Back to School: Popsicle Sticks

I was at the Dollar Tree this evening doing a bit of my Back to School shopping and I happened across these:

What a great deal!  100 Popsicle sticks for $1.00.  I think my box was $7 or $8 when I bought it at one of the craft stores.  There are about 16 of each color which is great for Popsicle Stick Rhythms.  You only need 12 sticks per students, so I would purchase 3 or 4 packages.  Four may be a bit much but you would always have spares just in case.

Here is the post I wrote in January about Popsicle Stick Rhythms.  

I'm thinking the variety of colors would lend themselves well for small group work.  I'll have to think about that and how I could use a variety of colors for other rhythmic activities this year.

3rd Grade Compositions

Every year I like to give each grade level composition experiences.  Whether it is group, centers, or individual experiences with composing, I find that it is so impactful.  You can see students putting everything together.  It's the light bulb moment.

In 3rd grade we have talked a lot about time signature, bar lines, measures, note/rest values, etc.  To wrap up the year, I gave my students a chance to compose within guidelines.

I gave each student a small piece of paper (I use colored copy paper cut into quarters).  We review what a measure is and discuss that they will be composing a measure of music in 4/4 time.  Their paper represents the measure, so they don't need to worry about bar lines (for now anyways!).  Before composing I give them a list of notes/rest they can use.  Here are their choices:

• Beamed Eighth Notes
• Quarter Notes
• Half Notes
• Quarter Rests
• Half Rests

Although they already know whole notes/rests I leave these out because they are too easy for a one measure composition.

After composing their measure, I give each student a number (1-4) and ask them to keep it on their fingers.  I use 1-4 because it means ultimately my groups will end with 4-5 kids.  Once every student has their number, I ask them to move to specified locations around my classroom.  After everyone is seated with their group I explain that they will be arranging their measures into a longer composition.

I show them how to place them in 1-4 measure order.  Step 1 is to decide on an arrangement.  They may not pick one until I have seen them playing it together.  Once they have decided, they raise their hands to let me know.  I then tape the composition together and have them move on to Step 2.  In the second step they need to practice in order to play their composition together.  I have them play the entire thing together because I want them to have a longer reading experience.

After completing Step 2, students raise their hands again to let me know they are ready to move on.  Step 3 is picking an instrument to perform on.  Most pick drums but every once in a while some rhythm sticks or boomwhackers sneak their way into a performance.  Step 4 is practicing the composition with instrument.

After everyone has practiced playing their composition with instruments, we perform for each other.

The final step is transferring our composition to traditional notation.  We add the time signature, bar lines and an ending.

This takes a full lesson to complete (45 min.).  In another lesson, we will extend our composition by adding melody and use it as a notation activity with the staff.

1st Grade: Spooky Rhythms

I happened across a post on The Sweetest Melody and it inspired me to do some Spooky rhythm patterns during my 1st grade lesson this rotation.  We've been working on reviewing ta and rest from the end of kindergarten and experiencing eighth notes.  After singing a song that had eighth note patterns that we moved to, we looked at our Ghost rhythms.

I asked my kids to tell me how these rhythms looked different than the rhythms we read during our last class.  They said "Some of the beats have 2 ghosts".  So I asked them what they thought would happen and their response was exactly what I wanted "there will be two sounds".

So, we played our spooky rhythms saying ghost for one sound on a beat and spooky where there were two sounds.  Oh my goodness did they love this!  Afterwards I gave them an opportunity to compose their own spooky rhythm.  I kept it to 4 beats since this was our first composing experience this year.

I didn't have any Halloween themed manipulatives but these worked.  I had some cardstock that was cut into 8ths and some button shapes that had been donated.  I separated them into baggies, each bag had 4 pieces of cardstock and 8 buttons.  The cardstock is to represent the beat and the buttons the notes.  These are nice because I can use them throughout the year.  I think I will give each group 8 beats next time for a longer composing experience.

Hear is some video of my kids working on their rhythms.  Sorry my voice is so loud, you can't really hear it in the video but the class was kind of loud as they worked in their groups so I had to speak up so my little ones could hear me.  Unfortunately, my cell phone picked my voice up more than anything else because I was so close to it.

Silver Belt

During my 1st year of teaching I complained to my mentor that I was having a hard time getting students to complete written work geared towards recorders.  She shared some of her written assignments with me and suggested requiring students to complete the worksheet in addition to playing the belt song.  I tried this out the following year and it became difficult for me to keep on top of all of this.  Below is one of the ways I solved this dilemma.

In order to earn their silver belt, students have to write and perform an original composition.  In their recorder packets is a copy of this worksheet.  Once they have completed their silver belt, I hang it on the "Featured Composers" wall outside my classroom.

I have found that by completing this one assignment a lot of musical concepts click a bit more for my students.  They seem to be more aware of meter, not value, etc.

Something I found that I didn't like about this format was the worksheet itself.  I think next year I will revamp it so that there is a brainstorming area where students can first create their rhythm before worrying about the melody.