Music Goals in a Nutshell, so far: 2019-2020

As we face uncharted territory ahead, and an obvious change of plans in most every way, with the ongoing development of the COVID-19 virus, may we look backwards to see a way forwards. May some of the activities we enjoyed in the past, serve to inspire us to continue on in the coming days, to bring a smile, and to lead to more learning and creative expression in the future!

Here’s a snippet of what grade 4-6 kids in the downstairs music room, have engaged in over the past six months or so. Thanks to all who made these activities their own, who embraced and enjoyed learning new music and skills, and brought learning to exciting new levels!

September: 5-16

1. Getting to know each other! Who are you? What path are you on? Where do you want to be this time next year, in 5 years, in 10 years, etc,?

2. Analysis of musical form, styles, and genres

3. Playing of mallet instruments, and singing, reinforcing playing technique and instrument care

4. Self-expression; artistic expression; confidence building

Music:

“Hello Everybody”:  (singing game with mallet instruments, and body percussion; repeated patterns)

“Old Town Road”:  What’s Lil’Nas X’s story? Why did he write this song? Analysis of the musical form: Intro/Chorus/Verse 1(a/b)/Verse 2(a/b)/Chorus

“Pastorale Symohony #6”,  by Ludwig van Beethoven Where might Beethoven be imagining that he’s walking? Would you like to be with him on a walk?

“Take Me Home”, by John Denver:what kind of road is John referring to? What’s home mean to you?

“Hit the Road, Jack”: Girl sings in Belgium/blind auditions. What qualities are needed to sing in an audition like this?

“How Far I’ll Go”, by Moana: Where do you plan to go? What will you be searching for?

“Traveling”, by Paper Lions. Who will be with you on your journey?

Extension: Draw your road. Is it a dirt path, a city street, or a sail on the ocean? Include on your art work, your favourite songs/music that you’ll take with you on your journey.

September 17-October 4

1. Rhythm reading, on flipchart (“Stella-Ella-Ola” in disguise!)
2. Solfege singing review
3. “Stella-Ella-Ola” singing game
4. Name the notes on the musical staff quiz and 60 second challenge
5. OK-Go video: “The One Moment”; connection to upcoming Orange Shirt Day, and the need to realize how just one moment can make all the difference to be kind to those around us.
6. “Unsung Hero” video, from thaigoodstories, is another connection to making a positive difference.
7. Bucket Drumming: learning complementary rhythmic patterns, to accompany “Happier” by Marshmallow, and “Stompa” by Serena Ryder
8. Within a small group, create your own drumming pattern, to perform with any section of the songs above.

October 8-25

1. “Bach’s fight for Freedom”: a short video to learn about the life of composer Johann Sebastian Bach(1685-1750); what music from the Baroque period sounded like; what life was like during this time; and how we are fundamentally still the same, requiring the basic necessities of life, along with family, friends, as well as support and passion to accomplish what you wish your dreams to be!
2. Act out your favourite scene from the Bach movie, and explain why that scene was meaningful for you.
3. Create a tableau of your favourite scene from the Bach movie
4. Freeze Dance to music by Bach
5. Listening: J.S.Bach: Prelude and Fugue in d minor by the Canadian Brass, Brandenberg Concerto #3, in D Major, “Jesu, Joy of Man’s Desiring”, Minuet in G.

October 25-November 1

1. “Danse Macabre”, by Camille Saint-Saens. What traditional French folk tale did Camille base his music on? What instruments represent the characters in the story? What emotions do you feel from the music? What are three sad details of Camille Saint Saens life?
2. Story of Stingy Jack, modified and acted out
3. “Hide the Turnip” game to reinforce terms for musical dynamic levels.

November 4-8

1. Listening: “Highways of Heroes”, by the Trews, and “Fanfare for the Common Man”, by Aaron Copeland. What is the message of this music? what is the mood of this music? Why were these pieces composed? How do they relate to Remembrance Day?

November 12-December 21

1. World Music: Listen, compare and learn about music from Ireland, Iran, PEI, China, and more, comparing style, mood, instruments, vocal technique, and more.
2. Using a rotation system, learn D and G chords on the ukulele, and guitar, and imitate drumming patterns, from the songs, “Best Day of My life”, by American authors, and “Believer”, by Paper Lions. The form of Paper Lions was analyzed by students, and various groups performed in an assigned section, as in just the intro, chorus, verse 1, interlude, etc.
3. Class Rhythm Project/Drumming Circle: classes create their own rhythmic composition, keeping in mind, balance, dynamics, and timbre, and perform the work, adding one rhythmic layer at a time.
4. Jamming Session: one student at a time, will choose an instrument to keep the beat with an improvised piano piece, until everyone in the class is playing together. Dynamics, balance, and steady beat are key. This collaborative activity could last 10-15 minutes without a word being spoken. It’s pretty cool!!!
5. Human Rights Day, December 10, 2019: Students learned of Viola Desmond’s story, and her sister, Wanda Robson; discussed articles 1, 2, 12, 15, 18, 19, and 26 from the International Declaration of Human Rights, having watched the kids’ videos created by Youth for Human Rights. They also watched the video, “Heartbeat”, a song featuring children in Syria, who were supported by a UNICEF sponsored component who traveled to Syria, from Ireland, to produce this educational video. This information supports the underlying premise of the school’s Celebration Concert, to celebrate various events that are represented by the Stratford school community, that could include such celebrations as, Hanukkah, Ramadan, Christmas, Chinese New Year, Diwali, First Nations Winter solstice, etc.
6. “Dream Snow” by Eric Carle. This story is read, and the magic of falling snow for the first time each time, is imagined, by each student lying silently on the floor, with paper towel draped over them, while listening to gentle snow falling music, like, “Arabesque No. 1” by Claude Debussy.

January 6th-17

1. Name the instruments: gathering drum, djembes, tubanos, sound shapes, box drum, buffalo drum, bongos, rhythm sticks, tick-tock blocks, guiros, sand blocks, egg shakers, maracas, shekere, rain sticks, vibra-slap, agogo bells.
2. Drum and auxiliary percussion instrument care, holding positions, playing positions.
3. Kalani warm-up: “Let’s all play our DRUM, because it’s so much fun!”
4. Drum Circle: steady beat, rhythmic layering, ta, ti-ti, tik-a-tik-a, ti-tik-a, tik-a-ti, trip-le-ti, ta-ah, quarter rest, half rest, whole rest, accents, dynamics(p, mp, mf, f, crescendo, decrescendo, accent)
5. Rhythm stick tapping on back of chairs, in beat to “Stompa” by Serena Ryder
6. Improvise, compose, and perform your own 4 bar rhythm, in 4/4 time, working with a friend or two, and using rhythmic notation.
7. Matching Game, with the stop watch on!! One set of cards are of note symbols; the other set, time names. Match your card with the one on the floor, in a line, at the front of the class.
8. Rhythm name flash cards
9. Fun sheet: identify the rhythm names of notes

January 20-27

1. Martin Luther King Day: What is this day all about? Who is it celebrating, and why? Why is this day important to recognize everywhere? what message does it hold today, and always? How can music reinforce the message of love, freedom and equality?
2. Quotes by MLK: “If I cannot do great things, I can small things in great ways.               ” Love is the only force capable of transforming an enemy into a friend.”
3. Listening: “Down By the Riverside”, Playing for Change, featuring Grampa Elliott What is the message of this song? Would MLK have sung it? What is the Playing for change all about; why is this initiative important today, and always?
4. Listening, “Believe in Yourself”, Jaret Grossman
5. Quotes by J. Grossman: “Be excited about the fact you have an opportunity.” “Obligation or opportunity? Choose opportunity.”
6. Listening, “One Moment”, by OK Go. How can you change your life, your situation, the world, in just one moment? How can you help someone in need, in just one moment?
7. Listening, “One Day” Life Vest Inside-Kindness Boomeran. What is the message of this video? How does one act of kindness affect the world? Who can one act of kindness begin with? 🙂

January 30-Febraury 20

1. Hide the notes posters. Draw a picture of your favourite thing, or place, and within it, include as many musical notes, and symbols as you can! #1 requirement? Creativity!!!
2. Find a space on the floor to stretch out. In complete silence, except for listening to relaxing music, do stretches as directed, and think of those that mean the most to you. Remember happy times when the musical melody moves upwards; not quite so happy when the notes move downwards. Give your mind and body a break; a chance to rejuvenate. Music can pump a person up, or bring total relaxation; this activity will help you appreciate both.
3. Just for fun, chanting game to reinforce steady beat, “Who Stole the cookie from the Cookie Jar”
4. Jamming Sessions: one student at a time, will choose an instrument to keep the beat with an improvised piano piece, until everyone in the class is playing together. Dynamics, balance, and steady beat are key.
5. Valentine’s Day: What is Valentine’s Day all about? When and where did it begin? Songs that reinforce friendship and how special each one of us are! “Hakuana Matata”, from the Lion King; “Here Comes the Sun” from the Bee Movie; “Someone’s Waiting for You”, from The Rescuers; “Tomorrow”, from Annie; “Candyman” from Willy Wonka; “You’ve Got a Friend in Me”, from Toy Story; “Spirit, Here I Am”, from Stallion of Cimarron

February 21-March 13

1. Look backwards to the Baroque period, to see a way ahead in the 21st century/learn from the past, to move forward!
2. Antonio Vivaldi’s life story.  25 questions to answer in record speed, aiming for less than 60 seconds!!! 1. When was Vivaldi born? 2. When was he baptized? 3. Where was he born? 4. What natural disaster happened the same day? 5. What 2 things did his father do to make a living? 6. What was the first instrument Vivaldi learned to play? 7. What did Vivaldi want to be when he grew up? 8. What was his nickname after he accomplished this goal? 9. Why could he not continue in this profession? 10. What did he do instead? 11. Where did he work next? 12. Who did he teach? 13. How do we know he was greatly admired in this new job? 14. After 40 years, he changed jobs, and moved where? 15. Who hired him for this new job, to write and perform music for dignitaries? 16. Why did this job only last for two months? 17. Why did his, “boss”, pass away? 18. How many months later, did Vivaldi pass away? 19. What did Vivaldi die from? 20. Where was Vivaldi buried? 21. Did he have a head stone? 22. What is now on the site of the cemetery? 23. What was dreadfully sad about his funeral? 24. How many years after Vivaldi died, was his music rediscovered? 25. What is Vivaldi’s most famous composition?
3. Listening: “Winter”, from the four Seasons, inspired by a poem, featuring Japanese violinist, Shunske Sato How does the mood change within the first movement? Does it remind you of a snow storm, that gradually builds in intensity?
4. Johann Pachelbel, “Canon in D”. This is pretty much the only piece that Pachelbel is famous for. It’s often performed at weddings. Listen to the repeated bass line. A repeated bass line like was used centuries later, by Serena Ryder, in her song, “Stompa”.
5. Listening: “Canon in D”, by the Canadian Brass; “Canon in D”, by the Piano Guys; “Stompa” by Serena Ryder
6. With mallet instruments placed on the floor, at the front of the room, students will find the 6 different notes in order, by ear, that Serena used for her song, and then together, play the notes repeatedly as Serena presents them in this song.

March 23, onwards?

As a result of the corona virus, COVID-19, school has been cancelled until further notice by provincial health authorities.

Please keep safe everyone; exercise social distancing; wash your hands; stay at home; wash your hands; exercise as much as you can wash your hands; listen to, and play music; wash your hands; be as happy as you can; wash your hands; don’t stress; wash your hands; draw a picture; wash your hands; read a book; wash your hands; make up math problems; wash your hands; tidy your room(!); wash your hands; make homemade cookies; wash your hands; surprise your family by washing the dishes(!); wash your hands; play a musical instrument; wash your hands; make a musical instrument; wash your hands; create a joke collection; and, remember…wash your hands!!! 🙂

Miss you; looking forward to seeing you at school again as soon as we can!!!