Learning Objectives: Students will explore environmental sounds, practice singing in-tune, examine lyrics for meaning, and learn about Inuit throat singing.

Steps:

1. Watch Video 1 to listen to Elder Wilson Bearhead as he shares some teachings of the forest. Elder Wilson says that all living things have gifts, including the trees.

   • Elder Wilson encourages us in the video to look out our window and see the beauty of Mother Earth and what she has to offer. There are many teachings that Mother Earth gives to us.

   • Go outside this week with your parent or guardian, or go into your backyard, and find a tree that interests you. Quietly sit by the tree and carefully observe with all your senses. What kinds of things do you see around you? What kinds of things do you hear? What music is Mother Earth playing for us through her natural beauty that you may not have taken the time to be still and notice before? What musical sounds can we hear in the environment around us?

   • Did you know that each province and territory in Canada has an official provincial tree? Click here to learn more about some of the trees of Canada.

   • Do you remember creating ostinato patterns way back in April with our first online Music lesson? Try creating another 8 beat ostinato pattern using names or types of trees or sing along with the song shared in Video 2 to learn more about different kinds of trees.

2. In Elder Wilson’s video he also talks about standing together. Listen to the song “O Siem” in Video 3 by Inuk singer/songwriter Susan Aglukark. What do you think it means? What message is she trying to share in this song?

   • Watch Video 4 to learn more from Susan.

   • Watch Video 5 to learn more about Inuit throat singing.

Learning Objectives: Listen for differences in songs that are major vs. minor.

Steps:

Follow the slides to learn about major and minor songs!

Learning Objective: Identify Binary (A-B) and Ternary (A-B-A) form.

Steps:

Follow along with the slides provided.

Learning Objectives: Students will experience rhythms in movement, drumming and speech. Students will learn about African instruments.

Steps:

1. Begin this week by watching the introduction from Mrs. Grau (see Video 1).

2. Garth Prince, the talented musician who created the videos shared with you in this activity, lives in Edmonton (as Mrs. Grau mentioned) but was originally from Namibia. See if you can find where the country of Namibia is in Africa. You can ask a parent or guardian for help if you need.

   • • Try Video 2 "Dun, Dun, Dun Drumming and Movement Break" then explore the remaining videos in whatever order you wish. We hope you enjoy and have fun with these rhythmic activities!

     • Fun Fact for Video 3 "Kuru (Chicken) Morning Workout" - Did you know, "kuku" means "hen" in Swahili?

     • Videos 4 and 5 are meant to go together. Use Video 4 to help you learn the piece, then when you have practiced it well, try the karaoke version (Video 5) by yourself.

Thank you to Garth Prince for creating and sharing these videos!

More of his material can be found at his website or on his YouTube Channel AfricanSong.

Just for Fun!

African music is lively and full of energy! It is very closely connected with dance and you will often see music and dance working hand-in-hand. The music simply makes you want to get up and “Shake your body!” like Garth Prince says. Music is often played as an ensemble (group of musicians) and is used not just for celebrations, but in everyday life as well. In order to create this awesome music, you will find all kinds of unique instruments in Africa! Check out the Google Slideshow included within this activity if you want to listen to and explore just a few popular African instruments.

Learning Objective: Perform a rhythm pattern to a song and explore different tempos.

Steps:

• This is a stick game that can either be done with a partner, or on your own. The steps to try with a partner are written first, and the steps to try it on your own are written next.

• It is believed that “Sarasponda” was originally a Dutch song that mothers taught to their daughters while using the spinning wheel. The sounds within this song are supposed to be the sounds of the spinning wheel.

• Find two sticks to use. Drum sticks are a good weight, but if you don’t have those, you could try: wooden salad spoons, chopsticks, straws (might be too light weight), water bottles (might be too wide). Try to find two objects around the house in similar shape and size to a drum stick that your parent or guardian gives you permission to use.

1. Watch Video 1 and follow along.
   
   The words to the song are:
   Sarasponda, sarasponda, sarasponda, ret set set!
   Sarasponda, sarasponda, sarasponda, ret set set!
   Ah-doe –ray oh!
   Ah-doe-ray- boom-day oh!
   Ah-doe-ray-boom-day ret set set
   A-say-pa-say-oh!
   

2. Tempo is a word that refers to the speed of music. There are four different tempos that we will explore in this lesson and you can try doing this stick game at each of the different tempos. Can you do the song and the actions at each of the different speeds?

   1. • Video 2 demonstrates allegro, which is a term that means quickly. On a metronome, this speed is between 116-120 beats per minute.

      • Video 3 demonstrates moderato, which is a term that means at a moderate pace. On a metronome, this speed is between 98-112 beats per minute.

      • Video 4 demonstrates andante, which is a term that means at a moving along at a walking pace. On a metronome, this speed is between 76-108 beats per minute.

      • Video 5 demonstrates largo, which is a term that means very slow and broad. On a metronome, this speed is between 40-60 beats per minute.
        

3. When you feel ready you can try the song without the video. There are two options outlined below if you scroll down (performing individually or with a partner - you may have a family member at home that you can try this with). When you are good at passing the sticks without dropping them, try to come up with your own actions for Part B of this song. Have fun!

Learning Objective: Move to traditional Ukrainian dance steps.

Steps:

1. Do you know any traditional dances or steps?

2. Do you currently take dance lessons or know of someone who does? What kind of dance is it?

3. Let's try some learning some traditional Ukrainian dance together!

   1. • Find some space in your home where you will be able to move freely

      • Have some water close by as you may need to take small breaks and small sips of water as you learn the steps.

4. Watch the videos created by Mrs. Sikora in order from #1-#5 and have some fun dancing along!
   **Videos of Mrs. Sikora or any portions of them may not be posted to any social media platforms or any electronic media outside of this Alternative Learning space.

   1. • Music can be found on iTunes, Album title: Traditional Ukrainian Dance by Ron Cahute. Mrs. Sikora used "Bukovynian 2."

Just for Fun! Check out this traditional Ukrainian dance performed by a larger group of dancers.

Learning Objective: Recognize instruments of the orchestra.

Steps:

1. Watch the first video of Mrs. Vetro where she will welcome you to this lesson. The song link she mentions is labeled here as "Surprise Flashmob." Watch and listen carefully to this famous piece of music. Do you recognize the song?
   **Videos of Mrs. Vetro or any portions of them may not be posted to any social media platforms or any electronic media outside of this Alternative Learning space.

2. Watch the second video of Mrs. Vetro to find out what to do next. How many instruments do you recognize in the flashmob clip? You may have to use the pause button often. Get your pencil and paper ready!

3. This step of this lesson has been removed to honour copyright and timeframe restrictions set for use and sharing of previous materials.

4. Try exploring this interactive orchestra. When you click on an instrument you will see a window pop up that you can use to test what you know about instruments of the orchestra. Good luck!

Learning Objective: Create rhythm patterns using speech and perform in parts.

Steps:

1. Watch the video "Ostinato Explained!" by Brian Gossard.

2. Can you name what an "ostinato" is in music? Can you think of any examples where you have used ostinatos in your music classes already? Some of you might be familiar with the pattern "Will - you - be my friend?" on the barred instruments. That is an ostinato pattern!

3. It's now time to create some ostinato patterns of your own. Watch the video of Mrs. Richard and follow along to help you with the remainder of this lesson.
   **This video or any portions of it may not be posted to any social media platforms or any electronic media outside of this Alternative Learning space.