I want to end my blog with posting the best of the Gitsegukla drummers and singers. Gitsegukla is located in Northern British Columbia. This group consists of drummers, singers, and dancers of all age. If you get a chance to see this group you will amazed with their drumming, singing, and dancing. They have inspired me to start a drum group and pass the traditional songs to the younger generation.
I did a lesson at the grade 3 level in my practicum on the Welcome song on the very first class on my very first day. The students enjoyed singing this song so I asked my cooperating teacher if the students could sing the song at the beginning of the class. At the end of the third week of my practice the students were humming and singing the Welcome song. They also loved drumming too.
I'd like to say Happy December and Merry Christmas to everyone and Willow. This is a time to celebrate and bring in the new year. I thought I'd show you a few pictures of Christmas to celebrate the end of this semester. 2014 is going to be the best year!!!
The presentations: Fred Penner (great singing Chris), storyteller and drummers, timelines were well connected to the three key questions: what was this artist as a person, what was this person like as an artist, and why was this artist important? Highlights: "Fred Penner" - Chris singing the "sandwich" song. "Roy Vicker" - group chose a local artist and drumming while each person read about Roy Vickers. "Storytelling" - Totem Pole. Music - Interesting timeline. Excellent work!!!
I have a passion for singing and drumming my traditional songs. In my seven years of singing, I composed five songs with the help of my professor, my best friends, my mom Wal'aat - English name Sue Alfred. In addition, I love to listen to other Aboriginal singers and also LOVE Derrick Miller's song. The attached video is a sample of traditional and contemporary singers.
The three main elements of music to teach elementary students are:
Rhythm - the heartbeat of music; for example, clapping your hands or tapping your feet. Also using the beat of the drum.
Dynamics - the volume or loudness of a tone. It ranges from very loud to very soft. In researching the elements of music I learned the difference between crescendo and decrescendo; crescendo means gradually becoming louder and decrescendo means gradually becoming softer.
As a future teacher, I must consider about special needs students and how he or she will react to the loudness of an instrument which fits into standard #3: Educators understand and apply knowledge of student growth and development. Educators are knowledgeable about how children develop as learners and as social beings, and demonstrate an understanding of individual learning differences and special needs. This knowledge is used to assist educators in making decisions about curriculum, instruction, assessment and classroom management.
Melody: After hearing a piece
of music, we usually remember its melody best. melody is a series
of single tones which add up to a recognizable whole. A melody begins, moves,
and ends; it has direction, shape, and continuity. The up-and-down movement of
its pitches conveys tension and release, expectation and arrival. This is the
melodic curve, or line.
-A melody moves by small
intervals called steps or by larger ones called
leaps. A step is the interval between two adjacent tones in the
do-re-mi scale (from do to re, re to mi, etc.). Any
interval larger than a step is a leap (do to mi, for example).
Besides moving up or down by step or leap, a melody may simply repeat the same
note.
-A melodys range
is the distance between its lowest and highest tones. Range may be wide or
narrow.
-Melodies written for instruments tend to have a
wider range than those for voices, and they often contain wide leaps and rapid
notes that would be difficult to sing.
How the tones of a
melody are performed can vary its effect, too. Sometimes they are sung or played
in a smooth, connected style called legato. Or they may be
performed in a short, detached manner called
staccato.
Spiccato:
it
is a technique used only by string instruments to performe very short
notes.
-Many melodies are made
up of shorter parts called phrases.
-A resting place at the
end of a phrase is called a cadence.
Incomplete cadence:
sets up expectations; the second phrase ends
with a Complete cadence: gives an answer, a sense of
finality.
Often the highest tone of a melody will be the
climax, the emotional focal point.
-A repetition of a melodic pattern on a higher
or lower pitch is called a sequence. This is an impelling device
of varied repetition that gives a melody a strong sense of
direction.
Frequently, a melody
will serve as the starting point for a more extended piece of music and, in
stretching out, will go through all kinds of changes. This kind of melody is
called a theme.
When folksingers accompany themselves on a
guitar, they add support, depth, and richness to the melody. We call this harmonizing. Most music
in western culture is a blend of melody and harmony.
In our music group, we discussed the elements of music and chose three main elements to begin teaching children: rhythm, dynamics, and melody. During my observation week in September, my cooperating teacher and I were discussing Fine Arts lesson and she thought it would be great idea if I could sing a traditional the Witsuwit'en 'Welcome Song" to the grade 3 students as my first lesson on Monday, October21st, 2013.
PLO: Music - B1 perform rhythmic patterns and sequences from classroom repertaire.
The foundation of music begins at home. Children will have a passion for singing and playing an instrument of their choice.
I had the opportunity of going to Foothills Elementary school today and I'd like to share some of the grade two's fine art. The teacher guided the students in developing learning intentions and criterias for their art. I took pictures of four students' art work with the teacher's permission of course.
I was at Foothills Elementary School in grade 2 class today. My mentor had Haida Gwaii art on her desk and I had to take a picture of it. The teacher could make a lesson on cedar rose making. I really want to know how to make beautiful cedar roses. Does anyone know of any artist who teaches how to make cedar roses? I rather take learn from someone rather than learning it from Google.
I want to talk more about Native Arts, they are seen on boots, flip flops, coffee cups, water container, bags, and shoes. Alex's sister, Michelle Stoney, is one of the artist who has her art on shoes and flats. I've been trying to get a hold of Michelle to order some flats for graduation in May of 2014. I was invited to a wedding last summer and my friend wore Michelle's shoes to the wedding. THEY ARE BEAUTIFUL!
There are more Native artists like Michelle taking their arts to a new level. Her art can be seen at YVR at the Vancouver Airport.
I love watching Native artists at work, in searching for Michell's art on the internet I found "Raven Steals the Light" soapstone carving by Michelle Stoney. If you have 5 minutes, please watch this video. I think it's a good idea for all the students to watch this video.
K - grade 7 could use soap instead of soapstone, orange peeler instead of a carving knife. Students can carve out their choice of art using various template, such as frogs, ravens, beavers, bears.
I am new at this thing called blogging so I probably won't have much to say. When I think about visual arts I think about native arts. There are numerous native visual arts, such as birch bark basket making, carvings (totem pole, bent box, silver and gold jewelery), and drum making just to name a few. However, the most obvious visual arts are the artists' prints; for example, Robert Sebastion who is known for his beautiful native arts. When I think about visual arts I think about native arts. Sebastian has a unique and personal connections to his prints. He is Witsuwit'en/Tsimshian and is a member of the Wolf/Bear Clan. He currently resides in Hagwilget, BC in northern British Columbia. I think the students in all grades will enjoy making animals or birds and using paints or pastels to color their choice of a their drawing. Maybe ask the children if they have any personal connection to their art.
