All students in grade 3/4-7 are learning both the vocal and recorder lines for the chorus of Jingle Bells.
I can not post sheet music on this website, so please refer to your Google Classroom or ask me for a copy. All students have been given a copy already in their duotangs.
Where your drawings turn into music. Try making a shape pattern and hear how it becomes a sound pattern!
Chrome Music Lab - Rhythm Creator
Create a cool rhythm on a different percussion instruments. Each time you listen try to pat along with a steady pulse as you watch the rhythm you created.
Each character sings or beatboxes a different musical line that you can use to create a song. Try changing your characters line to change the sound of your song.
Compose songs using non-standard notation, coloured blocks instead of notes. Experiment with different instruments and layering to build texture. Can you see how the lines show where the beat falls and how subdivision can be used to create more interesting rhythms?
Use your mouse or track pad as a drum (lightly) and tap the rhythms as you hear the beat. Can you get a green check mark under each note?
This is the website I use very often, look here for Rhythm Practice
In Junior Music, singing is an important part of the music program. In the Junior grades we focus more on singing in harmony, two or more vocal lines occurring at the same time that complement one another. Students will also have music that challenges their range and rhythmic abilities, and the opportunity to use a variety of classroom instruments. This year singing will take place both inside and outside masked and socially distanced.
Click on your grade to find the songs and theory that we are working on in class.
Starting in Grade 4, students are beginning to really put together notes on a staff and how they form a melody on an instrument. The recorder! Students will learn Recorder Karate, a program that encourages small group practicing towards assessment benchmarks, balanced with whole class instruction of a variety of songs to meet the learning needs of the class. Students often get excited to pass their next belt, and it is exciting to see their skill level flourish. Students are required to practice their recorder for 20 min 4 times a week to see improvement. At this point we will not be playing our instruments in class, we will be learning all of the steps to play and the actual playing of the recorder will happen outside where we can be more distanced.
I know many parents dread the sound of the recorder, but please help them find a quiet space at home to practice that will be the least of disturbance to everyone. They need to feel supported and safe to practice effectively and to have success in music. Playing the recorder requires students to use both sides of their brain simultaneously, to read, understand, interpret and perform musically what they are reading on the page and hearing themselves create. It is especially good to build dexterity in their fingers, preparing them for future wind instruments, improving their handwriting and fine motor skills. Students who form good practice habits, 15-20 min of focused playing, even if it is just mastering two bars, at least 3-5 times a week have proven to be incredibly successful. This year all belt tests will occur outside during class time or students may choose to submit videos through google classroom.
In Grade 4, the fundamental concepts to be learned according to the elements of music are as follows:
Duration
Syncopation - syn-co-pa
pause/fermata
Pitch
Melody maps, staff
Absolute pitch names in treble clef
Major vs. minor
Major scale
Intervals
Key signatures in music
accidentals
Dynamics and other expressive controls
Changes in dynamics
Sfz
Phrase markings
Timbre
Homogenous sound of ensembles (individual instruments of the orchestra or other performing ensemble)
Texture/harmony
Canon
Simple two part
Form
verse/chorus
Piece with intro or simple coda
Simple repeats
In Grade 5, the fundamental concepts to be learned, according to the musical elements are as follows:
Duration
Dotted quarter+eighth
Dotted eighth note and sixteenth note
6/8 time - 123456
Pitch
Key signatures (D+ and G+)
Clefs used for any instruments they play
Dynamics and other expressive controls
Whatever encountered in music
Timbre
Tone colour for particular purposes (trumpets for fanfare, flutes for birds, moods)
Texture/harmony
Part singing, chord progressions using 1 and V
Form
AABA, ABAC
Rondo ABACA
ABACADA
In Grade 6, the fundamental concepts to be learned, according to the elements of music are as follows:
Duration
9/8 time (1&a2&a3&a) and 6/4 and 5/4
Pick up note
Triplet
Common tempo markings
Pitch
Ledger lines
Major, minor and perfect intervals
Dynamics and other expressive controls
Those encountered in rep
Timbre
Electronic sounds
Orff ensemble
Other ensemble sonorities (drum line, choir, guitar, marching band)
Texture/harmony
Layering of electronic sounds
Chord progressions using 1, IV and V
Form
Theme and Variations
Repeats (1st and 2nd endings)