How to intergrate traditional musical practices with computer technology.
How to give students a broad musical experience in a short time.
How to move from classroom instruments to classroom computers
Singing in four parts
Performing on classroom instruments, improvising, writing poetry
Dance and choroegraphing original pieces
Learning to use computers to compose music
Looping and recording techniques
Saving and sharing work using the server and burning CD's
Learning four part vocal rounds and adding student choreographed movement to it. Playing accompaniments using classroom xylophones to accompany the dance.
World Music: Japanese Music. Students learn about traditional Japanese instruments (koto, shakuhachi, shamisen). Perform classroom instrumental version of Japanese traditional song "Sakura". Study the scale and introduce term pentatonic scale. Related activies: students will work in pairs making up ostinato patterns using the pentatonic scale used in Sakura. Students improvise melodies using the same scale. Students write original Haikus and compose a piece with a partner that involves their poetry as well as improvised pentatonic accompaniment on a xylophone, metalophone or glockenspiel.
Computers: Using GarageBand (music software), students learn the basics of the program and learn about looping. Students are given time to compose their own loop pieces using iMac computers. Additional computer work will involve students taking ideas they have produced on the xylophones using pentatonic scales and compose a trio for three kotos. Two of the parts will be osinato based and the third an improvised melody. All three parts will be played on a piano keyboard and recorded into GarageBand.
Additional technology: Students will learn to be able to save their work to the school server and also learn how to send their pieces to iTunes and to burn a CD of their compositions.
Traditional composition using pencil and paper. Students review treble/bass clef, 1/4,1/8 and 16th notes and the names of the lines and spaces when using the treble clef.
Students write their own rhythms and take down rhythmic dictations clapped by the teacher
Students write their own melodies on paper and perform them for the class
Students perform some of their work into a computer and print a score of their work.
Students work together in their gocart groups and write original poetry about their gocart. Students then use GarageBand to compose a musical accompaniment and later record their voices onto the musical track. Students burn CD's of their work to take home.
Gocart Cheer compositions are played at the 6th Grade Portfolio Night as they drive their gocarts down the hill.
Students critique each others work.
Student self evaluation
Teacher assessment through observation and note taking
Formal written report
Computers/keyboards (GarageBand software)
Japanese music for Rotation 1
Gocart Cheers demonstrate collaboration between Music and Shop classes. Gocarts are a tradition at the school and involve a lot of the community during the running of the gocarts at 6th grade Portfolio Night at year's end.