal dictation as a means to gain familiarity with the keyboard.
Intervention;
  1. We read through our ABC's and did the Zoophonics song
  2. We read Starfall's:Learn To Read: 9

Mrs. Parmenter's class:
  1. We reviewed Do, Re, Mi, Fa, So, La, Ti, Do
1. First, you set the chime bars out in the incorrect order, so they are jumbled and don’t sound right, they find this quite amusing! Then engage the children in a little bit of a chat with the pussycat puppet. The pussycat can ask them to help him sort out the colours because he gets them mixed up and he can’t remember which one is which.
  1. 2. Starting with Do (red) the cat says ” who knows which one is red?” he can then give the children a couple of clues to prompt them to guess the right colour (e.g the same as a tomato). The child who answers correctly can then choose the red one and place it first. If they don’t get it right straight away just prompt them with some more clues.Do Re Mi Game : Teaching the Solfege Scale3. Continue the game in this way, giving clues for each colour in the correct order as seen above whilst making sure that each child has a go and sets them out in the correct order of the scale. If they find it difficult to guess all of the colours, you can use some little toys or bricks to help them match the tricky ones. Once all the chime bars are present and correct, the cat sings the little song written out below, which goes up each note of the scale from low Do to high Do. The song is actually about pussy willow buds and not really a cat at all – but little ones don’t seem to notice!Do Re Mi Game and Song for Preschoolers(the meows are a descending scale from high Do to Low Do.)
Mrs. Postema's First grade sang 
Mrs. Ryan's class sang:
Intervention:

  • We read these books:
  • We worked on iPad apps that support reading 


September 24, 2015
Thursday
Fourth and fifth graders worked on:

Students showed a 13% increase of musical learning with today's post-test.

Third grade learned musical terms for tempo and dynamics. They used the links below to help in their understanding:
Intervention:

  • learned letters in name 
  • found letters on keyboard
  • distinguished between upper case and lower case
  • In starfall's "Learn To Read" we did lessons 8 and 9.
Mrs. Parmenter's class worked on solfege pitches:Sol, La, and Mi. We worked on keeping a steady
beat using rhythm instruments.
Mrs. Postema's class learned about Bach and listened to a piano piece he had written. We learned that a person that writes music is called a composer.
Mrs. Farlee's class played a game using Sofege syllables. We read rhythms. We accompanied a song using rhythms we learned.

Intervention:

  • we read "Race At The Lake"
  • we read flash cards that reinforced sight words from the above story


September 23,2015
Wednesday
Fourth and Fifth grade reviewed families of the orchestra using this sites:
  1. http://www.musictechteacher.com/music_quizzes/cg_q...
  2. http://www.musictechteacher.com/music_quizzes/cg_q...
  3. http://www.musictechteacher.com/music_quizzes/quiz...
Then they:
  • Submitted their work
  • Earned Dojo points
  • Spent earned Dojo points on pre-approved educational web sites
Third grade also worked to submit their understanding of instruments:
Due to Professional Development, there were no classes in the afternoon.September 22, 2015
Tuesday
Fifth grade learned all the different notes and their values. We also learned about time signatures. These are the sites we went to:
  1. http://www.musictechteacher.com/music_quizzes/quiz...
  2. http://www.musictechteacher.com/music_quizzes/quiz...
  3. http://www.musictechteacher.com/music_quizzes/quiz...
  4. http://www.musictechteacher.com/music_quizzes/quiz...

Fourth grade worked on naming notes, learning note values, and ear training.
They went to these sites to practice their knowledge:
  1. http://www.musictechteacher.com/music_quizzes/quiz...
  2. http://www.musictechteacher.com/music_quizzes/quiz...
  3. http://www.musictechteacher.com/music_quizzes/quiz...
  4. http://www.musictechteacher.com/music_quizzes/quiz...
The diagram above assisted students.
Third grade:

  • Reviewed note values
  • Reviewed note names
  • Listened to pitch
  • Discerned notes from pitches on music
  • Submitted their work
  • Earned Dojo points
  • Spent earned Dojo points on pre-approved educational web sites
Intervention:

  • Learned how to type in last name
  • Sang Zoophonics
  • Pointed to letters and made their sounds
  • Silent e (on Starfall.com)
  • Jake's Tale (on Starfall.com--Learning to read)
  • ee (Number 7 on Starfall.com--Learning to read)
Mrs. Parmenter's class worked on:

  • High pitch
  • Low pitch
  • Steady beat
  • Fast beat 
  • Slow beat
Mrs. Postema's class worked on:

  • Reading rhythms
  • Playing sounds 
  • Being quiet during rests
  • Marching around the room keeping a steady bear
Mrs. Ryan's class worked on:

  • Reviewing Solfege symbols
  • Matching Solfege pitches
  • Reading and playing rhythms using:
  • Quarter notes
  • Quarter rests
  • Eighth notes 
Intervention:

  • Read two books:
    • Tom and His Mom
    • Bob has a Job
  • We read flashcards to go with these books
  • We iPad app: 22Learn: Sightwords: Learn to read with Wordaliens!





September 21, 2015
Monday
Fifth grade worked on naming Treble Clef notes, note values, and pitches. With Dojo points earned they were able to access educational sites for the remaining minutes of class.
Fourth grade worked on notation and ear training:
  1. http://www.teachingideas.co.uk/music/namethatnote....
  2. http://www.knowledgeadventure.com/games/musical-no...
  3. http://notationtraining.com/ear-training
  4. http://www.buttonbass.com/chromePianoplayer/index....
Third grade worked on naming Treble Clef notes, note values, and pitches. With Dojo points earned they were able to access educational sites for the remaining minutes of class.

Intervention worked on:

  • Singing Zoophonics
  • Pointing to ABC's and saying their sounds
  • Starfall:
    • words ending in ig
    • words ending in ip
    • words beginning in sh
    • words ending in up
    • words ending in op

Mrs. Parmenter' class learned the difference between high and low sounds. We learned we can earn Dojo points and the privilege to play instruments.

Mrs. Postema's class learned that songs can make us feel happy or sad. We learned that just like our heart has a beat, music also has a beat.

Mrs. Ryan's class listened to lyrics of songs and learned they could tell stories. They played rhythms using Ta (quarter note) and Tee tee (eighth notes). Students then began writing their own rhythms.

Intervention:

  • Sang Zoohphonics
  • Read two books (the ones from Mrs. Postema's class)
  • Played iPad app: Spellosaur400 to reinforce learning



September 18, 2015
Friday

 Fourth and Fifth grade continued their work on Typing Web. They posted their scores online. They explored typing games to increase their skills and were thrilled with the increase in their speeds and accuracy.
Fifth grade's goal is 20 words per minute
Fourth grade's goal is 15 words per minute

Third grade practiced keyboarding through dictation on Microsoft Word. Students had a one-minute warm up and then one-minute timed test. Scores were recorded on a Google Doc.



Intervention was done with a new student from Mrs. Joll's class (not the same student from previous days). She requested I assist with reading a test to a student, and then quietly read with him. He has great listening skills, but has trouble putting his thought to words.

Kindergarten:

  1. We reviewed Do, Re, Mi, Fa, So, La, Ti, Do

1. First, you set the chime bars out in the incorrect order, so they are jumbled and don’t sound right, they find this quite amusing! Then engage the children in a little bit of a chat with the pussycat puppet. The pussycat can ask them to help him sort out the colours because he gets them mixed up and he can’t remember which one is which.
  1. 2. Starting with Do (red) the cat says ” who knows which one is red?” he can then give the children a couple of clues to prompt them to guess the right colour (e.g the same as a tomato). The child who answers correctly can then choose the red one and place it first. If they don’t get it right straight away just prompt them with some more clues.
    Do Re Mi Game : Teaching the Solfege Scale
    3. Continue the game in this way, giving clues for each colour in the correct order as seen above whilst making sure that each child has a go and sets them out in the correct order of the scale. If they find it difficult to guess all of the colours, you can use some little toys or bricks to help them match the tricky ones.  Once all the chime bars are present and correct, the cat sings the little song written out below, which goes up each note of the scale from low Do to high Do. The song is actually about pussy willow buds and not really a cat at all – but little ones don’t seem to notice!
    Do Re Mi Game and Song for Preschoolers
    (the miaows are a descending scale from high Do to Low Do.)
First grade:

Second grade:
Intervention was suspended as I assisted Mrs. Postema's class while she assisted with Homecoming activities. This was approved by Ms. Shaver 9/17/15.

September 17, 2015
Fifth grade:
  1. Clean computer workstation
  2. Log onto server.
  3. Log onto Edmodo
  4. Review Treble and Bass clef by using the keyboard/music note flash cards
  5. Finish the worksheet begun yesterday.
  6. Submit this assignment from Edmodo.
  7. Review piano keys: http://www.musictechteacher.com/music_quizzes/quiz...
  8. http://www.musictechteacher.com/music_quizzes/quiz...
  9. If time allows: http://www.musictechteacher.com/music_quizzes/quiz...
  10. Reviewing Dojo points earned they chose educational sites to visit for the last 10 minutes of class.
Fourth grade:
  1. Clean computer workstation
  2. Log onto server.
  3. Log onto Edmodo
  4. Review Treble and Bass clef
  5. Updated their lessons/quizes turned in, and viewed their progress.
  6. Today's assignment was:http://www.musictechteacher.com/music_quizzes/quiz...
  7. Reviewing Dojo points earned they chose educational sites to visit for the last 10 minutes of class.
Third grade: 
  1. If I sing "so la mi" in that exact order, they do not echo.

    All students stand. If they echo correctly with hand signs to the best of their ability, they keep playing. If not, they are out. If anyone even begins to sing after I sing "so la mi," he/she is out. I tell everyone not to argue and not to tell on anyone else. We play this game for only a few minutes, and I minimize any winning and losing. I tell them it doesn't really matter. We are just practicing our singing.
    Third graders also played "Clock Rhythm." Place rhythms around a drawn clock and play the rhythms at each hour. Students guess which "hour" is played. When one guess, he/she becomes "it" and then they clap a rhythm. It chooses a person to tell them which "hour" was clapped.

  2. They completed this assignment: Mighty Music Man: http://www.musictechteacher.com/music_quizzes/quiz_mighty_music_man001.htm
    1. Reviewing Dojo points earned they chose educational sites to visit for the last  few minutes of class.
Intervention: We reviewed lessons "R-Z" on Starfall. We did the excersies for ip, and ig, and then read the book: "The Big Hit."

Ms. Whaley's class:
  • Learning Me, Sol, and La Solfege pitches
  • Singing as a group
  • Singing solos
  • Keeping a steady beat with rhythm instruments
  • We played Apple, apple, apple tree
  • Will you come and play with me?
  • I won't cry I won't pout
  • If your apples knock me out
  • Students hold hands (in partners facing partner)
  • One person goes through the orchard.
  • When the word: "Out" is sung, that partner set drops their arms around the person traveling through orchard
  • The person in the middle gets to pick another person to travel through the orchard
  • Another extension: 
  • The children sit in a circle and pass an apple around on the beat as they all sing the short song. The child who is holding the apple on ‘out’ must sit out of the circle. The song continues until there is only one player left. The last person wins the apple or can be chosen one to start the next game. Some children find being ‘out’ rather difficult, and the only way to overcome this, is to play this sort of game quite rapidly, and frequently, so that everyone experiences the process, and no one feels the odd one out.
  • This very simple song uses just so, mi and la intervals, so it is very good for teaching the tonic sol-fah or Do-Re-Mi degrees of the scale. These are the first intervals to introduce, as they are the easiest to pitch. So many nursery rhymes are based on these three notes (Ring-A-Ring-A-Roses is a good example) and they are the easiest and most natural for small children to sing.
Mrs. Nurenberg's first grade:
  • Recognizing their part in a sound composition
  • Rotating through the Rhythm Band
  • Singing Solfege syllables
  • Reading rhythms
  • Clapping rhythms
  • Sang: Old McDonald (and parts were assigned to each group accordig to animal listed in the song)
  • Google Play: 
Mrs. Farlee's second grade:
  • We practiced rhythms.
  • We read rhythms.
  • We clapped rhythms.
  • We put rhythms together (four measures at a time)
  • We played the rhythms on our instruments
  • We accompanied a song in 4/4 time using the rhythms we learned.
  • Learned about Johann Sebastian Bach.
  • Viewed: http://www.pianolessons4children.com/composers/bac...
  • Listened to: Toccata and Fugue in D minor for organ (one of the most famous of Bach's pieces)
    • Reviewed Do, Re, Mi
    • Discussed So, La, and Mi
    • Played Acha Backa



Intervention: What Is It? and Kiss the Pig. We also worked on an apple app: for spelling sight words.

September 16, 2015
Wednesday
Fifth grade:
  1. Log on.
  2. Cleaned computers.
  3. Opened Edmodo
  4. Reviewed Treble Clef (by completing a worksheet)
  5. Put into practice their understanding by playing a song:
  6. http://www.musictechteacher.com/music_quizzes/quiz...
  7. Students earned Dojo points and were able to choose where to spend their free time (the last 10 minutes of class).

Fourth grade
  1. Log on.
  2. Cleaned computers.
  3. Opened Edmodo
  4. Reviewed Treble Clef (by completing a worksheet)
  5. Put into practice their understanding by playing http://www.musictechteacher.com/music_quizzes/quiz_mighty_music_man001.htm
  6. Students earned Dojo points and were able to choose where to spend their free time (the last 10 minutes of class).

Third grade:
  1. Logged on.
  2. Cleaned computers.
  3. Opened Edmodo
  4. Reviewed Treble Clef
  5. http://www.musictechteacher.com/music_quizzes/cg_q...
Intervention: continued work on Starfall.com

Ms. Whaley's class worked on:

  • Learning Me, Sol, and La Solfege pitches
  • Singing as a group 
  • Singing solos
  • Keeping a steady beat with rhythm instruments 
Mrs. Nurnberg's class worked on:

  • Recognizing their part in a sound composition 
  • Rotating through the Rhythm Band
  • Singing Solfege syllables 
  • Reading rhythms 
  • Clapping rhythms 
Mrs. Farlee's class

  • We practiced rhythms.
  • We read rhythms.
  • We clapped rhythms.
  • We put rhythms together (four measures at a time)
  • We played the rhythms on our instruments
  • We accompanied a song in 4/4 time using the rhythms we learned.
Intervention: the young reader read through two books (1 and 2) from Mrs. Postema's class. We did sight word flashcards. We then worked on an iPad app that reinforced what she'd learned. She was almost late for her bus, she was so focused on her work!

September 15, 2015
Fifth grade:

  1. Cleaned computers
  2. Logged onto the server.
  3. Logged onto Edmodo
  4. Reviewed Treble and Bass Clef.
  5. Stretched their knowledge by playing a Music App. on iPhone.
  6. Reinforced their knowledge with http://www.musictechteacher.com/music_quizzes/c3_quiz_catapult_identify_piano_notes/play.html
  7. Began documenting their Bass clef lines and spaces.
Fourth grade:
  1. Cleaned computers
  2. Logged onto the server.
  3. Logged onto Edmodo
  4. Reviewed Treble and Bass Clef.
  5. Stretched their knowledge by playing a Music App. on iPhone.
  6. Reinforced their knowledge with http://www.musictechteacher.com/music_quizzes/c3_quiz_catapult_identify_piano_notes/play.html
  7. Drew note heads and stems on a Word document.
Third grade:
  1. Cleaned computers
  2. Logged onto the server.
  3. Logged onto Edmodo
  4. Changed their Avatar on Edmodo
  5. Described their learning style and career goals
  6. Learned what earning Dojo badges 
Intervention: Starfall.com, we sang the alphabet song, and Zoophonics.
Ms. Whaley's class worked on:

  • High pitch
  • Low pitch
  • Steady beat
  • Fast beat 
  • Slow beat
Mrs. Nurenberg's class worked on:

  • Reading rhythms
  • Playing sounds 
  • Being quiet during rests
  • Marching around the room keeping a steady bear
Mrs. Farlee's class worked on:

  • Reviewing Solfege symbols
  • Matching Solfege pitches
  • Reading and playing rhythms using:
  • Quarter notes
  • Quarter rests
  • Eighth notes 
September 14,2015
Monday
Fourth and Fifth grade worked on:

  1. Earned Dojo points by
    1. returning their parent's paper (signing up for emails regarding events in the classroom)
    2. working hard
  2. Recognizing Treble and Bass clef notes
  3. Participated in pages:
    1. http://www.musictechteacher.com/music_quizzes/quiz...
    2. http://www.musictechteacher.com/music_quizzes/cg_q...

Third grade:

  1. cleaned their computers
  2. logged onto the server
  3. created Edmodo accounts
  4. logged off Edmodo
  5. shut down their workstations

Ms. Whaley's class learned the difference between high and low sounds. We learned we can earn Dojo points and the privilege to play instruments.

Mrs. Nurnberg's class learned that songs can make us feel happy or sad. We learned that just like our heart has a beat, music also has a beat.

Mrs. Farlee's class listened to lyrics of songs and learned they could tell stories. They played rhythms using Ta (quarter note) and Tee tee (eighth notes). Students then began writing their own rhythms.

September 11, 2015
Friday
Fourth and fifth grade logged on, went to Edmodo, and then went to Typing.com
Students earned free time with their Dojo points.
Third grade worked on writing, reading, and then impersonating a note on a Treble Clef. We created a Treble Clef using masking tape on the floor, and then students stood on a specific line or space to create a word.
Mrs. Hollinshead's class worked on solfege pitches:Sol, La, and Mi. We worked on keeping a steady
beat using rhyrhm insteuments.
Mrs. Naessens class learned about Bach and listened to a piano piece he had written. We learned that a person rhat writes music is called a composer.
Mrs. McVitte's class played a game using Sofege syllables. We read rhythms. We accompnied a song using rhyrhms we learned.
September 10, 2015
Thursday
Fourth and fifth grade logged on, went to Edmodo, and downloaded a file. This file was a Word document which students edited, drawing note heads.They also took a Music quiz, documenting what they knew in music. This data will give a baseline for their basic musical knowledge.

Third grade worked on a worksheet naming Treble Clef notes. This is a big undertaking as we learned terms:

  • Bar line
  • Treble Clef
  • Line note
  • Space note
  • Labeling notes requires upper case letters
Students were rewarded for their hard work with a 10 minute recess.

Mrs. Hollinshead's class worked on:

  • Learning Me, Sol, and La Solfege pitches
  • Singing as a group 
  • Singing solos
  • Keeping a steady beat with rhythm instruments 
Mrs. Naessen's class worked on:

  • Recognizing their part in a sound composition 
  • Rotating through the Rhythm Band
  • Singing Solfege syllables 
  • Reading rhythms 
  • Clapping rhythms 
Mrs. McVitte's class

  • We practiced rhythms.
  • We read rhythms.
  • We clapped rhythms.
  • We put rhythms together (four measures at a time)
  • We played the rhythms on our instruments
  • We accompanied a song in 4/4 time using the rhythms we learned.


September 9,2015
Wednesday
Fifth-grade logged on went to Edmodo  and reviewed rhythm and no names of trouble clef. Those reaching seven dojo points were able to spend some free time on fun stuff.
Like fifth grade 4th grade was able to navigate through Edmodo and learn about rhythms and no names. Students were given a three minute timed test to review their understanding. All of The students were able to finish the three minute timing. This was quite an accomplishment!
Unable to log onto the computer's third-grade still clean their computers and practice their understanding of rhythms. They played PULSE (which is a musical form of BINGO).
Mrs. Hollinshead's class worked on:

  • High pitch
  • Low pitch
  • Steady beat
  • Fast beat 
  • Slow beat
Mrs. Naessen's class worked on:

  • Reading rhythms
  • Playing sounds 
  • Being quiet during rests
  • Marching around the room keeping a steady bear
Mrs. McVitte's class worked on:

  • Reviewing Solfege symbols
  • Matching Solfege pitches
  • Reading and playing rhythms using:
  • Quarter notes
  • Quarter rests
  • Eighth notes 


September 8, 2015
Tuesday
Fourth and fifth graders:

  • Worked to log on
  • Opened Edmodo accounts
  • Reviewed classroom procedures
  • Earned dojo points
Third grade Attempted to log onto their computers. Their passwords and usernames were unsuccessful. In place of normal instruction, students plate 7-Up where they learned how to read trouble cliff notes and spaces.
Third-grade also on dojo points. They were great examples of good attitudes as they helped each other adjust to new challenges.

Mrs. Hollinshead's class learned the difference between high and low sounds. We learned we can earn Dojo points and the privilege to play instruments.

Mrs. Naessen's class learned that songs can make us feel happy or sad. We learned that just like our heart has a beat, music also has a beat.

Mrs. McVitte's class listened to lyrics of songs and learned they could tell stories. They played rhythms using Ta (quarter note) and Tee tee (eighth notes). Students then began writing their own rhythms.

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