Embedded Files
HOME ACTIVITY: Explore Carnegie Kids!
HOME ACTIVITY:
Treble Clef Lines & Space Note Review Games!
HOME ACTIVITY:
Instruments of the Orchestra Review Games!
REVIEW:
*Can you name the four families of the orchestra?
*How many instruments can you remember from each family?
*How do these instruments produce sound?
Instrument Spin-Off Game (CLICK TO OPEN GAME!)
Interactive websites- Instruments of the Orchestra!
THIRD GRADE - WINTER PROGRAM 2024 PRACTICE LINKS:
Winter Concert Theme: Winter Around the World
Performance for school audience: Monday, Dec 16, 9AM & 1:30PM
Performance for Parents/Families/Friends: Tuesday, Dec 17,
9AM- Grades 3, 4,5 & 1:30PM- Grades K, 1, 2
in the Wilson Gym
Diwali
Diwali Audio demo.mov
Deck the Halls - audio demo:
Deck the Halls- audio demo.mov
Nyob Zoo- Ms Vue- VERSE 1 Pronunciation
Nyob Zoo- Ms Vue- VERSE 1 Pronunciation.MOVNyob Zoo- Ms Vue- CHORUS/REFRAIN Pronunciation
Nyob Zoo- Ms Vue- Chorus Pronunciations.MOVNyob Zoo- Ms Vue- VERSE 2 Pronunciation
Nyob Zoo- Ms Vue- VERSE 2 Pronunciation.MOV
Wilson Elementary Music-Virtual Learning Weeks March-May 2020:
*(If you missed something, Lessons One through Nine are listed further down below- just scroll down the page!)
THIRD GRADE MUSIC- VIRTUL LEARNING LESSON THIRTEEN:
LET'S EXPLORE THE CARIBBEAN!
Visiting the Caribbean is an experience full of sights, tastes, feelings and sounds. Those sounds, and the musical instruments that make them, are signs of the diverse and vibrant cultural interactions in the region.
These cultures, from Spanish and Dutch traders to native peoples to African descent, all interact in many ways. Like a good spice mix, the musical instruments of the Caribbean all accent each other, and all have their own unique histories, origins and uses.
Drums are some of the most important instruments in the Caribbean. Drums are not only the backbone of music, providing an underlying beat and feeling, but, in the Caribbean, they are also absolutely a part of the cultural history and the current, vibrant regional culture.
One of the most common drums found in Caribbean music are the Steel Drums! Take a listen!
OTHER COMMON INSTRUMENTS IN CARIBBEAN MUSIC:
Buleador
Buleador
One of the most recognizable drums in the Caribbean is the buleador. This type of drum is essential in the Bomba musical genre. Bomba dates from at least the 17th century, and the buleador is one of the main percussion instruments in that genre. The buleador has a low pitch and is primarily responsible for keeping the rhythm. It is a large, wooden drum that may have African origins.
Steel Drums
Steel Drums
Steel drums are another variety of drum that are very important in the Caribbean, and have come to represent the region in popular culture worldwide. These drums, originally made out of steel barrels and developed in Trinidad in the early 20th century, were created in response to a ban on hand drums and bamboo drums, according to The Toucan Steel Drum Band.
Metal drums, known as steel drums or steel pans, produce a multitude of sounds. This is due to the concave shape, which allows the drums to produce different sounds when struck in different places. There are also several different sizes of steel drums, making it a diverse-sounding instrument that is now tied to Caribbean culture and easily recognizable as being from the region.
Maracas
Maracas
Maracas are another type of percussion instrument, although they are not traditional drums. Generally made from gourds or shells and filled with dried seeds, they make a noise when shaken. They play a critical role in Caribbean music, and most agree that that the maraca originated from Indigenous people in Latin America. Maracas can be made from a variety of materials, and are very portable, making them easy for artists and performers to take with them, or even for visitors to purchase as souvenirs.
Guitar
Guitar
Guitars are also important in Caribbean music. Guitars are also associated with Spanish culture, and have become, due to this influence, important in the Caribbean. In the Dominican Republic, for example, there is a music genre called Bachata. This genre generally consists of a guitar, bongos and maracas. This genre is popular throughout the Caribbean and Latin America, and is closely related to romantic guitar music.
Guiro
Guiro
Another instrument important in Caribbean culture is the guiro. The guiro is a hollow cylinder with ridges on one side, and a stick is run up and down the ridges, creating an amplified noise inside the hollow instrument. Although the guiro is prevalent through the Caribbean, its history is murky. It may have African origins, but has been adopted by many cultures.
Palitos
Palitos
Another instrument important in Caribbean culture are palitos or claves, which were probably influenced by Spanish and Latin American culture. These are small sticks that strike a wooden block for a small, handheld percussion instrument. Given the importance of dance music and the prevalence of guitar trios, having handheld and portable instruments is important in the Caribbean. According to World Music Central, palitos are most prevalent in Cuba, but can be found throughout the region.
Musical instruments play an important role in the Caribbean and beyond. They come from the diverse historical origins of Caribbean culture, ensuring that no culture is forgotten or diminished. They also provide entertainment and a distinct sound to the region.
Many of these instruments are native to the region, and all come from a rich and vibrant, as well as diverse, culture that has developed over centuries of intermingling between various existing cultures.
Outside of the Caribbean, in the expat communities in Miami, for example, Caribbean instruments also play a vital role. They bring communities together and provide work for local artists, artisans and entertainers.
THIRD GRADE MUSIC- LESSON ONE & TWO: REVIEWING LINE & SPACE NOTES
AND...LET'S TRAVEL TO IRELAND/SCOTLAND!
NOTATION-Treble Clef Review
(do you recognize the melody in this little video clip? Your parents will! SING ALONG!)
ODE TO TREBLE CLEF
LET'S (SAFELY) TRAVEL TO IRELAND & SCOTLAND!!
*Do you know WHERE in the world Ireland and Scotland are located?
*Which continent are they part of?
*What do you know about these countries already?
*Have you heard of any instruments from these countries?
By the end of these clips below, you will have learned about three different and important instruments from the Celtic tradition, and will have learned/reviewed a couple of traditional folk songs!
Did you know there are different types of Bagpipes?
Check out the Irish Bagpipes - Uillean Bagpipes
(indoor/elbow pumping, lap held)
How do these work? After viewing the video, can you remember and name the three main parts of the Uillean Bagpipes?
Northumbrian Smallpipes-
Great Explanation of HOW to play and tune these pipes,
and she shows you the elbow bellows!
Now watch the Scottish Highland Bagpipes video clip below-
How do these look and sound different than the Irish Uillean or Northumbrian Pipes?
Scottish Highland Bagpipe Parts:
Blowpipe/Blowstick
Blowpipe/Blowstick
This pipe allows the player to fill the bag with air; it is attached to the bag. The player uses this blow pipe to continuously fill the bag with air so that the pipes will sound continuously. The blowing is part of the playing that can prove most difficult as it requires continuous coordination of air through the blow pipe into the bag and squeezing the bag.
Drones
Drones
Bagpipes utilize a variety of different drones some models having more than others. All bagpipe drones create the lower continuous sounds that immediately are recognizable as the bagpipe sound. What we are discussing today are the Great Highland Bagpipes which always have 3 drones (2 tenor and 1 bass).
Most bagpipes offer two drone sounds an octave apart: bass and tenor. This allows the bagpipes to sound like they have their own accompaniment. These drones come from the pipes that point upwards over the player’s shoulder. Often made from bamboo stalks or synthetic materials the drone reeds sit as a long valve-like part to the bagpipe inside the drones themselves. The reeds are what allows the air to vibrate and create the production of sound.
Bag
Bag
The bag has to be filled with air continuously through the blowpipe/blow stick in order for sound to be produced from the instrument. The air is squeezed out by the player with the help of the arm and the air then moves the drone reeds and chanter reed. The arm pressing the bag must maintain a constant pressure and the air flow into the bag must allow for this in order to keep the constant drone.
Chanter Pipe
Chanter Pipe
Held with two hands vertically down the placing of fingers to cover holes produces different notes for the melody. This can be one of the most challenging parts of playing the bagpipes as it takes great skill to use the holes to produce 9 different notes. Two cane slivers, bound and wrapped, encased in the chanter create the high-pitched melodic sound.
Drone Cords
Drone Cords
A simple silk cord that hangs between the drones, this looks like it is there to dress up the bagpipes.
However, they serve an important purpose. When holding up the bagpipes the drone cords offer support to each other and ensure that they do not cross or fall apart from each other. This means it is easy to keep all drones in the upright position while playing. They are also set to your personal comfort so the drones rest on your shoulder and arm, creating a comfortable playing posture.
Today is Hogmanay (Scottish folk song)
click this link to listen to a recording by Ewan McVicar!
https://www.scotssangsfurschools.com/today-is-hogmanay-2
Most songs that Scottish children sing are quite short and many of them are funny.
This song is at least 80 years old. Ewan McVicar's mother learned the first two verses on the playground in Plean school, near Stirling, when she was 8 years old.
When she taught it to Ewan, he was 8 yrs old. His father added on the last verse, which is the chorus of a 19th-century Gaelic song called 'Phairson Swore a Feud'.
Today is Hogmanay
Today is Hogmanay
Tomorrow's Hogmananny
And ah'm gaun doon the brae
Tae see my Irish grannie.
Ah'll tak her tae a ball
Ah'll tak her tae a supper
And when ah get her there
Ah'll stick her nose in the butter.
(pinch your nose to make a bagpipe sound!)
Singing ah ah ah, ah ah
Ah ah ah ah ah ah
Ah ah ah ah ah
And that's the Gaelic chorus.
Patsy Ory, Ory, Aye (Irish-American railroad folk song)
*Can you remember the drumming part we learned during our Wilson Elementary Irish Heritage Day?
If so, pull out an old bucket or crate at home, and play the drumming parts along with your singing!
Teach the drumming parts for the chorus and verses to friends or family members!
CHORUS
(sing after each verse)
Patsy Ory, Ory, Aye,
Patsy Ory, Ory, Aye,
Patsy Ory, Ory, Aye,
Workin’ on the railway!
VERSES:
1. In eighteen-hundred and forty-one, that’s the year that I begun, that’s the year that I begun, workin’ on the railway!
2. In eighteen-hundred and forty-two, lookin’ around for something to do, lookin’ around for something to do,
workin’ on the railway!
3. In eighteen-hundred and forty-three, section boss a-drivin’ me, section boss a drivin’ me, workin’ on the railway!
4. In eighteen-hundred and forty-four, hands and feet were gettin’ sore, hands and feet were getting’ sore,
workin’ on the railway!
5. In eighteen-hundred and forty-five, thought that I was more dead than alive, thought that I was more dead than alive, workin’ on the railway!
6. In eighteen-hundred and forty-six, kicked a couple of dynamite sticks, kicked a couple of dynamite sticks,
workin’ on the railway!
7. In eighteen-hundred and forty-seven, found myself on the way to Heaven, found myself on the way to Heaven,
workin’ on the railway!
8. In eighteen-hundred and forty-eight, pickin’ the lock at the pearly gate, pickin’ the lock at the pearly gate,
workin’ on the railway!
9. In eighteen-hundred and forty-nine, found the angels drinkin’ wine, gave me a harp and a crown divine,
overlookin’ the railway!
10. In eighteen-hundred and forty-ten…found myself on earth again…found myself on earth again…workin’ on the railway!
Oh Danny Boy- listen to Peter Hollens!
FUN FACT- Did you know that Peter sings ALL the vocal parts your hear on his recordings?!
*click link here to download and print off or view the lyrics of this piece and sing along!! https://www.education.com/download/worksheet/157047/danny-boy.pdf
THIRD GRADE MUSIC- LESSON THREE: FIELD TRIP! Let's take a "field trip"
by taking a Virtual Tour of the Musical Instrument Museum (MIM)!
Now that we've traveled to several regions of the world during music class this year, take this virtual tour of the Museum of Musical Instruments!
Things to consider and discuss after watching:
1) Where is this museum located?
2) Have you ever been to this museum in person?
3)If you could go right now in person, which region would you check out first, and why?
4) While on the virtual tour, did you recognize some of the instruments of the world that we have covered or discussed in music class?
5)After watching the 2 videos below, check out the museum website's "Story" page: https://mim.org/our-story/, to find out just how many instruments they have at this museum, the amount of countries from around the world these instruments represent, AMAZING!
Video #1- Virtual Tour
Video #2- MIM STORY
THIRD GRADE MUSIC- LESSON FOUR & FIVE:
Let's Travel to BRAZIL!
1) What do you know about Brazil already?
2) Do you know which continent Brazil is part of?
3) What type of climate do you think Brazil has?
4) Do you know what the most famous sport is?
CLICK HERE FOR LOADS OF BRAZIL FACTS FOR KIDS, FLAG, etc.
CLICK HERE & DISCUSS TOGETHER:
http://www.sciencekids.co.nz/sciencefacts/countries/brazil.html
Capoeira music and dance has a deep rooted history in Brazil. Check out this live interview for a short demonstration & brief history:
Take a listen to some of the Instruments & Rhythms of Brazil
SOME BRAZILIAN INSTRUMENTS:
The first Brazilian musical instruments were flutes, horns, whistles, and rattles with an accompaniment of hands clapping and feet stomping. Over the last several hundred years, instruments from various countries have influenced Brazil's music styles and sounds.
Atabaque
Atabaque
The atabaque is a hand drum with Afro-Brazilian origin. There are three types of atabaque drums. The tallest one is the Rum, which is the tallest of the three and produces a low sound. The medium high atabaque is called the Rum-Pi and as you might expect, it produces a medium percussion sound. The smallest atabaque drum is called the Le, producing a high percussion sound.
These drums are created from wood called Jacaranda, which is found in Brazil. Calfskin is used to stretch over the top of the drum. Metal rings surround the drum at the top or head and toward the bottom of the drum. Roping is stretched between these two metal rings and can be tightened or loosened to adjust the pitch of the drum. Wedges of wood are fitted tightly in between the bottom metal ring and the drum, which also affects the sound of the drum.
Berimbau
Berimbau
The berimbau, an African instrument, is best known for its role in capoeira, a Brazilian martial art form. It also resembles the Indian instrument known as the malunga.
This Brazilian musical instrument is a percussion instrument made from a wooden bow, gourd, and a steel string. The steel string is secured to the wooden bow and the gourd is then attached to the bow.
Cavaquinho
Cavaquinho
The cavaquinho reminds many people of a small guitar-style instrument called a ukulele. Some of the other names that the cavaquinho is known by include cavaco, manchete, marchete, machete, machimbo, machim, braguinho or braguinha.
The cavaquinho was brought to Brazil by the Portuguese explorers. Cavaquinhos are made from wood and outfitted with four wire strings. This small guitar type instrument is used ogten in Chorinho and Samba music.
Agogo
Agogo
The agogo was originally cast from wrought iron and is the oldest known instrument used to create Samba music. The modern day agogo is manufactured from various types of metal and consists of either a single bell or two bells of different sizes.
The pitch and sound of an agogo bell will vary depending on size and shape, but the most recognized agogo bell is two bells attached to metal shaped like the letter U. Striking the bell with a wooden stick creates musical sounds. The agogo was fashioned after bell-style instruments from the Yoruba people from West Africa.
Pandeiro
Pandeiro
A pandeiro resembles a tambourine and is played much in the same manner by holding it in one hand and striking it with the other hand to make music. It's essentially a hand drum.
The head of a pandeiro can be adjusted to create high or low pitches. The pandeiro is surrounded with metal jingles that can be shaken to produce sound. Brazilian music styles in which a pandeiro is used: choro, samba, capoeira, and coco.
TIME TO SING AND MOVE!!
The canoe flipped and who made it flip, was it you?
It was because of Lily
So what are we gonna' do?
Paddle left, paddle right...
Paddle around...
Paddle forward, paddle backward...
Paddle up, paddle down...
Paddle quickly, paddle slowly...
Paddle tickle...
THIRD GRADE MUSIC- BRAZIL CONTINUED! LESSON SIX:
MUSICAL TERMS FOR TODAY:
*SYNCOPATION (CLAP AND SAY: SYN-CO--PAH)
*BAIAO (PRONOUNCED BUY-OWN)
2) Listen for syncopation and the Baiao rhythms in the different versions of the Brazilian folk song: Peixinhos do mar
*Can you clap along with the syncopated rhythms you hear in the recordings?
3) TRY LYRICS TOGETHER!
4) ADD MELODY AND SING TOGETHER!
*How many different percussion instruments can you come up with for your "ensemble" below?
*Look for something metal to hit for your agogo bell, a small container with rice for your shaker, and a bucket or large soup pot for your drum!
*Try the different rhythms below on each "instrument!"
*
When we come back to school, we'll try this all together in our drum circle with the actual instruments! :)
THIRD GRADE MUSIC- LESSON SEVEN:
GUESS WHAT?! Did you know that April is National JAZZ Month?
Last year during April, we read Freddie the Frog and the Jazz Kitten!
In that story, we learned about SCAT singing and IMPROVISATION!
Scat singing is when singers sing syllables that are made up on the spot, and are NOT actual words!
They try to make their voices and sounds imitate jazz instruments!
Improvisation (or Improv.) is when instrument players or singers make up music as they go, it is not written out for them!
Check out this AWESOME book/video of the book THE JAZZ FLY!
Listen for the instruments you hear in the recording!
*What types of instruments do you think are popular in jazz music?
*Do you hear any SCAT singing in this video?
*After the book is done, click on the jazz for kids video link below, and MOVE to the jazz music!
*Find things around your house to create a jazz drum set!
*Can YOU come up with some fun SCAT syllables?
(The book starts about one minute into the video, so skip forward if you'd like!)
THE JAZZ FLY
JAZZ PLAYGROUND (Jazz for kids- audio only)
THIRD GRADE MUSIC- LESSON EIGHT- Let's Explore a little JAZZ!:
This video gives a nice little history of how jazz music came together from several different styles, locations, and influences. Be sure to pay close attention to the very ending where the piano player explains what it means to add SWING to music!
What is Jazz? Does it Swing? Part 1
At the end of this video, the piano player shows how he took a J.S. Bach song for piano,
and gave it a Swing feel. What did he do to make it sound different?
Do you remember learning the nursery rhyme song A Tisket A Tasket
in Preschool or Kindergarten?
Listen and sing along with the traditional A Tisket A Tasket for fun, below!
Can you find anything in the sheet music sample below that you recognize?
Where is the Treble Clef? Can you find a Bar Line? How about the Time Signature?
Quarter notes and half notes?
Play the video below, and follow along with the sheet music above as you sing!
*NOW LET'S JAZZ THE SONG UP AND ADD SOME SWING!
Now let's listen to the famous Jazz singer, Ella Fitzgerald sing HER version of the song!
What do you notice about the song?
How is it different? How is it the same?
Which instruments do you hear playing along?
Does this one make you want to get up and dance along? Then you SHOULD! DANCE!
THIRD GRADE MUSIC- LESSON NINE:
May 5th is. Cinco de Mayo!
Mexico celebrates this day to honor the victory of Mexico over France in 1862 at the battle of Puebla.
Let's travel to MEXICO!
Check out some of the most commonly used instruments in the rich music of Mexico!
How many of these instruments have you seen or heard before?
I know many of you have been to, or have family that have been to Mexico!
One of the most famous types of Mexican folk music is Mariachi! Take a listen!
Do you recognize any of these instruments? What do you enjoy most about this video?
Mrs. B loves all of this, but really enjoys when the men are singing all together creating HARMONY!
POPULAR FOLK INSTRUMENTS OF MEXICO
Guitarrón Mexicano
Guitarrón Mexicano
The Guitarron mexicano probably sounds a lot like another instrument with which you are already familiar; the guitar. In fact, its name translates to “Mexican guitar!" In many ways, it is very similar, in that it is a plucked stringed instrument that looks an awful lot like its name suggests but in fact it is quite different from the guitar that you know. It is about 2 times as large as a guitar–and resembles a bass more than a guitar. It is also fretless with a short neck and a convex back. If you have ever seen a live Mariachi band then you have seen a guitarrón mexicano. There are usually 2 of them alongside the smaller vihuela, which we will discuss next.
Vihuela
Vihuela
The vihuela is a much smaller instrument, and has five strings where its larger cousin, the guitarrón mexicano, has six. It, too has a convex back, and looks an awful lot like the instrument from which it is likely derived: the lute. Quite similar to the guitarron mexicano, except that it is fretted along the neck and has a much higher pitch when it is plucked or strummed.
Arpa Jarocha
Arpa Jarocha
The arpa jarocha is another familiar instrument similar to a harp. It has 36 strings and is played while standing, but started out as a smaller seated harp. This harp is unique in that there were many harps in existence throughout central America before the Spanish introduced the baroque harp to the region, but the people of Veracruz reinterpreted the instrument to make it a completely new instrument. It is primarily used in group music, contunjo jarocho or jarochos sones music, a type of folk music that is played as an ensemble with the harp as the main melody and other Mexican instruments like the jarana guitar and the requinto.
Ocarina
Ocarina
The ocarina is an instrument that is common to many regions of the world.The ocarina is more than 12,000 years old! Mexican ocarinas and other instruments like it are considered folk instruments from and are sometimes shaped into birds, turtles, or totems.
Trumpet
Trumpet
The trumpet is a staple instrument in Mexican jazz and Mariachi ensembles, but it wasn’t always this way! In fact, it wasn’t until the 1950s that two well known mariachi musicians, Silvestre Vargas and Rubén Fuentes introduced the instrument to the sound Mariachi sound, called son. They drew their inspiration from the Jazz music craze that was sweeping the nation and from the distinctive cuban sound that utilized the trumpet.
Accordion
Accordion
The accordion is another instrument that you will find in Mexican music. Does that surprise you?
Marimba
The Marimba a type of xylophone. Traditionally made of wooden bars with resonators, it was likely introduced to Mexico in the 16th or 17th centuries. The mayans made resonators out of gourds.
Friction Drum
The friction drum, which is a membranophone percussion instrument that also called an arcusa or tigrera, is a simple drum covered with a membrane with a stick in the middle, similar to the Cucia drum from Brazil.
SECOND GRADE MUSIC- LESSON TEN & ELEVEN- Mexico, continued!
Let's continue to celebrate by singing or listening to a children's folk song
and circle passing game from Mexico!
You can play this game at home with another family member or friend!
*First, listen to the song video. Some of you may be able to sing along in Spanish, and some of you may want to just listen and keep the beat in your lap, or with a homemade maraca!
*Next, once you've listened and watched, read the game instructions, and find some little items from around your house that you can pass to the beat!
(rocks, legos, spoons, etc, something that will "clack" on the floor)
Watch the second video clip to see the song and game in action.
Once you are ready to play the game, play the first video in the background to see if you can speed up the beat as you go!
The song gets faster, and faster!! Remember the term for that? ACCELERANDO!
Acitrón de un Fandango!
Acitrón de un fandango,
Zango, zango, sabaré,
Sabaré que va pasando*,
Con su triqui, triqui, tran.
Por la calle voy pasando,
Por la vía pasa el tren,
Acitrón de un fandango,
Zango, zango, sabaré.
Translated, the song is about :
A party full of lemon candy (Acitron) but there is a lot of pudding (Sobarare); A LOT and they don't want it, so they put the pudding on the clicky clacky train (triqui triqui tren) as it passes by. The passing of the objects in the game is the train, as we click clack the items on the floor!
Here's a general idea of the meaning:
Acitrón = Candied Lemon, Lemon Candy - Lemon rinds dried and made into candied lemon.
Fandango = Dance Fandango, a lively Spanish dance.
Zango = "SANGO" = yucca and maize pudding
Sabare' ="SOBRARE"= the left overs or spare
pasando = to pass
triqui/ Trique = Loud, sharp noise like a train clacking on the tracks
tran "tren" = Train
"Acitrón de un fandango"
A Candied Lemon Dance
"sango, sango, sobrare"
lot's of maize pudding left over
"Sobrare que va pasando"
lot's of it passes by
Con su triqui, triqui, tren"
on a noisy train
To sum it up: there's a party full of lemon candy and a lot of pudding. They'd rather just eat the candy, and the people pass the pudding by, so there's a lot left over and they put it on the noisy trains that pass by.
Game Instructions
Game Instructions
The children sit in a circle on the floor, each one has in front of him a stone, a wooden stick, or any kind of object that can make a noise when beaten on the floor. As they sing, they pass their objects to the child on their right. When they come to the line, "con su triqui, triqui, tran" they beat the object in front of their friend on the right, then beat it again in front of themselves, and only on the third pass do they drop it in front of the friend.
LET'S MAKE A HOMEMADE MARACA!!!
What You Need:
What You Need:
2 plastic cups or yogurt containers — the same size — clean and dry
1/2 cup of coffee beans or dried peas or macaroni, rice or beads.
Masking tape
What You Do:
What You Do:
Put the beans or peas into one of the cups or containers
Wrap masking tape around the rims to connect the containers together.
Paint the shaker with bright colors and glue on fabric pieces too if you wish!
Easter Egg Maracas
Or, if you still have some plastic Easter eggs sitting around, here's another type you can make with a handle!
What you’ll need:
What you’ll need:
Rice
Plastic spoons
Painter’s tape or colorful washi tape
Easter eggs
Instructions:
Instructions:
Pour rice into an empty plastic egg and close the egg.
Tape around the seam of the egg.
Place the egg between the heads of two plastic spoons, and wrap tape around it to hold the spoons in place.
Tape the handles of the two spoons to hold them together.
Shake your homemade maraca!
Let's DANCE!
Continue our fiesta with the Mexican Hat Dance!
Watch the sample video below, see if you can figure out the movements,
then find a partner from your family, or stuffed animal,
and Dance! Have a sombrero? Put it on the floor and dance around it!
3rd Grade WINTER PROGRAM SONGS/LINKS:
OLD MAN WINTER, LISTENING DEMO:
https://www.jwpepper.com/sheet-music/media-player.jsp?&type=audio&productID=10047202
OLD MAN WINTER
Chorus Part 1-
Old Man Winter he’s a comin’
Old Man Winter he’s a comin’
Old Man Winter he’s a comin’
On a cold and frosty morning,
Chorus Part 2-
Old Man, he’s a comin’
Old Man, he’s a coming’
Old Man, he’s a coming’
On a cold and frosty morning,
Wakin’ up on a winter’s day
Gotta bundle up and be on our way.
Snowflakes fly as they catch the light,
Race against the coming night,
SING CHORUS Part 1 & 2 TOGETHER!
Chorus Part 1-
Old Man Winter he’s a comin’
Old Man Winter he’s a comin’
Old Man Winter he’s a comin’
On a cold and frosty morning,
Chorus Part 2-
Old Man, he’s a comin’
Old Man, he’s a coming’
Old Man, he’s a coming’
On a cold and frosty morning,
Gust of wind and a dust of snow,
Build a fire, see the embers glow.
Watch and wait as the storm grows near,
Hope the big one comes this year.
SING CHORUS Part 1 & 2 TOGETHER!
Chorus Part 1-
Old Man Winter he’s a comin’
Old Man Winter he’s a comin’
Old Man Winter he’s a comin’
On a cold and frosty morning,
Chorus Part 2-
Old Man, he’s a comin’
Old Man, he’s a coming’
Old Man, he’s a coming’
On a cold and frosty morning,
X X Winter he’s a comin’
X X Winter he’s a comin’
X X Winter he’s a comin’
On a cold and frosty morning,
X X, (stomp) he’s a comin’
X X, (stomp) he’s a comin’
X X, (stomp) he’s a comin’
X, (stomp), X, (stomp),
Ending- both part 1 & 2 together:
Chorus Part 1-
Old Man Winter he’s a comin’
Old Man Winter he’s a comin’
Old Man Winter he’s a comin’
Here comes the old man now, X, (stomp)
Chorus Part 2-
Old Man, he’s a comin’
Old Man, he’s a coming’
Old Man, he’s a coming’
Here comes the old man now, X, (stomp)
NAIK NAIK
Naik naik ke puncak gunung
Tinggi tinggi sekali
Naik naik ke puncak gunung
Tinggi tinggi sekali
Kiri kanan kulihat saja
Banyak pohon cemara*
Kiri kanan kulihat saja
Banyak pohon cemara.
Come on, let's climb the mountain so high,
The mountain, so very high!
Come on, let's climb the mountain so high,
The mountain, so very high!
To the left, to the right, as far as we see,
The pine trees show their greenery!
Many pine trees.*
LINK TO LISTENING DEMO:
HINEH MA TOV
JAPANESE SNOW SONG
SCROLL TO VERY BOTTOM OF THE 5th GRADE PAGE
TO ATTACHED FILES FOR PRACTICE AUDIO LINK for Season of Joy!
2018 Winter Program Songs:
Around the World in December
Nyob zoo
Nyaw zhong, nyaw zhong
Nyob zoo, Nyob zoo
Ee shown kuu dthee neeh cha
Ib tsoom kws tij neej tsa
Ee shown law tsaw neeh naw lee chah
Ib xyoo los txog nej nyob li cas
Zhong shia, zhong shia
Zoo siab, Zoo siab
Bay touah daw thooha she jgee
Peb tau rov tuaj sib ntsib
Moua tsaw moh law dob neigh dthah
Muaj txoj moo los nrog neb tham
Neigh bouah naw gkah
Neb puas noj qab
Neigh bouah nyaw zhong
Neb puas nyob zoo
Chorus:
Jaw dthey day new chay
Tso tej dej num tsev
Law cone tsoh kay lah jshay
Los koom txoj kev lom zem
Law nyaw ee pliah oua kay
Los nyob ib pliag ua ke
Oua dthey neigh daw moo chay
Ua ntej neb rov mus tsev
Moo daw, moo who
Mus dawb, mus huv
Nyaw zhong, nyaw zhong
Nyob zoo, nyob zoo
Ee chown poem yew shuh duh
Ib tsoom phooj ywg sawv daws
New naw yaw ee new zhong cha pluh
Hnub no yog ib hnub zoo tshaj plaws
Zhong shia, zhong shia
Zoo siab, zoo siab
Thou thooha baw neigh ee pliah
Tau tuaj pom neb ib pliag
Dtoh jgee thou daw tsaw leuh shyown
Tos tsis tau rov txog lwm xyoo
Neigh bouah naw kgah
Neb puas noj qab
Neigh bouah nyaw zhong
Neb puas nyob zoo
Chorus:
Jaw dthey day new chay
Tso tej dej num tsev
Law cone tsoh kay lah jshay
Los koom txoj kev lom zem
Law nyaw ee pliah oua-kay
Los nyob ib pl iag ua ke
Oua dthey neigh daw moo chay
Ua ntej neb rov mus tsev
Moo daw, moo who
Mus dawb, mus huv
Moo daw, moo who
Mus dawb, mus huv
Kuna Karamu
Kuna karamu Kuna karamu Kuna karamu Kuna karamu
Celebrate, come on, let’s celebrate!
Kuna karamu Kuna karamu Kuna karamu (2 times)
Tu-ku-ti-ka, Tu-ku-ti-ka,
Tu-ku-ti-ka, Tu-ku-ti-ka,
Tu-ku-ti-ka, Tu-ku-ti-ka,
Tu-ku-ti-ka, Tu-ku-ti-ka,
Tu-ku-ti-ka, Tu-ku-ti-ka,
Tu-ku-ti-ka, Tu-ku-ti-ka,
Celebrate, let’s celebrate, let’s celebrate
Kuna karamu Kuna karamu Kuna karamu
Celebrate, come on, let’s celebrate!
Celebrate, come on, let’s celebrate!
Kuna karamu Kuna karamu Kuna karamu (2 times)
Leo Kuzuri treasure each day
Uha i ni ma-ri-da-di, life is beautiful
That’s what they say
SPOKEN:
Tu-ku-ti-ka, Tu-ku-ti-ka, Tu-ku-ti-ka,
Tu-ku-ti-ka, Tu-ku-ti-ka, Tu-ku-ti-ka,
KARAMU!
Kuna karamu Kuna karamu Kuna karamu Kuna karamu
Celebrate, come on, let’s celebrate!
Kuna karamu Kuna karamu Kuna karamu (2 times)
Tu-ku-ti-ka, Tu-ku-ti-ka,
Tu-ku-ti-ka, Tu-ku-ti-ka, Celebrate, let’s celebrate! KUNA KARAMU!
German folk carol (Ring Little Bell)
Kling, glockhen, klin-ge-lin-ge-ling
Kling, glockhen, kling.
Kling, glockhen, klin-ge-lin-ge-ling
Kling, glockhen, kling.
Little bells are ringing,
Little children singing,
Happiness before us.
Join the merry chorus.
Kling, glockhen, klin-ge-lin-ge-ling
Kling, glockhen, kling.
Kling, glockhen, klin-ge-lin-ge-ling
Ring, little bells.
O CHRISTMAS TREE
O Tannenbaum, o Tannenbaum,
vee grün sind deine Blätter!
O Tannenbaum, o Tannenbaum,
vee grün sind deine Blätter!
Du grünst nicht nur, zur Sommerzeit,
Nein auch im Vinter, wenn es schneit.
O Tannenbaum, o Tannenbaum,
vee grün sind deine Blätter!
We’re Gonna Decorate the Christmas Tree
O Christmas tree, O Christmas tree,
How lovely are your branches.
O Christmas tree, O Christmas tree,
How lovely are your branches.
Not only green, when summer’s here,
But also when it’s cold and drear.
O Christmas tree, O Christmas tree…..
How lovely are your branches.
||: We’re gonna decorate the Christmas tree,
Dress it all in colors bright.
Making sure it’s covered in ornaments
And hit it with a string of lights.
And then on top we’ll hang a star,
the brightest one you’ll ever see,
So hurry up, come on over, everyone,
We’re gonna decorate the Christmas tree! :||
Oh Christmas tree, Oh Christmas tree,
How lovely are your branches,
I can see a present wrapped in ribbons of gold
And a popcorn garland of white.
There’s no better place that I’d rather be
Oh what fun, oh what a sight!
Siyahamba
Zulu folksong from South Africa
Siyahamba, ku-kha nye-ni kwen-khos',
Siyahamba, ku-kha nye-ni kwen-khos',
Siyahamba, ku-kha nye-ni kwen-khos',
Siyahamba, ku-kha nye-ni kwen-khos',
Siyahamba,
siyahamba, oooh,
Siyahamba, ku-kha nye-ni kwen-khos', (2x)
We are marching in the light of the sun,
We are marching in the light of the sun,
We are marching in the light of the sun,
We are marching in the light of the sun,
We are marching
We are marching, oooh
We are marching in the light of the sun (2x)
TRUE BLUE WONDERS
There’s a song that rides the wind,
As it speaks of this ancient land.
It tells of a land of wonders
And those who call it home
1- Come walkabout in our big backyard
And listen for the song.
You might hear the kangaroo
Singing right along
Yanga, Yanga, Yanga, Yanga
Yanga, Yanga, Yanga, Yanga,
Kangaroo lives in the land down under
Kangaroo is a true blue wonder
2- Come walkabout in our big backyard
And listen for the song.
You might hear the kookaburra
Singing right along
Koowah Koowah Koowah Koowah
Koowah Koowah Koowah Koowah
Kookaburra lives in the land down under
Kookaburra is a true blue wonder
3- Come walkabout in our big backyard
And listen for the song.
You might hear the crocodile
Singing right along
Barroo Barroo Barroo Barroo
Barroo Barroo Barroo Barroo
Crocodile lives in the land down under
Crocodile is a true blue wonder
4- Come walkabout in our big backyard
And listen for the song.
You might hear the dingo
Singing right along
Nn-ga-dun Nn-ga-dun Nn-ga-dun Nnga-dun
Nn-ga-dun Nn-ga-dun Nn-ga-dun Nnga-dun
5- Dingo lives in the land down under
Dingo is a true blue wonder
You and I are true blue wonders
We come from the land,
down under...
2017 Winter Program Songs-
Season of Peace:
Wakati Wa Amani (A Time of Peace) (3rd Gr.)
Wakati.... wa Amani.....
May peace be with you, my friend.
Amani.... Iwe kwenu
Until we meet again.
Kikora, may joy fill your heart.
Muh wanzo, it’s time for a new start.
Wakati.... wa Amani.....
Rafiki angu, my friend.
Wakati.... wa Amani.....
May peace be with you, my friend.
Amani.... Iwe kwenu
Until we meet again.
Imani, be faithful and true.
Kiburi, take pride in what you do.
Wakati.... wa Amani.....
Rafiki angu, my friend.
Wakati.... wa Amani.....
Wakati.... wa Amani..... repeat...
(3rd Grade B add this part:)
Kikora, feel the joy.
Kikora, feel the joy.
(All) My friend, my friend,
Uwezo, may strength be with you.
Amini, believe in what you do.
Wakati.... wa Amani.....
Rafiki angu, my friend.
Wakati.... wa Amani.....
Wakati.... wa Amani.....
A time for peace....
NOEL NOUVELET (3rd Grade)
Noel Nouvelet, Noel chantons ici
De--votes gens crions, a-ah Dieu merci.
Chantons noel, pour le roi nouvelet,
Chantons noel, pour le roi nouvelet,
Noel Nouvelet, Noel chantons ici
Sing Noel! Sing Noel!
Sing we now of Christmas,
Noel sing we here.
Hear our grateful praises,
To the Babe so dear.
Sing we Noel, the King is Born, Noel! (Noel)
Sing we Noel, the King is Born, Noel! (Noel)
Sing we now of Christmas,
sing we now Noel!
Sing Noel! Sing Noel!
Noel Nouvelet, Noel chantons ici
Devotes gens crions, a-ah Dieu merci.
Chantons noel, pour le roi nouvelet,
Chantons noel, pour le roi nouvelet,
Noel Nouvelet, Noel chantons ici
Sing Noel! Sing Noel!
Sing we now of Christmas, Christmas!
Sing we now of Christmas! Noel!
The Night Before Christmas (3rd Grade)
‘Twas the night before Christmas
when all through the house,
Not a creature was stirring, not even a mouse.
All the stockings were hung
by the chimney with care,
In the hopes that St. Nicholas
soon would be there.
The moon on the crest of the new fallen snow,
Gave a luster of midday to objects below.
When what to my wondering eyes should appear,
but a miniature sleigh and eight tiny reindeer.
Up on the housetop reindeer pause;
Out jumps good old Santa Claus.
Down through the chimney with lots of toys,
All for the little ones, Christmas joys.
He was dressed all in fur from his head to his foot,
And his clothes were all tarnished
with ashes and soot.
A bundle of toys he had flung on his back,
And he looked like a peddler
just opening his pack.
Jolly Old St. Nicholas, lean your ear this way.
Don’t you tell a single soul, what I’m going to say:
Christmas Eve has come at last,
Now you dear old man,
Whisper what you’ve brought for me.
Tell me if you can.
He spoke not a word but went straight to his work,
And filled all the stockings, then turned with a jerk.
And I heard him exclaim as he drove out of sight,
“Merry Christmas to all (5B),
(Merry Christmas to all- 5A/5C)
Merry Christmas to all” (5B),
(Merry Christmas to all- 5A/5C)
Merry Christmas to all, and to all…. A good night!”
TINA SINGU (We Sing!) COMBINED 3rd-4th-5th
Folksong from Lesotho
(call) Hey, ley-ley (response) Hey, ley-ley
(call) Hey, ley-ley (response) Hey, ley-ley
(call) Ah-moh- hey-ee- lah
(response) Ah-moh- hey-ee- lah
(call) Ah-moh- hey-ee- lah
(response) Ah-moh- hey-ee- lah
ALL: Mah-tah- lay, Mah-tah- lay, Mah-tah- lay, Mah-tah- lay…...
Tee-nah seeng-oo lay-loo- voo-tay- oh
What-shah What-shah What-shah, tee-nah
Tee-nah seeng-oo lay-loo- voo-tay- oh
What-shah What-shah What-shah!
La, la la la la la……
Light the fire of peace today, Oh
What-shah What-shah What-shah, tee-nah
Brothers, sisters lead the way, Oh
What-shah What-shah What-shah
What-shah- -- -- What-shah- -- -- -
What-shah, What-shah, What-shah
What-shah- -- -- What-shah- -- -- -
What-shah, What-shah, What-shah
(ON REPEATS, 5th grade take the English, 3rd and 4th take the SeSotho language)
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