Grade One watched a sundance called "The Gift of The Sun." They then created their own dances using scarves and ribbons.
Our new central idea is: How we express ourselves: "Composers and performers can express themselves through music and dance."
Lines of Inquiry:
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This week, Grade One students were asked the following the questions after listening to Peter and The Wolf.
1) What character do you like? why? (e.g. cat, bird, duck, wolf, Peter, Grandpa)
2) What instruments do you like? why? (e.g. strings- Peter, flute- Bird, oboe - Duck, clarinet- Cat, bassoon- Grandpa, horns- Wolf)
3) What instruments don't you like? why?
4) What is your favourite part of the story? why?
5) Which of the instruments belong to the string, woodwind or brass family?
Next week they will start to choose their own percussion instruments for part of the story and they will practice in small groups.
As part of their unit of inquiry "How we express ourselves," Grade One students have been learning about the musical story "Peter And The Wolf" by Prokofiev. (Russian Composer) They have been listening to the different types of instruments used to represent Peter and the various animals. In addition to this, they have chosen one character to act out in class, whilst the story has been playing in the background.
Learning to respond to sound, is an important part of the Music Scope in Sequence, students have been reflecting creatively upon the music in class through discussion, drama and vocalisation.
Peter: String Quartet
Here's James and his student buddies performing a short rhythmical piece. Students practiced sight-reading by playing four different rhythms given on paper. Later they chose one rhythm and created their own body percussion piece.
Grade 1.1HV listened to the story "Tiddler" and discussed their ideas about whether the story was true or not! Some students felt it was a real story because we had heard the story in class and a fish told the tale to a scuba diver. Others felt Tiddler could not be true because fishes do not talk! Students worked in groups to create a sound symbol composition and they also chose their own vocal sounds for each sea creature symbol.
Students worked in small groups playing the handbells. One member of the group was chosen to conduct the music. Here are the students listening to some of the compositions. Afterwards the students were encouraged to give their feedback and ideas.
Li and his group created and performed their own musical composition on the handbells. Have a listen!