Rhythms and Sounds of Nature II

K, Grade 1 and 2 students continue to explore the rhythms and sounds of nature through music.  Using Spring as the inspiration, students experimented with creating soundscapes on barred instruments. 

Grade 3 and 4 students started their first lessons on the recorder.  Apart from learning about how to produce a quality tone on the instrument, students learned their first "BAG" songs, i.e. songs based on the notes "B", "A" and "G".  They also learned about the "recorder consort".

Grade 5 students took a short break from the study of "improvisation" and started a new interdisciplinary project which allows them to examine elements in arts and elements in music.  We looked at some of the basic elements in arts ---- lines, colours, texture, etc. ---- and draw comparison between the art concepts and that of music.

Rhythms and Sounds of Nature

“The rhythms of nature – the sounds of wind and water, the sounds of birds and insects – must inevitably find their analogues in music.”

~ George Crumb, American composer

This is what Kindergarten, Grade 1 and 2 students have been doing:  helping the rhythms of nature find their analogues in music.  Using "Spring" as an inspiration, Kindergarten and Grade 1 students have created different soundscapes to go with poems and stories.  They also looked at how composers like Vivaldi capture the rhythms and sounds of nature.  

While Grade 5 students continued to refine their improvisation skills in the style of jazz, Grade 3 and 4 students are getting ready to learn how to play the recorder.  Just a gentle reminder:  we will begin our recorder unit next week.  Please bring your instrument!

What is Musical Improvisation?

As students enter their second week of musical improvisation, they realize that improvisation in music is more than just "making something up on the spot."  This week, they learned that in order for a piece to sound "good" or "right", there are certain "norms", "rules" or "performance practices" that one has to follow... 

Grade 5 students discovered that in order to make their improvisation sound like jazz music, there are certain rhythmic "feel" that they have to create.  They learned that there is something called "blues scale."  They learned that a melody has a contour.  Grade 3 and 4 students came to realization that music has a pulse and phrases have certain structures and that our prior experience shapes what we expect as the "right length" in a musical phrase.  But they also understand that within this parameter, we still have lots of room to be creative and original.

Students will soon be applying what they have learned now to improvisation on the recorder.

 

When improvisation is properly applied,

it is compositional thinking sped way up.

~ Kurt Elling

American jazz singer and songwriter

As creativity is a central part of the elementary music program here at Elboya School, I am introducing the students to the idea of improvisation.  While most of the students from Grade 3, 4 and 5 started off with improvising musical questions and answers using various rhythmic patterns, they have extended the practice of improvisation to include melodic elements.  Students were introduced to the concept of pentatonic scale ---- a five-note scale used in many cultures ---- which forms the basis of the melodic language that students have been learning up to this point.  Grade 1 and 2 students used melodic fragments from the pentatonic scale.  By adding or changing the rhythm, students changes the melody.   Through this learning task, students are experiencing the compositional process which is "sped way up."