A performance by 3M on recorders!

3M composed, rehearsed and performed a recorder piece. They followed the process of composing a rhythm and then added pitches to the rhythm to create the melody. Enjoy!

3L become composers!!

3L wrote a recorder piece all by themselves! They composed a rhythm, then added notes to it in order to form the melody. Enjoy!!

3W Recorder Composition!

Here is a video of 3W performing a recorder piece that they composed themselves! They started by writing a rhythm, then added pitches to the rhythm to form the melody. Enjoy!

Grade 3 Music Update!

Grade 3 music students are currently focusing on the central idea that 'we can explore music history through research.' Students have been collaborating with their peers to research either a musical composer, period or piece. 

They have used research skills in the library and ICT skills to create PowerPoint presentations to show their findings to the rest of the class.

Additionally, students are also currently learning to play the recorder in this unit as the practical component. Students are learning to read traditional rhythmic and pitch notation on the treble clef. To complete this unit, students will be composing their own song on the recorder!

Overall, this unit addresses the following CIS benchmarks for grade 3 music-

MU1.3.G Perform on pitched instruments, in rhythm, with appropriate dynamics, and maintain a steady tempo.

MU1.3.I Perform on instruments, in groups, demonstrating awareness of other players.

MU3.3.A Identify and interpret quarter, eighth, half and sixteenth notes and rests in traditional rhythmic notation.

MU3.3.B Read simple pitch notation in the treble clef.

MU6.3.A Describe in simple terms how the elements of music are used in musical examples from various times and places. 

Grade 5 Music Update!

Grade 5 music students are currently exploring the central idea that 'music can be used to represent times of peace and conflict.' We have been focusing on African tribal drumming.

Students are currently working in 'tribes' to compose, notate, rehearse and perform their own drumming composition. This unit addresses the following benchmarks-


MU3.5.B Use standard notation to record musical ideas, notating meter, rhythm, pitch and dynamics.

MU6.5.A Identify distinguishing characteristics of representative musical styles from more than one culture. 

MU6.5.C Demonstrate appropriate audience behavior.

Kindergarten "Musical Elements"

How can a piece of music called “Fireworks” relate to the notion that “musical elements are used to pull and push musical themes”? Kindergarten Music class has been very active in this unit exploring sounds that suggest pulling and pushing. They shared ideas of motion or stillness, long breath or short breath, instrument sound lengths, and  fast or slow speeds. The sound concepts discovered in “Fireworks”  wonderfully illustrate how different sounds can have different meanings . Whether responding by creating music with non- pitched percussion instruments, following a sound scape "Fireworks score" or moving to "Partita No. 3 in E Major for Solo Violin" in a circle and partner dance, students connected to the musical directions: more or less movements, pull the sound and push the sound when playing the instrument. Such activities link to the benchmarks of creating pieces of music using instruments, describe characteristics of music and the various uses, and how to follow a simple graphic score. The focus of the next Unit connects nicely with these activities as students will inquire into “Playing my part in music has responsibilities”. We will be exploring how we can use our musical background knowledge to create accompaniments and feel the beat as we sing.

Grade 2 Unit 3 Newsletter Journeys

Grade 2 Music is focusing on the phrase "Journeys we have made, influence our musical expression" for Unit 3 Music's theme. Students are exploring the different musical roles of a solo voice and an accompanying voice or voices in a musical work. After listening to a variety of different types of music, students were able to discern the difference between main musical lines and secondary or accompanying musical lines in a work. They showed understanding by drawing and writing down their impressions. To further engage students in these concepts, eight sentences or "lyrics" to describe their Holiday journeys were written. Students were encouraged to use their photo journey texts from the homeroom class activity as lyrics as well. Next, a four beat instrumental rhythmic pattern was created to accompany an invented 3 note melody, in order to compose a song with accompaniment! Small group in class performances of the musical Journey compositions allowed students opportunities to reflect and describe in musical terms a performance  (benchmarks MU.2.A.) and to demonstrate an awareness of others as they perform in an instrumental group (bench mark MU1.2 I.)

The Hawaiian instrument, the Ukulele  whose name means "the gift that came here" (" Uku" meaning "gift" and " lele" meaning "to come" in the Hawaiian dialect and was brought to Hawaii by Portuguese explorers) was introduced. Students explore the chordal and accompanying role of the instrument through out the unit.