A little bit about the music classroom:
In music class students will sing, move, listen, imitate, explore, experience, analyze, classify, create, share, perform, notate, read, improvise, cooperate, and most importantly HAVE FUN!!!! We strive to create innovative, engaging lesson plans which include singing, playing instruments, and moving in each of our lessons. Music is important here at Dolvin Elementary. Studies show that students who receive music perform better on tests involving reading, math, problem solving, and logical thinking.
Wednesday, December 17, 2014
Enter these Quaver codes and earn 100 Quaver Notes each! We LOVE Quaver! Boom2014 and Holiday2014.
Thursday, November 20, 2014
We have been playing with bringing the story of "Frank Was a Monster Who Wanted to Dance" to life by layering in ostinatos to a backbeat underneath student rappers. Each class created an 8 beat melody that was to be added to our production. The class voted on the ostinato that they wanted to represent their classroom. They really impressed me with their enthusiasm and ability. This week we have switched gears and are diving in full force with our melody unit. Students will take a diagnostic assessment and experiment with melodic direction on the barred instruments with the song "We Willie Winkie". Their favorite parts are the glissando and the gong!
We would like to take a second to recognize and thank our inspiration for the Frank Was a Monster Who Wanted to Dance lesson and Orff activities at www.bethsmusicnotes.blogspot.com and https://www.youtube.com/watch?v=K5RQ0hl4E-0&list=FL_ft9jSWg7TBbhJ2GQtlyFg&index=8
We hope you have a wonderful Thanksgiving Break and look forward to picking up where we left off when we return!
Monday, November 10, 2014
Friday, October 24, 2014
5th Grade – Fifth graders have enjoyed making connections to jazz music and music they hear on the radio today with a new rhythm, syncopation. With the help of Ella Fitzgerald and the story book, “A Tisket, A Tasket”, students were able to discover the uneven, jazzy feel of syncopation and understand the history behind the music. They even made connections that syncopation can be heard in rap / hip-hop music today! Pulling all of our rhythms together, students have been working on creating an ostinato for our story, “Frank Was a Monster Who Wanted to Dance.” We look forward to pulling together the pieces for a final performance within the next few weeks. Be on the lookout for videos coming your way!
Monday, September 29, 2014
In kindergarten, we brought the story "The Very Busy Spider" to life by adding rhythms as well as including improvisation on unpitched instruments to add some sound color to our story. Other students helped build a giant class spider web throughout the story and caught our "pesty" fly at the end. Students demonstrated their ability to read, sing, and play quarter notes and 8th notes in music. They also discovered how to tranlate the rhythm of language into musical notation. We are looking forward to adding the quarter rest this week!
Our first graders continued to study rhythms and added a new symbol; the quarter rest! We focused on the quarter rest with an exciting song and soccer game to the song, "I Love Soccer"! They also got to preview form by identifying the sections of the song. As an added bonus, first grade musicians were able to shake their "rah-rah" on the rests on the A section, while others passed a soccer ball back and forth on the B section.
Second graders are continuing work on our upcoming musical. We began rehearsals Friday. I just know that parents will be thrilled with the sound coming from these very talented musicians. I look forward to what rehearsals bring this week. Be checking for constant updates as we may include a live stream of our show for parents and family members unable to attend Thursday night's performance. Glass Productions will also be attending the performance and offering a high quality DVD for purchase at the event. It is definitely a wonderful keepsake. In addition to the performance, students have been working on reviewing quarter notes, 8th notes, and quarter rests. We will be studying a new note, half notes in the upcoming weeks.
Third grade students have dove headfirst (litterally!) into 16th notes with an exciting song and game of "Chicken on the Fencepost". We divided our students into three groups to focus in on phrase structure and music rhythms. While "Chicken on the Fencepost" is considered a play party, we chose to pass on the dance this year and add an exciting game. The game is similiar to a chase or race, but through a maze of students. Two concentric circles move during the song, and on the last phrase selected students drop hands and opens up a path for our racers. Two students race through the windows to be the first to grab the chicken in the middle of the groups. We also are learning about play parties and 16th notes with song, "Tideo".
Fourth grade students have had a blast reviewing more rhythms including 8th notes, quarter notes, half notes, whole notes, dotted half notes, whole rests, half rests, and quarter rests through two part rhythmic accompaniments with song, "Soldier, Soldier". Perhaps the more interesting part is the lyrics! Oh the drama! But they have certainly enjoyed the challenge of putting together these rhythmic accompaniments with their new song. To conclude the activity, we discussed variations, and had students compare and contrast "Lazy John" to "Soldier, Soldier".
Thursday, September 18, 2014
Kindergarten: This week we performed steady beat, with acting, and singing with the book, "Rumble in the Jungle". The kindergarteners had a wonderful time making the connection between music and literature. We discussed how music can enhance literature. (Lesson from Mallet Madness)
First Grade: First graders have also been studying steady beat and added acting and singing with the book, "Baby Bear". We turned the book into a call and response, sol la mi, production. It also served the purpose of allowing us to preview how well students sing sol la and mi to prepare us for our next unit, melody!
2nd Grade: Our second grade students are working diligently to prepare for our upcoming second grade musical "Spaced Out". Students completed auditions for special roles and have begun learning their stage dance movements. Mark your calendars! The show is October 2nd. In addition to our musical, students have been learning about music rhythms: quarter note and 8th notes.
3rd Grade: In third grade, students have taken their knowledge of creating rhythms with "Alexander and the Horrible, No Good, Very Bad Day!" Last week, we reviewed rhythms with 3rd grade students, and discussed how to transfer the rhythm of the words to musical notation. This week, students created sentence about their day and added the musical notation following the specific rules for meter in 2. (Lesson from Mallet Madness)
4th Grade: Again, our focus this unit has been on beat, rhythm, and meter. We have spent several weeks working on meter. This week we added to our lesson from last week and reviewed rhythms with the silly song "Fooba Wooba John". (Thank you www.bethsmusicnotes.blogspot.com! The kids LOVE it!) This week students added instrumental texture by playing four parts on unpitched percussion to "Fooba Wooba John". We concluded the activity by writing new silly lyrics to Fooba Wooba.
5th Grade: In fifth grade, our students have been playing with meter extensively. We started by listening to several examples and bounced tennis balls in various patterns (meter of 2: bounce catch; meter of 3: bounce-catch-tap in hand; and meter of 4: bounce-catch-tap-tap). (Quaver's Marvelous World of Music) We then had students move around the room to music and when the music stopped, students had to quickly and quietly get into groups that matched the meter. (Wonderful idea from John Feireband) This week, we added peacock feathers to Tanz, by Carl Orff and looked at how mixed meter looks in music as well as feels. This was a valuable lesson to see how music can change meters, unlike music they hear in their everyday lives. (A wonderful resource from Darva Campbell). We concluded our day with rhythm hoop improvisational play and how we can enhance literature by "rapping" and adding instrumental interludes to the story, "Frank Was a Monster Who Wanted to Dance". ~ Get the book here. (Wonderful ideas from www.bethsmusicnotes.blogspot.com) Or goal is to add new rhythms each week and create their own instrumental interludes and perform. See our motivation here!
Friday, September 5, 2014
To start the year, students in K-5 participated in various welcome back to school songs and an improvisational activity involving the Boomwhackers.
In addition, music students were asked what does music mean to you. check out some of the incredible answers students created below.
We are currently in the middle of our first unit, Music is a Language. Our primary focus is on beat, meter, and rhythm. Our students are having a blast incorporating children's literature and music during class. More pictures and videos on their way!
Sunday, August 31, 2014
A few important announcements to note... We have already begun learning music for our second grade performance of "Spaced Out". This exciting musical parallels the second grade unit on space and is sure to please the audience! Students have been signing up for special roles in music class and may have brought home a script to practice. Auditions begin next week on your child's music day. Please click on the Spaced Out tab above for more details. Our performance will be October 2nd in the Dolvin Elementary Cafeteria. Please e-mail us if you have any questions. We are excited to share concert etiquette information for the students and parents in the next following weeks.
There have also been several questions regarding this year's 4th and 5th grade chorus. Letters will be sent home this week with details. This year, chorus will be moved from Mondays to Thursdays due to Mrs. Evans' schedule from 2:30 - 3:30. We will hold our first rehearsal Thursday, September 11th. All paperwork should be submitted no later than September 10th. You are welcome to complete your form online by clicking here. Again, please direct any questions to the music department at email@example.com or firstname.lastname@example.org.
For constant updates, we encourage you to follow our blog, Twitter @EndicottSpot, and Instagram @dolvinmusic. You can click the links on the right column of the main page.
We look forward to another great year! Be checking regularly as we hope to post student work soon!
Saturday, April 12, 2014
Our performance will be Thursday night, May 1st, at 6:00 PM in the cafeteria. Dress for the concert will be costumes based on roles or choice. We will send home paperwork with specifics after the final audition. Please plan on meeting us in the cafeteria in full costume at 5:30 PM so we may begin warming up and working on trouble spots.
We may hold a morning performance for the student body. Please check back for updates. Students will need to wear their costumes to school for the performance.
One more exciting announcement! We will be streaming the performance live the night of the show for parents or family members unable to attend. Scroll to the bottom of the page and RSVP now to have a reminder sent to you directly. www.ustream.tv/channel/dolvin-elementary-musicals
Chorus auditions are currently underway. Click below to sign up for auditions. This year, we will be collecting videos of auditions via flash drive, CDRs, YouTube links, or through Edmodo. Lyrics and music will be found online through our Edmodo group. Students wishing to audition must sing along with the instrumental accompaniment track. Dance groups will need to audition with their complete dance group along with the vocal track. Please let us know as soon as possible if your child cannot submit a video so we may set up an appointment to audition at 7:15 AM prior to the school bell.
Chorus Audition Sign ups
Disney Spectacular Lyrics: Click here and on Edmodo
Disney Spectacular MP3s: Click here and Edmodo (coming soon!)
E-mail to set-up an audition time at school.
Follow us on Twitter and Instagram for constant updates.
Tweets about "#DolvinMusic"
Friday, January 24, 2014
|Designing and Making An Instrument : Instrument Creation|
|Teacher Name: M Endicott|
|Student Name: ________________________________________|
|CATEGORY||4 - Above Standards||3 - Meets Standards||2 - Approaches Standard||1- Below Standard||Total|
|Construction Materials||Appropriate materials were selected and creatively modified in ways that made them even better for the purpose.||Appropriate materials were selected.||Most of the construction materials were appropriate, but 1-2 were not.||Construction materials were not appropriate for the purpose.||/4|
|Appearance||Instrument is decorated creatively within the assigned theme.||Instrument is decorated attractively.||Instrument is decorated, but sort of messy looking.||Instrument is not decorated OR is very messy.||/4|
|Quality of Construction||The instrument shows considerable attention to construction. It is sturdy, neat and will stand up to repeated playing over a period of time.||The instrument shows considerable attention to construction. It is reasonably sturdy and neat and will stand up to being played more than once.||The instrument is neatly constructed but is fragile and will probably not stand up to being played more than once.||Pieces are missing or falling off. Seems \"slapped together\" in a hurry.||/4|
|Quality of Sound||Instrument offers a wide dynamic (volume) and/or tonal contrast (pitch).||Instrument offers some dynamic (volume) and/or tonal contrast (pitch).||Instrument offers little variety in sound.||Instrument offers no variety in sound.||/4|
|Time And Effort||Much time and effort went into planning, design, and construction.||Time and effort went into planning, design, and construction. Student could have put in more time and effort at home.||Student clearly did some work at home.||Student put in no additional effort.||/4|
|Demonstration||Presenter speaks loudly and clearly. Instrument is visible to class and its use demonstrated. The instrument is named and the process for making it is described clearly.||Instrument is shown to class and its use demonstrated. The instrument is named and the process for making it is described clearly. It was hard to hear the presenter.||Instrument is shown to class and its use demonstrated. The instrument is named and the presenter describes a few of the steps of making it.||Instrument is shown to class and is named. The student cannot describe the process used to make it OR cannot demonstrate it.||/4|
|Paragraph||Student typed paragraph and included all needed information. (description of instrument construction, reason for choosing that instrument, and how the instrument changes pitch in relation to science.)||Student typed paragraph and included most of the needed information.||Student did not include the correct information and / or did not type the paragraph.||Student did not complete the typed paragraph.||/4|
|Knowledge Gained||Student can accurately answer 5 questions posed by teacher or peer related to the research, the instrument itself or the process of building it.||Student can accurately answer 3-4 questions posed by teacher or peer related to the research, the instrument itself or the process of building it.||Student can accurately answer 1-2 questions posed by teacher or peer related to the research, the instrument itself or the process of building it.||Student cannot accurately answer questions.||/4|
|Date Created: Feb 16, 2013 08:41 am (CST)|
Monday, January 13, 2014
Please let me know if you have any further questions.