Embedded Files
Welcome First Grade!
Welcome First Grade!
Here you will find access to your weekly classwork.
FIRST QUARTER
FIRST QUARTER
By the end of this quarter you will have:
By the end of this quarter you will have:
-Learned what the staff is and what a treble clef tells you
-Played rhythms over a steady beat with combinations of whole, half, quarter and eighth notes, as well as with quarter rests
-Become familiar with the orchestra and instruments families
-Participated in using music to tell a story
Reading from the staff
Reading from the staff
Reading from the staff: Staff and treble clef
Reading from the staff: Staff and treble clef
Objective:
To understand that the staff is where music is written
To recognize how the treble clef shows the note so
A Special Place
A Special Place
Just as we can write words on paper, we can also write music. When you write music, you don't write it on just one line. To write music you need five lines!
The STAFF is made up of five lines and the four spaces between the lines. Notes are always placed on a line or in a space.
Look Closely!
Look Closely!
Do you see the symbol to the right? It is called the TREBLE CLEF.
> Which line is the treble clef circling? Point to it.
Right hand, please!
Right hand, please!
When you play the piano, a treble clef also means you should probably play with your right hand.
So!
So!
The treble clef cirlcles the second line from the bottom. Whenever you see a note on this line, it is the note so!
The Bottom Line
The Bottom Line
Which note is on the very bottom line?
CHALLENGE
CHALLENGE
Play the video to the right. See if you can follow the music, singing your So's and Mi's :
CHALLENGE 2
CHALLENGE 2
Listen to Rain, Rain HERE. Does this song sound familiar?
Sing it!
Sing it!
You can sing a simpler version of Rain, Rain using only the first two notes that you heard. Try singing the song as it is written to the right, using only so and mi. Follow the notes as you sing!
Rain Rain.pdfReading from the staff: Hand position and the note do
Reading from the staff: Hand position and the note do
Objective:
To recognize do on a piano
To play a simple accompaniment while singing
Which one is "do"?
Which one is "do"?
You have sung do before many times, but where is it on a piano?
The piano may seem like too many keys to think about, but there is a pattern that makes it easy to follow!
Can you see a pattern?
Did you see that the black keys are in twos and threes? Do is the white key right before the group of two.
If you have a piano available, find and play three or more do's. Or, click on this virtual piano to play your do's.
Just one finger?
Just one finger?
Which do you think is easier, to play with one finger, or to play with five?
A Good Position
A Good Position
If you were to place all ten fingers on different piano keys, how many notes would you be ready to play? That's right! Ten, of course! Placing all fingers on the piano allows us to play lots of notes without ever needing to move our hands. Now that's a good position!
C Position (Do position)
C Position (Do position)
Place your left pinkie on do. Then place your next four fingers on the next four white keys. Your left hand is now in do position!
Place your right thumb on the next do. Now place the next four fingers of your right hand on the next four keys. Your right hand is in do position!
Do position
Do position
FINGERS ARE NUMBERED!
Which finger?
Which finger?
What if a song has notes that are not in position? It can be tricky in this case to figure out what finger is best to use.
Many times when you look at piano music you will see a number written above or below the note. This number is a suggestion for wich finger to use to play the note.
Numbers for fingers
Numbers for fingers
Finger 1 = thumbs, Finger 2 = index fingers, Finger 3 = middle fingers, Finger 4 = ring fingers, Finger 5 = pinkies
Do you see numbers above some of the notes?
Do you see numbers above some of the notes?
In the picture to the left...
In the picture to the left...
What note should you play with your thumb?
What note should you play with your index finger?
Play and Sing!
Play and Sing!
Listen again to the song Rain Rain .
On your piano, place your right hand in do position and hold the note do as you sing along!
Finished?
Try playing the whole song Rain Rain following the sheet music .
CHALLENGE: With both hands in do position, replay Rain Rain. Your left hand can copy your right!
Beat vs. rhythm
Beat vs. rhythm
Beat vs. rhythm: The beat
Beat vs. rhythm: The beat
Objective:
FROM HOME OR IN CLASS FOLLOW THIS MUSIC SHEET!
Reading music is fun! It's like a secret language few people speak, fewer than English at least!
You can follow this rhythm by singing "Titi Ta" or by clapping and stomping!
Be creative and make this rhythm with different instruments or different objects at home like a pan or some books. Use your imagination!
Week 4
Week 4
Objective:
To recognize do on a piano
To play a simple accompaniment while singing
MOZART & SIGHT READING
-Masterworks: Mozart, Eine Kleine Nachtmusik
-Introduction to orchestra: Composers, conductors, and instrument families
-Vocals: solfège: so, la, mi
-Rhythm warm-up: Echo of various eighth and quarter note rhythms.
-Ensemble: Students continue with Apple Tree.
Can you crack this code?
Be a magician and transform these squares into Music Language!
Write it down with QUARTER and EIGHTH notes and then PLAY them!
You can play them with ANY instrument you want or any object at home. HAVE FUN!
Week 5
Week 5
Objective:
To recognize do on a piano
To play a simple accompaniment while singing
LET'S PLAY MOZART!
-Body percussion: quarter and eighth note combinations
-Vocals: solfège warm-up
-Sol Mi sharing
-Review: instrument families, composer, and conductor using Mozart's Eine Kleine Nachtmusik
-5 finger warm-up, C arpeggios
-Instruments: opening Eine Kleine Nächtmusik
If you are at Home you can practice quarter and eight notes by watching this video and follow the Body Percussion's steps! It's fun and super easy!
Now, why don't you try to create your own rhythm? You can send it by email to your teacher and we can play it together in class!
Week 6
Week 6
Objective:
To recognize Do on a piano
To play a simple accompaniment while singing
"JUPITER" MOZART
-Rhythm game: after a brief 1/4 and 1/8 note rhythm review, students will divide into three or more teams. The instructor will play one of several rhythms written on the board. Each team must select from the board which rhythm was played.
-Review: instrument families, composer, and conductor using Mozart's Symphony No. 41 in C Major, K. 551, "Jupiter" (conducted by Gustavo Dudamel)
-Vocals: solfège: sol, la, mi
-Soft and loud
-Lucy locket
-Ensemble: C-G warm-up + arpeggio, continue opening of Mozart's Eine Kleine Nachtmusik
Read and play with instruments or objects at home the rhythm on the left.
If you are in class, we are playing a very fun game, guess that rhythm!
If you are at home you can teach how to read these music notes to your parents or siblings and play with them!
It's really easy. Pick up a rhythm you like and play it. The rest of players have to guess which one is! Start by playing only 1 bar at a time. Then you can add more than 1 bar!
Listen to this beautiful version of "Jupiter"
Can you answer the following questions? :
. Who is the conductor?
. Can you identify the instrument families?
. Who is the composer?
Now it's your turn!
Ask your teacher if you can compose a very simple but beautiful masterpiece during class. Use classroom instruments and create your own orchestra! You may take turns being the conductor.
Solfège SO-MI
Train yourself to read the melody and rhythm to the left.
*Remember music is a secret language few people know. Through it you will have access to beautiful sounds and experiences!
In class we can play this super fun game! Hide the pocket!
At home sing and make your own magic pocket to bring to school and play together once you come back!
Week 7
Week 7
Objective:
To recognize do on a piano
To play a simple accompaniment while singing
READING MUSIC IS LEARNING!
-Rhythm guess-it
-Vocals: solfège warm-up
-Singing game: Bickle Bockle (so mi + la)
-Reading notes on the staff
-Instruments: Au Clair de la Lune
In music, we call solfège when we sing music notation. On the left, you have some rhythms you can practice at home.
ONLY From 1 to 6. You can practice these rhythms by singing or clapping or by playing with an instrument or an object you can easily find at home.
After this training, try to do this rhythm "guess-it" (dictation).
Click on the Music Sheet on the left. Our friends sol mi and la are back on the music staff!!!
I'm sure by now you are more familiar with them.
Read the notes first. Then read again adding rhythm.
Then sing the song or play the song on the piano!
Au Clair de la Lune_L1_Piano.pdfThis song is a beautiful french song. It's one of the most famous french songs ever !!
You can listen to the song on the youtube link below.
MUSIC SHEET ANALISIS
Each time you are discovering a new song to play the first thing to do is taking a moment to read it and to analyse the music lines. Are they any repetitions? if you find bars or lines
Let's look at the music sheet together. You can click on it or ask someone to print it for you.
What can you tell about the first, the second and the fourth line?
What about the third line ?
Piano technique indications
. For playing 1, 2 and 3rd line remember to keep the correct hand position. Thumb on C (Do). You'll only use finger 1 to and 3. It's very very simple.
. Note that bar 2 and 4 have longer notes.
. Left hand will only play on bar nº2, 3 and 4 of the THIRD line
REMEMBER IF YOU ARE AT HOME YOU CAN ALWAYS SEND AN EMAIL TO YOUR TEACHERS: (CASTILLO@AQUINASMADRID.ES) OR (KRAHN@AQUINASMADRID.ES) !
REMEMBER IF YOU ARE AT HOME YOU CAN ALWAYS SEND AN EMAIL TO YOUR TEACHERS: (CASTILLO@AQUINASMADRID.ES) OR (KRAHN@AQUINASMADRID.ES) !
Week 8
Week 8
Objective:
To recognize do on a piano
To play a simple accompaniment while singing
November - December
November - December
Objective:
To remember what has been learned
To prepare a song for performance
You have learned much about music. Do you remember it all?
> Talk to someone about...
where middle C ("Do") is on a piano
what a conductor does
what the job of a composer is
what an orchestra is
where to place your fingers on the piano
the treble clef
the quarter rest
how different rhythms can be played over the same beat
Christmastime!
Christmastime!
Can you take something you have done, and make it better? Of course you can!
You will now be working to sing a Christmas song for others!
Let's practice!
Let's practice!
Warm up your voice with these exercises:
Mmm
Super Duper Double Bubble Gum (1:27)
Mary Had a Little Lamb... (2:45)
Zoo (3:57)
Louie (5:05)
Gum (6:01)
Bu (6:52)
Door hinge exercise (7:46)
Sing!
Sing!
Now that your voice is ready, it is time to practice your song!
Here are the words for you to follow:
"Have Yourself A Merry Little Christmas"
Have yourself a merry little Christmas
Let your heart be light
From now on our troubles will be out of sight
Have yourself a merry little Christmas
Make the Yuletide gay
From now on our troubles will be miles away
Once again as in olden days
Happy golden days of yore
Faithful friends who are dear to us
Will be near to us once more
Through the years we all will be together
If the fates allow
Hang a shining star upon the highest bough
And have yourself a merry little Christmas now
Week 17
Week 17
Objective:
To recognize and use whole and half notes
Whole notes and half notes
Whole notes and half notes
You know notes that last one beat:
Quarter note
Quarter note
Quarter rest
Quarter rest
Eighth notes
Eighth notes
(on the staff)
Did you know that there are notes that last more than one beat? Let's look at two.
Half note
Half note
2 beats
Whole note
Whole note
4 beats
Let's practice!
Let's practice!
Practice the notes you know with this video:
Week 18
Week 18
Objective:
To recognize and use whole and half notes
Au Clair de la Lune_L1_Piano.pdfLook at the song to the left, and answer the following questions:
Look at the song to the left, and answer the following questions:
What note does the song begin with?
Can you name the other two notes used in the first line?
Try clapping out the first four measures. If you have a piano, can you play them?
LISTEN TO THE SONG HERE
Remember:
Remember:
A quarter note gets 1 beat.
A half note gets 2 beats.
A whole note gets 4 beats.
Week 19
Week 19
This week we will be listening to piano music from Frédéric Chopin, as well as practicing ourselves.
Chopin, 1849
Frédéric Chopin was a Polish composer whose father was French. He was a great composer and pianist who expressed a lot of feeling in his songs.
One type of song he wrote is called an Étude. Étude is a French word that means "study". These songs were written as piano exercises.
Listen to one of Chopin's "studies" :
Let's try a much simpler exercise!
Let's try a much simpler exercise!
Place the thumb of your right hand on "do", ready to play Au Clair de la Lune.
Now place the pinkie of your left hand on the "do" below.
Try to play the first line of the song with both hands at the same time.
If you do not have a piano, you can still practice. Just imagine your fingers on do, re, and mi, and tap out the song as you listen to the song, using the link from last week's lesson.
Week 20
Week 20
This week we will listen to a different étude (study) from composer Claude Debussy, as well as practice our own.
A Study for the Five Fingers
A Study for the Five Fingers
Listen to the first 40 seconds of the first étude by French composer Claude Debussy. (You may, of course, listen to more if you like!)
Let's add some more!
Let's add some more!
Just as Debussy did to begin his étude, let's start adding in one more note at a time. The video to the right explains an étude you can play yourself:
EtudeDebussy's Music
You have played some of Au clair de la lune, which means "By the light of the moon". Claude Debussy wrote a piece with a very similar name, Clair de lune (left), which means "moonlight". Listen to this piece. Does it make you think of moonlight?
Week 21
Week 21
Objective:
To become familiar with Russian composer Sergei Prokofiev
To understand how music can be used to tell a whole story
You have listened to music that paints a picture in your mind. Did you know that music can be used to tell a whole story?
Sergei Prokofiev was a talented Russian pianist and composer. Prokofiev used music to tell a story about a boy named Peter and his adventure with a wolf.
Before hearing the story, let's learn more about Sergei Prokofiev:
prokofiev-printit-biography.pdfNow listen to Prokofiev's Peter and the Wolf :
One way that we can use music to tell a story is by having different instruments represent the different characters in the story. These instruments will often play the character's theme, which is a short melody that makes us always think of that character.
Can you match the instrument with the correct character?
Strings
Oboe
Clarinet
Flute
Bassoon
French horn
Timpani
Peter:
Grandfather:
Duck:
Wolf:
Bird:
Cat:
Rifle shots:
February 22 - 26
February 22 - 26
Objective:
To understand how the sounds of different instruments, and the way we play them, bring different ideas to our minds
In our last lesson, we learned that instruments can be used to tell a story. We listened to Prokofiev's Peter and the Wolf, and heard that different instruments helped us think of different characters, such as Peter or the bird, or the cat.
Some instruments played high notes, and played them very fast, like the flute, which played the bird's theme (click here to listen).
The grandfather's theme (click here to listen) was played by the bassoon. The notes were low and moved more slowly.
> What do you imagine the bird doing when you listen to its theme?
> What do you imagine the grandfather doing? Walking slowly? Saying something serious to Peter?
Listen to the other characters' themes:
Peter's theme (strings)
The Wolf's theme (french horns)
The Cat's theme (clarinet)
The Duck's theme (oboe)
The rifle shots (the hunters)
(timpani)
> Do you think the flute would have been a good choice for the hunters? Why? or why not?
Think and imagine!
> Choose one more of the character themes.
> Explain how you think the sound of the instrument helps you to imagine the character. (Besides the sound of the instrument itself, also think of how high or low the notes are, and how fastly they move up or down.)
March 1 - 5
March 1 - 5
Objective:
To understand how composers use loud and soft sounds to express themselves
Last week we learned that when composers write the words of a song, they are often telling about how they feel.
Listen to The Loud and Soft Song:
Why does this songwriter say he wants to listen to soft songs to go to bed?
Why do you think he listens to loud songs when he wakes up?
Listen to the first minute of part of Stravinsky's The Firebird. Then listen to a minute of Ravel's Pavane.
The Firebird
The Firebird
Pavane
Pavane
Which song sounded sadder?
Which song sounded more exciting?
Tell the story
Choose one of the two songs you just listened to, and decide what you would name that song. Now imagine a story you could tell using that music. Can you tell some of your story?
March 8 - 12
March 8 - 12
Objective:
To understand and recognize specific dynamic markings
To connect dynamics to feelings and images
Have you ever thought about how there is always music in movies during scenes that are exciting or sad? Music helps to create feelings and even images in our minds.
Listen to the following two pieces. Close your eyes and imagine what might be happening.
Hungarian Dance no. 5
Hungarian Dance no. 5
Brahm's
In the Hall of the Mountain King
In the Hall of the Mountain King
Grieg
March 15 - 18
March 15 - 18
Objective:
To understand how the sounds of different instruments, and the way we play them, bring different ideas to our minds
April 20 - 24
April 20 - 24
Objective:
To learn that music helps us express our feelings
Listen to this song called Your Mother Should Know :
> What does the writer of this song want you to remember about your mother?
Sing it yourself!
Sing it yourself!
Soon it will be Mother's Day! Try learning this song. You can sing it as a way of saying, "Thank you, mom, for helping me with all you know"! The words to the song are right below:
May 4 - 8
May 4 - 8
Objective:
To understand what tempo is, and how different tempos make us feel
Have you ever fallen asleep listening to music? Is there any music that makes you feel like running or jumping?
The tempo of a piece of music is the speed that the song moves. If a song moves fast, you might feel more excited. If a song is very slow, you might feel sad or tired.
Listen to these three songs. They move at different tempos:
Adagio
Adagio
Albinoni
Andante in C Major
Andante in C Major
Mozart
Flight of the Bumblebee
Flight of the Bumblebee
Rimsky-Korsakov
Picture it!
Picture it!
Try thinking of three different things you might do while listening to these songs.
Adagio:
1. __________ 2. __________ 3. __________
Andante:
1. __________ 2. __________ 3. __________
Flight of the Bumblebee:
1. __________ 2. __________ 3. __________
May 11 - 14
May 11 - 14
Objective:
To practice keeping a steady beat over different tempos
You have learned that music moves at different tempos. It can move anywhere from very slow to very fast.
No matter what speed (tempo) the music moves at, it is always imporntant to keep a steady beat! A steady beat means that you move at the same speed, without slowing down or speeding up. It's like counting, "1, 2, 3, 4...."
Rhyme in time!
Follow the rhythm pattern below for each line of Engine, Engine, Number Nine :
I I I I I I I
I I I I I I I
'Engine, Engine, Number Nine'
'Engine, Engine, Number Nine'
Engine, engine number nine,
Going down Chicago line,
If the engine jumps the track,
Will I get my money back?
Feel the beat!
Pick a movement that you like (snap? clap? stomp?).
Listen to Prokofiev's Dance of the Knights and Mozart's Symphonie no. 40
For each song, as you feel the beat, begin your movement in time with what you hear.
Prokofiev
Prokofiev
Dance of the Knights
Mozart
Mozart
Symphony no. 40
May 18 - 22
May 18 - 22
Objective:
To understand that melody is when notes are strung together, and that melody can move up (ascending) and down (descending) slowly or by jumps
When notes are put together, they make melody. Every time a different note is added to a song, the melody moves up or down.
Map Making
A map shows the road from one place to another. A melody map tells where a song is going, whether its melody is moving up (ascending melody) or down (descending melody). It also shows if it is moving up and down little by little, or if it makes any big jumps.
Now make your own!
Listen to the song Hickory, Dickory, Dock and make a map that shows the melody.
The map should show:
movement up or down
movement by little steps or by jumps
Hickory, Dickory, Dock
Hickory Dickory Dock.pdf> In your map, did any parts of the map repeat themselves?
> Which do you like more, a song that has parts repeated? or a song where you never know what to expect? Why?
June 7 - 11
June 7 - 11
Objective:
To prepare for our final test
Class review
June 14 - 18
June 14 - 18
Week open for final exams
Exam week
To take your Grade 1 assessment click HERE.
For questions 11 - 14 you will need to listen to the following audio files:
G1 Q11.mp3Question 11
G1 Q14.mp3Question 14
G1 Q12.mp3Question 12
G1 Q13.mp3Question 13
Exam review and song sharing
have a wonderful summer!
have a wonderful summer!
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