Fitting our Drum Puzzle Pieces Together

On our third day of drumming we added a new rhythm called GG5, in which we play twice in the center and five times on the edge of our drum, like this:  Goon (space) Goon (space) One Two Three Four Five!  

Then we built our first drum sentence.  One side of the circle played the Goon Doe that we learned yesterday, and the rest of the circle played the GG5 - at the same time!  

As we started to listen more carefully to each other, we began to fit these two rhythms together like puzzle pieces.  We noticed that everyone on our team had to play exactly at the same time before we could fit our music into the music of the other team.  Quite the challenge, but what an amazing sound we made when we worked together!  

Check out this video of one of the teams playing Goon Doe at exactly the same speed:

Now as we all know, sentences need a capital letter to show the beginning and a period to show the end.  So Roger taught us a secret code that only drummers know.  When we hear this special rhythm, we know it's time to start our music, or bring it to close.  Unfortunately, it really is a secret - so all I can say is that it has something to do with milk and potato chips.  If you would like to know the details, you'll just have to ask the student drummer in your family! 

Speaking with our Drums

Our hands prepare for our first drumming word:
"Goon Doe"

In today's drumming session, students reviewed the first four sounds of the "drumming alphabet".  Here's what we learned:

When we bounce our strong hand (the hand we hold a pencil with) in the center of the drum, it makes a low bass tone called Goon.  When we bounce our weak hand in the center, we play the other bass tone called Doon.   

Then we pull our hands to the edge, so that only our fingers rest on the head of the drum.  When we strike the drum here we make the two high sounds of the drum, called Goe (strong hand) and Doe (weak hand).

After practicing these sounds in isolation, students then put these drum "letters" together to form our first drum "word" - Goon Doe.  If you look carefully at the picture to the left, you'll see our strong hands ready to play Goon in the center of the drum, and our weak hands on the edge ready to play the Doe.  



So much to remember!  But once we were settled into the rhythm, each pair of hands began to move in time with the other hands around the circle.  Soon, we were moving as one - one drum, one voice, one heart.  Together we began to forge a connection that went beyond words, and experienced the power of belonging to a community.

One World Drumming

Roger from One World Drum 

We have started the school year with a BANG - literally!  One World Drumming will be working Grade 2 and 3 classes from September 11-15^th , exploring the sounds and culture of West Africa.  

On the first day, students were invited to consider the implications of an "oral tradition".  How would you exchange information, or learn, or share stories without reading and writing?   We learned that music plays an important role in these communities, and that there is a rich tradition of song, dance and instruments.

A Tar, a drum from North Africa.

First, we listened to an Elephant song on a finger drum called a Tar from North Africa.  We noticed that the frame of the drum used only a little wood, and deduced that it must be made in a desert where trees are scarce.  As well, the desert people were traditionally nomadic, constantly traveling in search of food and water, so these drums were also very light-weight for easy transport.  

A Djembe, a drum from
West Africa.

Then the students examined and played the Djembes in front of them, made with a lot of wood and very heavy.  These drums are from the rain forests of West Africa where wood is plentiful and communities can settle in one place.  We sure can learn a lot about a community by examining the drums they play!

NOTE:

On Friday, September 15^th, parents and caregivers are invited to join us for a sharing of the student’s work from the week.  Families are encouraged to attend the class that their child(ren) is in.  The schedule for the day is:

Time	Grade	Teacher
9:10	3	Ms. Libbey
9:30	3	Mr. Duggan
9:50	3	Ms. Bennett
10:10	3	Ms. Rutland
10:30	3	Ms. Sticksl
10:50	3	Ms. Craig
11:10	2	Ms. Devereux
11:30	2	Ms. Vogan
11:50	2	Ms. McDonald
12:10	2	Mr. Sandburg
12:30	2	Ms. Lagrana

We are very grateful to the Royal Oak School Council and the Parent Fundraising Committee who provided the funding for this residency.  We know that our students are in for an exciting week of drumming and music instruction!

A New Rhythm Note!

Too

Grade Two students have just learned ANOTHER rhythm note!  

This note has an empty note head (the circle part of the note) and it lasts for two whole beats.  We represent this note by clapping our hands and then sliding one hand up to our shoulder.  The name of this rhythm syllable is "too".

This note happens over and over again in the familiar music "In the Hall of the Mountain King."  This week, we told the story of the little boy Peer and his attempts to escape from the trolls under the mountain.  At the end of the story, students played the rhythm below, which represents the sound of our hero's footsteps as he sneaks away. 

But the story is a little frustrating because the ending is told only with the music below.  Does Peer escape?  Is he captured?  What happens ?!?!  Click on the link below to listen to the music and create your own ending to the story. . .

Click HERE to listen to the end of the story!

Moving in the Year End Assembly!

On Thursday, June 29th the whole school will gather in the gym to celebrate the end of another exciting year of learning!  Some students will sing and some students will speak, but of course we ALL need to move!

Students have been learning a movement pattern called the Cha Cha Slide.  Please click on the video below to practice the moves.  

But remember - safety first!  Here's some helpful hints to avoid those nasty Owies!
   -Always face the same direction.
   -Always take little steps and look behind when you move backwards
   -Stay on your feet
   ---And don't forget to do your own fancy moves when your hear the words "Cha Cha"!

Click HERE to practice the Cha Cha Slide!

Kindergartens Experience Beat and Rhythm

Imagine you are in a Candy Store, and you can only buy one kind of candy . . .  
   Which one would you choose?

Kindergarten students are struggling with this dilemma as each class composes a rhythmic phrase based on the names of these sugary treats.  Once the phrase is recorded with words and pictures, students learn how to "Clap the way the words sound" - one clap per syllable.  This is the rhythm of the text.  After clapping, students perform the same rhythmic phrase in small groups using non-pitched percussion instruments (like spoons or wood blocks).  After they are performing confidently, they use the rhythm to improvise a melody on the xylophone.  Candy has never sounded so sweet!

Between each candy rhythm, the class sings our Candy Store Song.  As we sing, we pat a steady pulse on our lap.  This is the beat of the music, steady and slow compared to the rhythm, which is actually sub-divisions of the beat.  

As we perform our piece, students experience the beat and they experience the rhythm.  After many such experiences, we will start to distinguish between the two and label each with their proper musical names.  

Meanwhile, our music room is filled with all sorts of candy - a delicious way to spend the first week of June!

The Candy Store created by Ms. Power's afternoon students.

What do you hear? What do you imagine?

Through the month of May, students have been expanding their musical vocabulary to describe dynamics (how loud), tempo (how fast) and articulation (the character with which music is played).  

Here's some of the terms that they have been learning:

     forte (loud)    piano (quiet)

          presto (fast)    moderato (medium speed)    largo (slow)

                legato (smooth)     marcato  (choppy)

Students have practiced describing recorded music as well as music they make themselves, and have begun to notice how these musical elements impact the mood of the music.  For example, a lullaby can lull a child to sleep with it's quiet, gentle sound, but if you perform the same piece with a loud and choppy voice it may make the same child cry.

Listen to the two pieces below, and try your hand at using the musical vocabulary to describe each piece.  Then consider how these musical elements shape the mood of the music.  You may even want to form a picture your in your head, inspired by the music you hear!  I've included some images that were shared by Ms. Hansen's class to get your imagination started.

CLICK HERE to listen to
Air on a G String
by J. S. Bach

CLICK HERE to listen to
William Tell Overture - Finale
by G. Rossini

I imagine flowers blowing in the wind.                                       I imagine a volcano exploding!

   I imagine meeting my only loved one.                                       I imagine a crowd of people 
                                                                                                        rushing back and forth.