Monday, January 25, 2010
Sunday, January 24, 2010
I made a pact with myself this semester to take in as many Bradley University cultural and sporting events as possible. (As the Captain would be quick to point out, my tuition is subsidizing them after all.) Yesterday we attended the theatre department's production of Stuart Little. It was a huge hit with the kids and adults alike. Today at 2:30 is the last performance, so, if you're in the area, try to take it in. If you aren't, look into live theatre performances near you. The right script and performers can unleash a child's imagination better than Pixar or Disney, even at their best.
Friday, January 22, 2010
- a dirty house
- unimaginative cooking
- group work with partners who consider watching the NFL a longstanding commitment
- homework and more homework
- lunch from a thermos four days a week
- less exercise, blogging and writing in general
- less housework
- fewer trips to the grocery store
- reliving my youth vicariously through my classmates and students
- learning more than I ever expected and loving it
- not taking time with my family for granted
- getting out and interacting with people every single day
Tuesday, January 19, 2010
Saturday, January 16, 2010
- immediacy and
Wednesday, January 13, 2010
Monday, January 11, 2010
The Orchestra in Four Parts
Age Level: 7 to 9
Duration: 40 minutes
Computer with iTunes software, The Orchestra Playlist, and speakers
Worksheet, one per student (see attached)
Moss, Lloyd (1995). Zin! Zin! Zin! a Violin
Garriel, Barbara S. (2004). I Know a Shy Fellow Who Swallowed a Cello
Crossword Puzzle Maker courtesy of http://www.puzzle-maker.com/CW/
The Orchestra Play List:
- Piano Concerto #20 In D Minor, K 466 - 1. Allegro by Wolfgang Amadeus Mozart
- Spring from The Four Seasons by Antonio Vivaldi
- The Coventry Carol (Brass Quintet) by Robert Croo
- Concerto For Flute & Harp, K 299 - 2. Andantino by Woldfgang Amadeus Mozart
- The Battle Of Stirling by James Horner, performed by the London Symphony Orchestra
- Students will be able to identify the four sections of the orchestra based on their construction and method of sound production.
- Students will be able to match the following terms to their correct definition.
- Students will be able to place a selection of instruments into their appropriate sections.
- Begin by asking students if any have gone to see or listened to an orchestra. Guide discussion toward the number of musicians, the types of instruments, the type of music played and whether the musicians played by themselves or in groups.
- Play Track 1 from The Orchestra Playlist as an example of a large orchestra all playing together.
- Introduce the concept that the orchestra can be divided into four sections. Read Zin! Zin! Zin! a Violin, asking students to look for clues to justify what instruments they would group together to form a section. Hint: instruments are grouped together based on how they make sound.
- At the dry erase board, write the names of all ten instruments in black ink. Invite students to come to the board to circle instruments they believe are in the same section with like colored marker (i.e. all strings circled with red; all woodwinds circled with blue; all brass circled with green. See answer key attached.) Once complete, introduce the correct terms for the different sections: strings, brass, and woodwinds. Play tracks 2, 3, and 4 from The Orchestra Play list (15 to 30 seconds each).
- Remind the class that one important section is still missing. (Percussion) Allow students to offer suggestions as to what is missing and then read I know a Shy Fellow Who Swallowed a Cello watching for new instruments they may not have seen in the first book.
- Add new instruments to the board: saxophone, fiddle, cymbal, kazoo, and bell. Invite students to come up to the board and classify the new additions, offering their justification. Add percussion as a section including the cymbal and bell. Discuss whether a kazoo belongs in any of the sections. Play track 5 from The Orchestra Play List as an example of percussion instruments.
- Distribute activity sheets. Allow students to work in small groups to complete. Younger students may require a word bank. Older students should be encouraged to refer to the texts. Meanwhile instrumental tracts in the background in sequence.
- During last five minutes gather group’s attention and discuss section and instrument preferences.
- See attached crossword puzzle. (Not included here for reasons of potential copyright infringement. While I wrote the content of the puzzle myself, I'm not sure I'm allowed to share it.)
ISBE Standard Addressed:
Classify musical sound sources into groups (e.g., instrumental families, vocal ranges, solo/ensembles).
Friday, January 8, 2010
Six inches. That's it. A whopping 15 centimetres of snow brought P-town to a halt yesterday. As a Canadian and former Montrealer, I couldn't help but chuckle. An automated phone call at 5:30 a.m. announced that all schools were closed. Needless to say, the girls were delighted by the phenomenon. Not once in five years were Geneva schools closed due to weather. Then again, Geneva never got much snow.