October 22, 2012

Grade 6:
Our goals for this week are to improve our ability to perform from a vocal score by using the rhythmic notation and melodic contour as we sing, and to improve our ability to analyze music using our knowledge of the elements of music and the greatness indicators.
While listening to songs during our first class, student groups will use a place-mat to describe the elements of music list indicators of greatness. Groups will then share their ideas with the class. (Our goal is to describe what we hear using proper terms, and support our opinions.) We will co-construct success criteria for our "great song" solos and assign the first 4-5 performers for next class.
During our second class of the week, we will hear some "great song" performances, and will will continue  working on "Alleluia".
Homework: Students will receive a graphic organizer and should select one song from their song list and analyze what they hear using their knowledge of elements and greatness indicators.

Grade 7:
Our goals for the week are to finalize our instruments and develop an understanding of beat and rhythm through listening, performance and composition.
During the first class of the week, we will take up the instrument test from last week. Then, we will play "musical chairs" where we will place ourselves in particular chairs based upon our instrument choice(s), and support that choice through performance. Final instrument assignments will be made by the end of the week and students will receive an "Instrument Assignment Letter" to take home.
During the second class of the week, students will work with "House Rhythms" manipulatives to explore the concepts of beat, rhythm, and about a variety of durations. A composing assignment using those durations will be handed out and is due next class.
Homework: complete Composition #1 and share Assignment letter with parents.

Grade 8:
Our goals for the week are to finish our solo performances and note learning for "Sousa Times Twosa", and begin our group composing for War.
During the first class of the week, students will play through sections A through the end of "Sousa" and receive feedback on their performance. Then, they will work on developing a "bank" of sounds which they can contribute toward a sound composition on the theme of War. Each student will be responsible for creating 3 "war" sounds using their traditional instrument and 3 sounds using non-traditional instrument(s), and entering them on their War Composing Sound-Bank sheet.
During the second class of the week, students will perform "Sousa" again, to demonstrate improvement based upon feedback. Then, students will join with other group members to share, organize, and plan their war composition which should be performed for the class in one week.
Homework: Complete sound bank worksheet, and practise Sousa based upon feedback.