BTSN Info

In Sixth Grade, our music class begins with learning how to play the clarinet. Students will learn one or two new notes each class period and will begin to put them together to play unison melodies. The class continues with using our Mass music to reinforce the music reading skills. The students learn how to support their buddies musically at Mass. Continuing with our music reading skills, theory and appreciation, the final third of class time is focused on preparation for the Christmas Celebration. During this time students work on a varied set of musical standards including :Listening to, analyzing, and describing music; Evaluating music and music performances; Understanding relationships between music, the other arts, and disciplines outside the arts and Understanding music in relation to history and culture.

Students are currently working on putting their instrument together, learning a correct embouchure , producing a clean tone, their song of choice on their instrument of choice, music for Mass and several songs to sing for the “Angels of Christmas” celebration on December 14^th.

Why Music?

“Music fills our lives: from the music you share online to the songs playing in shops and restaurants, we are rarely far from music. More than just listening, playing music gives the brain a multi-sensory “workout” that strengthens several types of sensing and thinking. This is akin to how playing sports improves your physical condition more than watching them.

Not surprisingly, clear improvements in hearing occur after prolonged music training. Musicians can detect smaller differences in frequency (the number of sound waves per second), making both speech and music easier to hear.

Similarly, brain areas responsible for muscle movement and touch sensation grow in mass and volume with music training. This is especially true in muscles and body parts that articulate with a musician’s instrument (i.e. mouth for a wind player, fingers for a piano player, etc.).

An unexpected type of thinking that improves with music making is socio-emotional awareness. Playing music together can improve interpersonal communication as well as manage and express emotions.

Many studies also show a link between reading comprehension and music making, perhaps due to the overlapping skills attained when learning to read music.

Later in life, some of the strongest memories retained are of people’s favorite songs or songs that had special meaning for them.

All of this comes together to show how vital music is to our brain. Singing a song or playing an instrument is not only a special activity that benefits music aptitude, but it is also one of the most powerful methods of “cross-training” for your brain.”

Save The Music Foundation

Students need to have experiences in creating to be successful musicians and to be successful 21st century citizens. It is necessary for young people to develop the skills to plan, execute, evaluate, as well as present their work understandably and effectively. Through the process of creating music, students learn the fundamentals for creating and producing whatever they may imagine.

Students need to perform – as singers, as instrumentalists, and in their lives and future careers. Performance not only includes the final showcase, but it requires skills in analysis and interpretation. Students experience the journey from practice to performance, developing skills and characteristics like strategic planning and dedication to a goal.

Students need to respond to music, as well as to their culture, their community, and their colleagues. Critical thinking, analyzing, and effective judgement are all skills a student can gain through productive responsiveness. How to process and respond to one’s thoughts and feelings is also essential to becoming a well-rounded person.

National Association for Music Education