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Favorite Quotes

One Person Can Make a Difference and Everyone Should Try!

John F. Kennedy

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May I never get too busy in my own affairs that I fail to respond to the needs of others.

—Thomas Jefferson

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He who dares to teach must never cease to learn.

Unknown Source

It is the supreme art of the teacher to awaken joy in creative expression and knowledge.

Albert Einstein

A School Song

At Las Palmas Elementary

We're learning how to grow

From friends, staff and teachers

We learn what we should know

And just like hawks in bright skies

We're learning how to soar

There's hope for our future

Every day we feel it more

BELIEVE, ACHIEVE, SUCCEED (2X)

GO PIPERS!

K-3 Music

Serving Marblehead, Kinoshita, Vista Del Mar, Las Palmas, Clarence Lobo and Ambuehl Elementary Schools. 

Professional Site: https://MrsEvans.me

NEWS! Updated: 4-10-2017

  • Kids of all ages, check out the MUSIC GAMES on the MUSIC FUN page.
  • If you have world instruments or other rhythm instruments you would like to donate to the music program contact Mrs. Evans at shevans@capousd.org

General Music Class Info.

I will post what each class is learning every week in AT A GLANCE (see below).

I have found great success in developing my students' inner ear, sense of relative pitch as well as proper vocal development and posture through the use of fun vocal exercises like Brrring, Sirens and Solfege (hand positions to DO RE MI FA SOL LA TI DO scale). We sing some songs using our hand positions too and the end result is impressive. Please ask your children to demonstrate : ).  

Check AT A GLANCE Archives for earlier date entries

AT A GLANCE

4-10-2017

KINDERGARTEN at LP— Opening warm-ups, review all music concepts and added a new core concept—Music can be fast or slow using a fast/slow chart of pictures to reinforce.  We sang some songs at fast and slow tempos.  We talked about how squirrels vs. bears behave in the winter right before the snow falls.  We sang Did You Ever See a Squirrel/Bear? with fun actions including snoring for the hibernating bear!

FIRST GRADE at LP—Opening warm-ups. Opening Warm-ups and SO MI LA song called The Clock. Introduce new concept sentence: Music can be short or long. Staccato, Legato, Legato. We did a scarf movement piece to the Syncopated Clock by Leroy Anderson.  We studied FORM (ABACA), articulation words STACCATO and LEGATO as well as the TRIANGLE and CODA.

SECOND GRADE  at LPWe learned the last two solfege hands TI and DO.  We sang the Sound of Music piece, Doe a Deer.  We reviewed 8 DYNAMIC terms in Italian and English and used them to sing America the Beautiful. Using the “Doggone Dynamics” DYNAMICS practice card we reviewed the Italian words in groups of two with one playing the role of teacher and the other one the role of student and then we switched roles.

3-27-2017

KINDERGARTEN at LP— Opening warm-ups, review all music concepts.  Introduce new concept ‘F’ Means Loud.  We talked about music language is based on Italian and they saw where Italy was on a map. After reviewing other loud/soft songs the children learn the song Grizzly Bear, Grizzly Bear. We act out the song recognizing the one word that is loud: “mad”. If there was extra time we sang This Little Light and If You’re Happy and Alabama Gal.

FIRST GRADE AT LP— FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. We sang The Fishing Song, Poor Hand is Shaking.  We reviewed American Salute and When Johnny Comes Marching Home. Review concept sentences and introduce Music Can Be Fast or Slow.  This is TEMPO. We learn The Mulberry Bush. Then we sing it using either fast or slow TEMPOS on each verse.  We ACTIVELY LISTEN to Igor Stravinsky’s Russian Dance and identify the FORM as Fast, Slow, Fast. We perform Form the Corn.

SECOND GRADE at LP— Opening warm-ups as listed above and sang DO RE MI SO LA and continued with part 2 of the Solfege Song.  Students reinforced rhythm skills focusing on TA, TI-TI, Quarter REST, and TA-AH using rhythm flashcards. The lesson focus was Japan and the traditional song Sakura. We discussed the words to the song again.  We analyzed the RHYTHM to each line identifying every line that had a rhythmic match.  We clapped and sang the rhythmic patterns.  We did a movement activity called Kazachok, a Russian dance. Everyone played Mrs. Evans’ gong.

3-20-2017

KINDERGARTEN at LP—Opening warm-ups, reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin.  Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Shake Your Sillies and song. Hooked on Swing.

FIRST GRADE AT LP—Opening warm-ups and solfege hand sign work with SO MI and LA to the songs Look at Me and The Clock. We sang I’m a Little Teapot in all three DYNAMICS and then learned the American folk song When Johnny Comes Marching Home. We ACTIVELY LISTENED to American Salute by Morton Gould that uses the theme of When Johnny Comes Marching… in the piece.  The students listened to the song and identified the number of times the song was played by forming a tally using Popsicle sticks.  We discovered Morton Gould used it eight times in American Salute.  Each time was a different variation.

SECOND GRADE at LP—Opening warm-ups and solfege hand sign work. We discussed Pretty Horses lullaby and reinforced DYNAMICS, PITCH, TEMPO and CHARACTER. All the students played the resonator bells on the 4-phrase down pitch melodic line. Students rocked stuffed animals.  Mrs. Evans introduced Sakura our song from Japan. We reviewed the words, sang the song. I showed them pictures from Japan and played my gong for them.

3-13-2017

KINDERGARTEN AT LP— Opening warm-ups. We learned part 2 of a school song (see home page) We are working on our hand positions for SO and MI solfege. Introduced the first music concept sentence based on opposites: Music Can Be Loud or Soft. Discussed a loud/soft chart of pictures, learned a loud/soft song called Hey Betty Martin and changed our hand positions with the words of the song. Added different animals as we sang the song. If there was time we did Aerobics from A-Z.

FIRST GRADE AT LP— Opening warm-ups. Reviewed the key Kindergarten curriculum/songs from last year.

SECOND GRADE at LP— Opening warm-ups as listed above, reviewed the school song (see home page), and moved to Who Wants to Dance?  We discussed lullabies (What, Who, When, Character, DYNAMICS, TEMPO, lyrics and PITCH). We discussed the lyrics to All the Pretty Little Horses.  We identified repeated MELODIC PATTERNS and PITCH. We rocked little stuffed animals and showed the downward PITCH using our thumbs for four of the lines in the song. 

3-6-2017

KINDERGARTEN at LP—After warm-ups we sang the Welcome Song.  Students learned Part 1 of the School Song. We read Pete the Cat, Rockin’ Red School Schools and ended if time permits with Head, Shoulders, Knees and Toes.

FIRST GRADE at LP—After warm-ups we sang the Welcome Song.  Students reviewed the School Song. We read Pete the Cat, I love My White Shoes and ended if time permits with Head, Shoulders, Knees and Toes.

SECOND GRADE at LP— After warm-ups we sang the Welcome Song.  Students reviewed the School Song. We read Señor Don Gato and sang the ending verse with Spanish claps. We played a ball bouncing question and answer game and ended with a name game called Zacoda Codi.

2-27-2017

KINDERGARTEN at LP—PARENT OPEN HOUSE

FIRST GRADE at LP—PARENT OPEN HOUSE

THIRD GRADE at LP—PARENT OPEN HOUSE

2-20-2017

KINDERGARTEN at LP— Review for Open House. Included Sleeping Bunny, Standing Like a Tree, What Are You Wearing?, and If You’re Happy.

FIRST GRADE at LP— Review for Open House. Mrs. Evans showed the class a collection of African Instruments. Reviwed Miss Mary Mack and our last concept sentence. MUSIC HAS TAS TI-TIS AND RESTS. THIS IS RHYTHM.

THIRD GRADE at LP— Review for Open House. Included Element Chant, Michael Finnegan-new verse, Orchestra Song, Yellow Submarine, Celtic Suite and playing the Pippity, Poppety Pin Game.

2-13-2017

KINDERGARTEN at LP— Opening Warm-ups and Starlight on So and Mi. We reviewed our music concept Music can be High and Low.  We sang the Bumblebee Song HIGH/LOW, Animales SPANISH SONG, Fanga STEADY BEAT and Sleeping Bunny RHYTHM.

FIRST GRADE at LP— Opening Warm-ups and SO MI LA to The Clock. Review all sentences focusing on Africa is a Continent. Oh Africa! We recited the numbers 1-10 in Swahili with Ella Jenkins.  We reviewed the Swahili song Pole Pole and add Dima, Dima and Che Che Coolay with African movement. We watched a video on the Animals of Africa.

THIRD GRADE at LP— Opening warm-ups as listed above and sang solfege scale and pattern solfege. We reviewed Pippety Poppety on solfege and English—An English party game. We learned a Celtic circle Dance and sang the Yellow Submarine by the Beatles.

2-6-2017

KINDERGARTEN at LP— Opening Warm-ups and Starlight on So and Mi. were introduced to their next music concept Music can be High and Low.  Students used their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). Through the use of a high/low picture chart and much discussion students discovered that a man’s voice is low and a woman’s voice is high and that a piano is both high and low.  Mrs. Evans used her pop up puppet, a balloon and bells to demonstrate high and low pitch.  We sang a classic song “I’m Bringing Home My Baby Bumblebee” with high and low voiced stings and a buzzing vocalization at the end. Students caught their own bees and kept them safe in their “cave-like” hands complete with a peephole as they performed the song.

FIRST GRADE at LP— Opening Warm-ups and SO MI LA to The Clock. Review all sentences focusing on Africa is a Continent. Oh Africa! We recited the numbers 1-10 in Swahili with Ella Jenkins.  We sang the Swahili song Pole Pole and add Dima, Dima and Che Che Coolay with African movement. We watched two short videos; one about a young girl named Brenda in Uganda called This is My Village and the Beauty of Africa with native animals.

THIRD GRADE at LP— Opening warm-ups as listed above and sang solfege scale and pattern solfege. We reviewed The Star Spangled Banner and introduced TEMPO through Michael Finnegan.  Italian words ACCELERANDO and RITARDANDO. We walked to three tempos FAST, MODERATE and SLOW actively listening to a hand drum. We began the hand clapping pattern for the song.

1-30-2017

KINDERGARTEN at LPOpening Warm-ups and Starlight on So and Mi. We watched the video of The Tortoise and the Hare and learned a Spanish song about animals called Animales. We ended with movement pieces called Sleeping Bunnies, Form the Corn and Action Leader.

FIRST GRADE—Opening Warm-ups. Move to the STEADY BEAT to Funga Alafia with specific parts of our body like hips, shoulders, knees and feet. We moved to Here We Go Riding our Ponies. Review concept sentences and introduce Music Can Be Fast or Slow.  This is TEMPO. We learn Hear We Go Round the Mulberry Bush. Then we sing it using either fast or slow TEMPOS on each verse.  We ACTIVELY LISTEN to Igor Stravinsky’s Russian Dance and identify the FORM as Fast, Slow, Fast. We perform Form the Corn. Extra time devoted to Miss Mary Mack partner clapping activity.

THIRD GRADE— After warm-ups we reviewed the story of our national anthem, The Star Spangled Banner.  We worked in groups of two with sentence strips to put the words in order.  We sang the song again. We reviewed the Orchestra Song and started Michael Finnegan.

1-23-2017

LP CLASSES—Music Substitute

1-16-2017

KINDERGARTEN at LP—Opening Warm-ups and Starlight sung to SO MI pitches.  Reviewed all new concept sentences including the new concept sentence Music can be FAST or SLOW along with the fast/slow picture chart.  Discuss the difference between squirrels and bears in the wintertime. Reviewed the fast/slow songs Did You Ever See a Squirrel? and Did you Ever See a Bear?,  We ACTIVELY LISTENED to Camille Saint-Saëns’ Turtles and Fleet-footed Animals from Carnival of the Animals and moved to the fast and slow tempos.

FIRST GRADE at LP— Opening warm-ups. Opening Warm-ups and SO MI LA song called The Clock. Miss Mary Mack partner clapping activity and Gilly, Gilly Good Morning. Introduce new concept sentence: Music can be short or long. Staccato, Legato, Legato. We did a scarf movement piece to the Syncopated Clock by Leroy Anderson.  We studied FORM (ABACA), articulation words STACCATO and LEGATO as well as the TRIANGLE and CODA.

THIRD GRADE— After warm-ups we sang read the story of our national anthem, The Star Spangled Banner.  We discussed the words and sang the song. We reviewed the music elements with the chant.

1-9-2017

KINDERGARTEN at LP—Opening warm-ups and reviewed the school song. We reviewed our music concept sentences and songs and moved to Form the Corn.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the songs Look at Me and The Clock.  We reviewed American Salute by Morton Gould that uses the theme of When Johnny Comes Marching and other concept sentence songs.  We moved to Action Leader.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We continued learning the song Orchestra, Orchestra focusing on strings and woodwinds. We reviewed the ELEMENTS of music BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVIZATION through a fun story called the Brilliant Marshmallow Rabbit.  We concluded with a Russian movement piece called Cazachok.

1-2-2017—NO SCHOOL

12-26-2016—NO SCHOOL

12-19-2016

KINDERGARTEN at LP—Opening warm-ups and reviewed the school song. We reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin.  Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Shake Your Sillies and Hooked on Swing.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the songs Look at Me and The Clock.  We moved to Gogo and Gilly, Gilly Good Morning.  Introduced a handclapping activity with the song Miss Mary Mack.  Introduced lesson focus sentence: Music can be “p”, “f” or < (soft, loud, or getting louder).  We sang I’m a Little Teapot in all three DYNAMICS and then learned the American folk song When Johnny Comes Marching Home. We ACTIVELY LISTENED to American Salute by Morton Gould that uses the theme of When Johnny Comes Marching… in the piece.  The students listened to the song and identified the number of times the song was played by forming a tally using Popsicle sticks.  We discovered Morton Gould used it eight times in American Salute.  Each time was a different variation.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We continued learning the song Orchestra, Orchestra. We experienced the ELEMENTS of music BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVISATION through a fun story called the Brilliant Marshmallow Rabbit.  We discussed the meaning of the first 8 ELEMENTS with listening examples from a variety of genres. We also did a circle activity that involved passing bells and other holiday objects to the partner next to us as we ACTIVELY LISTENED to Sleigh Ride by Leroy Anderson.

12-12-2016

KINDERGARTEN at LP—Opening warm-ups. We focused on steady beat with Fanga Alafia. We learned about the famous Christmas ballet, the Nutcracker by Tchaikovsky.  We viewed interactive listening maps (ILM) to Dance of the Toy Flutes, Dance of the Sugar Plum Fairies, and Waltz of the Flowers which all focused on INSTRUMENT IDENTIFICATION, TIMBRE, BEAT, FORM and TEMPO.  We read the book, Pete the Cat and His Magical Sunglasses. We also experienced STEADY BEAT and RHYTHMIC PATTERNS with the video song Sweet Beets.

FIRST GRADE— Opening warm-ups. We focused on steady beat with Fanga Alafia. We learned about the famous Christmas ballet, the Nutcracker by Tchaikovsky.  We viewed interactive listening maps (ILM) to Dance of the Toy Flutes, Dance of the Sugar Plum Fairies, and Waltz of the Flowers which all focused on INSTRUMENT IDENTIFICATION, TIMBRE, BEAT, FORM and TEMPO.  We read the book, Pete the Cat and His Magical Sunglasses. We also experienced STEADY BEAT and RHYTHMIC PATTERNS with the video song Sweet Beets.

THIRD GRADE—After warm-ups we learned about TIMBRE and FORM through an interactive listening map called Los Mariachis. We used square grids to identify all of the orchestra families and related instruments. Mrs. Evans used real instruments and instrument parts to explain the differences between families.

12-5-2016 at LP

KINDERGARTEN—Opening warm-ups. We learned part 2 of a school song (see home page) We are working on our hand positions for SO and MI solfege. Introduced the first music concept sentence based on opposites: Music Can Be Loud or Soft. Discussed a loud/soft chart of pictures, learned a loud/soft song called Hey Betty Martin and changed our hand positions with the words of the song. Added different animals as we sang the song. If there was time we did Aerobics from A-Z.

FIRST GRADE— Opening warm-ups as listed above, reviewed the school song (see home page). We sang Welcome to Music.  Then we reviewed all the music concepts from kindergarten including Hey Betty Martin, ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák, sang Hear the Thunder/Hear the Raindrops, Squirrels and Bears, Bumblebee moved to Faeries and Giants by Elgar, sang and moved to Grizzly Bear, and performed Animales. If there was extra time we sang, When I was One and Form the Corn.

THIRD GRADE—After warm-ups we learned the pattern solfege song DO RE MI, RE MI FA and moved to When I was Walking. We talked bout American Composer Ferde Grofé. We ACTIVELY LISTENED to Sunrise from the Grand Canyon Suite. We identified PITCH, DYNAMICS, TIMBRE through specific instrumentation and FORM.

11-28-2016 at LP

KINDERGARTEN-Opening warm-ups as listed above, learn part 1 of a school song (see home page), Welcome Song, Pete the Cat book, I’m Rocking in my School Shoes, Head, Shoulders, Knees and Toes, What are You Wearing? and What’s Your Name? yarn ball toss.

FIRST GRADE- Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Pete the Cat book, I Love My White Shoes, Head, Shoulders, Knees and Toes, and What are You Wearing?.

THIRD GRADE Opening warm-ups as listed above, review the school song (see home page) and the  Welcome Song. We listened to the story Senior Don Gato and sang the final verse. We performed the movement piece Action Leader with 8 student movement leaders and the moved to a Russian piece called Kazachok.

11-21-2016--VACATION

11-14-2016

KINDERGARTENOpening warm-ups as listed above, learn part 1 of a school song (see home page), and sang the Welcome Song. We sang Inka Maka.  

FIRST GRADEOpening warm-ups as listed above, reviewed the school song (see home page), and sang the Welcome Song.  We then did a circle dance to some authentic Native American Indian drumming music and added a beaded gourd and a few shakers as we sang Ina Maka, a traditional Native American Indian piece. 

THIRD GRADEOpening warm-ups as listed above, reviewed the school song (see home page), and sang the Welcome Song. We then did a circle dance to some authentic Native American Indian drumming music and added a beaded gourd and a few shakers as we sang Ina Maka, a traditional Native American Indian piece. 

11-7-2016--Substitute music class

11-3-2016—OPEN HOUSE

10-24-16

KINDERGARTEN—Saw Pumpkins, Pumpkins, Pumpkins!  Students experienced Mrs. Evans’ “magic pumpkin”, learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS that they learned including the addition of “p means soft”.  The lesson continued with a Pumpkin Patch activity where all the students turn into creative, standing pumpkin faces (Jack-0-Lanterns). Next Mrs. Evans read the story Spookley the Square Pumpkin that highlights the importance of our unique individualities and giving our best to others.  We closed with a circle activity where we passed pumpkins to the steady beat to Steady Pass the Pumpkin.  Mrs. Evans showed the students her special pumpkin with characters inside.

FIRST GRADE—Saw Pumpkins, Pumpkins, Pumpkins!  Students experienced Mrs. Evans’ “magic pumpkin”, learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS including “f” loud, “p” soft and “>” getting louder.  Then Mrs. Evans introduced the new concept sentence Music has ta’s, titi’s, and rests. This is RHYTHM. The class then read all the rhythms to the speech piece.  The lesson continued with a Pumpkin Patch activity where all the students Pumpkin Patch turned into creative, standing pumpkin faces (Jack-0-Lanterns). Next Mrs. Evans read the story Spookley the Square Pumpkin that highlights the importance of our unique individualities and giving our best to others.  We closed with a circle activity where we passed pumpkins to the steady beat to Steady Pass the Pumpkin.  Mrs. Evans showed the students her special pumpkin with characters inside.

SECOND GRADE—saw Pumpkins, Pumpkins, Pumpkins!  Students learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS that they learned and a Pumpkin Patch activity where all the students turn into creative pumpkin faces (Jack-0-Lanterns).  Then we discussed FORM through the song Pick-A-Pick-A-Pumpkin.  Mrs. Evans gave students different movements for the A and B sections. Next we did a speech piece called What is the Rhythm of This Pumpkin? and did body percussion and rhythmic reading as a group.  Quick review of The Cuckoo song.

3rd GRADE—Pumpkins, Pumpkins, Pumpkins!  Students learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS and TEMPOS.  Then we discussed FORM through the song Pick-A-Pick-A-Pumpkin.  Mrs. Evans gave students different movements for the A and B sections. Next we did a speech piece called What is the Rhythm of This Pumpkin? and did body percussion and rhythmic reading as a group. We ended by listening to the piece In the Hall of the Mountain King by Grieg as we played the 4 measure pattern I-I I-I I-I I I-I I etc. on rhythm sticks 12 times as the TEMPO got faster. Quick review of Michael Finnegan.

10-17-16

KINDERGARTEN—reinforced their new music concept “Music can be High and Low.  Students reviewed using their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). We reviewed the high/low picture chart used the pop up puppet to show high and low. Mrs. Evans brought out her bells and tested every student for aural understanding of high and low by distinguishing between the bells she played for them. She introduced a new song called Stars and Starfish reinforcing high and low. We sang a classic song “I’m Bringing Home My Baby Bumblebee. Finally we watched an Interactive Listening Map of Faeries and Giants by Elgar.  Then the boys did strong movements with a long tube as the giants and girls used scarves and danced like fairies.

FIRST GRADE—Opening Warm-ups.  We continue with Africa is a Continent. Oh Africa! Mrs. Evans plays her djembe and brings African instruments for show and tell. We recited the numbers 1-10 in Swahili with Ella Jenkins.  We sang Pole Pole and Dima, Dima and Che Che Coolay with African movement. We added a Liberian song Kokoleoko and O Bwe See. We learned about the specific sounds that shaker eggs make.  We sang with our eggs to Shake, Shake, Now My Shaker’s Up, Silly Sam and Up So High.

SECOND GRADE—We continue to discuss Austria and yodeling, TEMPOS (fast, slow and moderate) using a drum and movement, dirndls, lederhosen, cuckoos, and the Tyrol. We spend time with the traditional song The Cuckoo with handclapping parts as we begin to work with partners. We move to a 2-part (AB FORM) Brazilian movement piece called Valsa Dos Cavalos.  We watched several short videos on the country of yodeling and heard the world’s most famous yodeler Franzl Lang and an American’s Got Talent finalist Taylor Ware.

THIRD GRADE—Opening warm-ups including the solfege scale. We performed a “rap-like” groove to the ELEMENTS of music by chanting the names: BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVIZATION. We continue with the folksong, Michael Finnegan. We discuss TEMPO (Accelerando and Ritardando). We begin to perform the complex clapping patterns in partner groups. We move to a 2-part (AB FORM) Brazilian movement piece called Valsa Dos Cavalos. KS students added Turkey in the Straw as prep for xylophone work.

10-10-16

KINDERGARTEN—Opened with a movement activity song Sleeping Bunnies and were introduced to their next music concept Music can be High and Low.  Students used their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). Through the use of a high/low picture chart and much discussion students discovered that a man’s voice is low and a woman’s voice is high and that a piano is both high and low.  Mrs. Evans used her pop up puppet, a balloon and bells to demonstrate high and low pitch.  We sang a classic song “I’m Bringing Home My Baby Bumblebee” with high and low voiced stings and a buzzing vocalization at the end. Students caught their own bees and kept them safe in their “cave-like” hands complete with a peephole as they performed the song.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. Review all sentences focusing on Africa is a Continent. Oh Africa! We recited the numbers 1-10 in Swahili with Ella Jenkins.  We sang the Swahili song Pole Pole and add Dima, Dima and Che Che Coolay with African movement. We watched two short videos; one about a young girl named Brenda in Uganda called This is My Village and the Beauty of Africa with native animals.

SECOND GRADE—Opening warm-ups and sang DO RE MI SO LA TI and high DO. We performed the doubles and rhythmic patterns scale song using solfege.  We sang the Solfege Song and a new piece, Doe a Deer from the Sound of Music. We reviewed phrasing with yarn to America the Beautiful and Pop! Goes the Weasel. Mrs. Evans used a map and clothes from the culture to discuss the traditional costumes of Austria (Europe). This included yodeling, TEMPOS (fast, slow and moderate) using a drum and movement, dirndls, lederhosen, cuckoos, and the Tyrol. We learned a traditional song The Cuckoo with handclapping parts.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We rehearsed the Brilliant Marshmallow Rabbit. We performed a “rap-like” groove to the ELEMENTS of music by chanting the names: BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVIZATION. We reviewed the history behind The Star Spangled Banner and Francis Scott Key.  We sang the anthem and broke up into groups with word strips. The students had to put them in order.  We checked our work and then we sang the anthem again.  Finally they were introduced to the folksong, Michael Finnegan.

10-3-16 KS/LP

KINDERGARTEN—reinforced their new core concept—Music can be fast or slow by reviewing their core concept sentence, fast/slow chart of pictures and Did You Ever See a Squirrel/Bear? songs with fun actions.  We listened to two pieces by Camille Saint-Saëns: Turtles and Fleet-footed Animals (Wild Horses) while imitating the teacher’s movements.  Then the children heard the classic story The Tortoise and the Hare (a fast character vs. a slow character) and we talked about the importance of hard work and perseverance. Finally we listened and moved to a compilation of changing music that was fast or slow.  Our body movements had to match what we heard using ACTIVE LISTENING.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. Review all sentences and newest concept sentence, Africa is a Continent. Oh Africa! Review the numbers 1-10 in Swahili with Ella Jenkins.  Review the Swahili song Pole Pole and sing it with hand motions.  Introduce songs Che Che Coolay and  Wonto Djom. Watch Welcome to my Village and The Beauty of Africa videos.

SECOND GRADE—Opening warm-ups and sang DO RE MI SO LA TI and high DO. We performed the doubles and rhythmic patterns scale song using solfege.  We sang the Solfege Song and a new piece, Doe a Deer from the Sound of Music. We sang Sakura a final time and then worked on understanding DYNAMICS.  We learned 8 dynamic markings, their Italian names and abbreviations. We applied the dynamics to the classic patriotic piece, America the Beautiful after discussing the meaning of the text by Katharine Lee Bates. We concluded by using a long string of yarn to explore PHRASING in the song while we sang expressively and followed the labeled song DYNAMICS. We followed the same process with the popular song Pop! Goes the Weasel. Here we also reinforced STACCATO and LEGATO, types of ARTICULATION.  We closed with Action Leader, a movement activity.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We rehearsed the Brilliant Marshmallow Rabbit. We continued learning the song Orchestra, Orchestra with a focus on the Percussion family. We performed a “rap-like” groove to the ELEMENTS of music by chanting the names: BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVIZATION. Through a PowerPoint slide show the class learned the history behind The Star Spangled Banner and Francis Scott Key.  We sang the anthem and discussed the meaning of each line of text.  We closed with Action Leader, a movement activity.

9-26-16 KS/LP

KINDERGARTEN—Opening warm-ups and Teddy Bear and Starlight sung to SO MI pitches.  Introduce the new concept sentence Music can be FAST or SLOW along with the fast/slow picture chart.  Discuss the difference between squirrels and bears in the wintertime.  Introduce the fast/slow songs Did You Ever See a Squirrel? and Did you Ever See a Bear?,  We sang Form the Corn, and What Are You Wearing?.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock.  Sing The Fishing Song and The Mulberry Bush.  Add Where Oh Where has My Little Dog Gone?.  Sing in fast and slow TEMPOS.  Review all sentences and introduce new concept sentence, Africa is a Continent. Oh Africa! Show and tell where the continent of Africa is on a map. Recite the numbers 1-10 in Swahili with Ella Jenkins.  Introduce the Swahili song Pole Pole and sing it with hand motions to a PowerPoint presentation with animals.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and added TI and high DO to the scale using my friend “Wilson” the tennis ball to indicate proper mouth position. We then performed scales up and down using solfege.  We sang the Solfege Song and a new piece, Doe a Deer from the Sound of Music. We were wrapping up our work on Sakura by reviewing 4-beat rhythms, singing the rhythm of the song while playing the rhythms on lummi sticks.  We concluded with a stick activity to the Swedish song Fjäskern and watched a short video on the beauty of Japan and the Sakura trees. We also saw the Japanese KOTO, a traditional stringed instrument. The woman dressed in traditional clothing was performing Sakura.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We rehearsed the Brilliant Marshmallow Rabbit. We continued learning the song Orchestra, Orchestra with a focus on the Brass family. We performed a “rap-like” groove to the ELEMENTS of music by chanting the names: BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVIZATION.  We did a statue movement activity to the piece Seven Jumps and began an introduction to the national anthem, The Star Spangled Banner by Francis Scott Key.

9-19-16 KS/LP

KINDERGARTEN-Opening warm-ups, review all music concepts.  Introduce new concept ‘F’ Means Loud.  We talked about music language is based on Italian and they saw where Italy was on a map. After reviewing other loud/soft songs the children learn the song Grizzly Bear, Grizzly Bear. We act out the song recognizing the one word that is loud: “mad”. If there was extra time we sang This Little Light and If You’re Happy and Alabama Gal.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. We sang The Fishing Song, Poor Hand is Shaking.  Performed xylophone and piano movements to Camille Saint-Saëns’ Fossils. Review concept sentences and introduce Music Can Be Fast or Slow.  This is TEMPO. We learn Hear We Go Round the Mulberry Bush. Then we sing it using either fast or slow TEMPOS on each verse.  We ACTIVELY LISTEN to Igor Stravinsky’s Russian Dance and identify the FORM as Fast, Slow, Fast. We perform Form the Corn. Extra time devoted to Miss Mary Mack partner clapping activity.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and continued with part 2 of the Solfege Song.  Students reinforced rhythm skills focusing on TA, TI-TI, Quarter REST, and TA-AH using rhythm flashcards. The lesson focus was Japan and the traditional song Sakura. We discussed the words to the song again.  We analyzed the RHYTHM to each line identifying every line that had a rhythmic match.  We clapped and sang the rhythmic patterns.  We did a movement activity called Kazachok, a Russian dance. Everyone played Mrs. Evans’ gong.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We continued learning the song Orchestra, Orchestra with a focus on the Woodwind family. We experienced the ELEMENTS of music BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVIZATION through a fun story called the Brilliant Marshmallow Rabbit.  We reviewed the meaning of the first 8 ELEMENTS and continued on with the remaining 4 with listening examples from a variety of genres.  

9-12-2016 KS/LP

KINDERGARTEN——Opening warm-ups, reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin.  Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Shake Your Sillies and Hooked on Swing.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. Miss Mary Mack partner clapping activity and Gilly, Gilly Good Morning. Introduce new concept sentence: Music can be short or long. Staccato, Legato, Legato. We did a scarf movement piece to the Syncopated Clock by Leroy Anderson.  We studied FORM (ABACA), articulation words STACCATO and LEGATO as well as the TRIANGLE and CODA.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and added FA to the scale.  Students were introduced to RHYTHM with the button grid chart focusing on TA, TI-TI, Quarter REST, and TA-AH. We clapped and performed the different patterns we created on the square-boxed grid.  The lesson focus was Japan and the traditional song Sakura.  We looked at various realia representing Japan.  We heard and sang the song. 

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We continued learning the song Orchestra, Orchestra with a focus on the String family. We experienced the ELEMENTS of music BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVIZATION through a fun story called the Brilliant Marshmallow Rabbit.  We discussed the meaning of the first 8 ELEMENTS with listening examples from a variety of genres.

9-5-2016 KS/LP

KINDERGARTEN—Opening warm-ups, reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin.  Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Shake Your Sillies and Hooked on Swing.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the songs Look at Me and The Clock.  We moved to Gogo and Gilly, Gilly Good Morning.  Introduced a handclapping activity with the song Miss Mary Mack.  Introduced lesson focus sentence: Music can be “p”, “f” or < (soft, loud, or getting louder).  We sang I’m a Little Teapot in all three DYNAMICS and then learned the American folk song When Johnny Comes Marching Home. We ACTIVELY LISTENED to American Salute by Morton Gould that uses the theme of When Johnny Comes Marching… in the piece.  The students listened to the song and identified the number of times the song was played by forming a tally using Popsicle sticks.  We discovered Morton Gould used it eight times in American Salute.  Each time was a different variation.

SECOND GRADE Opening warm-ups as listed above and sang DO MI SO LA and added RE to the scale.  We sang Mary Had a Little Lamb using our solfege hands on those pitches. We reviewed the lyrics to All the Pretty Little Horses.  We identified again repeated MELODIC PATTERNS and PITCH. Every student played the downward melody on a set of resonator bells using correct hand and playing technique as demonstrated by Mrs. Evans.  We ended with a scarf and yarn ball activity to Kenny Loggins version of the lullaby called All the Pretty Little Ponies. Students identified where the lyrics were the same and different using their thumbs. Finished with movement to St. Louis Toodle-Oh by Steely Dan.

THIRD GRADE Opening warm-ups including the solfege scale and a new scale where the students had to identify the PITCH pattern/sequence. Using “Wilson” the vocal ball, Mrs. Evans demonstrated the correct mouth position for the higher notes TI and DO.  We reviewed DYNAMICS using large cards in front of the room that had to be put in order from softest to loudest.  Mrs. Evans introduced the song Orchestra, Orchestra as an introduction to the families of instruments in the orchestra as well as the basic instrument names and unique qualities so they could begin to understand TIMBRE.  We then discussed the Grand Canyon through several pictures and American Composer Ferde Grofé’s Sunrise composition from Grand Canyon Suite. We quickly identified the PITCH for a sunrise piece would have a sense of upward movement and the dynamics would move from very soft to very loud.  We then talked about the key instruments/families in the piece being piccolo, flute, English horn, Strings, Brass and Cymbals.  During our ACTIVE LISTENING, students raised their hands to various prompts.

8-29-2016 KS/LP

KINDERGARTEN-Opening warm-ups, learn part 2 of a school song (see home page) and moved to Who Wants to Dance? We are working on our hand positions for SOL and MI solfege. Introduced the first music concept sentence based on opposites: Music Can Be Loud or Soft. Discussed a loud/soft chart of pictures, learned a loud/soft song called Hey Betty Martin and changed our hand positions with the words of the song. Added different animals as we sang the song.

FIRST GRADE- Opening warm-ups as listed above, reviewed the school song (see home page), moved to Who Wants to Dance?.  We sang Welcome to Music.  Then we reviewed all the music concepts from kindergarten and ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák, sang Hear the Thunder/Hear the Raindrops, Squirrels and Bears, moved to Faeries and Giants by Elgar, sang and moved to Grizzly Bear is Sleeping, and performed Animales. If there was time we did a yarn ball toss to the nursery rhythm Jack and Jill.

SECOND GRADE Opening warm-ups as listed above, reviewed the school song (see home page), and moved to Who Wants to Dance?  We discussed lullabies (What, Who, When, Character, DYNAMICS, TEMPO, lyrics and PITCH). We discussed the lyrics to All the Pretty Little Horses.  We identified repeated MELODIC PATTERNS and PITCH. We rocked little stuffed animals and showed the downward PITCH using our thumbs for four of the lines in the song. 

THIRD GRADE Opening warm-ups as listed above including the solfege scale, Do Re Mi song and the Solfege Song. Review DYNAMICS and in partners use Doggone Dynamic cards in teacher/student roles to practice the Italian and English words.  We finished with a movement piece called Action Leader.

8-22-2016 KS/LP

ALL CLASSES: I have found great success in developing my students' inner ear, sense of relative pitch as well as proper vocal development through the use of fun vocal exercises and solfege (hand positions to DO RE MI FA SOL LA TI DO scale).  We sing using our hand positions and the end result is amazing. Please ask your children to demonstrate : ).

KINDERGARTEN-Opening warm-ups as listed above, learn part 1 of a school song (see home page), Welcome Song, Pete the Cat book, I’m Rocking in my School Shoes, Head, Shoulders, Knees and Toes, What are You Wearing? and What’s Your Name? yarn ball toss.

FIRST GRADE- Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Pete the Cat book, I Love My White Shoes, Head, Shoulders, Knees and Toes, What are You Wearing? and What’s Your Name? yarn ball toss.

SECOND GRADE Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Pete the Cat book, I Love My White Shoes, Senior Don Gato song with book, Sing Your Name? yarn ball toss and I Love Summer ball bounce RHYTHM activity in large group.

THIRD GRADE Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Pete the Cat book, I Love My White Shoes, Senior Don Gato song with book, Sing Your Name? yarn ball toss and I Love Summer ball bounce RHYTHM activity in large group and in small groups.

 

 

THE ELEMENTS of MUSIC

THE ELEMENTS of MUSIC
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Welcome to our K-3 Music Website!  I hope you will find a wealth of information here and music FUN!  

Bienvenido a nuestro K-3 Música Sitio Web! Espero que usted encontrará una gran cantidad de información aquí y DIVERSIÓN música!

Mrs. Evans

My Email: shevans@capousd.org

Mrs. Sharon Evans a.k.a. Señora Evans


 

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Education comes from within; you get it by struggle and effort and thought.

Napoleon Hill 

 

Only a life lived in the service to others is worth living.

Albert Einstein

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