Grade 6, 7, 8 - Due dates

The Elements of Music "Music Appreciation" assignment presentations* will take place on the following dates for these classes:

6-1: January 29
6/7: January 27
7/8: January 23
8-1: January 27

* Remember to bring your devices or songs in!

Each class will have had their in-class work period before then.

Grades 4 and 5 - Soprano Recorder Fingering Chart

Click here to download a PDF version of the fingering chart for the soprano recorder:

Soprano Recorder Fingering

Students can also use this interactive recorder chart online.

This can be used as a reference when students are playing the notes. Students will be receiving a copy of this in class.

Grades 4 and 5 - Recorders

The grade 4 and 5 students will be delving further into developing their skills on the recorder. This is the music notation for the song that the students will be learning, and they will all receive a copy as well.

Primary Music

This January, in the Primary grades, students will be developing their music knowledge as we explore Canadian and other songs, incorporating their own ostinato (repeated) patterns to the songs. We will be exploring this to varying degrees depending on grade level.

We will be using the songs "My Paddle's Keen and Bright" and "Land of the Silver Birch" to begin out explorations: http://www.youtube.com/watch?v=7zDTdKRqZ9g

Lyrics:
My paddle's keen and bright
Flashing with silver
Follow the wild goose flight
Dip, dip and swing

Dip, dip and swing her back
Flashing with silver
Swift as the wild goose flies
Dip, dip and swing

Land of the silver birch
Home of the beaver
Where still the mighty moose
Wanders at will

Refrain:
Blue lake and rocky shore
I will return once more
Boom diddy-ah da, boom diddy-ah da, boom diddy-ah da, boom

There where the blue lake lies
I'll set my wigwam
Close to the water's edge
Silent and still

Refrain

My heart grows sick for thee
Here in the low lands
I will return to thee
Hills of the north

Refrain

Grade 6, 7, 8 Music Appreciation

Happy 2014, and welcome back! In grades 6, 7, and 8 we have begun to explore music appreciation more fully, while using the ideas and vocabulary related to the Elements of Music to support our discussions.

Students will have 2 weeks and one class work period to complete this assignment and present it in their chosen groups or individually, and are encouraged to chose Canadian songs and artists to explore.

Students will be using the Critical Analysis process in their explorations of music appreciation, and are reminded to consider the importance of the cultural context of their song. Why is it important to the culture where it originated? What was going on at the time historically, and what was the impact that the song had?

Elements of Music

Pitch – Are the notes or voices high or low? Is the song in a major (pleasing) or minor (dissonant) scale?

Duration – Is the tempo andante (a walking pace), largo (slow), or other? What is the meter (4 4 time or other)? Is the beat steady or does it change? Are the notes staccato or legato?

Timbre – The quality or colour of the sound. What instruments are used? What feelings do they create in the song? Using words like: soft, harsh, brassy, thin, mellow, bright, dark, etc.

Dynamics and other expressive controls – Is the song loud or soft? Are there crescendos (getting louder) and decrescendos (getting softer)? Are they sudden or do they happen slowly? Do the notes rise and fall or do they stay mostly the same? Are their jumps between notes (intervals)?

Texture/harmony – How many lines of music can you hear? Is the song thin or thick sounding? Are there any ostinatos (repeated rhythms)? Are there harmonies? Do they sound major or minor?

Form – Is there a repeating chorus? Do the words rhyme? What is the pattern (ie. ABAB)?

(Canadian) Song Rubric

	Level 1	Level 2	Level 3	Level 4
Knowledge and Understanding	Name displays knowledge of the elements of music and understands how the song uses these elements with little effectiveness.	Name displays knowledge of the elements of music and understands how the song uses these elements with some effectiveness.	Name displays knowledge of the elements of music and understands how the song uses these elements with considerable effectiveness.	Name displays knowledge of the elements of music and understands how the song uses these elements with a high degree of effectiveness.
Thinking	Name displays critical and creative thought processes with little effectiveness.	Name displays critical and creative thought processes with some effectiveness.	Name displays critical and creative thought processes with considerable effectiveness.	Name displays critical and creative thought processes with a high degree of effectiveness.
Communication	Name communicates ideas with little effectiveness.	Name is able to communicate ideas with some effectiveness.	Name is able to communicate ideas with considerable effectiveness.	Name is able to communicate ideas with a high degree of effectiveness.
Application	Name makes connections between this song and other contexts with little effectiveness..	Name makes connections between this song and other contexts with some effectiveness.	Name makes connections between this song and other contexts with considerable effectiveness.	Name makes connections between this song and other contexts with a high degree of effectiveness.