Embedded Files
First Trimester
First Trimester
One 8th & Two Sixteenths
One 8th & Two Sixteenths
By the time AACA students get to fourth grade, they know how to use music notes to describe rhythms with one, two, and four equal sounds in a beat. During the first trimester, we explored songs that have a new rhythm with three unequal sounds in a beat. We analyzed songs from all over the world to find this rhythm, from the French Alsatian song Reihe, Reihe Rose to the Somalian rhyme Biitoy Laabo to a fun rhyme about Pokemon!
We discovered that we can use a combination of notes that we already know, 8th notes and 16th notes, to describe these types of rhythms. Check out students singing one of the songs we used to practice our new rhythm, the Australian round Kookaburra, in the video!
4th Portfolio- Kookaburra.mp44th Portfolio- Old House.mp4Recorder Fun!
Recorder Fun!
Fourth graders have been continuing their journey with recorders throughout the first trimester! First we reviewed the basics and practiced the two notes we learned at the end of third grade with the song Old House.
After a few classes, we were ready to bring on a new note! We learned to play a Japanese song called Se Se Se that uses the three notes that we've been practicing, E, G, and new note A. Watch the videos to see fourth graders rocking out on the recorder!
4th Portfolio- Se Se Se.mp4
Using the Studio Habits of Mind
Using the Studio Habits of Mind
Observe: I can identify one 8th and two 16th notes in a variety of music.
Develop Craft: I can read written rhythms using one 8th and two 16th notes.
Envision: I can compose a rhythm using one 8th and two 16th notes.
Develop Craft: I can use correct posture and air technique to create an appropriate sound on my recorder.
Develop Craft: I can play a melody using the notes G, E, and A on my recorder.
Develop Craft: I can read the pitches G, E, and A on a five line staff and translate them to my recorder.
Reflect: I can thoughtfully and appropriately critique my own performance and the performances of others.
Understand the Art World: I can demonstrate cooperative, safe, and productive behaviors in the music room.
Understand the Art World: I can work productively and cooperatively with others in a group music-making experience.
Second Trimester
Second Trimester
Rhythm Practice
Rhythm Practice
During the second trimester, we continued to build our rhythm skills with the new rhythms we learned earlier in the year, one 8th and two 16th notes, and it's reverse version two 16ths and one 8th. While we worked a great deal on reading and recognizing these rhythms during the first trimester, during the second trimester we took things to the next level and tried composing with them.
We used a chant called Pokémon as a starting point for composing. Students arranged different Pokémon characters into a combination they liked, and read their character names rhythmically. Then, they translated their Pokémon names into a written rhythm with the new music notes they learned.
We did a similar activity using a Japanese rhyme about making mochi called Omotchio. Students had to read a rhythmic "order" at our music room mochi restaurant, and then had to fill the order by determining a combination of mochi flavors whose syllables matched the given rhythm.
Improvising with Recorders!
Improvising with Recorders!
We continued adding new recorder skills throughout the second trimester as well! We learned new note B and have been working on a student favorite song that showcases it (look for it when 3rd trimester portfolios come out!)
4th Portfolio- Improvising.movWe've also been working on increasing our flexibility with using the four notes we know. One way we can build flexibility is through composing and improvising. Students learned a chant called Improvising, and we composed a melody to it by assigning a recorder note to each line of the chant. Then, students were challenged to improvise their own melody, meaning they had to use the notes they know to make up a melody on the spot. Listen in the video to both classes play a composed version of the rhyme, then hear them all improvise their own melodies at the same time!
Using the Studio Habits of Mind
Using the Studio Habits of Mind
Observe: I can identify one 8th and two 16th notes in a variety of music.
Develop Craft: I can read written rhythms using one 8th and two 16th notes.
Envision: I can compose a rhythm using one 8th and two 16th notes.
Develop Craft: I can use correct posture and air technique to create an appropriate sound on my recorder.
Develop Craft: I can play a melody using the notes B, A, G, and E on my recorder.
Develop Craft: I can read the pitches B, A, G, and E on a five line staff and translate them to my recorder.
Envision: I can compose a melody using B, A, G, and E on my recorder.
Reflect: I can thoughtfully and appropriately critique my own performance and the performances of others.
Understand the Art World: I can demonstrate cooperative, safe, and productive behaviors in the music room.
Understand the Art World: I can work productively and cooperatively with others in a group music-making experience.
Third Trimester
Third Trimester
Salam Alaikum
Salam Alaikum
This winter and spring, we tried out some pop music on the xylophones! We listened to the song Salam Alaikum by British-Muslim pop artist Harris J and followed along with his book Salam Alaikum. We talked about the meaning of this common Muslim greeting and about the message of peace conveyed in the song.
4th Portfolio- Salam Alaikum.movOnce we were familiar with the tune, we set out to analyze the melody and discovered that it uses four solfege pitches: Low La, Do, Re, and Mi. Then, we learned to play the melody on xylophones and the recorders. After we were comfortable with the melody, we added some accompaniment parts to make a complete arrangement of the song. Watch the video to see our final performance of Salam Alaikum!
Salam Alaikum recorder peer critique.
Practicing Salam Alaikum.
Salam Alaikum recorder peer critique.
Welcome to Band Land!
Welcome to Band Land!
During the month of May, 4th graders took a virtual journey to Band Land to learn all about band instruments and the AACA band program! They explored Instrument Island, Woodwind Willows, the Brasslands, and Percussion Point to meet the flute, clarinet, saxophone, trumpet, trombone, baritone, and percussion instruments.
Students enjoyed getting to see and hear these instruments up close, and many finished our journey excited to think about what instrument they would like to learn when they join the AACA Beginning Band themselves next fall!
Using the Studio Habits of Mind
Using the Studio Habits of Mind
Develop Craft: I can play a melody that uses low la on the xylophone.
Develop Craft: I can maintain my own part in a multi-layered performance.
Engage & Persist: I can demonstrate focus and persistence in working through challenges and mistakes while learning a xylophone arrangement.
Develop Craft: I can use correct posture and air technique to create an appropriate sound on my recorder.
Develop Craft: I can play a melody using the notes B, A, G, E, and D on my recorder.
Reflect: I can thoughtfully and appropriately critique my own performance and the performances of others.
Develop Craft: I can identify the instruments in a traditional band ensemble by name.
Develop Craft: I can describe the differences between the woodwind, brass, and percussion families.
Observe: I can identify the sound of different band instruments and describe their sound qualities.
Express: I can express my personal opinion about which instrument I prefer and why.
Understand the Art World: I can demonstrate cooperative, safe, and productive behaviors in the music room.
Understand the Art World: I can work productively and cooperatively with others in a group music-making experience.
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