To Market, to Music

September was full of farm and table connections as we began our hard work (and fun play) singing, dancing, playing instruments, and composing in the music room. Kindergarteners enjoyed learning folk songs, rhymes, and dances centered on several "farm animals of the day." Their most-requested activity to review has been galloping in different ways to different sections while I played Schumann's Wild Horseman on the piano - a way for them to experience form and pulse in music. They have also been exploring their voices and instruments in the music room to provide accompaniments for books about farming and animals. (Many thanks to Val for providing me with several delightful books to use with the students.) Similarly, 1/2 graders had a blast working in small groups to sonically illustrate:

They were quite pleased with and proud of their final performances - and were able to use loud, soft, high, and low sounds appropriately to convey the mood of the story. 1/2 students also commemorated their trip to the farmer's market by "shopping" for various fruits and vegetables placed around the music room, then improvising vocally and on instruments, inspired by their choices (I got inspiration for this activity from Doug Goodkin's book Intery Mintery.) 3/4 students very much enjoyed drawing and journaling to Aaron Copland's Rodeo Suite, helping them to understand contrast in music and how different tempi, dynamics, and instruments are used to set mood in orchestral music. They have also been very involved in working in small groups to compose and solve musical problems, and have loved improvising on various classroom instruments inspired by folksongs about food and farm life. 5/6 students have been getting "postcards" from around the world teaching them songs about food as a way to review note-reading and instrumental composition techniques. They worked together to arrange a version of Diem a Ga - about the delicious Taiwanese delicacy of pig's feet - that was so beautiful I got goosebumps (another activity inspired by the geniuses at the San Francisco School). Finally, the 6/7/8 group worked to compose songs with a melody and accompaniment, either using a poem about food or eating that I provided, or their own words. Results ranged from a lovely guitar, drum, and vocal piece about the uniqueness of our school to a rap with spare xylophone and drum accompaniment with a very beatnik feel.

In all, we've had a great start to a productive year!