edit : ajout des responsabilités "arrosage" , "déchiffrer le menu", "messager" et "sonneur de clochette" qui m'ont été suggérées Avec mes CM, pendant de longues années, j'ai toujours fonctionné en do
Adjustable stand 11 lb. capacity
Get some help with the difficult older students by using these 10 music activities for middle school with your students right away. [DETAILS]
middle school chorus
Finish the Lyrics Music Game is a fun way to create friendly competition in the band, choir or orchestra classroom. Need a brain break music activity after a concert or on a Friday? This is it! This game includes 68 different songs with answers. Project the PDF presentation, divide students into groups and go! Minimal prep needed! My students LOVE to compete against each other with this game! You may also like… ❤️Holiday Sing or Dare ❤️Music Olympics ❤️ Sing or Dare- A Singing Game for Choirs ❤️ Choir Game & Music Activity Bundle for Middle School & High School Please leave a review to share your experience! With each review you write, TPT gives you credits to get future purchases for free! Please check out other middle school and high school music resources in my store: https://www.teacherspayteachers.com/Sellers-Im-Following/Add/Savvy-Ellie-Music Copyright © Savvy Ellie Music ❤️ All rights reserved by author. Permission to copy for single classroom use only. Not for public display. Please purchase additional licenses if you intend to share this product.
Top 3 Units for Middle School General Music. Organized Chaos. Ideas and resources for project based learning with middle school general music students. World music, composition, and careers in music.
Question: What type of music technology activities can I do with my middle school students? This question has been popping up […]
Renowned pedagogue Shirley Givens' series for beginning violinists is widely respected for its clear, child-friendly format, and its sensible progression through techniques. There are lots of pictures, fun and familiar songs, and even pages for coloring! Ms.Givens uses a "Movable Do" system to teach pitch relationships and good intonation. Recommended for very young children. Book 2C, Meet Vibby Vibrato, teaches vibrato step-by-step with many songs and exercises. First, posture and violin hold are reviewed. Vibrato is begun in 4th Position; next, the student moves to 3rd Position with the help of a partner. Finally, vibrato is learned in 1st Position - again, first with a partner. The Violinland character "Vibby Vibrato" is the cheerful guide through the many fun violin exercises and songs. The young violinist earns a Vibrato Certificate at the end of the book. "Young children love the violin! It is small and huggable – and it makes sounds! How to nurture this initial enthusiasm for the instrument and to transform it into a deeper love of music is the object of my books." "Don't be misled by the seeming simplicity of the material! The books are written from a child's point of view while incorporating the most exacting standards of modern violin technique. But there are other important features of the books that contribute to their uniqueness: *The young student is encouraged to participate actively in his own learning by developing his own imagination. *There is discovery and improvisation. No imitation or copying from CDs. *Training the child's own pitch awareness from the start assures early in-tune playing. *Note reading and harmonic awareness from the beginning cultivate musical literacy for a lifetime. *A wonderful rhythmic foundation is established through body movement" - Shirley Givens
Hooray for Hispanic Heritage Month! :) Once again this year I was asked to create an art display celebrating Hispanic Heritage Month (Sept 15 - Oct 15)... and man was I excited to get started! The majority of the students at my school are Hispanic... so getting to dive a bit further into the culture and it's art is especially exciting for our kids! This year I had a ridiculous amount of ideas for projects celebrating the culture (thank you Pinterest)... but had to narrow it down.. so I went with Aztec Suns, Zapotec Weaving, and Guitars of Paracho (inspired by this pin from Painted Paper Art). To begin the project I started with my usual PowerPoint presentation (posted on slideshare) giving the students some background information before the art-making began. We talked a bit about the economy of Mexico and attempted to figure out how Mexico could be ranked as the 2nd richest country in Latin America... and at the same time be the Latin American country with the 2nd greatest amount of poverty. The kids came up with some interesting answers... but eventually we landed on the explanation that a small group of people in Mexico own the majority of the country's wealth (making it a "rich" country) while a greater amount of the population lives in poverty (estimated at 44% of Mexicans). We looked at a map visually illustrating the poverty levels in Mexico and found that closer to the United States border less people lived in poverty than in Southern Mexico. Then we focused in on Paracho, Mexico; a city located just 2 hours south of Guadalajara. The interesting thing about the city of Paracho is that it is said to have more guitar-making artisans within it's population of approximately 17,000 people, than in the entire United States! Guitar making is a tradition passed down from generation to generation and is a source of income for the people of Paracho. The guitar-making also attracts a bit of tourism for the city as it hosts a Guitar Festival each year. Next I showed my kids two clips I found on youtube which highlights the guitar-making in Paracho. The videos are in Spanish with English subtitles... but that just got my kids even more excited (since most of them speak Spanish)!! Below is one of the videos (I claim no ownership). To see the ViewPure version to show in school: http://viewpure.com/57Gc1Iy9O8g So inspired by the fine artisans of Paracho and the bright colors and patterns of Mexican art, we got started with our project! I reviewed warm and cool color schemes with my students, then had each table select one or the other to use for their sheet of 12"x18" painted paper. Instead of just painting it though (which is still super awesome)... I wanted to do something different with the kids... so we sponge painted it! Was it a giant mess? Yes. Was it a pain to try to scrub like 30 tempera-paint soaked sponges clean? YES. Was it crazy enjoyable for the kids? Absolutely. The next day I had the kids create the body and headstock for their guitars with their painted paper by tracing a stencil I made. I normally DESPISE using any kind of stencil/tracer... but for this project I thought it would be necessary (especially since I knew they were going to be displayed for Hispanic Heritage Month and time was of the essence). Next I had the kids swap paper scraps so that they had paper of the opposite color scheme (to create a bright contrast) to create the sound hole, bridge, and any other details they wanted to cut and paste. Once the shape of the guitar was fully assembled, students had construction paper crayons and color stix to add any additional color or pattern they wanted. The next day I let students choose what color "strings" (pieces of gift-wrapping ribbon) they wanted to use, gave them sequins and buttons, and then let them go to town! I love how they turned out - so bright and colorful! I've been getting compliments about them on the daily from other teachers and students! :)
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the midwest princess!
Sweet Sounds - Quality Kodaly Resources for Elementary Music Educators
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This unit could definitely be done with younger grades, but I went more in depth with abstraction and creating mood in an artwork with 5th graders. I did it with this age because of the time I had with them (five classes) and they had just done something observational, so I wanted them to do something more hands-on. The artist example was Picasso (obviously) and on the first day, before any instruction, the students filled out a see, think, wonder worksheet about this artwork. They filled it out again on the last day for my evidence of student learning. On the first day, we talked about how color can be used to show mood and feelings in a work of art. I had the students pick a mood word from the bucket, which they had to paint non-objectively. Later, the students had to guess the mood that was painted. (From top left to bottom right: anxious, playful, mellow, jealous, angry, and gloomy). On the second day, the students learned about different ways to abstract an object. They made a few practice sketches (student example above). Then we talked about all the parts on a guitar (using my examples and my ukulele to help them visualize how I abstracted the different parts). Then, they made a larger sketch of what they wanted their final piece to look like (student example below). Lastly, they transferred their guitar's outline onto their final, large paper. On the third day, we talked about tints and shades. The students painted their guitar shape with either a tint or a shade of blue after practicing making a gradient. On the last two days we talked about monochromatic and mixed media artwork. Then they cut paper and news paper to create their guitar parts, adding their strings last. Then they filled out a self assessment and an artist statement about their guitar. Some student examples are pictured below.
Here in NC we RARELY get snow.. it's been 2 years since we have had a snow day.. well, woohoo.. got one today! Perfect timing as I've just ...
The 6th graders have just finished up a unit project on Musical Styles. The goal of this project was to get the students to explore music outside of the country/pop/rock bubble that we tend to be in in our small town. I also wanted them to listen to music more closely to analyze things like the meaning of the lyrics, why & how music is used in different situations, and where they hear music. I gave the students 4 projects to choose from. The project was to be done mostly at home, but after starting the project, I realized that I could do the project in school next year using the classroom tablets each student has a putting music into a Dropbox (something new I'm just learning how to use). After starting the project, I realized there were a lot of things I wanted to change for next year or just make more specific. I have listed those things in red. Overall, I really enjoyed the project and for my first year trying it, I think it went pretty well. The projects options were: Soundtrack of My Life (lesson from TeachersPayTeachers-my document is a slightly modified version of the download): Students created a soundtrack of songs that had lyrics that related to their lives. They had to explore the meaning behind the lyrics and label what style of music each song was. After doing this project, I realized that it didn't really expose students to any new styles of music, so it didn't really fit the theme of my project. However, it was still fun to see their answers! Musical Interests Survey Students created a 10 question survey about musical styles and had to survey 10 people from at least 3 different age groups. When they were finished, they graphed their findings. Most students created very simple graphs on notebook paper (I realized we needed to have a discussion about using a ruler!) and had questions that were open ended so they were hard to graph. Next year, I'll tell them to make their questions multiple choice or keep their answers to one word so they are easier to graph. One of the most creative graphs I received! Music Journal For one week, students kept a journal of all of the music they heard each day. They were supposed to record music in stores, businesses, on commercials, or in classrooms. I encouraged them to record at least 3 per day (the problem with saying that was every single student turned in ONLY 3 examples for each day). At the end of the week, they had to write a one-page reflection on what they noticed. Some students were very observant, and noticed that the dynamics of the music being played differed by the size of the store. They also noticed that the style of music was generally selected to fit the overall likes of their desired customers (ex: a punk clothing store in the mall played loud, punk music. Not country or jazz!) Although a few good recordings were made, several of the students just recorded the music they heard on Pandora or the radio, not music they heard by chance. Something to make more specific next time! Explore 3 New Styles This was probably the best project for accomplishing my main goal: exposing students to new music. Each student had to pick 3 styles of music they don't normally listen to and then find 3 songs from those styles that they liked. They then researched the song and presented it to the class. This is where I used the Dropbox and had several different examples of music on there for them to listen to if they couldn't find new music on their own. The songs presented were very original and it was fun to hear what they had picked. The only change I would make to this project is teaching the kids how to better articulate "why" they liked a piece of music. Most of them could only come up with answers like, "it had a good beat" or "I liked the way he sang it". I realized I haven't really taught them the vocabulary words to explain what they wanted to say. As I said, overall I felt it was a fun project, it just needs a bit of tweaking before next year. I tried to create a rubric that met all 4 projects. Here is the one I used and I just made some modifications as I was grading. I will post a copy of the rubric so you get a general idea, but just know that it is not a perfect rubric and definitely needs some changes.
