Kindergarten Drumming Week Four

Before we left for break, kindergarten students were treated to an African drumming performance by two exciting performers from the Ivory Coast, which marked the end of the Afro/Brazilian drumming section of the K Drumming unit.

In addition to participating as singing and clapping audience members, some students even had the opportunity to participate in a drum circle with the performers on stage!

Over the course of the next several weeks, students will shift from Afro/Brazilian drumming to Japanese Taiko drumming, during which time they will not only study the differences between the instruments and rhythmic structures used in this musical genre, but learn about Japanese culture through song, dance and literature as well. Check back here for updates!

After School: "Théâtre pour Enfants" Songs for Home Practice!

French dual-language students in the after-school program with Olivia Ramsey and I have been preparing for their "comédie musicale," which they will be performing in May. While creating the play as a group, students have begun learning several famous French songs. Ms. Ramsey and I will be using the lower grade music blog as the source where you and your child will be able to find recordings of these songs, as well as lyrics, for practice at home.

Below you will find the first two songs students have been learning: "Je ne regrette rien" by Edith Piaf, and "Un petit poisson, un petit oiseau" by Juliette Greco (the recording below is actually a cover version we've been listening to in class).

Je ne regrette rien

Non, rien de rien,

Non, je ne regrette rien,

Ni le bien qu'on m'a fait,

Ni le mal, tout ça m'est bien égal.

Non, rien de rien,

Non, je ne regrette rien,

C'est payé, balayé, oublié,

Je me fiche du passé.

Avec mes souvenirs, j'ai allumé le feu,

Mes chagrins, mes plaisirs, je n'ai plus besoin d'eux,

Balayées les amours, avec leurs trémolos,

Balayées pour toujours, je repars à zéro

Non, rien de rien,

Non, je ne regrette rien,

Ni le bien qu'on m'a fait,

Ni le mal, tout ça m'est bien égal.

Non, rien de rien,

Non, je ne regrette rien,

Car ma vie car mes joies,

Aujourd'hui, ça commence avec toi.

Un petit poisson, un petit oiseau

Un petit poisson, un petit oiseau

S'aimaient d'amour tendre

Mais comment s'y prendre

Quand on est dans l'eau

Un petit poisson, un petit oiseau

S'aimaient d'amour tendre

Mais comment s'y prendre

Quand on est là-haut

Quand on est là-haut

Perdu aux creux des nuages

On regarde en bas pour voir

Son amour qui nage

Et l'on voudrait bien changer

Ses ailes en nageoires

Les arbres en plongeoir

Le ciel en baignoire

Un petit poisson, un petit oiseau

S'aimaient d'amour tendre

Mais comment s'y prendre

Quand on est là-haut

Un petit poisson, un petit oiseau

S'aimaient d'amour tendre

Mais comment s'y prendre

Quand on est dans l'eau

Quand on est dans l'eau

On veut que vienne l'orage

Qui apporterait du ciel

Bien plus qu'un message

Qui pourrait d'un coup

Changer au cours du voyage

Des plumes en écailles

Des ailes en chandail

Des algues en paille.

Kindergarten Drumming Week Three

We used week three of the Afro/Brazilian component of the Kindergarten Drumming unit as an opportunity to move beyond learning the technicalities of playing the instrument, and began exploring the various ways drums are used to create soundscapes. After reading the story "Jungle Drums" by Graeme Base,

students were asked to close their eyes and listen to the Djembe I was playing. Using the tips of my fingers, I gently tapped the head of the drum. A few moments later, students were asked to keep their eyes closed but to raise their hands if the sounds reminded them of something. Students responded that they heard horses galloping, raindrops, tumbling rocks, and even popcorn popping!

After each student shared, students were divided into groups of five and given a drum, and told that they'd have to decide as a group what kind of sound they wanted to create. After they rehearsed, we would play a game and try to figure out what sounds the other groups were trying to create.

Students used their hands in patting, tapping and sweeping motions, and together produced incredibly creative soundscapes resembling the wind, mice running on the floor and earthquakes to name a few!

February Newsletter

Dear P.S. 58 Families,

We have had quite the busy month in K, 1, and 2 music classes this January! In Kindergarten, we’ve been having a wonderful time learning all about African and Brazilian drumming, and are preparing for two Afro/Brazilian drummers that will be performing for us next Friday, February 12^th. Thank you to all of the parents who have been lending us percussion instruments for use in class.

First graders were treated to a very special visit by Broadway star Judy Kuhn, the original singing voice of Pocahontas, on Friday, January 29^th. Judy shared with us some of the original sketches of the film, and also taught us some warm-ups that we can do to prepare our voices before we sing. We then surprised her with a performance of “Colors of the Wind,” and finally she sang with us while we recorded live in GarageBand! Thank you to everyone who assisted with this!

Finally, the extended day 2/3 chorus was invited to perform at a legislative breakfast on Friday, February 5^th. Over 30 of us made our way to the Crooked Tail Restaurant to perform for legislators and state senators. Thanks again to everyone who assisted as chaperones and to those who helped organize!

Here’s a look at what’s happening in the next couple of weeks!

Kindergarten: As stated above, Kindergartners are finishing up the Afro/Brazilian component of the drumming unit, which will culminate in a live performance by a drumming ensemble on Friday, February 12^th. When we return from the break, students will begin the Japanese Taiko component, during which time we will explore Japanese culture through song, dance, drumming and literature. Remember that updates and information about this program can be found here on the lower grade music blog.

First Grade: To compliment Black History Month, this month’s focus will be on famous African American musicians. We will be listening to and learning songs from various musical genres, including jazz and hip hop. The emphasis of this month will be on the value of lyrics in songs, something we began talking about when we started learning “Colors of the Wind.” Student will also brainstorm ideas for songs in groups, and begin a song-writing project.

Second Grade: Second grade students have also begun learning about famous African American musicians, and were introduced to this unit through the story “When Marian Sang,” the story of Metropolitan Opera star Marian Anderson, by author Pam Nuñoz Ryan and illustrator Brian Selznick. We used this story as an opportunity to begin a unit on opera, during which time we will learn about opera from every angle, including production.

Please remember to check www.ps58makesmusic.blogspot.com for up-to-date information regarding what’s happening in your child’s music classroom, and that you can always feel free to contact me with questions or concerns at ps58makesmusic@gmail.com.

-Mr. C

Kindergarten Drumming, Week 2!

Hi Kindergarten Families! Week 2 of the Kindergarten Drumming unit was very exciting! I would like to thank all of you for very generously lending us your instruments to explore and play in music class. Students have brought in everything from Djembes and Congas to small Ethiopian hand drums!


We have had a lot of fun exploring the various timbres of these instruments, as well as discovering how when combined, these instruments can be used to express how we feel.

This week, we used the very rhythmic Dr. Seuss short-story, "Hand, Hand, Fingers, Thumb" in drum lines. Using the text of the story, students repeated the vocal rhythms on either the Djembe or the Conga, and listened carefully to the reader, showing how they were able to use the drum to reflect the reader's vocal tone while repeating the rhythm of the text at the same time. Students then explored the various ways in which hand percussion instruments can be played, and how hitting different parts of the drum caused the drums to produce different sounds. We discovered that hitting the center of a drum resulted in a deeper, more resonant sound, and how hitting the edge of the head of the drum resulted in somewhat of a higher pitched sound.