Grade Two

Moana Day

A huge thank you to Ms Perry for being our Substitute Teacher today! We watched a Moana video created by music teachers Rory O'Donnell, Brandon Kelly, and Leah Gallant, that taught us a dance, body percussion part, and bucket drum part to the Moana song "We know the Way"

Kandinsky

After learning about Synesthesia, we used the chromebooks to create music using the Kandinsky program in Chrome Music Lab.

What's It Like To Hear Colors? - A VR 360° Synesthesia Experience

Flight of the Bumblebee (Outside)

It's such a beautiful day, so we decided to have music outside! We looked around and discussed everything (plants and humans) that we could see growing, then discussed what they need to grow. Every class had someone say "BUMBLEBEES!". We then listened to the song Flight of the Bumblebee, and acted out what they imagined the bee looked like flying around (ex: fast, high and low, zigzag). We played a flower and bee game with the song, then drew and sang/buzzed our very own bee pathways.

Flight of the Bumblebee

Exploring Band Instruments

Over the next few classes, we will take 5 minutes to see, hear, and hold band instruments that are typically played in a concert band. Students are encouraged to ask questions.

Keys

Day 1: Introduce song and game.

Day 2: Assessment by playing the game: I can match pitch using Sol-mi.

Day 3: Finish assessment through game.

Swimmy by Leo Lionni

Swimmy

Day 1: Read Story and learn song.

Day 2: Add song to story, move the fish to show melodic contour.

Day 3: Review Song, transfer fish to staff. Play on instruments.

Boom De Ah Da - Earth Day

Day 1: Watch video. Discuss our favorite things about Earth, and what we can do to protect our environment. Learn song by creating movements for each phrase.

Day 2: Review song and actions. Perform ABA form, where A = Out loud with actions and B = in our heads with actions (audiation).

Among Us Rhythm Play Along

Used as a rhythm review/warm up. Clapped first, then added student's choice of percussion instruments.

Easter Egg Rhythm Race

Day 1 - Work as a team to listen and locate the egg with the rhythm that Ms Tara claps. It's a race to bring the correct egg back before the other teams. First team back gets a point, team with the most points win a prize.

Please Porridge

Day 1 - Introduce song via echo

Your Name is a Song

Day 1: Read Story

Day 2: Review the message of the story, talk about names. Share a xylophone with a friend, and create our own name songs. Share song with the class.

Lost Boy

Day 1: Listen to song, mirror movements with a partner.

Day 2: Composer Connections: 2 Truths and a Lie

Day 3: Draw what you hear.

Acka Backa

Day 1: Introduce Song

Day 2: Review Song and discuss melodic contour. Use Jamboard to put the music notes in the right order/sequence to write the song.

Day 3: Review Song and play Acka Backa shoe game with a small group.

Rain on the Green Grass

Day 1: Learn Song

Day 2: Review song, add instruments

Day 3: Review song, creative movement exercise "Let's go for a walk"

Day 4: Review song, explore and draw song phrases, beats, double bar line, and solfege.

We Don't Talk about Bruno - Heartbeat Play Along

We focused on steady beat today, so we used this heartbeat play along as a movement break, but also to practice feeling/showing a steady beat.

Encanto - Body Percussion Video

Mince Pie Fly

Day 1: Practice marching to a steady beat on the drum. Introduce poem.

Day 2: Review poem and marching, "catch a fly" (clap) on the rests. Label the rests.

Day 3: Review Poem and Rests, play game.

Oliver Twist

1. Introduce song and actions.

2. Review song and actions, introduce audiation (singing in our heads).

3. Perform song ABA form (A= out loud, B= in our heads), discover form by assigning shapes/letters to each different section.

Farmer John

Day 1: Introduce song and bird cards. Rhythm connections.

Day 2: Review song and add body perc. actions to bird cards. Practice playing game with Ms. Tara choosing the cards.

Day 3: Review song and body perc. Play game where one student picks a card, the class performs the body percussion, and then another student guesses the bird.

Keel Row

Used for Jack be Nimble.

Jack be Nimble

Day 1: Introduce poem with finger movements, watch Jack be Nimble video.

Day 2: Review poem and finger movements, jump over the candlestick game with Keel Row song.

Day 3: Review poem and finger movements, jump over candle stick with a partner. Add rhythm sticks.

Alligator Poem

Day 1: Introduce poem, explore high and low voices, pat steady beat.

Day 2: Review poem and steady beat. Use body percussion chart to choose movements for steady beat. Refine to Pat, Pat, Clap, Clap.

Day 3: Review poem and body percussion chart. Change Pat, Pat, Clap, Clap to Pat, Pat, Touch, Touch, and try with a partner.

Little Snowflakes

Day 1: Introduce song, explore connections between our body movements and voices (when our voices are high, our body movements are high, when our voices are low our body movements are low), how can we use scarves to show what our voices do?

Day 2: Review song and scarf movements (high/low). Add game.

Day 3: Play game.

Valentines Day Rhythm Game

Day 1: Quick review of rhythms, introduce game and play as a class.

Day 2: Make own own musical fortune tellers

Valentines Day Rhythm Game Printable PDF

Special Thank you to Ms Syndi and Just Orffin' Around for this wonderful resource

It's Mi, Re, Do

Day 1: Introduce songs with hand signs, and make connections between solfege and our classroom posters/elevator song

Day 2: Review song. Explore how the hand signs show high/low, how else can we show it on our bodies? (Ex: Do = touch feet, Re = touch belly, Mi = touch head)

Day 3: Review high, medium, and low pitches. Explore where else we can show Do, Re, Mi on our bodies.

Roses are Red

Day 1: Introduce song via echo. Add body percussion.

Day 2: Review song, transfer body percussion to instruments.

Day 3: Review song with body percussion, add a B section of reading/playing sol-mi hand bell patterns.

The Snowy Day

Day 1: Read story with The Snow is Dancing by Claude Debussy playing in the back ground.

Day 2: Revisit story and song, then play 2 Truths and a Lie game to learn more about the composer Claude Debussy.

Hush Hush Hush

Day 1: Introduce poem, and review proper mallet technique. Perform poem AB style where A = speaking the poem with actions, and B = improvised glockenspiel section.

It's a Celebration!

We're back to in-person learning, and are so excited to see everybody's faces! We started each class off right, with a quick Celebration dance party!

Class Poems

Using "Gentle Snow" as inspiration, the students have been writing their own poems and adding their own original music to their poems in preparation for this year's winter concert. We can't wait to show you what we've made!

Gentle Snow

Day 1: Explore poem and add instruments/movement.

Elevator Song

Day 1: Introduce song with actions and draw/create our class elevator with 8 floors.

Day 2: Review song and actions, make the connection between what our bodies are doing and what our voices are doing (both starting down low, then rising as the song progresses).

Candy Shop

Day 1: Introduce song and practice echo singing our favorite candies.

Day 2: Review song, and add echoing circle game.

Day 3: play game. Students assessed on matching pitch during their echo solos.

Fall

Day 1: Introduce song and add scarf movements. Discover that our scarves are moving the same way as our voices (high to low).

Day 2: Review song and actions. Add Section B where teacher plays either high notes or low notes on the piano. Students show the highs and lows using their scarves.

Day 3: Review song and actions, this time for Section B individual students point to the high or the low leaf to show if the teacher is playing a high or low note. Students are assessed on distinguishing high and low pitches.

Sing You Home

Day 1: Discuss Remembrance Day. What is it? Discover 5 remembrance day words: Peace, Love, Friendship, Compassion, and Kindness. Students split into one group per word, and create an action to represent the word. Share with the class.

Day 2: Watch youtube video of "Sing you Home". What happened in the video? Review words. Pick one instrument to represent each word. Create an intro to "Sing you Home" video using these instruments and words.

There was an Old Lady of Skin and Bones

Day 1: Teach the "ouu" part by echoing. This is then referred to as the "part of the wind". Sing entire story to students. Ask for volunteers to be the light flickers, ghost, and old lady. Play the game, reenacting the story.

We're Going on a Goon Hunt

Day 1: Introduce Story

Day 2: Finish Story

We Are Scary Skeletons

Day 1: Introduce song, move like scary skeletons, freaky Frankensteins, ghoulish ghosts, etc.

In the Hall of the Mountain King

Day 1: Learn story of the Hall of the Mountain King. Students close their eyes, and use their imaginations as we listen to the song for the first time. Students each receive a coloring sheet, and draw what they hear as we listen to the song 2 more times. Class gallery walk to look at each other's art.

Day 2: Introduce song with lyrics. Play composer 2 truths and a lie.

Listening Link: https://www.youtube.com/watch?v=4nMUr8Rt2AI

Mrs White

Day 1: Introduce poem by listening to the story with eyes closed. Discuss what we imagined. Practice vocal exploration by making ghost sounds that explore the very highest and very lowest parts of our voices. Perform AB form where A = saying the poem, and B = making ghost noises. Add movement to B section so the student move like ghosts while making ghost sounds.

Day 2: Review poem. Introduce scarf movement: following our scarves with our voices by singing high/low depending on if the scarf is high/low. Perform ABABA where A = Poem and B = Scarf movement/vocal exploration.

Pumpkin Stew

Day 1: Introduce song via echo, add pats keeping a steady beat, perform AB form where A = patting steady beat and singing out loud, and B = patting steady beat and singing in our heads.

Day 2: Review song, tap steady beat on our laps, then on our heads, then students decide where to put the steady beat on our bodies. Introduce partner game.

Day 3: Play game in AB form where A = Sing the song and B = clap a rhythm from the rhythm cards.

Trick or Treat

Day 1: Introduce Poem by rote. Perform poem AB style while keeping a steady beat on our laps (A= Saying the poem out loud, B= Saying the poem in our heads).

Day 2: Review poem. Review steady beat and rhythm, then put the steady beat on our laps and put the rhythm in our hands. Split class in half, and give half the class drums and half the class woodblocks. Play AB form where A = steady beat on drums with poem and B + rhythm on woodblocks with poem. Switch instruments and play again.

Turkey in the Pan

Day 1: Discuss Thanksgiving meals and favorite thanksgiving foods. Introduce poem, and begin turns putting imaginary food items in the pan. Class claps back the rhythm of the food in the pan.

Day 2: Review poem, and resume turns.

Gobble Gobble Gobble

Day 1: Introduce Poem by echoing. Perform in AB form (A= the poem, B= students imagine their hands are turkeys and do a short "turkey dance" on the drum. The class claps back the turkey dance rhythms.)

Day 2: Review poem and finish turns.

One, Two, Three

Day 1: Introduce song by echo, introduce movement cards and move around the class like the insects on the cards.

Day 2: Review song, add body percussion. Transfer to instrument circle.

Day 3: Group work: create our own arrangement of the song using instruments and cards.

2, 4, 6, 8

Day 1: Introduce poem and pats/claps

Day 2: Label pats = beat, and claps = rhythm, put the beat in our feet and march around the class

Day 3: Transfer to instruments (Drums and rhythm sticks)

Day 4: Draw the form of the poem (phrases, beats, rhythms) and complete booklet

*Assessment = Booklet

Starlight

Day 1: Read Story and Introduce Song

Day 2: Read Story and Introduce movement during "and she danced across the sky"

Day 3: Read story and take turns playing glockenspiel while feathers fall during "and she danced across the sky"

Hickety Tickety Bumblebee

Day 1: Introduce poem with Pats/Claps. Add contrasting section where student play their name on the drum.

Day 2: Introduce the body percussion chart.

Day 3: Review body percussion chart, go into groups to create own body percussion patterns. *Assessment = I can make my own body percussion pattern.

Hello Hello Hello

*French classes know this as Bonjour Bonjour Bonjour.

Day 1: Introduce Song using echoes

Day 2: Review song and add actions. Introduce "find a new partner"

Day 3: Review actions and "find a new partner". Introduce pats + claps

Day 4: Pats and claps transfer to 4 different instrument groups. Each instrument group plays on a different line of the song