Autumn...

From nursery rhythms to poems, from songs to instrumental works, Autumn has been one of the inspirations for many composers and authors.  Grade 1 students created a soundscape using the non-pitched instruments.  Using their imagination, they tried to capture the sounds from nature by using some basic instruments such as the wood, metal, shake-and-scrape and membrane families.  Grade 2 students interpreted the songs through "free movement."  Grade 3 students explored different dynamic levels and various mallet techniques on the barred instruments so as to achieve a range of effects.  Grade 4 students performed their rendition of the nursery rhythm Intery mintery cutery corn on barred instruments.  All of the songs and poems center around Autumn.

Towards Music Literacy

In the book The Child as Musician, Gary McPherson describes music literacy as a result of children "having developed their capacity of make music; reflect on the music in which they are engaged; express their views on music which they play, hear or create, speak about, and listen to in order to form judgments; and read, write comprehend, and interpret staff notation."

During the past few lessons, Grade 1 and 2 students were introduced to a new language called "solfège."  They also develop the competency to listen attentively to the melodic contour and to compare like/unlike/similar phrases.  Over the past week, I was impressed with how Grade 1 students identified songs that sound similar and how Grade 2 students made a connection between music and music, i.e. identifying patterns in songs.

Grade 3 students took on the challenge to perform three-voiced texture.  Through this task, they worked on developing a sense of "inner hearing."  Grade 4 students focused on reading "ticka-ticka's" (i.e. 16th notes.)  All of these skills and competencies form an integral part of what constitutes "music literacy."

At the Heart of Music-making

In the Program of Studies, we find a statement which captures very well what I strive to accomplish in my music program: The sense of meaning in music can be developed by the students as performer, listener/evaluator/consumer/historian and composer.

Building on what they have learned about "high" vs. "low" pitch, Grade 1 students notated "high" and "low" pitches on a two-line staff notation.  The task engages young budding musicians as "active listeners" during which they must analyze whether one pitch is higher or lower than the other before notating the music.  Grade 2 students applied what they have learned about the four families of non-pitched instruments ---- wood, metal, membrane and "shake and scrape" ---- to tell the story Three Billy Goats Gruff.  The task gives Grade 2 students a taste of what it is like to think and work like a composer as they make decisions around what instruments and how to use them to best represent the different characters in the story.

Performance is an important part of any music program and making music in the company of fellow musicians takes our "intentional listening" to a different level.  On that note, Grade 3 students started to explore the barred instruments and learned various mallet techniques while Grade 4 students continued to build on their ensemble experience by performing multi-voiced texture.  The experience of "performing" is extended to our extra-curricular activity during which Grade 3 and 4 students enjoy some choral singing.  Our first practice took place on Tuesday and we had quite a turnout!