Great resource for using music to learn about Kwanzaa.
Posted by lbbartolomeo on December 26, 2013
Posted by lbbartolomeo on November 30, 2013
I’d like compile worthy information/activities about India! If you have something to share, PLEASE let me know! I’d love to have other great resources!
Posted by lbbartolomeo on October 7, 2013
storage unit which usually has tubs/bins on the four levels. I took out the
bins and found that the dowels going across are just the right width to hold
the ukes. I don’t have room to hang them so this is working well for me.
More care has to be taken when getting/putting away the uke. So far, I do
this job, with a quick tuning before handing the uke to a student!
Posted by lbbartolomeo on August 18, 2013
Since I live in Indianapolis, the ending fits! “Colts, Go Blue!” But you can re-arrange it to fit YOUR needs!
Some of the team rhythms can be changed to more naturally fit the way they are pronounced. This is just how I laid them out.
HOW I USE THIS RAP!
1. Rhythmic canon
2. Rhythms quarter, two eighths, quarter rest
3. Transferred to drums, adding ostinati
4. Transferred to pitched percussion for improvisation
Posted by lbbartolomeo on June 27, 2013
Posted by lbbartolomeo on May 5, 2013
How do you protect iPads in an elementary school? These covers for my iPad minis are FANTASTIC! The silicone covers have extra large corners, are easy to hold, and allow easy access to headphones/charger inputs. The online store, HandHeldItems, was quick to ship and I will use them again. I have much more peace of mind with these covers! All my students, from kindergarten to sixth grade, love them!
Posted by lbbartolomeo on March 24, 2013
The image shows a dance unit with a combination of folk dances and contemporary dances. The classroom name is across the top. Even if we only have two minutes left in class, many classes beg me to dance “one more dance” to try to get MORE stars than another class!
Posted by lbbartolomeo on February 9, 2013
This is a wonderful 6/8 Valentine activity for intermediate grades.
Using the old poem “Roses are Red”, echo speak with body percussion until everyone knows it.
1. Individuals improvise the poem on pitched percussion/recorders. When we do this, we start with someone and just proceed all around the room. I keep a little bass beat on the BX and play a little interlude between each child. It is so much fun and the 6/8 of course is lilting and beautiful!
2. Finish the melody activity-On xylophones have students learn DRMS, DRMS for the first two lines of the poem and then they create the melody for the last two lines. We vote on our favorite and that becomes their class melody. I usually do it in C pentatonic. It would work well on recorders in G major. OR, you could do LDRM in E minor on recorders for a fun and accessible way to finish a melody using the notes EGAB.
3. Building bricks with 6/8-students brainstorm. Three eighth note examples are valentine and chocolate. Dotted quarter examples are love, heart, red, candy. Put combos together in groups to create B, C, D, E, F, etc. sections in rondo form with #2 song as your A section. Or pick favorite group creation as the B section for a more simple binary form. These can be transferred to non-pitched percussion.
4. If you’d like to explore writing poems in the style of “Roses are Red”, this Bruce Lansky site is awesome.
Roses are blue.
Violets are red.
If you agree,
You’ve got rocks in your head.
Posted by lbbartolomeo on February 9, 2013
My K’s and 1′s LOVE this song/game!
This game is sung to the tune of “This Old Man”. “Valentine, valentine, won’t you be my valentine. Number one, number two, number three it must be you. Take my heart along with you!”
Students are in a circle and the leader holds a valentine in his/her hand and walks around the outside of the circle as everyone sings. When they get to the numbers, the leader taps the head or back of the nearest student ONE, next student-TWO, next student-THREE and the third one gets the valentine. At this point then there are two ways to play. The new person can be the leader and the former leader takes the new leader’s place. Or the way I play it is for the new leader to follow behind the original leader so that with each verse, the outer group creates a longer and longer line until all end up in the outer circle.
This song has
solfege: SM, DRMFS, MRD rhythms: two eighths, quarter, 4 sixteenths
Posted by lbbartolomeo on January 17, 2013
I use Walt Hampton’s Marimba books for Zimbabwe-type xylophone pieces. The kids LOVE them. Here’s one of them.
This is a school in Zimbabwe with music and dance. I think it’s really fascinating and the kids learn so much from it!
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