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Favorite Quotes

One Person Can Make a Difference and Everyone Should Try!

John F. Kennedy

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May I never get too busy in my own affairs that I fail to respond to the needs of others.

—Thomas Jefferson

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He who dares to teach must never cease to learn.

Unknown Source

It is the supreme art of the teacher to awaken joy in creative expression and knowledge.

Albert Einstein

A School Song

At Vista Del Mar Elementary

We're learning how to grow

From friends, staff and teachers

We learn what we should know

And just like hawks in bright skies

We're learning how to soar

There's hope for our future

Every day we feel it more

BELIEVE, ACHIEVE, SUCCEED (2X)

GO MAKOS!

K-3 HOME PAGE

Important Update

Mrs. Evans is teaching 4/5 Block music this year 2018-19.

Professional Site: https://mrsevans.me

NEWS! Updated: October 2018

  • Kids of all ages, check out the music GAMES on the Music Fun page.
  • If you have world instruments or other rhythm instruments you would like to donate to the music program contact Mrs. Evans at shevans@capousd.org

AT A GLANCE

June 2018

Week 38

KINDERGARTEN—Opening warm-ups. End of year songs and activities.

FIRST GRADE—Opening warm-ups. End of year songs and activities.

SECOND GRADE—Opening warm-ups. End of year songs and activities.

THIRD GRADEOpening warm-ups. End of year songs and activities.

May 2018

Week 34

KINDERGARTEN—Opening warm-ups and review all music concepts. Reviewed Animales, Sleeping Bunnies.  We moved with scarves to I Have A Little Scarf and ended with Body Rock.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock. We sang to When I Was One, Black Joke and continued partner work to Miss Mary Mack. 

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA TI DO' and the Solfege Song. We learned a scat song called Swinging the Blues Away and reviewed The Cuckoo and Valsa, a Brazilian Dance.

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. We reviewed Sasha! and played the English party game Pippety Poppety.

Week 35

KINDERGARTEN—Opening warm-ups and review all music concepts. We sang the Capo school song and Hello, Hello. We did 4 songs using shaker eggs.  We  sang and moved while passing stuffed animals to Alabama Gal. Mrs. Evans playd the recorder and when the music stopped students created animal statues. 

FIRST GRADE—Substitute lessons.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA TI DO' and the Solfege Song. We sang Swinging the Blues Away.  Students were introduced to Bass, Alto and Soprano Xylophones and Metallophones and soprano and alto glockenspiels. After understanding how to play the instruments using proper technique, we played 8x2 beats hands together, rhythm imitation and 1-2 Buckle My Shoe while switching with our partners and moving around to other instruments.

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow.  Students were introduced to Bass, Alto and Soprano Xylophones and Metallophones and soprano and alto glockenspiels. After understanding how to play the instruments using proper technique, we played 8x2 beats hands together, rhythm imitation and 1-2 Buckle My Shoe while switching with our partners and moving around to other instruments. 

Week 36

ALL GRADES—Review for PARENT OPEN HOUSE

Week 37

ALL GRADES—PARENT OPEN HOUSE

April 2018

Week 30

KINDERGARTEN—Opening warm-ups and review all music concepts. We snag Hello, Hello, Rhythms All Around, Down By the Bay. New sentence MUSIC HAS A STEADY BEAT. We moved to Funga Alafia. 

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. (Africa Week 2) Review all sentences focusing on Africa is a Continent. Oh Africa! We recited the numbers 1-10 in Swahili with Ella Jenkins.  We sang the Swahili song Pole Pole and add Dima, Dima and Che Che Coolay with African movement. We watched two short videos; one about a young girl named Brenda in Uganda called This is My Village and the Beauty of Africa with native animals.

SECOND GRADE—Opening warm-ups and reviewed The Solfege Song, America the Beautiful and Pop Goes the Weasel.  We then played an Israeli beanbag circle activity called Hora Agadati. 

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. We reviewed Froggie Solfege, Star Spangled Banner, The Elements Chant, Pippety Poppety (introduction) and performed The Celtic Suite dance.

Week 31

KINDERGARTEN—Opening warm-ups and review all music concepts. Rehearsed Capo Song, Hello, Hello, 1-2 Buckle My Shoe, 10 Fingers. Reviewed Fanga Alafia, Animales and introduced the Noble Duke of York.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock.  Continued to rehearse Miss Mary Mack, handclapping activity and did a yarn ball passing game to Galopede. Students got to see Mrs. Evans' djembe.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA TI DO' and the Solfege Song. Mrs. Evans used a map and clothes from the culture to discuss the traditional costumes of Austria (Europe). This included yodeling, TEMPOS (fast, slow and moderate) using a drum and movement, dirndls, lederhosen, cuckoos, and the Tyrol. We learned a traditional song The Cuckoo with hand clapping parts.

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. Continued with solfege for Froggie Went A Courtin' and Pippety, Poppety. We performed an Irish Dance.

Week 32

KINDERGARTEN—Opening warm-ups and review all music concepts. Reviewed Animales. Introduced to Sleeping Bunnies and last sentence MUSIC HAS TAs, TI-TIs, and RESTs. Wee Sing video Part 2.

FIRST GRADE—Substitute Lessons

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA TI DO' and the Solfege Song. We continue to discuss Austria, yodeling, and TEMPOS (fast, slow and moderate) using a drum and movement, dirndls, lederhosen, cuckoos, and the Tyrol. We spend time with the traditional song The Cuckoo with hand clapping parts as we begin to work with partners. We watched several short videos on the country of yodeling and heard the world’s most famous yodeler Franzl Lang and an American’s Got Talent finalist Taylor Ware.

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. Students reviewed solfege and moved to a Russian Dance called Sasha! We concluded with an instrument recognition game called Football Frenzy where students categorized instruments visually and aurally into their appropriate families.

Week 33

KINDERGARTEN—Substitute Lesson

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock.  Practiced Miss Mary Mack with partners and did a group movement activity to Eric Carle's Head to Toe.

SECOND GRADE—Substitute Lesson

THIRD GRADESubstitute Lesson

March 2018

Week 26

KINDERGARTEN—Opening warm-ups and review all music concepts. Sang and moved to My Thumbs, One Finger, Old Gray Cat, Put Your finger in the Air, Gogo, and Riding Our Ponies. Played a movement game with stuffed animals to Alabama Gal.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. Mrs. Evans introduced the new concept Music has shape and contour. We discussed and moved our voices to the pictures in the contour chart. We learned a sea shanty called Hear Ye and traced the CONTOUR of the song’s verses.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and continued with part 2 of the Solfege Song.  Students reinforced rhythm skills focusing on TA, TI-TI, Quarter REST, and TA-AH using rhythm flashcards. T

We continued with the Japanese song Sakura. We identified repeated RHYTHM PATTERNS and clapped and sang them. Then we used RHYTHM STICKS to play the rhythms while we sang.  We concluded with a stick activity to the Swedish song Fjäskern.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We continued learning the song Orchestra, Orchestra with a focus on the Woodwind family. We will continue with the folksong, Michael Finnegan practicing the complex clapping patterns in partner groups.  We will learn the folk song, Froggie Went A Courtin'.

Week 27

KINDERGARTEN—Opening warm-ups and review all music concepts. Celebrated St. Patrick's Day and the Irish. We played with our leprechauns very carefully on our leprechaun pillows and moved to O'Carolan's Draught.  We returned them to the magic green scarf in the center of our circle when playtime was over as well as our bean bag pillows.  We ended with an Irish circle dance to a classic song the Rakes Of Mallow.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock.  We reviewed their new sentence MUSIC HAS CONTOURS and we used our voices to imitate the following musical shapes, Steeple, Tiger’s Back, Tractor, Sand, Giraffe’s neck, Mountain and Arch. We learned a pirate song called Hear Ye and traced the shape/CONTOUR of the song. We played a Pirate Circle game called Pirate Captain on the Sea as we guessed how much treasure the Captain brought us.

SECOND GRADE—Opening warm-ups, with Doe a Deer and scale practice. We celebrated Ireland. We sang Wee Falorie Man and Mrs. Murphy's Chowder and performed a Celtic Dance called Brafferton Village/Walsh’s Hornpipe and /or Dance of the Mallows.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We continued learning the song Orchestra, Orchestra with a focus on the Brass family. We will continue with the folksong, Michael Finnegan practicing the complex clapping patterns in partner groups.  We reviewed the folk song, Froggie Went A Courtin' with solfege and sang the song with two puppets. Performed a Celtic Dance called Brafferton Village/Walsh’s Hornpipe and /or Dance of the Mallows.

Week 28

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. Students were introduced to their next music concept Music can be High and Low.  Students used their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). Through the use of a high/low picture chart and much discussion students discovered that a man’s voice is low and a woman’s voice is high and that a piano is both high and low.  Mrs. Evans used her pop up puppet, a balloon and bells to demonstrate high and low pitch.  We sang a classic song “I’m Bringing Home My Baby Bumblebee” with high and low voiced stings and a buzzing vocalization at the end. Students caught their own bees and kept them safe in their “cave-like” hands complete with a peephole as they performed the song.

FIRST GRADE—Opening warm-ups. (Africa Week 1) Review all sentences and introduce new concept sentence, Africa is a Continent. Oh Africa! Show and tell where the continent of Africa is on a map. Recite the numbers 1-10 in Swahili with Ella Jenkins and African Country Chant.  First week of videos on the Beauty of Africa.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA TI DO' and the Solfege Song. We opened wth Sakura.  (DYNAMICS Week 1) We created a chart of 8 basic DYNAMICS.  Then the students were divided into groups of two and used flashcards with dynamic markings with 1 partner as student and one as teacher and then they switched.

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. We continued learning the song Orchestra, Orchestra with a focus on the Percussion family. We watched a video of a youth orchestra playing a song from Star Wars. The camera highlighted all of the different instruments and where they had key parts in the song. (Star Spangled Week 1) We learned the history behind the Star Spangled Banner and the meaning of the words through a video presentation. We sang the song.

Week 29

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. Re reviewed high and low. We sang the song “I’m Bringing Home My Baby Bumblebee. Finally we watched an Interactive Listening Map Flight of the Bumblebee by Rimsky-Korsakov, and then Faeries and Giants by Elgar .  Then the boys did strong movements with a long tube as the giants and girls used scarves and danced like fairies to the music.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. (Africa Week 2) Review all sentences focusing on Africa is a Continent. Oh Africa! We recited the numbers 1-10 in Swahili with Ella Jenkins.  We sang the Swahili song Pole Pole and add Dima, Dima and Che Che Coolay with African movement. We watched two short videos; one about a young girl named Brenda in Uganda called This is My Village and the Beauty of Africa with native animals.

SECOND GRADE—Opening warm-ups and sang DO RE MI SO LA TI and high DO. We performed the doubles and rhythmic patterns scale song using solfege.  We sang the Solfege Song and a new piece, Doe a Deer from the Sound of Music. We sang Sakura a final time using finger cymbals.  After reviewing dynamics and phrasing we transferred our knowledge to America the Beautiful and Pop! Goes the Weasel by singing specific dynamics during the song and demonstrating the phrases through the use of a piece of yarn. We ended with Valsa Dos Cavalos, a dance movement activity.

THIRD GRADEOpening warm-ups including the round Ginger Beer and Come Follow. Students rehearsed Froggie Went A Courtin' solfege hand positions.  (Orchestra Week 6) Students were a playing card with a picture and name of an orchestra instrument.  There were 4 signs with the names of the four instrument families on the wall.  They needed to stand with all the instruments in their family.  Then we sang the song Orchestra, Orchestra and each family sang and stood on their verse. Then Mrs. Evans played 2 musical examples of each family by itself and the group had to stand when it was their family. (Star Spangled Banner Lesson 2). We reviewed the Star Spangled Banner and the students were given sentence strips with the words and had to put them in order with a partner.

February 2018

Week 22

KINDERGARTEN—Opening warm-ups, reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin.  Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Shake Your Sillies and Hooked on Swing.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock. Introduced lesson focus sentence: Music can be “p”, “f” or < (soft, loud, or getting louder).  We sang I’m a Little Teapot in all three DYNAMICS and then learned the American folk song When Johnny Comes Marching Home. We ACTIVELY LISTENED to American Salute by Morton Gould that uses the theme of When Johnny Comes Marching… in the piece.  The students listened to the song and identified the number of times the song was played by forming a tally using Popsicle sticks.  We discovered Morton Gould used it eight times in American Salute.  Each time was a different variation.

SECOND GRADE—Opening warm-ups as listed above, reviewed the school song (see home page), and reviewed hand clapping activity to Miss Mary Mack from 1st grade with partners.  We discussed lullabies (What, Who, When, Character, DYNAMICS, TEMPO, lyrics and PITCH). We discussed the lyrics to All the Pretty Little Horses.  We identified repeated MELODIC PATTERNS and PITCH. We rocked little stuffed animals and showed the downward PITCH using our thumbs for four of the lines in the song. 

THIRD GRADEWe reviewed Sunrise by Frede Grofé. Opening warm-ups solfege scale and One Gingerbeer part 2. We experienced the ELEMENTS of music BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVISATION through a fun story called the Brilliant Marshmallow Rabbit

Week 23

KINDERGARTEN—Opening warm-ups, review all music concepts.  Introduce new concept ‘F’ Means Loud.  We talked about music language is based on Italian and they saw where Italy was on a map. After reviewing other loud/soft songs the children learn the song Grizzly Bear, Grizzly Bear. We act out the song recognizing the one word that is loud: “mad”. If there was extra time we sang This Little Light and If You’re Happy and Alabama Gal.

FIRST GRADE—No School

SECOND GRADE—Opening warm-ups as listed above, review the school song (see home page). Opening warm-ups as listed above and sang DO MI SO LA and added RE to the scale.  We sang Mary Had a Little Lamb using our solfege hands on those pitches. We reviewed the lyrics to All the Pretty Little Horses.  We identified again repeated MELODIC PATTERNS and PITCH. Every student played the downward melody on a set of resonator bells using correct hand and playing technique as demonstrated by Mrs. Evans. Every student received a stuffed animal to rock to the lullaby.  We ended with Hush Little Baby with Bobby McFerrin and Yo Yo Ma's arrangement.

THIRD GRADE Opening warm-ups including the solfege scale and a new scale where the students had to identify the PITCH pattern/sequence. Using “Wilson” the vocal ball, Mrs. Evans demonstrated the correct mouth position for the higher notes TI and DO.  We sang Ginger Beer part 3, reviewed The Marshmallow Rabbit Story and connected the story to the Element cards through specific song examples.

Week 24

KINDERGARTEN—Opening warm-ups, reviewed sentences, sang Starlight on So Mi and the School Song. We sang 10 Fingers, Body Parts, Grizzly in the Cave. We watched Camille Saint-Saëns' Carnival of the Animals featuring March of the Lions, Roosters, Turtle, Elephants and Aquarium.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. We sang The Fishing Song, Poor Hand is Shaking.  We reviewed American Salute and When Johnny Comes Marching Home. Review concept sentences and introduce Music Can Be Fast or Slow.  This is TEMPO. We learn The Mulberry Bush. Then we sing it using either fast or slow TEMPOS on each verse.  We ACTIVELY LISTEN to Igor Stravinsky’s Russian Dance and identify the FORM as Fast, Slow, Fast. We perform Form the Corn.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and continued with part 2 of the Solfege Song.  Students reinforced rhythm skills focusing on TA, TI-TI, Quarter REST, and TA-AH using rhythm flashcards. The lesson focus was Japan and the traditional song Sakura. We discussed the words to the song again.  We analyzed the RHYTHM to each line identifying every line that had a rhythmic match.  We clapped and sang the rhythmic patterns.  Students saw video of Japan and the koto, a traditional instrument. Everyone played Mrs. Evans’ gong.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We finished the sound samples for the Element cards and continued learning the song Orchestra, Orchestra . New TEMPO concept: RITARDANDO and ACCELERANDO for the song Michael Finnegan. We worked on partner clapping activity for the song. 

Week 25

KINDERGARTEN-Opening warm-ups, review all music concepts.  Continued with MUSIC CAN BE FAST OR SLOW. We sang Squirrels and Bears. We reviewed the fast/slow chart.  Mrs. Evans read The Tortoise and the Hare.  We discussed the importance of giving your 100% best in all you do. We moved to the Fast and Slow piece and ended with Form the Corn and Standing Like Tree.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. Introduced new concept sentence: Music can be short or long. Staccato, Legato, Legato. We did a scarf movement piece to the Syncopated Clock by Leroy Anderson.  We studied FORM (ABACA), articulation words STACCATO and LEGATO as well as the TRIANGLE and CODA.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and continued with part 2 of the Solfege Song.  Students reinforced rhythm skills focusing on TA, TI-TI, Quarter REST, and TA-AH using rhythm flashcards. T

We continued with the Japanese song Sakura. We identified repeated RHYTHM PATTERNS and clapped and sang them. Then we used RHYTHM STICKS to play the rhythms while we sang.  We concluded with a stick activity to the Swedish song Fjäskern.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We continued learning the song Orchestra, Orchestra with a focus on the String family. We continue with the folksong, Michael Finnegan. We review TEMPO (accelerando and ritardando). We begin to perform the complex clapping patterns in partner groups.

January 2018

Week 18

ALL CLASSESReview for Open House

Week 19

ALL CLASSESPARENT OPEN HOUSE

Week 20

KINDERGARTEN-Opening warm-ups as listed above, learn part 1 of a school song (see home page), Welcome Song, Pete the Cat book, I’m Rocking in my School Shoes, Head, Shoulders, Knees and Toes, What are You Wearing? and What’s Your Name? yarn ball toss.

FIRST GRADE—Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Pete the Cat book, I Love My White Shoes, Head, Shoulders, Knees and Toes, What are You Wearing? and What’s Your Name? yarn ball toss.

SECOND GRADE—Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Senior Don Gato song with book, Names, Names circle game and I Love Summer ball bounce RHYTHM activity in large group.

THIRD GRADE Opening warm-ups as listed above, review the school song (see home page). Performed all the Open House activities from 2nd Grade as a review.

Week 21

KINDERGARTEN—Opening warm-ups, learn part 2 of a school song (see home page) and moved to Who Wants to Dance? We are working on our hand positions for SOL and MI solfege. Introduced the first music concept sentence based on opposites: Music Can Be Loud or Soft. Discussed a loud/soft chart of pictures, learned a loud/soft song called Hey Betty Martin and changed our hand positions with the words of the song. Added different animals as we sang the song.

FIRST GRADE—Opening warm-ups and School Song. Reviewed all the Core Concepts and songs from the Kindergarten Open House

SECOND GRADE—Opening warm-ups and School Song. Reviewed all the Core Concepts and songs from the First Grade Open House.

THIRD GRADEOpening warm-ups. We reviewed DYNAMICS using large cards in front of the room that had to be put in order from softest to loudest.  We then discussed the Grand Canyon through several pictures and American Composer Ferde Grofé’s Sunrise composition from Grand Canyon Suite. We quickly identified the PITCH for a sunrise piece would have a sense of upward movement and the DYNAMICS would move from very soft to very loud.  We then talked about the key instruments/families in the piece being piccolo, flute, English horn, Strings, Brass and Cymbals.  During our ACTIVE LISTENING, students raised their hands to various prompts. We learned the round One Ginger Beer part 1

December 2017

Week 15

KINDERGARTEN—Opened with a movement activity song Sleeping Bunnies and were introduced to their next music concept Music can be High and Low.  Students used their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). Through the use of a high/low picture chart and much discussion students discovered that a man’s voice is low and a woman’s voice is high and that a piano is both high and low.  Mrs. Evans used her pop up puppet, a balloon and bells to demonstrate high and low pitch.  We sang a classic song “I’m Bringing Home My Baby Bumblebee” with high and low voiced stings and a buzzing vocalization at the end. Students caught their own bees and kept them safe in their “cave-like” hands complete with a peephole as they performed the song.  We also did a Spanish song, Animales.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. (Africa Week 2) Review all sentences focusing on Africa is a Continent. Oh Africa! We recited the numbers 1-10 in Swahili with Ella Jenkins.  We sang the Swahili song Pole Pole and add Dima, Dima and Che Che Coolay with African movement. We watched two short videos; one about a young girl named Brenda in Uganda called This is My Village and the Beauty of Africa with native animals.

SECOND GRADE—Opening warm-ups.  We then played an Israeli beanbag circle activity called Hora Agadati.  We worked on a Brazilian piece called Valsa if there was extra time.

THIRD GRADE—After warm-ups we learned the English party song Pippety, Poppety.  We learned the solfege to the melody.  Then we reviewed Froggie Went A Courtin’ and two students were the puppet masters for the frog and mouse.  We also added the solfege.  We sang an English song called Pippety, Poppety and learned the corresponding solfege and the group game was introduced as well.

Week 16

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. Re reviewed high and low. We sang the song “I’m Bringing Home My Baby Bumblebee. Finally we watched an Interactive Listening Map Flight of the Bumblebee by Rimsky-Korsakov, and then Faeries and Giants by Elgar .  Then the boys did strong movements with a long tube as the giants and girls used scarves and danced like fairies to the music.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock. Reviewed sentences and AFRICA IS A CONTINENTWeek 3. Experienced Mrs. Evans African instruments.  We sang Dima, Dima, recited 1-10 in Swahili, the Africa is a continent chant, Pole Pole and Kokoleoko. Performed African dance Che Che Koolay. Videos included How a Djembe is Made, Children of Africa and Africa Calling (animals).

SECOND GRADE—Opening warm-ups. Focused on jazz, scat singing with the song, Swinging the Blues Away, Moved to Valsa Dos Cavalos and the Russian song Cazachok.

3rd GRADE—Opening warm-ups including the solfege scale and reviewed the solfege to Froggie Went a Courtin’ and the song Pippety, Poppety a pin game. Then we played the British party game as a class.  It was great fun.

Week 17

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. We reviewed our music concept Music can be High and Low.  We sang the Bumblebee Song HIGH/LOW, Animales SPANISH SONG, Fanga STEADY BEAT and Sleeping Bunny RHYTHM. We ended our time doing a paper plate skate to the Skater’s Waltz, an old classic.

FIRST GRADE—NO SCHOOL (Friday classes)

SECOND GRADE—Opening warm-ups. Then Mrs. Evans introduced and demonstrated proper playing technique for the following instruments: HAND DRUMS, TONE BLOCKS, MARACAS, TAMBOURINES, TRIANGLES and GUIROS, BELLS.  The students sat by color groups and rotated around the room having the opportunity to play every type of instrument to an African drum piece in 4/4 time.

3rd GRADE—Opening warm-ups including the solfege scale and reviewed the solfege to Froggie Went a Courtin’ and the song Pippety, Poppety a pin game. Mrs. Evans introduced the class to BASS, ALTO, & SOPRANO XYLOPHONES, ALTO METALLOPHONES, & SOPRANO AND ALTO GLOCKENSPIELS.   We worked on our xylophone skills discussing proper mallet technique and playing guidelines using simple rhythms, nursery rhymes and folk song Shoo Turkey. Students worked in partner pairs and rotated around to all of the instruments.
November 2017

Week 13

KINDERGARTEN—Opening warm-ups.  We reflected on Thanksgiving and being thankful!  Students ACTIVELY LISTENED to a piece called December Snow, first identifying what people or place the music was related to (Native American Indians) and then identifying PITCH that stays the same in the piece.  They traced the MELODY with their fingers.  Some classes if technology was available saw the interactive listening map with the snowflake moving to the MELODIC map as well as the Native American pipe player.  Using the yarn ball each child shared one or two things he/she was thankful for and we incorporated some of the answers into the song, Giving Thanks.  Next we sang the tune Five Fat Turkeys with motions including the mad cook who couldn’t seem to find the turkeys! Mrs. Evans demonstrated Native American instruments like ANKLE BELLS, GOURD RATTLE, DRUM, OCEAN DRUM, RAIN STICK, PAN FLUTE, FLUTES IN DIFFERENT SIZES AND CHIMES.

FIRST GRADE—Opening warm-ups.  We learned our next sentence Music has TAs TI-TIs and Rests. This is RHYTHM. We used a hand clapping activity to reinforce concept called Miss Mary Mack. Later we reflected on Thanksgiving and being thankful!  Students ACTIVELY LISTENED to a piece called December Snow, first identifying what people or place the music was related to (Native American Indians) and then identifying PITCH that stays the same in the piece.  They traced the MELODY with their fingers.  Some classes if technology was available saw the interactive listening map with the snowflake moving to the MELODIC map as well as the Native American pipe player.  Using the yarn ball each child shared one or two things he/she was thankful for and we incorporated some of the answers into the song, Giving Thanks.  Next we sang the tune Five Fat Turkeys with motions including the mad cook who couldn’t seem to find the turkeys! Mrs. Evans demonstrated Native American instruments like ANKLE BELLS, GOURD RATTLE, DRUM, OCEAN DRUM, RAIN STICK, PAN FLUTE, FLUTES IN DIFFERENT SIZES AND CHIMES.

SECOND GRADE—Opening warm-ups including the solfege scale, Solfege Song and Doe a Deer. It’s almost Thanksgiving Week! After warm-ups we opened with using the yarn ball as each child shared one thing he/she was thankful for and we incorporated some of the answers into the song, Giving Thanks.  We sang I Like Turkey Time (identifying SOLFEGE and using movement to internalize melody). We continue to discuss Austria, yodeling, and TEMPOS (fast, slow and moderate) using a drum and movement, dirndls, lederhosen, cuckoos, and the Tyrol. We spend time with the traditional song The Cuckoo with hand clapping parts as we begin to work with partners. We watched several short videos on the country of yodeling and heard the world’s most famous yodeler Franzl Lang and an American’s Got Talent finalist Taylor Ware.

3rd GRADE—Opening warm-ups including the solfege scale, Solfege Song and Doe a Deer. It’s almost Thanksgiving Week! After warm-ups we opened with using the yarn ball as each child shared one thing he/she was thankful for and we incorporated some of the answers into the song, Giving Thanks.  We sang I Like Turkey Time (identifying SOLFEGE and using movement to internalize melody). We concluded playing an Indian Rock Passing Game in a large circle called Uni Nunni with small rocks.

Week 14

KINDERGARTEN—Opening Warm-ups and Starlight on So and Mi. Students were introduced to their next music concept Music can be High and Low.  Students used their voices to imitate the pitches and their bodies to demonstrate high and low (hands up for high and in their lap for low). Through the use of a high/low picture chart and much discussion students discovered that a man’s voice is low and a woman’s voice is high and that a piano is both high and low.  Mrs. Evans used her pop up puppet, a balloon and bells to demonstrate high and low pitch.  We sang a classic song “I’m Bringing Home My Baby Bumblebee” with high and low voiced stings and a buzzing vocalization at the end. Students caught their own bees and kept them safe in their “cave-like” hands complete with a peephole as they performed the song.

FIRST GRADE—Opening warm-ups. (Africa Week 1) Review all sentences and introduce new concept sentence, Africa is a Continent. Oh Africa! Show and tell where the continent of Africa is on a map. Recite the numbers 1-10 in Swahili with Ella Jenkins and African Country Chant.  First week of videos on the Beauty of Africa.

SECOND GRADE—Opening warm-ups including the solfege scale, Solfege Song and Doe a Deer. Video clip of the origin of Doe a Deer from the Sound of Music.  We played a complex bean bag group circle game to the song Hora Agadati.  We concluded by trying to toss our beanbags into the bean bag box.

THIRD GRADE—Opening warm-ups. We learned a folk song Froggie Went A Courtin’ and had an introduction to singing the song on our solfege syllables. We played an instrument matching game as we sang through the Orchestra, Orchestra song. We continued playing an Indian Rock Passing Game in a large circle called Uni Nunni with small rocks.

October 2017

Week 7

KINDERGARTEN—Moving into our next content sentence: Music can be FAST or SLOW.  We reviewed our fast/slow chart.  We discussed the difference between squirrels and bears as winter approached.  We sang Did You Ever See a Squirrel? (fast) and Did You Ever See a Bear? (slow) using specific movements and TEMPOS. Then we ended with movement to a fast/slow montage piece that required ACTIVE LISTENING as our body movements corresponded to the music.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. Introduced new concept sentence: Music can be short or long. Staccato, Legato, Legato. We did a scarf movement piece to the Syncopated Clock by Leroy Anderson.  We studied FORM (ABACA), articulation words STACCATO and LEGATO as well as the TRIANGLE and CODA.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and continued with part 2 of the Solfege Song.  Students reinforced rhythm skills focusing on TA, TI-TI, Quarter REST, and TA-AH using rhythm flashcards. The lesson focus was Japan and the traditional song Sakura. We discussed the words to the song again.  We analyzed the RHYTHM to each line identifying every line that had a rhythmic match.  We clapped and sang the rhythmic patterns.  Students saw video of Japan and the koto, a traditional instrument. Everyone played Mrs. Evans’ gong.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We finished the sound samples for the Element cards and continued learning the song Orchestra, Orchestra . New TEMPO concept: RITARDANDO and ACCELERANDO for the song Michael Finnegan. We worked on partner clapping activity for the song. 

Week 8

KINDERGARTEN-Opening warm-ups, review all music concepts.  Continued with MUSIC CAN BE FAST OR SLOW. We sang Squirrels and Bears. We reviewed the fast/slow chart.  Mrs. Evans read The Tortoise and the Hare.  We discussed the importance of giving your 100% best in all you do. We moved to the Fast and Slow piece and ended with Form the Corn and Standing Like Tree.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. Mrs. Evans introduced the new concept Music has shape and contour. We discussed and moved our voices to the pictures in the contour chart. We learned a sea shanty called Hear Ye and traced the CONTOUR of the song’s verses.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and continued with part 2 of the Solfege Song.  Students reinforced rhythm skills focusing on TA, TI-TI, Quarter REST, and TA-AH using rhythm flashcards. T

We continued with the Japanese song Sakura. We identified repeated RHYTHM PATTERNS and clapped and sang them. Then we used RHYTHM STICKS to play the rhythms while we sang.  We concluded with a stick activity to the Swedish song Fjäskern.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We continued learning the song Orchestra, Orchestra with a focus on the String family. We continue with the folksong, Michael Finnegan. We reviewed TEMPO (accelerando and ritardando). We begin to perform the complex clapping patterns in partner groups.

Week 9

KINDERGARTEN—Opening warm-ups and Starlight sung to SO MI pitches. Using her guitar Mrs. Evans sang with the class If You're Happy and You Know It with the class.  We used plastic spider rings to The Eeency Weency Spider Song, and did movement to Hello, Hello, 1,2 Buckle My Shoe, 10 Fingers and Listen and Move.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. Mrs. Evans reviewed the new concept Music has shape and contour. We discussed and moved our voices to the pictures in the contour chart. We learned a sea shanty called Hear Ye and traced the CONTOUR of the song’s verses.  We sang When I Was One.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and added TI and high DO to the scale using my friend “Wilson” the tennis ball to indicate proper mouth position. We then performed scales up and down using solfege.  We sang the Solfege Song and a new piece, Doe a Deer from the Sound of Music. We were wrapping up our work on Sakura by reviewing 4-beat rhythms, singing the rhythm of the song while pretending to play finger cymbals.  Students were introduced to the Dynamics chart and heard an introduction to the classic song America the Beautiful.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We rehearsed the Brilliant Marshmallow Rabbit. We continued learning the song Orchestra, Orchestra with a focus on the Woodwind family. We followed leaders to a montage of Walking Music and practiced moving quickly from color groups to scatter to a large circle.  We worked on Michael Finnegan in partners.

Week 10

KINDERGARTENSaw Pumpkins, Pumpkins, Pumpkins!  Students experienced Mrs. Evans’ “magic pumpkin”, learned a speech piece, Pumpkin Patch, and then we labeled different lines with different DYNAMICS that they learned including the addition of “p means soft”.  The lesson continued with a Pumpkin Patch activity where all the students turn into creative, standing pumpkin faces (Jack-0-Lanterns). Next Mrs. Evans read the story Spookley the Square Pumpkin that highlights the importance of our unique individualities and giving our best to others.  We closed with a circle activity where we passed pumpkins to the steady beat to Steady Pass the Pumpkin.  Mrs. Evans showed the students her special pumpkin with characters inside.

FIRST GRADE—Opening Warm-ups and SO MI LA to The Clock.  We reviewed their new sentence MUSIC HAS CONTOURS and we used our voices to imitate the following musical shapes, Steeple, Tiger’s Back, Tractor, Sand, Giraffe’s neck, Mountain and Arch. We learned a pirate song called Hear Ye and traced the shape/CONTOUR of the song. We played a Pirate Circle game called Pirate Captain on the Sea as we guessed how much treasure the Captain brought us.

SECOND GRADE—Opening warm-ups and sang DO RE MI SO LA TI and high DO. We performed the doubles and rhythmic patterns scale song using solfege.  We sang the Solfege Song and a new piece, Doe a Deer from the Sound of Music. We sang Sakura a final time using finger cymbals.  After reviewing dynamics and phrasing we transferred our knowledge to America the Beautiful and Pop! Goes the Weasel by singing specific dynamics during the song and demonstrating the phrases through the use of a piece of yarn. We ended with Valsa Dos Cavalos, a dance movement activity.

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence. We rehearsed the Brilliant Marshmallow Rabbit. We continued learning the song Orchestra, Orchestra with a focus on the Brass family. We continued with Ginger Beer in 2-3 groups as a round and began an introduction to the national anthem, The Star Spangled Banner by Francis Scott Key through a PowerPoint presentation on the history of the song. We sang it as well.

Week 11—NO SCHOOL for WEDNESDAY CLASSES

FIRST GRADE—ALL Classes combined so we reviewed songs we had been working on and other class favorites.

Week 12

KINDERGARTEN—After warm ups we We opened with warm-ups and Hello, Hello.  We played and sang a group activity called Here sits the Monkey in the Chair accompanied by the guitar. Everyone got a turn with the monkeys. We sang Form the Corn and Standing Like a Tree.

FIRST GRADE—NO SCHOOL

SECOND GRADE—Opening warm-ups including the solfege scale. Mrs. Evans used a map and clothes from the culture to discuss the traditional costumes of Austria (Europe). This included yodeling, TEMPOS (fast, slow and moderate) using a drum and movement, dirndls, lederhosen, cuckoos, and the Tyrol. We learned a traditional song The Cuckoo with hand clapping parts

THIRD GRADE—Opening warm-ups including the solfege scale and a new scale where the students sing a pattern/sequence.  We continued learning the song Orchestra, Orchestra with a focus on the Percussion family. We reviewed the history behind The Star Spangled Banner and Francis Scott Key.  We sang the anthem and broke up into groups with word strips. The students had to put them in order.  We checked our work and then we sang the anthem again. We worked on Michael Finnegan if there was time.

AugustSeptember 2017

Week 1

KINDERGARTEN-Opening warm-ups as listed above, learn part 1 of a school song (see home page), Welcome Song, Pete the Cat book, I’m Rocking in my School Shoes, Head, Shoulders, Knees and Toes, What are You Wearing? and What’s Your Name? yarn ball toss.

FIRST GRADE—Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Pete the Cat book, I Love My White Shoes, Head, Shoulders, Knees and Toes, What are You Wearing? and What’s Your Name? yarn ball toss.

SECOND GRADE—Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Senior Don Gato song with book, Names, Names circle game and I Love Summer ball bounce RHYTHM activity in large group.

THIRD GRADE Opening warm-ups as listed above, review the school song (see home page), Welcome Song, Senior Don Gato song with book, Names, Names circle game and I Love Summer ball bounce RHYTHM activity in large group.

Week 2

K, 2, 3—Substitute lessons

FIRST GRADE—Opening warm-ups and School Song. Reviewed all the Core Concepts and songs from the Kindergarten Open House.

Week 3

KINDERGARTEN—Opening warm-ups, learn part 2 of a school song (see home page) and moved to Who Wants to Dance? We are working on our hand positions for SOL and MI solfege. Introduced the first music concept sentence based on opposites: Music Can Be Loud or Soft. Discussed a loud/soft chart of pictures, learned a loud/soft song called Hey Betty Martin and changed our hand positions with the words of the song. Added different animals as we sang the song.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock. Introduced lesson focus sentence: Music can be “p”, “f” or < (soft, loud, or getting louder).  We sang I’m a Little Teapot in all three DYNAMICS and then learned the American folk song When Johnny Comes Marching Home. We ACTIVELY LISTENED to American Salute by Morton Gould that uses the theme of When Johnny Comes Marching… in the piece.  The students listened to the song and identified the number of times the song was played by forming a tally using Popsicle sticks.  We discovered Morton Gould used it eight times in American Salute.  Each time was a different variation.

SECOND GRADE—Opening warm-ups and School Song. Reviewed all the Core Concepts and songs from the First Grade Open House.

THIRD GRADE—Opening warm-ups and School Song. Reviewed all the Core Concepts and songs from the Second Grade Open House.

Week 4

KINDERGARTEN—Opening warm-ups, reviewed the first music concept sentence based on opposites: Music Can Be Loud or Soft. Reviewed the loud/soft chart of pictures, the loud/soft song called Hey Betty Martin.  Students were introduced to the loud/soft song Hear the Thunder and Hear the Rain Drops and reinforced the words with movements.  They ACTIVELY LISTENED to Slavonic Dance by Antonín Dvořák identifying with their hands when the music was loud or soft. Then we did some movement to Shake Your Sillies and Hooked on Swing.

FIRST GRADE—Opening warm-ups and solfege hand sign work with SO MI and LA to the song The Clock. Introduced lesson focus sentence: Music can be “p”, “f” or < (soft, loud, or getting louder).  We sang I’m a Little Teapot in all three DYNAMICS and then learned the American folk song When Johnny Comes Marching Home. We ACTIVELY LISTENED to American Salute by Morton Gould that uses the theme of When Johnny Comes Marching… in the piece.  The students listened to the song and identified the number of times the song was played by forming a tally using Popsicle sticks.  We discovered Morton Gould used it eight times in American Salute.  Each time was a different variation.

SECOND GRADE—Opening warm-ups as listed above, reviewed the school song (see home page), and moved to Who Wants to Dance?  We discussed lullabies (What, Who, When, Character, DYNAMICS, TEMPO, lyrics and PITCH). We discussed the lyrics to All the Pretty Little Horses.  We identified repeated MELODIC PATTERNS and PITCH. We rocked little stuffed animals and showed the downward PITCH using our thumbs for four of the lines in the song. 

THIRD GRADEOpening warm-ups. We reviewed DYNAMICS using large cards in front of the room that had to be put in order from softest to loudest.  We then discussed the Grand Canyon through several pictures and American Composer Ferde Grofé’s Sunrise composition from Grand Canyon Suite. We quickly identified the PITCH for a sunrise piece would have a sense of upward movement and the DYNAMICS would move from very soft to very loud.  We then talked about the key instruments/families in the piece being piccolo, flute, English horn, Strings, Brass and Cymbals.  During our ACTIVE LISTENING, students raised their hands to various prompts.

Week 5

KINDERGARTEN—Opening warm-ups, review all music concepts.  Introduce new concept ‘F’ Means Loud.  We talked about music language is based on Italian and they saw where Italy was on a map. After reviewing other loud/soft songs the children learn the song Grizzly Bear, Grizzly Bear. We act out the song recognizing the one word that is loud: “mad”. If there was extra time we sang This Little Light and If You’re Happy and Alabama Gal.
FIRST GRADE—Substitute Lesson

SECOND GRADE—Opening warm-ups as listed above, review the school song (see home page). Opening warm-ups as listed above and sang DO MI SO LA and added RE to the scale.  We sang Mary Had a Little Lamb using our solfege hands on those pitches. We reviewed the lyrics to All the Pretty Little Horses.  We identified again repeated MELODIC PATTERNS and PITCH. Every student played the downward melody on a set of resonator bells using correct hand and playing technique as demonstrated by Mrs. Evans. Every student received a stuffed animal to rock to the lullaby.  We ended with Hush Little Baby with Bobby McFerrin and Yo Yo Ma's arrangement.

THIRD GRADEWe reviewed Sunrise by Frede Grofé. Opening warm-ups solfege scale and One Gingerbeer part 3. We experienced the ELEMENTS of music BEAT, MELODY, RHYTHM, HARMONY, TEXTURE, DYNAMICS, TEMPO, PITCH, FORM, ACTIVE LISTENING, TIMBRE, COMPOSITION, IMPROVISATION through a fun story called the Brilliant Marshmallow Rabbit.  We discussed the meaning of the first four ELEMENTS with listening examples from a variety of genres and movement.

Week 6

KINDERGARTEN—Opening warm-ups, reviewed sentences, sang Starlight on So Mi and the School Song. We sang 10 Fingers, Body Parts, Grizzly in the Cave. We watched Camille Saint-Saëns' Carnival of the Animals featuring March of the Lions, Roosters, Turtle, Elephants and Aquarium.

FIRST GRADE—Opening Warm-ups and SO MI LA song called The Clock. We sang The Fishing Song, Poor Hand is Shaking.  We reviewed American Salute and When Johnny Comes Marching Home. Review concept sentences and introduce Music Can Be Fast or Slow.  This is TEMPO. We learn The Mulberry Bush. Then we sing it using either fast or slow TEMPOS on each verse.  We ACTIVELY LISTEN to Igor Stravinsky’s Russian Dance and identify the FORM as Fast, Slow, Fast. We perform Form the Corn.

SECOND GRADE—Opening warm-ups as listed above and sang DO RE MI SO LA and continued with part 2 of the Solfege Song.  We reviewed All the Pretty Horses.  Students reinforced rhythm skills focusing on TA, TI-TI, Quarter REST, and TA-AH using rhythm flashcards. The lesson focus was Japan and the traditional song Sakura. We discussed the words to the song again.  We analyzed the RHYTHM to each line identifying every line that had a rhythmic match.  We clapped and sang the rhythmic patterns.

THIRD GRADE Opening warm-ups including the solfege scale and a new scale where the students had to identify the PITCH pattern/sequence. Using “Wilson” the vocal ball, Mrs. Evans demonstrated the correct mouth position for the higher notes TI and DO.  We listened to Sunrise as they came in and identified the timbres of the instruments and dynamics. We sang Ginger Beer part 3, reviewed The Marshmallow Rabbit Story and connected the story to the Element cards through various song examples. They were introduced to The Orchestra Song and the clapping piece Come Follow.

Welcome to our K-3 Music Website! I hope you will find a wealth of information here and music FUN! —Mrs. Evans

Contact!

Mrs. Sharon Evans

shevans@capousd.org

ALWAYS include your child's school.

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Education comes from within; you get it by struggle and effort and thought.

Napoleon Hill 

 

Only a life lived in the service to others is worth living.

Albert Einstein

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