Wednesday, 20 November 2013

2/4 Tuesday - Labeling Recorders and More Floor Staff Games

My Grade 4s and 5s are gearing up for recorders, the Grade 6s have started playing their ukuleles, and I am ready for a vacation!

1. Labeling Recorders

I ordered my recorder and book package from Music Play again. Click here for more information. Again, the recorders arrived within a week. I spent two periods today labeling the student books and recorders. 


Last year, I wrote a post on labeling recorders. I was proud of myself for finding the gold Sharpie marker and had high hopes for its success. It worked well on the cases but smudged off over time on the recorders. So this year, I still labeled the cases with the marker but used my label maker for the actual recorder. We'll see how the label stands up.

2. Free Music Posters

Check out the Music posters that came with my recorder order...for free! Now, I just need to put them up in my room somewhere. Every time I place a large order with Music Play they throw in something for free. I'm very loyal now! They also gave me a free "Recorder Spirituals" book for duets with a recorder and piano. 





3. More Staff Games

To prepare my Grade 4s and 5s for note reading, I set up my floor staves again. Note: Last year I did not remove the tape until the end of the year. Bad idea! We had to scrape it off the floor (and by "we" I mean my poor Grade 4 helpers) so I won't be leaving it all year this time. Read this blog post for more staff games that I've played with my kiddies.
For this game, I split the class into two teams. I had each time brainstorm a list of words they could make using the letters of the musical alphabet. They wrote their list on a whiteboard. 

The students then had to choose one person from their team to place the letters (foam circles) correctly on the staff. I really had to emphasize putting the notes on in order from left to right. Each team would get one point per letter in the word with 0 points if the word was spelled wrong or placed on the wrong line or space. The students quickly caught on that they would get more points if they used their longest words first.

This game is actually a pre-teaching activity that I am using to prepare them for their note naming culminating assignment (more to come)!

Don't forget to check out Stay Tuned for more ideas from other Music teachers!

Saturday, 2 November 2013

Progress Report Card Comments

Today I am feeling liberated! This week our school had it's District Review. Principals and the superintendent visit every single teacher to check out what is happening in the classrooms. They ask the students questions (What are you learning? How do you know when you are successful?) and watch a bit of a lesson. This was a 15 minute visit but a lot of preparation goes into it. I will share my lesson later on this week.

I also just finished my report cards! Yay! These are the comments I came up with for the Progress Reports:

(By the way, *N* = name of student, *4* = He/She, *2* = his/her, *1* = he/she)

Grade 8

In Music, *N* performs a variety of simple and complex pieces, sets specific goals for improvement, and responds to music *1* listens to with detail.

In Music, *N* performs a variety of simple pieces, sets goals for improvement and responds to music *1* listens to.


In Music, *N* is experiencing difficulty performing a variety of simple pieces, setting goals for improvement and responding to music *1* listens to. As a next step, *1* should practise three times a week at home or at school.

Grade 7

In Music, *N* is able to assemble *2* instrument, play with correct posture, and can apply the steps needed to play the first three notes. *4* can produce a clear sound and has demonstrated great initiative so far this term. 

In Music, *N* is able to assemble *2* instrument, play with correct posture, and can apply the steps needed to play the first three notes. 

Grade 5 & 6

In Music, *N* is able to create and perform a rhythm composition through clapping and playing on rhythm instruments. *4* participates with enthusiasm in all of our activities and thoroughly reflects on *2* learning.

In Music, *N* is able to create and perform a rhythm composition through clapping and playing on rhythm instruments. *4* actively participates in all of our activities.


In Music, *N* is experiencing some difficulty creating and performing a variety of rhythm patterns by clapping and playing them on rhythm instruments. As a next step, *1* is encouraged to use a variety of internet tools and games to reinforce *2* learning of rhythm symbols. 

Grade 4

In Music, *N* consistently keep a steady beat and is able to compose and clap a rhythm pattern while another student claps a different pattern.

In Music, *N* keeps a steady beat and is able to compose and clap a rhythm pattern while another student claps a different pattern.

In Music, *N* is beginning to keep a steady beat. *4* has difficulty clapping a rhythm pattern while another student claps a different pattern. Next Steps: *N* will be working in a small group to practise clapping simple rhythms. 

Grade 2

In Music, *N* can consistently keep a steady beat using rhythm instruments and accurately uses rhythm symbols to represent one and two sounds per beat. 

In Music, *N* can keep a steady beat using rhythm instruments and can use rhythm symbols to represent one and two sounds per beat. 

In Music, *N* is beginning to keep a steady beat using rhythm instruments. *4* has difficulty using rhythm symbols to represent one and two sounds per beat. As a next step, *N* can work on maintaining focus during class lessons and discussions.

Kindergarten

*N* explores the elements of music (e.g., beat, volume, pitch) through singing songs, clapping, and moving in different ways. *1*can accurately make a “music map” to show the pattern of high and low sounds in a familiar song. *N* always follows instructions and joins all our musical activities with confidence and enthusiasm.

*N* explores the elements of music (e.g., beat, volume, pitch) through singing songs, clapping, and moving in different ways. *1* is learning how to make a “music map” to show the pattern of high and low sounds in a familiar song. *N* follows instructions and joins all our musical activities.