Accept, long-standing legendary German titans of heavy metal, are back with a fiercely awaited new studio album, entitled Humanoid, to be released on the 26th of April, 2024. Humanoid is a towering musical achievement and another world class entry in the Accept catalog, certain to rally fans from around the world. Accept have never shied away from hot button issues, and this album is no exception. The band's 17th studio album is certainly not a concept album, yet it deals with topics like AI and how our reliance upon technology is gradually stripping away individuality. Since singer Mark Tornillo will never be an advocate for the digital age, he counterbalances the title track with raw emotions, frailties, significant Rites of Passage we encounter on the path of life and characteristics that make us uniquely human: feeling uncomfortable, getting older, dealing with hurt, disappointment, and the final stop for everyone: death. Humanoid is a ferociously electrifying, dynamic and subtly nuanced platter with tongue in cheek humor.1 Diving Into Sin2 Humanoid3 Frankenstein4 Man Up5 The Reckoning6 Nobody Gets Out Alive7 Ravages of Time8 Unbreakable9 Mind Games10 Straight Up Jack11 Southside of Hell
SUBSCRIBE TO THE FREE RESOURCE LIBRARY Click here MUSIC EDUCATION RESOURCES IN THE SHOP SHOP Music Resources Add to cart $5.25Rated 0 out of 5 Vocal Explorations : Fall Themed, Animated, Worksheets K-3″ Add to cart $4.50Rated 0 out of 5 Upper Elementary Music Class Chant,Game and Rhythm Lesson: “Get to Know Ya” L2 Stock […]
This is a follow-up to my earlier post, Recorders Rock! I thought I would add a couple more quick ideas that you might find useful. Creative Cases We use Yamaha recorders that are available in three colors. The students love the bright colors, and they have a nice tone quality. However, the plastic recorder cases are not very durable. Some students replace their torn cases with creative things ranging from socks to fabric or hand-knit cases. After I warned my fourth graders this year about the need to be careful with the cases to help them last as long as possible, a few students decided to take a proactive role. I have seen creative cases this year, and some look more difficult than others to make. I spotted these duct tape reinforced cases in class this week, and thought they were an ingenious way to make the cases cute and durable. Recorder Rewards We use Artie Almeida's Recorder Express as the main source in our recorder curriculum, and belts (colored yarn) are awarded as students achieve new levels with recorders. We enhance the curriculum with music from Don Muro's Give Me Five, and Easy 8, as well as recorder songs found in Music K-8 issues. Check out B A Superhero (by M.C. Handel/arr. by Paul Jennings, Music K-8, Vol. 16, No. 1). This song is always a favorite with our beginning recorder players. You may like to follow a set curriculum for rewards, such as Barb Philipak's Recorder Karate. However, don't be afraid to customize rewards to fit your students' needs. We select the songs for belts from Recorder Express, since the students have their own books at home to use for practice. The following is a chart of song choices we currently use for each reward level: Check out my latest post for information about visuals for these songs that have improved my students' progress: Kicking it with Recorder Recorder Roll I created a chart to keep up with recorder belt levels. You can download the Word document using the link below. Recorder Roll Chart Download I hope your new year is off to a great start!
Picture Books (Not Necessarily Singable) Which Embrase MUSIC as an Important and Enriching Component of our Lives
I love having my students work in "shoulder partners" (pairs) in a large group circle. It makes it easy for me to walk around behind them and help out or observe. For this activity, students work with a partner. One partner rolls the dice, and the other plays the corresponding melody. This activity is a great warm-up activity for beginning recorder players (only pitches B-A-G are covered). For an extra challenge, a student can roll two die and have their partner play two melodies in succession. There are three levels: 1. Level 1: letter names only 2. Level 2: letter names under melody on staff 3. Level 3: melody on staff only You can download this for free here: B-A-G Recorder Dice Game
Se Se Se - Japanese folk song
What student doesn't enjoy a field trip? Wouldn't a trip to the New York Philharmonic be an amazing place to take your music students? If you think that is impossible, think again! You can take them on a virtual field trip. The New York Philharmonic Kidzone is a fabulous website packed with kid-friendly ways to explore orchestral instruments, learn about composers, and participate in educational music activities. I created a packet to serve as a guide for my students to use while exploring the NY Phil Kids website. Students have four task cards to complete first, which lead them through the Composer's Gallery, Composition Workshop, Instrument Lab, and Instrument Storage. After the tasks are completed, they may explore other areas of the website, which includes many musical games and activities. If you would like to use the packet with your students, plan to allow more than one class period to complete the field trip. You can download a PDF of the packet by clicking the link below. NY Philharmonic Virtual Field Trip Student Packet Take a quick spin through the NY Philharmonic Kidzone and see for yourself. It's a great place to visit. You'll be glad you did!
I have been sick for 3 very long days (tummy bug) and am finally feeling better. Finally!!! I had my first of three concerts this morning and it went beautifully, of course with 4, 5, and 6 year olds something always happens that makes me giggle, and today was no exception. I introduced one piece and the kids started saying, "yes", "I LOVE that one", "ME TOO", etc. The crowd died laughing and truthfully, so did I... it was soooo funny!! :) Having been sick for most of this week, I was ready to do something fun with my third graders today after our practice and they loved the Trepak Bucket Drum Routine from here. So, I knew I had to make another one to go with one of the pieces we are practicing for the concert! Jingle Bell Rock is one of their favorites, and my daughter is in third grade and loves to listen to this all year long! Here is the bucket drum routine: Perform in a circle, one bucket drum per student or two students sharing in concentric circles, inner circle facing out and they will pass left while outside circle passes to the right. Music can be found here:
This is a follow-up to my earlier post, Recorders Rock! I thought I would add a couple more quick ideas that you might find useful. Creative Cases We use Yamaha recorders that are available in three colors. The students love the bright colors, and they have a nice tone quality. However, the plastic recorder cases are not very durable. Some students replace their torn cases with creative things ranging from socks to fabric or hand-knit cases. After I warned my fourth graders this year about the need to be careful with the cases to help them last as long as possible, a few students decided to take a proactive role. I have seen creative cases this year, and some look more difficult than others to make. I spotted these duct tape reinforced cases in class this week, and thought they were an ingenious way to make the cases cute and durable. Recorder Rewards We use Artie Almeida's Recorder Express as the main source in our recorder curriculum, and belts (colored yarn) are awarded as students achieve new levels with recorders. We enhance the curriculum with music from Don Muro's Give Me Five, and Easy 8, as well as recorder songs found in Music K-8 issues. Check out B A Superhero (by M.C. Handel/arr. by Paul Jennings, Music K-8, Vol. 16, No. 1). This song is always a favorite with our beginning recorder players. You may like to follow a set curriculum for rewards, such as Barb Philipak's Recorder Karate. However, don't be afraid to customize rewards to fit your students' needs. We select the songs for belts from Recorder Express, since the students have their own books at home to use for practice. The following is a chart of song choices we currently use for each reward level: Check out my latest post for information about visuals for these songs that have improved my students' progress: Kicking it with Recorder Recorder Roll I created a chart to keep up with recorder belt levels. You can download the Word document using the link below. Recorder Roll Chart Download I hope your new year is off to a great start!
Celebrate Black History Month by learning about the birth of rock 'n' roll music and the history of African-Americans in pop music!
Word Search is a fun way for kids to get their education on. Practice spelling, reading, sight words and simple work their little growing brains in a way they’ll love. All of our word search printables are free. In fact, everything on this site is...
Hello! This is Tanya LeJeune. I hope everyone is keeping warm. It’s cold here in Colorado! For my first blog post here at Kodály Corner I’m going to focus on what I refer to as opening songs. Before they walk into the music room, most students have been sitting in the classroom at their desk and working independently. In music they have to work musically as a group and independently. Students need to change gears. Opening songs set the stage for music and provide a warm-up for the voice and the brain. Additionally, the structure and predictability that an opening song provides is helpful in keeping students focused for the class time. The song we sing may or may not be connected to the specific concepts that grade level is working on. An opening song is not the focus of the lesson and should not take up more than a few minutes. Most of the opening songs I use are also canons and give us the opportunity to practice part work. I keep my opening songs for 1 – 2 months. As students become more confident singing their opening song we add complexity with canons, ostinati, and instruments. Here are a few opening songs I’m using this month. 4th Grade I Love the Mountains The 4th graders are preparing for their Colorado concert and this familiar song will be included. For concerts and performances I like to have an audience participation piece to end the performance. Sometimes the audience participation piece is a simple line dance audience members can do from their seats, (last year the students taught their families the South African dance Pata Pata,) and sometimes I choose a well known song. This might be the audience participation song for the Colorado concert. (or I may use This Land is Your Land, I’m still deciding.) I Love the Mountains is a good song to inspire the students to create accompanying movements. We'll sing and move in canon for the concert, possibly adding the audience as a 4th part. 3rd Grade To Stop the Train Here’s a fun and melodically challenging song to sing. I'm preparing low sol in 3rd grade and later we'll extract the last two note, "five pounds!" (We won't be decoding the rest of the melody!) The movements are as follows: To stop: hands out in “stop” position The train: slide hands together in a circular motion In cases of emergency: hands up “flashing lights”moving fingers out and in on the beat Pull on the chain: both hands up and pull down Penalty for improper use: waggfinger Five pounds: show 5 fingers on “five” and then flatten hand down as if to receive payment This song also provides great audition (inner hearing) practice. I'll have students audiate and perform the motions of sections until they are inner-hearing the entire song. 2nd Grade Are You Sleeping? The 2nd graders are practicing half note. Are You Sleeping is a perfect opening song for them. They sing the lyrics and then sing the rhythm syllables. I hand out hand chimes to four students to add the “ding, ding, dongs,” at the end of the song, (we sing it in F major with the hand chimes playing F C, F F C, F.) During the next class period we’ll turn the “ding, ding, dongs” into an ostinato with half of the class singing with the hand chimes. I have a ostinato song that is sung to the tune of Are You Sleeping that I’ll use as well. (It’s one of those songs I’ve known forever and I have no idea where I first heard it, definitely BK!) Soon they'll learn the Are You Sleeping? lyrics in french and we'll create a class arrangement using ABA form. 1st Grade The 1st graders love moving and grooving to That's a Mighty Pretty Motion! Due to the cold and snow, it's looking like we'll have an "inside recess" day everyday this week. You can bet we'll be very active in the music room! Stay warm and continue singing, playing, and learning!
Partitura y vídeo para interpretar con flauta dulce o boomwhackers esta canción de Queen.
Music Related Picture Books from New York Times Book Review Special Children’s Book Section on 11/11/2012
Over at there are some great ideas! This is a great idea for having students compose on recorder. I wouldn’t use it as 16th notes, as the author does, (I only teach 2nd and 3rd grade), but …
Frank Morrison is the illustrator of over 20 children’s books, including the Coretta Scott King Illustrator Award winners Standing in the Need of Prayer and R-E-S-P-E-C-T, the Coretta Scott King/John Steptoe Award winner Jazzy Miz Mozetta, and the Coretta Scott King Illustrator Honor books, Little Melba and her Big Trombone and Let the Children March. Frank was a Society of Illustrators' Original Art Silver Medal Honoree two years in a row, for The Roots of Rap and R-E-S-P-E-C-T.
October 12, 2013 Fourth and fifth grade students are reviewing "rhythm" (the short and long patterns of the beat) in music class...
Hi everyone! This is Jamie, and I am in full concert preparation mode with my second and third graders. Each year, I try to pick a theme for my concerts to help me stay organized, and I thought I’d share my process of selecting materials with you. Before choosing a concert theme, I think about the following questions: 1. What kind of song literature do I want to use? a. I try to pick themes that are broad enough to use many different types of songs. I like to include the following in my concerts: · Song tales · Pieces that includes partwork · Folk dances/movement pieces · Pieces that include an instrument accompaniment played by students · Multicultural songs · Expressive/beautiful pieces · Pieces that include a component that has been created by the students (composition) 2. Does the theme allow for me to still teach my curriculum while preparing for the concert? a. Let’s face it. Preparing and planning for a concert can eat up A LOT of class time. Since I only see my students for 30 minutes twice a week, every minute is important to me. I try to include songs in my concerts that the students might know already or songs that they will learn later for a melodic/rhythmic concept. I also try to include skills on the concert that meet my curricular goals. 3. Does the theme allow for student input/extra student opportunities? a. Concerts are a perfect time for students to take leadership roles. I try to include pieces in which groups of students can perform on instruments or show the audience the movement/game for a song. The students could also write a description of a piece and introduce it to the audience. 4. Does the theme allow for audience involvement/teach the audience about the music program? a. When I have families come to a music concert, I want them to enjoy watching their child, but I also want them to leave with knowledge about music and the music curriculum in my district. This can be accomplished through including the audience on a particular piece or by explaining the concepts behind each selection. With that said, this year I have chosen a “Celebrate Music” theme for all of my grade levels. Students will learn and perform songs utilizing different components of music. For each component, I will choose one song/piece for the students to perform. Here are some examples: · Music is Joyful · Music is Historical · Music is Movement · Music is Multicultural · Music is Creative · Music is Playful · Music can have Multiple Parts · Music expresses Emotion · Music has Melody · Music has Rhythm · Music has Form I’m sure you could come up with even more! I’ve used the component, “Music is Creative,” in my 2nd, 3rd, and 4th grade concert programs. Here is what I’ve done: 2nd Grade The second graders will perform the song, “William He Had Seven Sons.” At the concert, several students will come off of the risers. Each time the song is sung, one of the students will create a 4-beat motion for everyone else (including the audience) to copy. After each repetition of the song, everyone will repeat all of the previous motions (making the movement cumulative). 3rd Grade My third graders just started learning recorder in February. They have learned the notes B, A, and G, and they are ready to create their own music on recorder. For the concert, each class will compose their own 16-beat song. We will go through the following teaching process: 1. Choose a form to follow. I have found that when students compose to a given form (Ex: A Av B Av), they are more organized in their writing. 2. Compose rhythm (we will only use the rhythms ta, ti-ti, and rest in the compositions) 3. Add in the letter names (BAG) 4. Finger through our composed song 5. Play the composed song 6. Make any alterations that the students feel necessary 7. Play the composed song again 8. Write the song in the music staff 9. Continue practicing the song until it is memorized This process will take SEVERAL class periods to get through. At the concert, each class will present its’ own piece to the other students and the audience. 4th Grade My fourth graders had their concert earlier this school year. At the time, we were reviewing the do pentatonic scale. Each class added an 8-beat melodic interlude on xylophones between the verses of the song, “Firefly.” Here is the teaching process we went through: 1. Create 8 beats of rhythm (we only used the rhythms ta, ti-ti, rest) 2. Add in the solfa sounds under the rhythm (do re mi so la) 3. Inner hear the composition 4. Sing the composition out loud 5. Make any alterations that the students feel necessary 6. Sing the composition again 7. Write the composition in the music staff 8. Perform the composition on xylophones 9. Continue practicing the composition until it is memorized At the concert, all of the students sang the verses of the song. Then, between the verses, students who wanted to perform the melodic compositions played on xylophone. During the singing of the verses, the students who were playing passed on the mallets to the next performer. This was a great experience for the audience, the students, and me! The fourth graders took ownership of their creations, and the audience members could see the hard work that went into creating a piece from scratch. I also created a music advocacy bulletin board that features the different components of music. It’s called “Owl” About Music, and it’s available here at my Teachers Pay Teachers Store. This bulletin board could be used at any time during the year and would be a great addition in any music classroom. Here are some pictures from the kit: Have a good week!
New Year. Every 365, sometimes 366, it rolls around like a mirrored ball on speed and suddenly, whamo, it's here! Resolutions: Mine are short and simple: Personal: I began a Whole 30 Jan. 1 (very stict whole, clean eating plan) and am so very thankful for the Facebook group of First Timers who have been so helpful with recipes, support, and encouragement! I am trying to lose the 20 pounds that crept back on while I was in the middle of moving, Thanksgiving, and Christmas! Yikes!!! Need to stick to Paleo- it has worked for me but the minute I go off I gain!! I have also gone back to working out 4-5 days per week. Amazing how much better I feel when I do. Professional: This has been an awesome school year!! The last two school years were not so hot as I had 4 surgeries during those two and was out a total of almost 6 months of school!!! So glad to be healthy again. Edit, edit, edit! I am in the midst of a book and my publisher and I will begin edits soon- I've already started editing and I am so excited about the book.. and leery of all the work during editing! The book has clapping songs and games from around the world! It's been so fun chatting with people in Johannesburg, South Africa, Indonesia, Scotland, and all around the globe. So thankful for email; this project would have taken years otherwise. Now to the goody, well, I hope it's a goody: Happy 2015!
Hello, this is Lindsay Jervis, from Pursuit of Joyfulness and Lindsay's Kodaly Inspired Classroom (on facebook). “The most important thing is to actualize the instinctive love of the child for singing and playing, to realize the changing of his moods through the songs, his feelings, his experiences. . . in other words, to bring about the miracle of music.” (Adám, in The Kodály Concept, 1966, p. 2) But HOW do we keep them singing as they get older? I really do believe that the love of music and singing must be something that is instilled from a very young age (most likely before they even enter our classrooms) because of the exposure to music and their musical experience in the home, but that being said, I do believe what we do once them come to elementary school can have a profound impact on what they think of music and music class and whether they WANT to continue in music as they go on through schooling and life. With the little ones, I have always felt this comes easy. Song, stories, and play are so much a part of what they love to do. With the old grades (I'm thinking 3rd-5th), you have to carefully select music, games, and activities that have just the right amount of challenge to peak their interest, keep them engaged, and meet their skill level without becoming too difficult that they give up and become frustrated. In my psychology of Music Ed class last semester we talked about the inverted U - as the challenge goes up, the performance and enjoyment of the students goes up until they reach their skill peak. After that peak, students feel stress, anxiety and give up on the task or "think it's stupid". This is where it is really important to know where your kids are at and select appropriate songs for them. The songs cannot be too babyish (even if the students really are beginners and need to practice things like steady beat and basic rhythm or tonal patterns). I still really consider my older students to be older beginners. I started at my school three years ago and my kids had NO method of reading rhythms or pitches when I got there, so that coupled with my maternity leave my 2nd year there, and they are still not quite up to speed, but that is ok. It is better to go at the pace of the students and do developmentally appropriate literature than push ahead for the sake of staying "on grade level". Here are some songs and games that I have done with my students. In some of these cases, we have used them to isolate rhythm or melodic concepts, but some we have used purely for the joy they bring students while participating. If you find a song that students can't wait to sing/play again- it's a GEM! Hang onto it! You know this one is a gem when I have 5th graders still request it every time they earn a free day. The game is very simple. Students are seated in a circle with their hands behind their back. One student is "it". I call it the "detective" with the older kids and for some reason that is cooler than "it". The first time we play I go around the outside of the circle with a key hidden in my hand. I hide the key in someone's hands. Once I have made it around the circle once, I stop and the detective gets three guesses to try to figure out where the key is. This song is great for older beginners because of the easy rhythms, it is also great for teaching re. With my older beginners I started melody with mi re do instead of sol-mi. Pre-made visuals for this song available here. This song is great for teaching sixteenth notes and the game is a lot of fun. Set up students in a double circle. Inside circle will move clockwise, outside circle will move counterclockwise during the song. Select two chicken farmers. They stand facing away from the circle on opposite sides of the circle. All students in the circles join hands and teacher selects one "window" in each circle. On the last word of the song (I only use verse 1 when playing the game), the selected partners hold their arms up to create a window. The two farmers must race, only going through the "open windows" to get to the middle. I usually borrow a rubber chicken from my PE teacher to throw in the middle. The kids think it is hilarious. This play party is played in longways sets with two lines facing each other (typically one line of boys and one line of girls). Verse 1, the first girl skips around both lines and back to her place. Verse 2, "pretty little Susie skips around set and boys line follows until all are back in their places. Verse 3, cast off, or "peel the banana", head couple forms an arch at the bottom of the set and everyone goes under the arch and the song starts over with a new head couple. Use when preparing and practicing tiri-tiri. If you would like visuals and assessment tools like the one below for this song, you can find some here. I use this song when preparing and practicing tiri-ti. I have one person travel around the circle with two envelopes. Ones says "Ida Red" the other says "Ida Blue". Inside each envelope is an action like crawl, skip, gallop, twirl, crabwalk, hop on one foot, etc. On the last word of the song, the person with the envelopes stops between the two closest people and hands an envelope to each. They take out one card then when I say go, they race around the circle performing that action. If I feel one has an unfair advantage (like crab walk vs. run), I can make one go around twice. The winner gets to be "it" and the game resumes. This one is great for low la! The following two songs were a lot of fun for my fifth grades to create an arrangement of for our Fall Program last year. We used these plus "Who Has Seen the Wind" and added ostinato patterns and added Orff instruments. Each class was responsible for arranging how they wanted to perform the song. They might have chosen to singing sing just the ostinato, then add the melody, then sing and play on barred instruments, and then sing a capella as they traded spots with the next class who was moving onto the barred instruments. It was different for each class and it allowed for them to take something that we were working on in class, take ownership and polish it so that it was something we could present to parents. I used Mamalama strictly for the joy of it last year. It was a great "ice breaker" game for back to school time. My kids loved the challenge of learning the words. I had one girl nail it the first week, which was really cool. You could use this in prepping for fa but it is probably not one that I would use to present fa. This is another one that was played for the joy of it. My kids aren't to low ti yet and the syncopated rhythms are a bit above my kids, but they still need to sing and play this hand clapping game because it is fun. Here's a video of the hand clapping game:
Teaching preschoolers about music is both easy and fun! These little learners enjoy making noises with almost anything they can get their hands on, so it is very simple to take their love for noise and make it a preschool music lesson! Rhythm The first step for your preschooler’s music lesson is rhythm. Without rhythm there …
