Week 6 - How I Manage a Hectic Holiday Schedule

As I was sitting in church Sunday morning listening to the Psalm, I took a good look at the date. "October 5? That can't be right!" I thought... but it was and that means I have to introduce the Christmas concert audition process this week to the students at one of my schools. The other school is not having a Christmas concert. Instead they will have a 3-5 Winter Concert in January and a K-2 Spring Concert in April. They will then have a Christmas Sing-a-long towards the end of December, but that does not take NEARLY the amount of prep that a concert does. (As you all know)

Now after reading this you probably are wondering how I can keep everything straight. Sometimes I wonder the same exact thing, but here is kind of a glimpse into 'my world'.

My students at Bonduel Elementary always have two separate Christmas concerts, one in the morning and one in the afternoon each year. This year I decided that I am going to do a multi-cultural themed Christmas concert. I'm teaching some new songs, but also throwing in some common songs like Feliz Navidad and We Three Kings. I'm hoping this will appease my audience while still allowing me the opportunity to explore some newfound treasures. (I can tell you more about the songs we're singing and the programs I created in a couple weeks)

I have a very efficient audition process, which takes place during my music time. It includes instrument, speaking, and singing parts all in one day! I have 45 minute classes so I can fit it all in, but at the school with 30 minutes (more like 25 minutes) it normally takes two class periods. If you want to learn more about my audition process check out these two blog posts from last year:
Preparing Students for the Audition
What I Grade on for Try-outs

My students at Fairview Elementary will be continuing on with their lessons on beat, rhythm, solfege, etc. This can be ultra confusing! However, how I work it out I mostly focus on lesson planning for Fairview. Then everything I do with my students at Fairview during the concert prep months becomes my plans for Bonduel after concert season.

Week 6
Kindergarten
The next few weeks I will be assessing students five voices. I do this with a sort of a game. I take a familiar song we know like Chop, Chop or Frog in the Meadow and I call students up to the front of the room (or the back for those shier students). I whisper in their ear the voice I want them to use for the song and they demonstrate it for the class. This helps me figure out if they understand the correct vocabulary and also that they are able to use the correct voice. It is even better because students have to then determine what voice the student used.

Songs we are singing in Kindergarten this week:

• The More We Get Together
• Chop, Chop Chippity Chop
• Frog in the Meadow
• Purple Light
• Pitter, Patter
• She'll Be Comin' Round the Mountain
• My Aunt Came Back
• Engine, Engine Number Nine
• William He Had Seven Sons
• Pete the Cat Rockin in my School Shoes

1st Grade
After being introduced to beat and rhythm last week, students are continuing to practice seeing the difference between the two. I show students slides of songs they know with the beat and then show them with the rhythm. Students have to determine, which is which. Students this week are also starting to identify one sound beats and two sound beats (ta & ti-ti). We are focusing on the songs Bobby Shaftoe and Engine, Engine for this analysis.

Songs we are singing in 1st Grade this week:

• Bobby Shaftoe
• Engine, Engine Number Nine
• Beat vs. Rhythm Presentation

2nd Grade
Students are working on composing short patterns using the notes we know: ta, ti-ti, rest, and ta-a. We are practicing how to draw these rhythms with the beat. We practiced yesterday by drawing patterns up on the SMARTboard. I also drew some rhythms incorrectly and students had to find the mistakes in the rhythms. They had a lot of fun with that. Especially because I really ham it up and make it seem like I'm just 'positive' I'm right. This practice will be very handy when it comes time to do their final composition project where they use half notes, half rests, whole notes, and whole rests. From past classes I know this is something I need to take more time on. Students get that certain notes are more than one beat, but they don't always show it the correct way in their compositions.

Songs we are singing in 2nd Grade this week:

• Frere Jacques
• Here Comes a Bluebird
• Who's That Tapping at my Window
• Phoebe in her Petticoat
• Rocky Mountain

3rd Grade
3rd Grade is now reviewing the whole note and will be doing a very similar practice to what the 2nd graders are doing this week. The only difference is we will add in the whole note. When students seem comfortable with composing with these notes I'll throw in the half rest and whole rest. We'll practice changing half notes into half rests and whole notes into whole rests. Then students will be ready to work on the composition they were supposed to complete in 2nd grade. I want to make sure they really understand this concept, since in 3rd grade their composition not only focuses on beats, but also throws in half beats! (Yikes!)

Songs we are singing in 3rd Grade this week:

• Au Claire de la Lune
• My Father's House
• The Water is Wide

4th Grade & 5th Grade
Students in 4th and 5th grade are learning about low so this week. They first learned about it using Scotland's Burning, but now are also practicing throwing it in to some other familiar songs. I'm surprised how much fun they are all having with the Chicken on the Fencepost game and the dance for Tideo. One of my 4th graders told their teacher "I don't know what activity I liked more!" How can that not bring a smile to your face?

Here are the activities for you to try:
Chicken on the Fencepost Game

1. Make two circles - all students should be holding hands in their circles. They may complain about it at first, but when they see how the game works they get over it. (One inside circle and one outer circle)
2. Pick two students to be the racers (They should close their eyes while you choose 'openings')
3. Pick a set of hands on the outside circle and on the inside circle. These students will create an archway when the song ends, so the racers can get through to the middle (creating a kind of maze)
4. Racers can open their eyes as the song starts and both circles walk to the beat of the song. When the song ends the students that are suppose to create arches do and the racers try to get to the middle as fast as possible.
5. Repeat!

*Note: You can make it even harder by choosing some fake entrances. These students lift their arms creating an entry, but when someone gets close they quickly drop so no one can enter. Really fun and the kids think it is hilarious.

Here is a video of what this game looks like:


Tideo Dance

1. Students partner up
2. One partner creates an inside circle with their backs towards the middle of the circle
3. Their partner lines up with them creating an outer circle with their faces towards the middle
4. Pass one window - students on the outside move one person to their right
5. Pass two windows - students on the outside move one person to their right
6. Pass one window - Students on the outside move on person to their right
7. Jingle at the window - All students pat their legs quickly
8. Tideo - All students clap, clap, pat with the partner they are with
9. Tideo, tideo - Students slowly swing their partner
10. Jingle at the window - All students pat their legs quickly
11. Tideo - All students clap, clap, pat with the partner they are with
12. Tideo, tideo - Students slowly swing their partner
13. Jingle at the window - All students pat their legs quickly
14. Tideo - All students clap, clap, pat with the partner they are with
15. Then repeat until you are lined up with the partner you started with (or whenever you want to stop)

*Note: I normally have my students repeat the dance by switching places with their partner. That way everyone gets a chance to try both parts.

Here is a video of this dance:

*Note: The version I learned of this song does the swinging partner two times, but you could do it just once like in the video

Songs we are singing in 4th Grade & 5th Grade this week:

• Scotland's Burning
• Canoe Song
• Chicken on the Fencepost
• Lil' Liza Jane
• Tideo

What's Happening Wednesday - Week 4

Here is a glimpse into my week:
Kindergarten
This week Kindergarten is focusing on their five different voices. (Of course we still keep the beat so we have something else to DO) The voices we focus on in music are singing, humming, whispering, calling, and speaking voice. I start out the lessons by using my different voices and having students echo. This helps them hear the voices and also gives them a chance to practice each voice.

All the songs we sing this week I'll be using the different voices for. For example we will start with just chanting Chop, Chop, Chippity Chop. Then I'll have a student pick a different voice and we will use that voice for the same song. For example if they say calling voice we will then call the whole chant. They have a lot of fun wtih this.

For She'll Be Comin' Round the Mountain they will change the way the say the different sound effects. For example instead of just saying "Yum Yum!" After "We'll all have chicken and dumplings when she comes" they may choose to whisper "yum! yum!"

Songs we are singing in Kindergarten this week:

• The More We Get Together
• Echoing (This is my speaking, calling, whispering, humming, or singing voice)
• Chop, Chop Chippity Chop
• She'll Be Comin' Round the Mountain
• Frog in the Meadow
• Engine, Engine Number Nine

1st Grade
First grade is still doing a lot of review of beat in preparation for rhythm. I'm choosing different students to come up to the board and keep the beat to several different 1st grade songs. Along with this we have several games we are playing to keep the beat.

-- Games --
Lucy Locket - Students form a circle on the floor with room around the entire circle. One student who is 'it' walks around the circle to the beat while the rest of the students pat the beat on their laps. When the song is over the 'it' drops the pocket (or object representing the pocket) in the lap of a student nearby. That student picks up the pocket and chases the student around the circle. (I'm not allowed to let them run, so they walk very quickly) If the student with the pocket catches the 'it' person they get to go back to their original place. If not, they become 'it' and the student who was 'it' takes a place in the circle. Then continue on.

Bee, Bee Bumblebee - Students sit in a circle and pass the bee (or object representing a bee) to their right on the beat. Whoever ends up with the bee on out has to leave the circle and grab a rhythm instrument. They become the beat keepers and keep a steady beat while the game continues.
(I have to give Lindsay Jervis credit for the rhythm instrument idea. I had played this game before, but didn't have anything for the kids to do when they got out so this game became a nightmare and I gave up on it. I tried it with students playing the instruments and not only did it give them something to do, but students weren't passing the bee so fast because they didn't mind if they were in the circle or not.)

Apple Tree - Students stand in a circle. One student (or you as the teacher) stands with their arms extended (almost like you are forming a bridge with an imaginary student) over the circle. Students start singing and walking to the beat. At the end of the song the 'tree arms' fall down taking one student 'out'. That student helps form a bridge with the original tree. As students get out start to form more 'trees' around the circle until all students are trees or you run out of time.
(Note: I like this game and my students request it ALL the time. The only problem is I do have a lot of students that don't follow the rules. Some want to become a tree so they purposely walk really slowly or take small steps and some don't want to be so they speed through the trees.)

William He Had Seven Sons - One student is the leader. They sit in a chair in the front of the room and keep a steady beat however they choose to. Students in their chairs follow the leader keeping the beat the same way. Student who is leading can choose one way to keep the beat or mix it up, just as long as they stay on the beat.
(The first time I play this I normally encourage them to have only one way, but once we get good at it they can pick more)

Songs we are singing in 1st Grade this week:

• Engine, Engine Number Nine
• Cobbler, Cobbler
• Lucy Locket
• Bee, Bee Bumblebee
• Apple Tree
• William He Had Seven Sons
• Bobby Shaftoe

2nd Grade
2nd grade is almost ready to learn about the half note. They are singing several songs with both half notes and whole notes. Next week we will actually learn about the half note and put it into some of these songs we have been singing. To prepare, this week students are coming up to the smartboard and keeping the beat to all of the songs they know. Classes also got a chance to look at the rhythm of the song, but only with pictures. They noticed how certain notes are longer than one beat. I picked a few students to play the rhythm with a rhythm instrument to help reinforce it.

Songs we are singing in 2nd Grade this week:

• Au Claire de la Lune
• Frere Jacques
• Here Comes a Bluebird
• My Father's House
• Who's That Tapping at my Window

3rd Grade
3rd grade is continuing to review whole and half notes this week. We are singing these songs (some new and some old) and then practicing keeping the beat and clapping the rhythms.

Songs we are singing in 3rd Grade this week:

• Au Claire de la Lune
• Frere Jacques
• Here Comes a Bluebird
• All Through the Night
• Who's That Tapping at my Window
• My Father's House
• The Water is Wide

4th Grade & 5th Grade
Have finished reviewing ti ta ti and have begun to work on songs that use low la and low so, since this is where we left off last year. More than likely we will not have much time after introducing low la and low so because we will have to start with concert prep in just 2 weeks! Ugh...

4th and 5th graders also learned the dance for Alabama Gal. They really like it and ask to dance it on a regular basis. :-) Here are some picks of my classes dancing:



Songs we are singing in 4th Grade & 5th Grade this week:

• Scotland's Burning
• Chicken on the Fencepost
• Lil' Liza Jane
• Tideo
• Alabama Gal
• Pirate Pairrrrs Game - Pentatonic

Must Have Monday

I've been planning to link up to this party all day, but I've been busy working on more products. I have been out of town all weekend, so tonight was the first free minute I've had since last weekend! Yikes!

If you are interested in linking up to this party too, just click the picture above!

This is a great time to get your wishlist together for the big Teachers Pay Teacher's Sale from 5/6-5/7!

1) A must-have I've created
I have several and one I would say is definitely my Music Street file. Especially the manipulatives. These are great for cutting and laminating. It helps my students that are hands on learners.



Everything in this file comes in black and white and color! :)
I'm currently working on updating this EVEN MORE in the next few weeks.


I also love all my song files. They are greatly paired with my music street, but also work on their own! Each file I have puts Music Street right in it. I also add different interactive games or activities at the end to assess your students knowledge. Here are some pictures of different song files in my shop. Click the picture to go to the product in my store:



2) A must-have I've gotten from another teacher
One of my favorite things right now is the Lines and Spaces Worksheet bundle I purchased from Lindsay Jervis. I'm currently using this with my Kinders and they just love it. Check it out by clicking the picture below:


3) A must-have that I'd like to have
I kind of have a clip art addiction, so it is difficult to pick. However here are some pictures of clip art I would really love to buy during this sale. Click the pictures to check out the actual product: That's all for now! I'd love to know what is on YOUR wishlist! :)