Dec 13, 2013

The House that Drac Built

MBES fourth and fifth grade students worked on an instrumental activity for a few weeks leading up to Halloween. Instrument parts were written to go along with the repeating phrases of the book The House that Drac Built, which was based on the book The House that Jack Built

This activity incorporated our Orff instruments, which includes xylophones, glockenspiels, and metallophones. (Thanks to the hard work of the PTO and fundraising by our students and community, we raised enough money to buy some more Orff instruments! Yay!) Then, we added some classroom percussion instruments along with the Orff instruments. Each instrument would enter in succession until all instruments were playing together. It sounded really cool with all those instrument sounds going at the same time! Students were learning simple rhythm/tonal patterns on the instruments, instrument technique, and playing in an ensemble. They loved playing these instruments, and I can't wait to add to our collection!

The Children - glockenspiel and woodblock

The Mummy - metallophone

The House - boomwhackers

The Bat - glockenspiel

The Werewolf - xylophone

Pumpkin Carols

During the Halloween season, our third, fourth, and fifth grade students re-wrote the lyrics to familiar tunes to fit a Halloween theme. They worked in groups and had to choose a tune, work together to rewrite the lyrics, and perform their song for the class. The standout Pumpkin Carols were displayed in our hallway outside the music room. I was very impressed with the song-writing creativity of our students!

Second Grade: Music Terms

Our second graders have been learning the definitions of different musical terms. First, we learned about all the dynamic levels used in music (loudness and softness) by creating a rainstorm with classroom percussion instruments. We did several movement activities to experience other musical concepts like legato (smooth and connected notes), staccato (short and separated notes), crescendo (gradually getting louder), and decrescendo (gradually getting softer). We also learned the musical symbols for these terms and how to identify them in a piece of music. Then, we reviewed all of these concepts/terms with centers. Students are split into groups, and each center has a different activity that focuses on the concepts we learned. Here are some students hard at work (and having fun!) at centers:
Playing different dynamic levels on classroom instruments

Excited about matching musical terms!

I think it's a match!

Simon Says Symbols on the SMART Board

More instrument dynamics