ELEMENTARY MUSIC EDUCATION An Introduction

SOUND EXPLORATION CP1.5 GRADE 1: CREATE MUSIC EXPRESSIONS AND CONTRIBUTE TO DECISIONS ABOUT IDEAS, SOUNDS, INSTRUMENTS, AND ORDER (E.G., LOUD/SOFT, FAST/SLOW, HIGH/LOW). CP1.5  Set up sound exploration play stations  Have students go on a scavenger hunt for sounds around the room or perhaps even around the school  Variation 1: Outdoor sound scavenger hunt. Students would be scavenging for sounds that exist in nature.  Variation 2: Outdoor sound journey – Have students record sounds they hear outdoors and then create a musical collage song using those sounds 

CALL AND RESPONSE GRADE 5: CREATE AND PERFORM MUSIC THAT DEMONSTRATES UNDERSTANDING OF: RHYTHM (CREATE OSTINATI) TEMPO (FAST/SLOW PACES) TEXTURE (LAYERS OF SOUNDS) TONE COLOUR (VARIETY).  Rhythm Warm-up Name game  Auditory rhythm development – Students should respond either with their hands or feet, or with a piece of hand percussion  Caller gives a rhythm  Student response process: Hear it! Say it! Play it!  Variation 1: Have students take turns being the “caller.”

COMPOSITION GRADE 6: CREATE SOUND COMPOSITIONS THAT EXPLORE RELATIONSHIPS BETWEEN MUSIC AND IDENTITY (E.G., INFLUENCING FACTORS SUCH AS POP CULTURE, CULTURAL HERITAGE, PEER GROUPS, PERSONAL AND FAMILY INTERESTS, GENDER).  Work in groups no bigger than 4  Use flashcards if necessary  Can be a music parody  Use themes from other subject area outcomes  Everyone in the group must have a job in the band

NOTATION GRADE 4: CR4.1 ANALYZE HOW DANCE, DRAMA, MUSIC, AND VISUAL ART WORKS REPRESENT UNIQUE IDEAS AND PERSPECTIVES.CR4.1  Graphic Notation

 One Minute Boomwhacker Song (youtube) Nweg2KYVQ

WALK OFF THE EARTH  “Shake It Off” 