Grade 5 and 6 students have been exploring Brazilian Samba music this term. We didn’t have traditional South American instruments so we used African instruments to get similar sounds. They learnt some of the rhythms through word phrases and used these as well as call and response patterns to create their own Samba arrangements in groups. We hope they get you grooving!
Grade 3 and 4 students explored body percussion and rhythms this term and learnt ‘The Cup Song’ from the movie ‘Pitch Perfect’. They then composed their own cup song in groups and used music notation, words and pictures to document their composition. This is called a ‘score’. They then rehearsed and performed their compositions. There’s SOOOOO much creativity on display here! Here’s a sample:
Grade 1 and 2 students have been working hard this term learning how to write music notation and rhythms to create their own compositions based on…PIZZA! They chose rhythms to create a musical document called a ‘score’, then they arranged their composition and rehearsed it before performing it to the class. They even added loud and soft sounds to the score called ‘dynamics’. Check out these examples:
Music and Art is being combined this term for Grade 3/4 students.
Grade 3 Map Making Project
The Grade 3 students will be working on a map making unit this term, which will combine their art and music skills. This unit will enable students to explore and experiment with visual and musical art techniques within a cartography project. During this project, students will have the opportunity to collaboratively create a map artwork, which showcases their spatial skills and their ability to compose a score to express the themes of the map. Students will learn about the relationship between images and sound and how the two components can be manipulated to create a narrative with continuity. The project is heavily driven by collaboration, enabling students to execute a joint creative vision, by working together to problem-solve, develop their ideas, share their ideas and to produce a finished artefact by the end of the unit. The project will culminate in a celebration of student learning. At assembly, the Bell Primary School Community will be invited to see the students’ performance artwork involving the map, live music score and story.
Grade 4 Stop Animation Project
This unit will enable students to explore and experiment with visual and musical art techniques within a stop animation medium. During this project, students will have the opportunity to create a film which showcases their animation skills and their ability to compose a score. Students will learn about the relationship between images and sound and how the two components can be manipulated to create a stop animation film with continuity. The project is heavily driven by collaboration, enabling students to execute a joint creative vision, by working together to problem-solve, develop their ideas, share their ideas and to produce a finished artefact by the end of the unit. Students will be required to contemplate their learning by means of ongoing reflection and a self-assessment rubric. The project will culminate in a celebration of student learning, through an arts event in which the Bell Primary School Community will be invited to a screening night to view the films and the process works.
Grade 1 and 2 students worked very hard on their Animal Raps this term. Each group chose a different animal and brainstormed some words and ideas for their rap. They then had to think of rhymes that would suit their animal and write their rap using a composition template. As a class, the students chose some drum and bass loops using the GarageBand software to create a backing track for their class rap. They then had to practise along to the backing track and finally record their raps using an iPad. We even had to wear headphones like in a real recording studio!! Yo, yo…check below to hear our class animal raps and see what we got up to…
Preps have been very busy in music this term! After performing at the Grandparents and Special Persons Day, they started working on changing the pitch of their voices (moving notes up and down to create a singing voice) and using clapping accurately in a song. Here are some examples!
For the past 6 weeks the grade 1/2’s have been focusing on the music idea of pulse aka/sometimes known as the beat. Through a series of musical games and activities such as the world famous ‘Rhythm Detectives’ and ‘Whats The Time Mr Wolf!?’, the students have been embodying pulse as an essential musical element.
Taking things to another level, the students were then set a task of working in small collaborative groups to compose a short rhythmic composition using a 4 count grid.
Stage one, was to compose the Grid Rhythms using body percussion and rehearse to perform in front of the class.
Stage two was to then apply the body percussion to small handheld classroom percussion instruments. Essential to making this work was the students ability to apply their sense of pulse so that they could rehearse and perform together.
Please listen to some of he amazing compositions below and don’t forget to comment. The students love the feedback!
This term grade 3/4 students have been learning music through song, movement and performing. Here is 3/4 A singing the song ‘I’ve Got A Rhythm’. This song forms the basis of the music that the students are going to learning and ultimately perform as an ensemble using tuned and untuned percussion instruments.
Please be sure to write a comment they would love to hear your feedback.
I’ve Got a Rhythm: Words by Mark Carthew and Music by Tamara O’Brien
For the past 5 weeks grade 1/2 students have been participating in various musical games and activities that involve them experiencing pulse or beat. They have played games such as ‘Rhythm detectives’, ‘What’s The Time Mr Wolf’ and Concentration Elimination. Each of these games require the students to keep a steady pulse to play the game. The students have learnt so far that knowing where the pulse/beat in music resides, is vital for a group of musicians to play together.
Over the next few weeks the students will be working in groups to compose a short rhythmic composition using a 4 count grid. This week they began thinking up interesting body percussion and voice sounds to include in their grids. Once the students have composed and mastered their body percussion pieces they will perform them to the class. The next step is for the students to then use hand held percussion instruments instead of body percussion. The students will then rehearse and perform them to the class. Hopefully these performances will also be recorded and posted on this blog.
Wow! When I watch this amazing video of the Bell Biennale by Steven Pam it felt like it was yesterday the festival happened. Thank you so much Steven for putting this together. You have really captured the moment and the overall feeling of the festival. Argh the rain! We are so glad that Steven captured the weather with the majestic sounds of the Balinese Gamelan DanAnda in the opening sequence. Reflecting back, Chelsea and I feel that the weather in some way enabled a shared struggle that bonded the school community around the festival.