Quarter One Explorations:

 We are exploring different ways to show beat using body percussion and then applying body percussion movements to instruments. We are singing  songs using sol, mi, and la,  while dramatizing the text.  Some favorite songs are Roll Over, Teddy Bear Teddy Bear, Charlie Over the Ocean, and Biscuits in the Oven.  As we sing and move, students have started to develop musical independence through our vocal exploration and our circle games. We have also been exploring the sounds and instruments in Mariachi music.

Our goals for the first quarter:

• Students can show steady beat to a song or rhyme using body percussion and rhythm instruments.

• Students can  identify and demonstrate the speaking, whisper, singing, and outside voice.

• Students can identify their chest and head voice and sing in both.

•  Students demonstrate sol, mi and la and the hand signs that go with them.

• Students can show how we play and take care of our rhythm instruments. We have played the

rhythm sticks, triangles, maracas, woodblock, claves, and tambourines to show steady beat.

Quarter Two Explorations:

 We continue to explore different ways to show beat using body percussion and then transfer skill to instruments. We are singing  songs using sol, mi, and la,  while dramatizing the text.    As we sing and move, students have continued to develop musical independence through our vocal exploration and our circle games.  The clinical students from ISU led the students through many movement activities and games. We enjoyed the Charlie Over the Ocean, Hokey Pokey, Wheels on the Bus, Twinkle Twinkle, and Mary Had a Little Lamb as a few of their favorites. Students continue to take turns leading  vocal explorations (roller coasters) along a solfege decoding activity using the class set of bells. 

This quarter students moved to Vivaldi's "Autumn" section of the "Four Season". Students saw how a pipe organ works through a video sponsored by The Berlin Philharmonic.  

We explored the sounds  and the proper way to play our rhythm instruments ( claves, cowbell, maraca, woodblock, tambourines, triangle, frog  and fish guiros) as sound effects (The Eensy Weensy Spider), and accompaniment to songs using beat and rhythm.   Some of our favorite songs are Over the River and Through the Woods, La Pinata, Dreydl, Jingle Bells- (along with Jingle Bell Dance),  Winter Wonderland, Music from the "Nutcracker" and Ichi-gatsu ( New Year's song from Japan). The newest concept is rhythm using quarter notes, 8th notes, and quarter rests.

Our goals for the 2nd quarter:

• Students can show steady beat to a song or rhyme using body percussion and rhythm instruments.

• Students can add sound effects using classroom rhythm instruments dramatizing children's literature.

• Students can identify their chest and head voice and sing in both.

•  Students demonstrate sol, mi and la and the hand signs that go with them.

• Students can lead the class in vocal explorations and solfege( sol,mi,la) decoding.

• Students can demonstrate how we play and take care of our rhythm instruments. We have played the

 triangles, maracas, woodblock, claves,  tambourines, guiros, and  cowbells to show steady beat.

•  Students  can demonstrate long and short sounds (rhythm).

• Students can identify changes in tempo ( speed).

• Students explore their space using movement to demonstrate a concept. ( ex. a snowman melting)

Quarter Three Explorations:

 We continue to explore different ways to show beat using body percussion and then transferring that skill to instruments. We are singing songs using do, re, mi, so, la. As we sing and move our bodies, students have developed musical independence through vocal exploration, scat singing, dramatization, and using dynamics (the loud and soft in music.) We have enjoyed singing It’s a Wonderful Word, This Little Light, Skinnamarink, and Old MacDonald, to name just a few. Students have completed their two turns in leading the class in vocal explorations (roller coasters) along with solfege decoding activity using the class set of bells. 

We have enjoyed learning about ragtime and Scott Joplin.  They made the connection that the icecream truck uses one of his songs.  Students also learned to scat sing.  The literature we used was Old MacDonald Had a Workshop, Jazz Fly, Louis Armstrong Taught me to Scat, Trombone Shorty, and Squeak Rumble Whomp! We also learned about many famous jazz musicians such as Louis Armstrong, Ella Fitzgerald, Trombone Shorty and Wynton Marsalis. We also explored the Irish Instruments of Bodhran, Uilleann Pipes, Penny Whistle, Low Whistle and watched and listened to their unique sounds in Irish folk music. We have accompanied many songs using instruments that best fit the context of our music and to meet our musical goals.

Students explored how to control their voices through vocal exploration activities.

Students show steady beat to a song using body percussion and rhythm instruments at varying tempos.

Students can identify music vocabulary of tempo, p for piano or soft, f for forte or loud/full.

Students can demonstrate do, mi, sol, la and the hand signs that go with them.

Students can lead the class in decoding a melody using bells  do, mi, sol, and la. 

Students can read the traditional notation of quarter notes, quarter rests, and 8th notes.

Students can compare different styles of music such as ragtime, blues, and scat singing. 

Students can create their own scat songs and have fun with it.

Students can create sound effects using their voices and then translate that to instruments.

Students can demonstrate how we play and take care of our rhythm instruments. We have played the triangles, maracas, woodblock, claves, tambourines, guiros, cabasas, and cowbells to show steady beats along with some fun sound effect instruments.

Quarter Four Explorations:

We continue to explore different ways to show beat using body percussion and then transferring that skill to instruments. We are singing songs using do, re, mi, so, la. As we sing and move our bodies, students have developed musical independence through vocal exploration, scat singing, dramatization, and using dynamics (the loud and soft in music.)  We are now adding instrument accompaniment to our singing like On A Log.  We also explored how to create musical notation of quarter notes, quarter rest, and 8th notes using popsicle sticks.  Students then transferred that skill to writing their own music composition using quarter notes, quarter rests, and 8th notes.  They could add pitch if they chose or lyrics.  We played each other's compositions in class and then they went home to share with families.

Students also explored movement in selections from Carnival of the Animals.  Students were introduced to the xylophones and glockenspiels- how to take care of them and play them.  We learned Cuckoo, Chickadee, and Rain Rain Go Away.

Students explored the story of Peter and the Wolf and learned about the instruments that go with each character.

We also explored three ensemble types:  the band, orchestra, and chorus.  Students saw performances by other children in those groups.

Students explored how to control their voices through vocal exploration activities.

Students show steady beat to a song using body percussion and rhythm instruments at varying tempos.

Students can identify music vocabulary of tempo, p for piano or soft, f for forte or loud/full.

Students can demonstrate do, mi, sol, la and the hand signs that go with them.

Students can read the traditional notation of quarter notes, quarter rests, and 8th notes.

Students can show aural skills through notation with popsicle sticks.

Students can compose music using quarter notes, quarter rests, and 8th notes.

Students can perform their classmates compositions and share their joy.

Studens can explore movement through Carnival of the Animals.

Students understand that a story can be told through orchestral performance like Peter and the Wolf.

Students can demonstrate how we play and take care of our rhythm instruments, glockenspiels, and xylophones.