Lets Do It Again the Songs of Etm

Let'southward Make Shakers!

You tin make shakers from a variety of materials such as plastic fruits and vegetables, empty spice bottles, plastic moving picture containers, etc.

These shakers tin be filled with aquarium gravel, beads, rice, lentils, polenta, divide peas, beans, unpopped popcorn, nuts and small screws, quinoa, peppercorns, pennies, seeds, uncooked macaroni and so on.  I'm sure your classroom/home/pantry has some kind of subconscious sound making materials!

2 of my most favourite and the about easiest ways to make shakers are from plastic Easter eggs and toilet paper rolls. I find these shakers the easiest for my students to utilise. The Dollar store has plastic eggs in the seasonal section for Easter. Toilet newspaper roll shakers are skilful instruments to make from recycled materials and students can take them home.

Egg Shakers
Materials:
plastic eggs
shaker fabric (rice, beans, popcorn, beads…)
glue (Crazy Glue or gum gun)

1. Open up your plastic egg so that the two egg pieces are separated.
2. Fill up the lesser one-half of the plastic egg with a shaker textile.
3. Utilise a glue gun or Crazy gum (quick setting clear glue) to trace a very thin line or very small-scale dabs of glue effectually the rim of the bottom half of the egg.
   
4. Secure the summit half onto the bottom. Clean or wipe away any excess gum. I found these cool egg containers at Shoppers Drug Mart!
   

Here are some of my egg shakers.

Check this video out! How to play an Egg Shaker

Toilet Paper Roll Shaker
Materials:
toilet paper roll
shaker textile (rice, beans, popcorn, chaplet…)
stapler

1. Staple the bottom of the toilet paper ringlet.
2. Fill with shaker material. (1-3 tbsp.)
3. Staple the elevation closed. (Information technology looks like a frozen treat from the past – a Lola!)

If you want your shakers looking creative, they tin can exist covered with wrapping paper, viscid newspaper, educatee decorated paper or stamped with bingo dabbers earlier starting Step 1.

Egg Shaker activities (or other percussion instruments)

1. Play music and have students milkshake at the chorus or throughout the song.
(Milkshake high, shake low…)

2. Pass the Sound: Students sit in a circle. Person i shakes a rhythm and the next person copies the rhythm.  That person so creates a new rhythm and then passes it on. Practice this until everyone has had a plough.

three. Re-create Cat/ Simon Says-type/ Telephone call and Response: teacher/student shakes or plays a rhythm and the class copies. (For instance: Teacher shakes and says: ta, ta, ti, ti, Students shake and say: ta, ta, ti, ti  and so on)

4. Shake dissimilar shakers and heed to the sounds. Can you group them according to the sound they brand? (Loud or soft)

Enjoy!

What are some good resources?

I utilize a variety of musical resources in my Music classes. (Would you utilize just 1 resource for your Language, Math or Fine art lessons?) I too strive to apply equally many Canadian resources and songs as possible too!

First and foremost, instruction Music should be based on the expectations that are outlined in The Ontario Curriculum, Grades one- 8: The Arts (Revised 2009). These expectations guide the education in all field of study areas and diverse resources are used to make these expectations "come up live" in our classrooms.

Here are just a few of my "go to" music resources:

1. Music Play K-6  compiled by Denise Gagne (Themes and Variations)
This resource is bachelor in Dufferin-Peel elementary schools:
-Music Play 1-half-dozen teacher'south guide with CDs
-Large Book for Grade 1
-1 My Many Coloured Days Kit
-25 student books for Course 2-five
-Listening Resource Kits 1-five
-Digital Resources for computer/projector and Smartboard files (delivered later
to schools)

Primary and Inferior  Instrument Kit – these musical instrument bins contained a variety of instruments. They included four BoomWackers, i Fun with BoomWacker booklet, 1 Global Rhythm set (thumb pianoforte, rainstick, gong, drum, djembe, washboard, gourd shekere, goat hoof rattle, castanets, guiro, basket rattle, cowbell, uyot rattle, tambourine, finger cymbals and maracas), ane(5) Hand Drum set, 1 Glockenspiel and one Handbell set.

This is a bang-up music resources.  It has many "user friendly" ideas, games, songs and activities for beginners and for the more than experienced music teachers. I'm a fan and have many other resources of Denise Gagne.

http://shop.musicplaytext.ihoststores.com

2. Come on Everybody, Permit's Sing (Revised Ed.) past Lois Birkenshaw-Fleming (COELS– is what I will telephone call this book from now on)
This is an splendid resources that I used when I took my Music AQ course and I nonetheless apply it now! It's a practical resource that contains songs, poems, games, activities, lesson plans and and so much more. The chapters in the start are organized with easier materials and become progressively more difficult towards the dorsum sections.

COELS on Amazon.ca

3. Let's Do It AGAIN! (The Songs of ETM) compiled by Mary Helen Richards and  (CD) Many Voices, Ane Song
This resource has songs, games, partner songs, folk dances, rounds and canons. Information technology has musical scores and instructions for each song with some helpful diagrams. This resources could exist intimidating for a beginner unless used with the CD to assist with song tunes. (Taking an ETM workshop really helps!) I apply this book for call and response, tone matching and singing/dancing games. I simply love it!

www.educationthroughmusic.ca

I went to a few of the ETM workshops. They were highly engaging and had participants moving and singing. These workshops integrate music to assist raise a students natural learning process, improve a students self-conviction, develop a students musical skill and so much more. ETM is neat  for all classroom teachers. I haven't seen whatsoever of these sessions in awhile. My agreement is that ETM instructors need to have a minimum of participants to hold these workshops. It would exist worthwhile to attend these workshops if they become available. (Maybe we could get a group of interested teachers together?? Check out the video!)

Check out some info about ETM (Richards Institute of Instruction and Research)

Cheque out this informational video about Didactics Through Music

…there are other resources that I can highlight at a later time.

What makes a good music lesson?

Music planning time periods can vary anywhere from      xx – xl minutes in various schools. When I took Music Part i this was an outline presented for a skilful music lesson:

Planning a Lesson/Unit

1. Consider opening spatial germination
2. Incorporate varying spatial formations in the lesson
3. Program activities that are stationary and others that are locomotor
4. Contain activities with both high and depression energy
5. Select a theme

Introduction (v-10 minutes)
Plan an opening/ welcoming action
-choose an agile game to bring up energy to encourage spontaneity or a focusing activeness to deepen concentration

Developing Musical Skill (10 – xx minutes)
Identify one or two musical concepts to be developed
-plan two  to five activities alternating between pocket-sized and large motor to introduce  the musical concept(southward) and to reinforce the learning
-trunk/non-melodic percussion could be also used
-with younger children continue the activities shorter and vary them (poem/chant, song, recording, moving-picture show book)
-bring in voice work identifying some skill: breathing, wording, tone-matching, headtone, etc.

Awarding of Skill (five-10 minutes)
Provide an opportunity where the skill is used in some sort of improvisational context

Integration (v-30 minutes)
Brainstorm working on some integrated theme that will develop over the term
-initially the theme will be a smaller office of the lesson and every bit the skill increases it becomes a larger role  of the lesson

Assessment
-notice students continually, tracking melancholia connections and level of skill development

Tell me, I forget, Show me, I remember, Involve me, I understand.
                                                   Carl Orff

What? I'yard teaching music?

Just, I tin can't sing. I can't read music. I can't play an instrument. And I've got to teach MUSIC!!

Equally elementary teachers we are generalists and teaching Music can be very intimidating! Information technology takes a lot for teachers to learn this curriculum especially since nosotros have other subjects on our plates.

What is an ostinato? What'south a pentatonic scale? What'due south a melody map? How practice you play a bordun? All of these and many other questions went through my head when I was assigned to teach Master Music. I'm currently teaching Music to JK- Grade 3 students at St. Gertrude school and interested in sharing what I accept done in my classroom. I am non an expert but dearest and enjoy education music! I would like to share some of my ideas, struggles, resources or activities that I have tried in my classroom.

Possibly, together on this musical journeying we can learn, gain the conviction, encourage each other and modify the dialogue – "I can sing! I can read music!         I can play an instrument! …I can do it!"

The Ontario Curriculum (The Arts –Revised 2009) http://www.edu.gov.on.ca/eng/curriculum/simple/arts18b09curr.pdf

Music Makes Us – Coalition for Music Education in Canada http://musicmakesus.ca/advocate/resources

(Check out this website for FREE downloads of Music Guidelines, Concepts and Skills Pre-Kindergarten to Grade 8  – info about Music Monday too!)

mayoweact1987.blogspot.com

Source: https://themusicaljourney.wordpress.com/category/music/