Listening Activities for Spring

Here are two of my favorite listening activities for Spring (one for K-2 and one for 3-5):

The first goes with "Flight of the Bumblebee" and I've used it with 1st grade (I think it would work K-2).  They are also working on the song "Bee Bee" (you can find a powerpoint lesson for this song here):

I like to use this video below (obviously for visual effect - kiddos love checking this out and they are very observant, such as "blue is the low pitch"  "the large shapes are longer sounds" etc):

First, I have the students listen quietly and try to decide what the song might be about (they can follow along to the video).
After the first listening, I ask them to discuss what they think it is about with their partner.  Then, we discuss as a class and I label it as "flight of the bumblebee" (I have a bee mask that I believe I found at Michael's and I put that on - hilarious).
For the second listening, I ask them questions about the dynamic level and tempo.  We discuss this also.
On the third listening, I select three "flowers" (I have them hold stuffed flowers that I believe they currently have at Target or you can buy them from Oriental Trading).  My 1st graders totally know all about bees and we pause here to talk about them and how flowers and bees relate to one another.  The students watch as I "fly" around the room (flapping short wings) and then "pollinate" (fly to a flower and hover by them).
So the rules for the kiddos are:
* no sounds so we can listen to the music and teacher instructions
* bees must "fly" when they hear the teacher say "fly" and "pollinate" as soon as they here "pollinate"
* never pick the same flower twice (we only do this for about 60 sec of the song or so) so that no flower feels left out
* bees can fly quickly but they cannot run - we don't want anyone getting hurt
On repetitions:
* choose new flowers who must say a fact about bees or discuss something they heard in the song
* use new versions of the song as they play (we really like this one:)

Listening and Movement Lesson: “Minute in A Major” by Boccherini

BACKGROUND INFO (write on board for students to see - I include his picture also)

Composer: Luigi Boccherini

Dates: 1743-1805

Title: Minuet in A Major from String Quartet in E, Op 13 No 5

Fact 1: Boccherini played the cello.

Fact 2: Boccherini wrote lots of string quartets.

Fact 3: Boccherini was born in Italy but spent most of his life in Spain.

CONCEPTS/VOCABULARY (write on vocab cards - see picture below for example)

3/4 meter

Major

Minor

String Family

Anacrusis

(I like this version):

TASK ANALYSIS

1.      Discuss the facts about Boccherini (write on the board with his picture posted).

2.      Listen to the song – have students keep only the downbeat pulse – as they listen show the major and minor vocab cards (at the appropriate time) and discuss the string family (specifically what members make up the string quartet)

3.      Listen again – ask the students “do you feel that the beats are grouped in twos or threes” (stand and move if needed) – once the question has been answered, keep the 3/4 pulse (alternating places for each measure - we lightly tap top of hand then near elbow)

4.      Create a large circle (without scarves) and complete the following movement:

a.      A section: Walk clockwise around the circle stepping on the downbeat only, beginning with the left foot (on repeat go counter-clockwise)

b.      B section: stand and face middle of the circle – spread arms upward twice and downward twice

c.       Complete entire form of the song: AABABA

5.      Discuss the term “anacrusis” – pointing out to the students that the music began before we moved to the first downbeat

6.      Try the same movement with scarves (weaving in to the circle " in, two, three" and then out "out two three" with whatever arm is facing outside of the circle)

7.      Discuss the form of the music (students decode this) then write on board

8.      Move in small circles (four small circles around hula-hoops works best) and perform the movement in small groups (if scarf color and hula-hoop color match, awesome - if the students wear the same color as the scarf and hula-hoop - you've got a program dance on your hands)

Extension: They can fill out a listening recommendation such as this one below (you can find out more about this worksheet by clicking on the picture below)

I hope you find these ideas helpful - give them a try :)

Bach's "Little Fugue"

With my 5th graders, for mid-October to mid-November, I've been using lessons from my "Spooky Music" Unit.  I incorporate learning about composers, types of music, orchestral instruments, listening terms, and creative writing and composition all into this unit.

This year, I've created an activity for discussing the music of JS Bach.

First, to grab their attention, I'll show the students the video below (Bach's Toccata and Fugue in D Minor).  Must students recognize this as a "spooky" song and have heard it around Halloween.

Second, we'll read and discuss information about the Composer (I can project it in PDF format):

Next, we'll learn about the piece the students will be describing in further detail, Bach's Fugue in G Minor or his "Little" fugue.  I know the students will be as mesmerized by this as I am, especially with a little spooky context (low lights and my Halloween decorations :) )

Then, I'll ask the students a variety of questions:
1. What colors do you see? (Green, Orange, Pink, Purple)
2. What do you think the colors represent? (The various pitch-levels on the organ)  I like to show this video - the organist is in a church where Bach worked, what a cool connection: BBC Bach
3. What happened when the colors went up/down? (The pitch of the line went up - the height of the colors mirror the height of the melodic line)
4. Why are some lines longer than others? (The length of the lines of color indicate the length of the rhythm - some indicate short rhythms, some longer rhythms)
5. Define fugue: a fugue is a composition technique in which a theme is introduced by one voice and imitated by one or more voices - the theme recurs frequently throughout the composition
6. Add movement: watch the beginning of the video again - ask students to raise their hands when they hear the "theme" for the first few entrances - discuss the higher and lower voices - discuss points of imitation(we almost hear the theme but it is different somehow - a different pitch, a major key, not entirely finished, etc) - I'm also going to have the students divide into four groups and follow one specific color as they watch - using their hands to mimic the direction

This video has a midi-piano recording of the piece - I like how the students can see the real notation.

I'll also show them how to create their own colorful composition:

I'll demonstrate (using the piano), "playing" my piece.  Students will describe the melodic direction of my piece, as well as point to short or long sounds.  Then, we'll "sing" each line, then the students will divide into two groups to sing this.

In a subsequent lesson (otherwise I'm sure I'll get many little versions of Bach because that's what's in their heads), the students will create their own "fugue".  The students can pair up to perform their fugue with a friend (using voice or piano - one plays the top one plays the bottom, etc).

You can find the printables in:
Spooky Music Unit
Fall into Music

Old Mrs. Witch

Ok, one of my favorite things to do during Halloween is dance around to "Flight of the Valkeries" (I'm sure Wagner is rolling in his grave).  Usually, we pretend to be bats or owls or something spooky that flies.  Everyone from Kinder - 5th loves this activity, but probably not as much as I do.  This is purely for fun, although older students can answer specific questions about the tempo, dynamic level, and instruments that they hear.

I only play the song for about 45-60 seconds.  We begin by unfolding our wings and stretching them out slowly.  Then, we flap our wings to mimic the movement of the strings.  Finally, when the brass enters with the main theme, we "take-off" and fly around.

I do a lot of crazy movement in my classroom, but the students are wonderful at following all the expectations (such as where we can fly and where we can't, how to avoid hurting others, the speeds and ways our bodys can move, what to do when the music stops, etc).  Define and set your parameters and you won't regret it.

This year, I think I'll pair the song (at least for my older students) with "Old Mrs. Witch" as we practice low la.  The slides for this song have now been added to my Fall into Music bundle.  I have included the slides here in case you'd like to use them.

I've also written orff parts for the metallophones and glocks - I love their sound with this song (that's only included in the bundle though).

3rd Grade Listening Recommendations

With my older students this year, I'll be "weaving in" tips for finding and fun experiences with quality music.  So much of what our students are exposed to musically on the radio and various other medias is just completely inappropriate, either musically, vocally, or simply due to the content.  The plus side is - students have unprecedented access to music.  They can find it on the radio, TV, iPads/Pods/Phones - everywhere.

My students love opportunities to listen and learn about music, and I'm always looking for clever ways to keep them engaged when we do this.

However, this year, I'm really trying to focus on giving the students opportunities to be reflective about their own choices and learning, and also provide them more time to get feedback from me and discuss things we are learning with their peers (love learning partners!).

To educate myself about what they are listening to (although I mostly know, don't we all) and to spark conversations in the classroom, I assigned the students optional "homework."  I encouraged them to complete this with a member of their family.

I showed the students a few models:

And discussed ways students could find music (being sure to ask for parental permission first):
1. Ask parents, friends, and family members
2. Use a computer - ask parents - youtube, Arts Alive, San Fran Symphony for Kids
3. Use a smart phone, mp3 player, or tablet- music apps such as Pandora, iTunes, and Spotify
4. Radio in the car

I told the students that they could use (with parental permission) any such resources to help them complete their "homework".  Many students eagerly turned in their papers the next day (especially in my bilingual class - which is why I've included a version in Spanish).  Next time, however, I'll include a few instructions (with websites or apps to use) at the top of the page (more so for parents) and have the listening response form on the bottom.

I posted a few responses outside my room, with plenty of blank slips for students to turn in as they find new music (and as I continue to show them new ways to find quality "new" music).  I'll be opening up this concept to my 4th and 5th grade classes soon as well.

You can find the forms (in English and Spanish) as a little freebie here: Listening Recommendations











I'd also recommend this printable (a bit more extensive for grades 4 or 5):