Riddle Song

I Gave My Love A Cherry.  This is an English Folk Song.

Verse 1 This is the riddle that you have to try and solve!  Try and solve if before you listen to the song.

I gave my love a cherry that has no stone, 

I gave my love a chicken that has no bone,

I gave my love a ring --- that has no end,

I gave my love a baby that's no cryin'

Keep in mind that folk songs lyrics change.  There are similar versions of this same song and often the lyrics change slightly from version to version, while the main message stays intact. 

Song Link

(hint: a chick that's pippin' is one that is hatching)

Old Betty Larkin

Old Betty Larkin

Hop around, skip around, Old Betty Larkin,

Hop around, skip around, Old Betty Larkin,

Hop around, skip around, Old Betty Larkin,

Also my dear darling.

Link to song

Link to HOW TO instructions

Math Problem: When you have the answer, one rhythm group will be half as many as the other group and doubling one group will equal the other group.  Or, multiplying one group by 2 will be equal to the other group.  OR, dividing one group by 2 will give you the number of the other group!!    

Music and the Brain

Music and the Brain

Hi Tuscany Family!

Since this week we are focusing on mental health I wanted to talk briefly about music and the brain.  Please watch the following instructional video for more information.

Instructional Video with Ms. Miller    Please visit the Music Blog home page to access the article.

Benefits of Music Therapy

The following slides are from a Music Therapy Workshop  that I attended.  The mental health benefits of music are highlighted.  (I have permission to use these slides by jbmusictherapy.com)

One important point that was noted, was the type of music listened to can impact in a positvie or a negative way  

Listening to music releases endorphins to promote positive changes in mood and emotional states and aids in anxiety and stress reduction. In other words, the chemical composition of the brain changes.

Link to Relaxing Acoustic Guitar Music

My personal all-time favorite type of music to relax to is acoustic guitar and a link is provided below.

Relaxing Music Link

When I go on to Spotify, this is my "got to" music when I want to calm my mind and relax. 

grade 4 16th note rhythm practice

16th Note Rhythm Practice

Hi Grade 4's!

Please watch the instruction video for today's lesson!

1. Listen to this first!

Instruction Video with Ms. Miller

2. Listen to this before going to the website!

Website instructions

3. Go to the website.

Website Link

KG Grandma Moses song

Hello KG's!

Watch this video instruction for what to do today for music.  Remember, this is optional.  Only do the first one.

Instruction Video with Ms. Miller and Mr. Poppo

website to access today's lesson:  musicplayonline.com

Note Values

Note Values

Instructional Video with Ms. Miller

Hi Grade 3's!

Remember, this is optional!  If you have some time and would like something to do, then practice writing your note values.  They are explained in the video and you can create 4-beat phrases using these note values, making a 16 beat rhythm composition.  Mainly, it is important to understand how many beats each note is worth.  Some notes have 2 sounds and are only equal to 1 beat.  What you hear, does not equal the value of the note!

If you have any questions about this, please let me know and I will be happy to answer them.

Ms. Miller

Creating Own Rhythms

Creating Own Rhythms

Hello Grade 2's!

Here is an optional video to help you practice writing rhythms!  

Required Materials:

1. Paper or own white board.

2. Pencil or white board markers. 

Instructional video with Ms. Miller

Object Rhythms

Creating Rhythms using objects

Instruction Video with Ms. Miller

Hi Grade 1's!  

Remember, this is optional!  

Be sure to watch the video so you know what to do!  If you have created some object rhythms and would like to send me a video, I would love to see it -- only if you want to, it is not required!

Keeping It Canada 2

Land of the Silver Birch

This is a beautiful Canadian folk song that has its roots in First Nations singing while paddling their canoes. How fast could anyone travel if everyone was paddling at different tempos?!  Many of us already know this song and I know you will enjoy the beautiful pictures in the video as Michael Mitchell sings.

You could sing an ostinato of -- boom diddy ah dah, boom boom-- while he is singing. You can sing along with the words, or just watch and listen.

Suggested activities:  remember that this is optional!

1. Tap/dance the beat.

2. Speak an ostinato while listening: boom diddy ah dah, boom boom.

3. Draw a picture of a place in Canada with water that you have been to and enjoy.  Or draw a picture of a picture of a place in Canada with water.

4. Write words or draw a picture of how you feel when listening.

5. Write words or draw a picture of something the song remind you of.

Land of the Silver Birch link. performed by Michael Mitchell

Strange and Unusual Instruments

Strange and Unusual Instruments

1. Watch the video.
2. Which is the most surprising instrument you saw?
3. Draw a picture of the most unusual instrument(s) you saw.
4. Design your own instrument -- as long as your parents say ok
5. Remember: this is optional!

• What materials would you need?
• how would your instrument make sound?  would it be plucked? strummed? hit? blow?

Link to Strange and Unusual Instruments

Beat Box with Tom Thum

Beat Box with Tom Thum

Have you ever heard of Beat Boxing? 

What is Beat Boxing anyway?

Some very talented people can use their voice to make it sound like instruments and environmental sounds.  What are environmental sounds?  they are sounds you would hear outside that are not instruments.  For example, cars, horns, lawn mowers, can you think of any?

Listen to this young Australian man who is a beat box champ!

Beat Box link

Marble Instrument

Marble Instrument

Have you every wondered what kinds of instruments you can make?  See this very cool instrument that uses wheels, as well as 2000 marbles!  Notice the metal-ophone bars it uses. It also looks like the guy running the machine is getting some exercise at the same time!   How could you design and make an instrument using stuff you have at home?

Marble Instrument Link

Fantastic Music Machine

Fantastic Music Machine

This machine was created by engineers and is made with lots materials like pipes and wires.  This machine is a remarkable design, using engineering to create music.  Science and music together!

Fantastic Music Machine

Fortune Teller

Music Fortune Teller

Hey Everyone!  Fortune tellers are an easy origami project to make.  We are going to make a music fortune teller that has music questions on it, rather than a fortune.

Follow the link below on how to make one, then look at the link of me giving you examples of some music questions.  I am sure that you can come up with your own questions, but make sure you know the answer before you ask the question!  Remember, this is optional!

Materials Needed:

• paper
• scissors
• color pencils/markers
• pencil

How to Make a Fortune Teller

Ms. Miller's examples

Keeping It Canada 1

Canadian Folksong #1

Remember that this is optional.

This is a photo of a Steam Donkey, which is a steam-powered winch.  It has been known to be used for logging, construction and mining operations.   The tall part we see is the boiler.  The boiler uses wood to heat water and when hot enough, the water becomes steam. Just like a tea kettle on the stove whistles when hot, this boiler whistles when there is enough steam!  The steam powers a winch that is used in moving heavy stuff, like logs. 

Here is a link to a beautiful Canadian Folk Song, called "Donkey Riding".   It is believed that the song was written about the Steam Donkey and not the kind with 4 legs!  

Donkey Riding is a traditional work song or sea shanty, originally sung in Canada, Scotland and the NE part of the United States.  The earliest written record of the song dates to 1857.

Make up your own movement to keep the beat!

Donkey Riding Song

Ostinato

Ostinato

Hello Grades 3 and 4!  

Today's optional task is to create an ostinato,  that is a pattern that repeats.  Follow these steps to create your own word ostinato.

Instruction video

Steps in creating an ostinato:

1. Think of all the words you can that have to do with Earth Day and write them down.  When you've completed one for Earth day you can use any subject that you want.

2. Figure out 8 beats and give a clap on beat 8.  Practice this until it is easy.

3. Choose 3 or 4 words from your list and say them with some fun rhythm.  Make sure they fit into 8 beats, it is important to not go over 8 beats.  If there are so many words you want to use, then create more than one ostinato!

4. Choose a body percussion - stamp/pat/clap/snap- to go along with each word.  Remember, one type of body percussion for each word.  It is important that if you are not speaking that the body percussion is "speaking" the word.  Make sure each syllable  of the word is performed with your chosen body percussion.

5. Once you can perform it fluidly, here is the pattern to follow

• speak it twice
• speak it plus body percussion twice
• body percussion alone

6. Once you can do #5, without hesitation, then create movement to go along with your ostinato.

If you have any questions or are unsure, please ask me and I will be happy to help you.

I Got the Rhythm

I Got the Rhythm

Hello Grade 1's!  Today, Mr. Poppo is making a special guest appearance to help me introduce the story.  The story is all about rhythm and today, you can find ways to create your own rhythm, using your feet, patting your legs, clapping, snapping, shaking or wiggling.  Maybe you could even use sidewalk chalk and draw rhythms that you know on the sidewalk.  You could read them with your body such as stepping them, clapping, etc.  Find your own way to make a rhythm and remember--it's optional!  Have some fun with it!

I Got the Rhythm

by Connie Schofiel-Morrison

illustrated by Frank Morrison

I Spy

I Spy

Hello Kindergarten!

Today, Mr. Poppo has come for a little visit.  He's helping me with some of the instructions for I Spy.

I Spy Instructions

I Spy:

Look for something:

• green
• blue
• sharp
• soft
• makes a high sound
• makes a low sound
• makes a loud sound
• makes a quiet sound

If you would like to draw and color your items, you may choose to.  I wonder what items you have found that makes a high/low/loud/quiet sound?  And I wonder what items you have found that is green/blue/sharp/soft?  

The Very Noisy Bear

by Nick Bland

Choir Songs

This Old Man

Frere Jacques


Give Me A Break. This was the one closest to the lyrics that we are using.  Have fun!

Vive L'Amour. A piano version only. Lyrics are:

1. Let every good fellow now join in a song, vive la compagnie.  Success to each other and pass it along, vive la compagnie.

Chorus. 
Vive la, vive la, vive l'amour
Vive la, vive la, vive l'amour
Vive L'amour, vive L'amour
Vive la compagnie

2. A friend on the left and a friend on the right, Vive la compagnie.  In love and good fellowship let us unite. Vive la compagnie.   (go back to chorus)

We also sing, Solfege Round, that I cannot find anywhere on the internet!  If you remember how to sing it, you can sing it on your own.  Here I am singing it for you.

Solfege Round

Leave the World A Little Bit Better. by Charlotte Diamond

Chorus in English
Leave the world just a little bit kinder,
A little kinder than it was,
Leave the world just a little bit kinder,
A little kinder than you found it
When the sun came up.

Verse 1
I'm only one and we are two,
But there are others like me and you,
Step by step and hand in hand,
We can spread music through our land.

Chorus in French (mme Ireland singing in French)
Pour que le monde soit plus beau, un p'tit' peu plus beau qu'hier.
Pour que le monde soit plus beau,
un peu plus beau qu'il ne l'e tait hier
au le ver du soleil.

Verse 2
If I smile at you and you smile too, 
Soon there'll be others like me and you,
Let's send music around the world,
To every boy and girl.

Chorus in French 
Pour que le monde soit plus beau, un p'tit'peu plus beau qu'hier.
Pour que le monde soit plus beau,
un peu plus beau qu'il ne l'e tait hier
au le ver du soleil.  (At end, repeat this line 3x)

Earth Day Song

Earth Day Song

Hi Everyone;

With everything going on in the world, it is so important to care for and be aware of our impact on the earth and on each other.  It is heart-warming to see how communities come together, in times of need and Tuscany is an exceptional community in Calgary!

Please listen to and learn the words of this beautiful song and Remember our planet, our earth and our home.  Earth Day is April 22, 2020 and from our distance locations, we can all sing together in our hearts and join as one.    

We are adding French lyrics to the chorus.  The chorus lyrics are: "I am the earth", and in French they are: "je suis la terre"

I Am the Earth

Song Maker

Song Maker

Hi Everyone!  Today you can have some fun making your own song and being a composer.  A composer puts notes together to make music. Like an author puts words together to make a story.  You could even create a song AND write a story to go along with it!
Remember--it's only if you want to.

Follow the instructions on the link below and enjoy being a composer.

Make Your Own Song

One More Thing About the Song Maker

LINK to SONG MAKER

Song Maker

Song Maker

Hi Everyone!  Today you can have some fun making your own song and being a composer.  A composer puts notes together to make music. Like an author puts words together to make a story.  You could even create a song AND write a story to go along with it!
Remember--it's only if you want to.

Follow the instructions on the link below and enjoy being a composer.

Make Your Own Song

One More Thing About the Song Maker

LINK to SONG MAKER

Song Maker

Song Maker

Hi Everyone!  Today you can have some fun making your own song and being a composer.  A composer puts notes together to make music. Like an author puts words together to make a story.  You could even create a song AND write a story to go along with it!
Remember--it's only if you want to.

Follow the instructions on the link below and enjoy being a composer.

Make Your Own Song

One More Thing About the Song Maker

LINK to SONG MAKER

Song Maker

Song Maker

Hi Everyone!  Today you can have some fun making your own song and being a composer.  A composer puts notes together to make music. Like an author puts words together to make a story.  You could even create a song AND write a story to go along with it!
Remember--it's only if you want to.

Follow the instructions on the link below and enjoy being a composer.

Make Your Own Song

One More Thing About the Song Maker

LINK to SONG MAKER

Song Maker

Hi Everyone!  Today you can have some fun making your own song and being a composer.  A composer puts notes together to make music. Like an author puts words together to make a story.  You could even create a song AND write a story to go along with it!
Remember--it's only if you want to.

Follow the instructions on the link below and enjoy being a composer.

Make Your Own Song

One More Thing About the Song Maker

LINK to SONG MAKER

Spectrogram -- picture of sound

Spectrogram

Hi Everyone!   Remember--this is optional, but if you want something to do, you can try this spectrogram.  A spectrogram is a picture of sound and shows all the frequencies that are in a particular sound.  Some sounds have lots of overtones, and to our ears that makes the sound richer and it is described has having more texture.  We always hear a fundamental pitch that can be identified as a particular note, but each sound always has some overtones.  Pitches that have fewer overtones, will sound thinner, pitches that have more overtones sound fuller or thicker.

The picture of sound is moving and is traveling from left to right, just as reading a book or reading music.  Watch as the sound gets stronger or quieter.

Questions to consider when using the microphone option to try different sounds:

1. How do changing the dynamics (loud/quiet) change the picture of the sound?

2. What objects show lower sounds/higher sounds?

3. Which objects show thinner or thicker textures?  (this means some have more overtones and some less)

4. What sound are you curious to try?

Spectrogram Experiment

Spectrogram -- picture of sound

Spectrogram

Hi Everyone!   Remember--this is optional, but if you want something to do, you can try this spectrogram.  A spectrogram is a picture of sound and shows all the frequencies that are in a particular sound.  Some sounds have lots of overtones, and to our ears that makes the sound richer and it is described has having more texture.  We always hear a fundamental pitch that can be identified as a particular note, but each sound always has some overtones.  Pitches that have fewer overtones, will sound thinner, pitches that have more overtones sound fuller or thicker.

The picture of sound is moving and is traveling from left to right, just as reading a book or reading music.  Watch as the sound gets stronger or quieter.

Questions to consider when using the microphone option to try different sounds:

1. How do changing the dynamics (loud/quiet) change the picture of the sound?

2. What objects show lower sounds/higher sounds?

3. Which objects show thinner or thicker textures?  (this means some have more overtones and some less)

4. What sound are you curious to try?

Spectrogram Experiment

Spectrogram -- picture of sound

Spectrogram

Hi Everyone!   Remember--this is optional, but if you want something to do, you can try this spectrogram.  A spectrogram is a picture of sound and shows all the frequencies that are in a particular sound.  Some sounds have lots of overtones, and to our ears that makes the sound richer and it is described has having more texture.  We always hear a fundamental pitch that can be identified as a particular note, but each sound always has some overtones.  Pitches that have fewer overtones, will sound thinner, pitches that have more overtones sound fuller or thicker.

The picture of sound is moving and is traveling from left to right, just as reading a book or reading music.  Watch as the sound gets stronger or quieter.

Questions to consider when using the microphone option to try different sounds:

1. How do changing the dynamics (loud/quiet) change the picture of the sound?

2. What objects show lower sounds/higher sounds?

3. Which objects show thinner or thicker textures?  (this means some have more overtones and some less)

4. What sound are you curious to try?

Spectrogram Experiment

Spectrogram - picture of sound

Spectrogram

Hi Everyone!   Remember--this is optional, but if you want something to do, you can try this spectrogram.  A spectrogram is a picture of sound and shows all the frequencies that are in a particular sound.  Some sounds have lots of overtones, and to our ears that makes the sound richer and it is described has having more texture.  We always hear a fundamental pitch that can be identified as a particular note, but each sound always has some overtones.  Pitches that have fewer overtones, will sound thinner, pitches that have more overtones sound fuller or thicker.

The picture of sound is moving and is traveling from left to right, just as reading a book or reading music.  Watch as the sound gets stronger or quieter.

Questions to consider when using the microphone option to try different sounds:

1. How do changing the dynamics (loud/quiet) change the picture of the sound?

2. What objects show lower sounds/higher sounds?

3. Which objects show thinner or thicker textures?  (this means some have more overtones and some less)

4. What sound are you curious to try?

Spectrogram Experiment

Spectrogram-experiment with sound

Spectrogram

Hi Everyone!   Remember--this is optional, but if you want something to do, you can try this spectrogram.  A spectrogram is a picture of sound and shows all the frequencies that are in a particular sound.  Some sounds have lots of overtones, and to our ears that makes the sound richer and it is described has having more texture.  We always hear a fundamental pitch that can be identified as a particular note, but each sound always has some overtones.  Pitches that have fewer overtones, will sound thinner, pitches that have more overtones sound fuller or thicker.

The picture of sound is moving and is traveling from left to right, just as reading a book or reading music.  Watch as the sound gets stronger or quieter.

Questions to consider when using the microphone option to try different sounds:

1. How do changing the dynamics (loud/quiet) change the picture of the sound?

2. What objects show lower sounds/higher sounds?

3. Which objects show thinner or thicker textures?  (this means some have more overtones and some less)

4. What sound are you curious to try?

Spectrogram Experiment

Tongue Twister

Tongue Twister Challenge

Instruction Video


Hello Grade 1's!  Today you are creating your own Tongue Twisters.  They help us to relax your tongue, which helps you with singing.

1.  Choose a letter for your tongue twister.
2. Find words that go together with that letter into a sentence that kind of makes sense, not just random words stuck together.
3. Keep it short.
4. Write it down and send it to me!  jgmiller@cbe.ab.ca
5. You may write one in French if you like!  You can also send it to me--this is optional!

Have fun!

Examples of Tongue Twisters:

1.  She sells seashells by the seashore.

2.  The slick seal slides sideways.

3.  How much wood would a woodchuck chuck if a woodchuck could chuck wood.  He'd chuck all the wood that a woodchuck would if a woodchuck could chuck wood.

Student's Twisters:
1. Mighty Mikayla made me marmelade !

Kazoo Comb

Hello Everyone!  If you want to make your own Kazoo comb, follow the link below.

Remember, this is optional, not something you have to do, but if you would like to try something a little different you can try it out!  If you decide to participate, you may--if you choose--send a picture or short video to Ms. Miller,  not required!


How to Kazoo Comb

Kazoo Comb

Hello Everyone!  If you want to make your own Kazoo comb, follow the link below.

Remember, this is optional, not something you have to do, but if you would like to try something a little different you can try it out!  If you decide to participate, you may--if you choose--send a picture or short video to Ms. Miller,  not required!


How to Kazoo Comb

Student's Twisters:

1. Tony tossed tuna to town!  

Kazoo Comb

Hello Everyone!  If you want to make your own Kazoo comb, follow the link below.

Remember, this is optional, not something you have to do, but if you would like to try something a little different you can try it out!  If you decide to participate, you may--if you choose--send a picture or short video to Ms. Miller,  not required!


How to Kazoo Comb

Kazoo Comb

Hello Everyone!  If you want to make your own Kazoo comb, follow the link below.

Remember, this is optional, not something you have to do, but if you would like to try something a little different you can try it out!  If you decide to participate, you may--if you choose--send a picture or short video to Ms. Miller,  not required!


How to Kazoo Comb

Kazoo comb

Hello Everyone!  If you want to make your own Kazoo comb, follow the link below.

Remember, this is optional, not something you have to do, but if you would like to try something a little different you can try it out!  If you decide to participate, you may--if you choose--send a picture or short video to Ms. Miller,  not required!


How to Kazoo Comb

Tongue Twister

Tongue Twister Challenge

Instruction Video


Hello Grade 3's!  Today you are creating your own Tongue Twisters.  They help us to relax your tongue, which helps you with singing.

1.  Choose a letter for your tongue twister.
2. Find words that go together with that letter into a sentence that kind of makes sense, not just random words stuck together.
3. Keep it short.
4. Write it down and send it to me!  jgmiller@cbe.ab.ca
5. You may write one in French if you like!  You can also send it to me.

Have fun!

Examples of Tongue Twisters:

1.  She sells seashells by the seashore.

2.  The slick seal slides sideways.

3.  How much wood would a woodchuck chuck if a woodchuck could chuck wood.  He'd chuck all the wood that a woodchuck would if a woodchuck could chuck wood.

Hey Grade 2's !!  

Here is the first Grade 2 created tongue twister:

1. Meeks makes mice into mushy mush!    (great job!)
2. Flying phantoms frightening friends.    (awesome!)

Tongue Twister

Tongue Twister Challenge

Instruction Video


Hello Grade 4's!  Today you are creating your own Tongue Twisters.  They help us to relax your tongue, which helps you with singing. 

Process:

1.  Choose a letter for your tongue twister.
2. Find words that go together with that letter into a sentence that kind of makes sense, not just random words stuck together.
3. Keep it short.
4. Write it down and send it to me!  jgmiller@cbe.ab.ca
5. You may write one in French if you like!  You can also send it to me. 

Have fun!


Examples of Tongue Twisters:

1.  She sells seashells by the seashore.

2.  The slick seal slides sideways.

3.  How much wood would a woodchuck chuck if a woodchuck could chuck wood.  He'd chuck all the wood that a woodchuck would if a woodchuck could chuck wood.

Tongue Twister

Tongue Twister Challenge

Instruction Video


Hello Grade 3's!  Today you are creating your own Tongue Twisters.  They help us to relax your tongue, which helps you with singing.

1.  Choose a letter for your tongue twister.
2. Find words that go together with that letter into a sentence that kind of makes sense, not just random words stuck together.
3. Keep it short.
4. Write it down and send it to me!  jgmiller@cbe.ab.ca
5. You may write one in French if you like!  You can also send it to me.

Have fun!

Examples of Tongue Twisters:

1.  She sells seashells by the seashore.

2.  The slick seal slides sideways.

3.  How much wood would a woodchuck chuck if a woodchuck could chuck wood.  He'd chuck all the wood that a woodchuck would if a woodchuck could chuck wood.

Tongue Twisters from Students:
Liam:  Little Liam lost his lemon lime lollipop!     great job!
Pierce:  Pierce pontificates prose perfectly!
              Pierce puts peppers perfectly on pepperoni pizza!    great job!

Pitch and Melody

Pitch and Melody. April 6, 2020

Hi Everyone;

Hearing pitches is a very important part of creating melodies.  We need to be able to distinguish between high, low and same pitches, which is part of the music curriculum.  Ear training is an integral skill to learn in order to understand music concepts.  Let's do a little experiment and ear training at the same time.  

Video from Ms. Miller

For this exercise you will need the following materials:

1. jars and or glasses

2. a metal spoon/butter knife/fork---just one of these will be fine.

3. water

4. space to spread out the jars

Process:

1. Fill the jars with varying amounts of water.

2. Test the sounds, figure out which pitch is higher or lower.

3. Arrange in order from lowest to highest.

4. Create your own song, OR try to play a song you already know.

Experiment:

1. Can you make three of the pitches sound the same?

2. Can you order pitches from high to low?

3. Can you order pitches from low to high?

4. Do tin cans work?

5. Are there other materials that will work to create sound like this?

Question:

Can anyone figure out why the less water, the higher the pitch? 

Or the reverse, the more water the lower the pitch?

Pitch and Melody

Pitch and Melody. April 6, 2020

Hi Everyone;

Hearing pitches is a very important part of creating melodies.  We need to be able to distinguish between high, low and same pitches, which is part of the music curriculum.  Ear training is an integral skill to learn in order to understand music concepts.  Let's do a little experiment and ear training at the same time.  

Video from Ms. Miller

For this exercise you will need the following materials:

1. jars and or glasses

2. a metal spoon/butter knife/fork---just one of these will be fine.

3. water

4. space to spread out the jars

Process:

1. Fill the jars with varying amounts of water.

2. Test the sounds, figure out which pitch is higher or lower.

3. Arrange in order from lowest to highest.

4. Create your own song, OR try to play a song you already know.

Experiment:

1. Can you make three of the pitches sound the same?

2. Can you order pitches from high to low?

3. Can you order pitches from low to high?

4. Do tin cans work?

5. Are there other materials that will work to create sound like this?

Question:

Can anyone figure out why the less water, the higher the pitch? 

Or the reverse, the more water the lower the pitch?

Pitch and Melody

Pitch and Melody

Pitch and Melody. April 6, 2020

Hi Everyone;

Hearing pitches is a very important part of creating melodies.  We need to be able to distinguish between high, low and same pitches, which is part of the music curriculum.  Ear training is an integral skill to learn in order to understand music concepts.  Let's do a little experiment and ear training at the same time.  

Video from Ms. Miller

For this exercise you will need the following materials:

1. jars and or glasses

2. a metal spoon/butter knife/fork---just one of these will be fine.

3. water

4. space to spread out the jars

Process:

1. Fill the jars with varying amounts of water.

2. Test the sounds, figure out which pitch is higher or lower.

3. Arrange in order from lowest to highest.

4. Create your own song, OR try to play a song you already know.

Experiment:

1. Can you make three of the pitches sound the same?

2. Can you order pitches from high to low?

3. Can you order pitches from low to high?

4. Do tin cans work?

5. Are there other materials that will work to create sound like this?

Question:

Can anyone figure out why the less water, the higher the pitch? 

Or the reverse, the more water the lower the pitch?

Pitch and Melody

Pitch and Melody. April 6, 2020

Hi Everyone;

Hearing pitches is a very important part of creating melodies.  We need to be able to distinguish between high, low and same pitches, which is part of the music curriculum.  Ear training is an integral skill to learn in order to understand music concepts.  Let's do a little experiment and ear training at the same time.  

Video from Ms. Miller

For this exercise you will need the following materials:

1. jars and or glasses

2. a metal spoon/butter knife/fork---just one of these will be fine.

3. water

4. space to spread out the jars

Process:

1. Fill the jars with varying amounts of water.

2. Test the sounds, figure out which pitch is higher or lower.

3. Arrange in order from lowest to highest.

4. Create your own song, OR try to play a song you already know.

Experiment:

1. Can you make three of the pitches sound the same?

2. Can you order pitches from high to low?

3. Can you order pitches from low to high?

4. Do tin cans work?

5. Are there other materials that will work to create sound like this?

Question:

Can anyone figure out why the less water, the higher the pitch? 

Or the reverse, the more water the lower the pitch?

Composer KG

April 6, 2020.    Camille Saint-Saens

Image of Camille Saint-Saens

Ms Miller reading info about Camille-Saint-Saens

Camille Saint-Saens

Born: October 9, 1835

Died: December 16, 1921

Saint-Saens was born in Paris.  He was the only child of Jacques-Joseph-Victor Saint-Saens and Francoise-Clemence.  His father was an important political figure.  Sadly, when Camille was still a baby, his father died from tuberculosis.  In these days tuberculosis was called, consumption.  Concerned about the health of the baby, Camille was taken to live in the country and lived with a nurse for two years.  After two years, be was brought back to Paris and lived with mother and her widowed aunt.

Saint-Saens was an extremely talented musician.  In fact, he was considered to be a child prodigy, just like Mozart.  By the time he was three years old, he displayed perfect pitch.  That means someone could play a note on any instrument and he could tell you what it was without looking.

He began to study piano and it was immediately recognized how talented he was.  Even though he was so talented his mother wanted to protect him.  She didn't want him to be too famous too soon and wouldn't let him perform until the age of 10, when he made his first concert debut.

At the age of just 13, he attended the Paris Conservatoire, France's best music academy.  Here he learned to play the organ and won the top prize for the conservatoire's organists.  Saint-Saens was also busy studying the art of composition, which he quickly mastered.

In his days, it was a great honor to play the organ in a church and he became the official organist for a large church in Paris.  Because he was so busy playing for the church, weddings and funerals, he earned more money than many other musicians.

Eventually, when he was almost 40 years old, he got married to a young bride who was 19.  Her name was Marie-Laure Truffot.  Saint-Saens and his wife had two young sons, but sadly they both died when very young.  The parents were so sad they decided to not stay married any more.

Saint-Saens went on to perform more music and compose more wonderful music.  He became well-known all over Europe and the world.  Eventually, other young composers and musicians started giving him some competition and as he got older, people were more drawn to the younger composers and their music.

Even at 86, however, Saint-Saens was still giving occasional performances to small appreciative audiences.  And, at 86, he decided to take a little holiday away from Paris.  While he was away on holiday he had a heart-attack and died.

Saint-Saens left lots of great music for us to enjoy, including a set of songs called: The Carnival of the Animals, from which 'The Swan' is taken.  It is said the he had a great sense of humor and composed this set of songs to make fun of some of his friends!   See below for another song from this series.

Activites:

1.  Can you jump like a kangaroo? Can you make your movements match the music? (this promotes active listening and being able to change movements to match the music)

2. Could you draw a picture of the music?  

• Where do you hear short sounds? 
• Where do you hear longer sounds?  
• Where do you hear lower or higher sounds?  
• Where do you hear smooth or not smooth sounds?  (music words: legato and staccato)

3.  What does the music make you think about?

4. How does the music make you feel?

Listen to Kangaroo

Composer

Hello Grades 3 and 4:

We will do a composer study this week of Camille Saint-Saens.  Please either listen to Ms. Miller reading the information, or read it yourself here on the blog.  At the very bottom of the page is an activity for you to do regarding the song to listen to, which has a link.  You will be creating a music map for this song. 

Ms Miller Reading info about Camille Saint-Saens

Camille Saint-Saens

Born: October 9, 1835

Died: December 16, 1921

Saint-Saens was born in Paris.  He was the only child of Jacques-Joseph-Victor Saint-Saens and Francoise-Clemence.  His father was an important political figure.  Sadly, when Camille was still a baby, his father died from tuberculosis.  In these days tuberculosis was called, consumption.  Concerned about the health of the baby, Camille was taken to live in the country and lived with a nurse for two years.  After two years, be was brought back to Paris and lived with mother and her widowed aunt.

Saint-Saens was an extremely talented musician.  In fact, he was considered to be a child prodigy, just like Mozart.  By the time he was three years old, he displayed perfect pitch.  That means someone could play a note on any instrument and he could tell you what it was without looking.

He began to study piano and it was immediately recognized how talented he was.  Even though he was so talented his mother wanted to protect him.  She didn't want him to be too famous too soon and wouldn't let him perform until the age of 10, when he made his first concert debut.

At the age of just 13, he attended the Paris Conservatoire, France's best music academy.  Here he learned to play the organ and won the top prize for the conservatoire's organists.  Saint-Saens was also busy studying the art of composition, which he quickly mastered.

In his days, it was a great honor to play the organ in a church and he became the official organist for a large church in Paris.  Because he was so busy playing for the church, weddings and funerals, he earned more money than many other musicians.

Eventually, when he was almost 40 years old, he got married to a young bride who was 19.  Her name was Marie-Laure Truffot.  Saint-Saens and his wife had two young sons, but sadly they both died when very young.  The parents were so sad they decided to not stay married any more.

Saint-Saens went on to perform more music and compose more wonderful music.  He became well-known all over Europe and the world.  Eventually, other young composers and musicians started giving him some competition and as he got older, people were more drawn to the younger composers and their music.

Even at 86, however, Saint-Saens was still giving occasional performances to small appreciative audiences.  And, at 86, he decided to take a little holiday away from Paris.  While he was away on holiday he had a heart-attack and died.

Saint-Saens left lots of great music for us to enjoy, including a set of songs called: The Carnival of the Animals, from which 'The Swan' is taken.  It is said the he had a great sense of humor and composed this set of songs to make fun of some of his friends!   See below for another song from this series.

Activity:  (This promotes active listening and through movement or drawing a map, shows understanding of music form, as well as different techniques used to articulate the music)

1.  Can you move to the music and make your movements match the music?

2. Could you make a 'map' of the music?  How would that look on paper?

• Where do you hear short sounds? 
• Where do you hear longer sounds?  
• Where do you hear lower or higher pitches?  (how could you show this on a music map?)
• Where do you hear smooth or not smooth sounds?  (music words: legato and staccato)
• Does the music have sections that repeat?
• Where do the dynamics change and how can you show that on paper or movement?
• Does the music have tempo changes?  How can you show that on paper or movement?

Listen to Kangaroo

Camille Saint-Saens

April 6, 2020.    Camille Saint-Saens

Image of Camille Saint-Saens

Ms Miller reading info about Camille-Saint-Saens

Camille Saint-Saens

Born: October 9, 1835

Died: December 16, 1921

Saint-Saens was born in Paris.  He was the only child of Jacques-Joseph-Victor Saint-Saens and Francoise-Clemence.  His father was an important political figure.  Sadly, when Camille was still a baby, his father died from tuberculosis.  In these days tuberculosis was called, consumption.  Concerned about the health of the baby, Camille was taken to live in the country and lived with a nurse for two years.  After two years, be was brought back to Paris and lived with mother and her widowed aunt.

Saint-Saens was an extremely talented musician.  In fact, he was considered to be a child prodigy, just like Mozart.  By the time he was three years old, he displayed perfect pitch.  That means someone could play a note on any instrument and he could tell you what it was without looking.

He began to study piano and it was immediately recognized how talented he was.  Even though he was so talented his mother wanted to protect him.  She didn't want him to be too famous too soon and wouldn't let him perform until the age of 10, when he made his first concert debut.

At the age of just 13, he attended the Paris Conservatoire, France's best music academy.  Here he learned to play the organ and won the top prize for the conservatoire's organists.  Saint-Saens was also busy studying the art of composition, which he quickly mastered.

In his days, it was a great honor to play the organ in a church and he became the official organist for a large church in Paris.  Because he was so busy playing for the church, weddings and funerals, he earned more money than many other musicians.

Eventually, when he was almost 40 years old, he got married to a young bride who was 19.  Her name was Marie-Laure Truffot.  Saint-Saens and his wife had two young sons, but sadly they both died when very young.  The parents were so sad they decided to not stay married any more.

Saint-Saens went on to perform more music and compose more wonderful music.  He became well-known all over Europe and the world.  Eventually, other young composers and musicians started giving him some competition and as he got older, people were more drawn to the younger composers and their music.

Even at 86, however, Saint-Saens was still giving occasional performances to small appreciative audiences.  And, at 86, he decided to take a little holiday away from Paris.  While he was away on holiday he had a heart-attack and died.

Saint-Saens left lots of great music for us to enjoy, including a set of songs called: The Carnival of the Animals, from which 'The Swan' is taken.  It is said the he had a great sense of humor and composed this set of songs to make fun of some of his friends!   See below for another song from this series.

Activites:

1.  Can you jump like a kangaroo? Can you make your movements match the music? (this promotes active listening and being able to change movements to match the music)

2. Could you make a 'map' of the music?  How would that look on paper?

• Where do you hear short sounds? 
• Where do you hear longer sounds?  
• Where do you hear lower or higher sounds?  
• Where do you hear smooth or not smooth sounds?  (music words: legato and staccato)

Listen to Kangaroo

Grade 2, April 2

Music Grade 2, April 2/20

Hello Grade 2's!  I hope you're having a good time at home and are able to do some music activities.

When you are listening to today's music lesson, you will need to gather some drawing materials and be ready to create a picture while listening to some beautiful music, composed by Camille Saint-Saens.  More information will come out tomorrow about him as a composer. 

Lesson Link

As you listen to the music, please think of the following questions:

1. How does the music make me feel?

2. How is it supposed to make me feel?

3. Does it remind me of anything? Does it make me think of any other memories?

4. Is there a picture in my head as I am listening? If so, how can I describe that picture?

Please listen and create a picture!

The Swan - listening

KG- April 2/20

KG April 2, 2020

Hi KG!  I hope you're having a great time with music while you are at home!

Please click on the following link to hear some music activities for today.  Be creative when thinking of your own action to action song.

MUSIC Lesson

Grade 1, April 2

Grade 1, April 2

Hide Words - develop inner hearing

Today, you will sing a simple song with me and you will hide some of the words in your head.  Please watch the following link to sing along!

Starlight, Starbright

Draw and Listen: 

Please click on the following link to hear the music for the next activity.  Think about these things as you are listening:

1. How does the music make me feel?
2. How do I think it supposed to make me feel?
3. What does it remind me of?
4. Is there a picture in my head when I am listening?

Please draw a picture as you listen.

The Swan- listening

Watch tomorrow for some information about the composer of this song.  His name is Camille Saints-Saens.  

Grade 4 April 1, 2020

Mini-Lesson grade 4 April 1/20

Hello Grade 4's!  

Today we will be practicing lines and spaces on the staff, plus rhythms.  Many of you already know this, but in case you need some reminding, please watch the mini-lessons.

Mini-Lesson about the music STAFF

Rhythms

Watch this fun video to help you practice lines and spaces on the staff: Pay attention to the evolution of the Treble Clef, as shown on the video: 

I Knew You Were Treble

Also, I would like you to be practicing your music terms:

Dynamics and Tempo.  

What words are associated with those terms?  

 Dynamics: how loud or quiet the music is.  

Musicians use Italian terms: 

fortissimo, forte, mezzo-forte, mezzo-piano, piano, and pianissimo 

 Tempo: how fast or slow the music is: 

Musicians use Italian terms: 

vivace, allegro, andante, lento

What do they mean?  ff-very loud; f-loud; mf-medium loud; mp-medium quiet; p-quiet; pp-very quiet

vivace (pronounced vee-vah-chay)-very fast; allegro-fast; andante-medium; lento-slow

How do tempo and dynamics affect the expressive impact of music? What if a lullaby was sung ff? how would that change the impact of that song?  Please listen to a selection of music, your choice, try to use two different genres, and analyze what role tempo and dynamics play to increase or decrease the expressive quality and emotional impact.

To assist in practicing terms and the lines and spaces on the staff, please visit the following website:

musicplayonline.com

name: snow

PW: 2020

Find the games called: "Pop Quiz" and practice the terms and the treble clef.  

Grade 2 | April 1

Hello Everyone!

Today's music lesson is about DYNAMICS.  Musicians use Italian words to describe how loud or how quiet the music is.  We are learning four words: forte (f), mezzo-forte (mf), mezzo-piano (mp), piano (p)

We are also learning a Canadian folk-song, called I's the B'y, which is Newfoundland speak for, I'm the boy. Listen for different dynamics on the verses, sing it using your own dynamics.  At the end, we will step the beat and clap ti'ti's, we are listening for how many ti'ti's we clap on one beat.  Are we clapping 2 ti'ti's or are we clapping 3 ti'ti's ?   Please click on the link to listen to the lesson.

Grade 2 lesson for April 1, 2020

I's the B'y

Folk Song

I's the b'y that builds the boat

And I's the b'y that sails her,

I's the b'y that catches the fish,

And brings them home to Liza.

Chorus

Hip yer partner*, Sally Tibbo,

Hip yer partner, Sally Brown,

Fogo, Twillingate, Morton's Harbour,**

All around the circle!

Sods and rinds to cover your flake,***

Cake**** and tea for supper,

Codfish in the spring o' the year

Fried in maggoty butter.

Chorus

I don't want your maggoty fish,

That's no good for winter,

I could buy as good as that,

Down in Bonavista.

Chorus

I took Liza to a dance,

By faith and she could travel,

And every step that she did take

Was up to her knees in gravel.

Chorus

Susan White, she's out of sight,

Her petticoat wants a border,

Old Sam Oliver in the dark,

He kissed her in the corner.

Chorus

I's the b'y that builds the boat

And I's the b'y that sails her,

I's the b'y that catches the fish,

And brings them home to Liza.

 a "flake is a platform covered with pieces of bark (rinds) on which the filleted cod are spread to dry out"

Grade 3

Grade 3 Music for April 1, 2020

Hi Grade 3's!

It is very important to be practicing your lines and spaces on the music staff.  Please watch the mini-lesson and practice! 

Mini Lesson


Listen to this fun song all about the treble clef.  Pay attention to the symbols of the treble clef, as the song shows the early symbols of the treble clef and the symbol to which we have now evolved.

I Knew You Were Treble


Website for practicing:
musicplayonline.com
Name: snow
PW: 2020

Find the area where it is called "Pop Quiz" "treble clef".  This is an interactive fun way to practice the lines and spaces on the music staff.

Have fun!  and Learn!

Ms. Miller

Grade 1

Hi Grade 1's!

I created a couple of music activities for you to do for the next couple of days.  Please click on the links below to access.

The first activity is reading rhythms.  Once you have practiced reading the rhythms, you can build your own 4-beat rhythm pattern using stuff you find at home!

Rhythm practice

The second activity is practicing TEMPO words and I am singing a little song to go along with the tempo words.  Once you've practiced the words, you could create your own activity where you get to use the tempo words.

Tempo Song

KINDERGARTEN SONG WITH MOVEMENT AND INSTRUMENTS

Hello KG families:

Please click on the link below to access the song I am singing with the kids and sing along at home.
You will need to collect some home instruments in the metal, wood, shaker/scraper, and skin families.  Whatever you have at home will work just fine!

Enjoy the song and stay tuned for more songs from the Virtual Music classroom!

Ms. Miller

Sing When the Spirit Says Sing