Philosophy/Mission Statement

The mission of the Greenwater vocal music program is to foster musical learning and growth while challenging and motivating students to develop as responsible, independent learners inside and outside of the music classroom.

Music education provides students with enjoyable opportunities to develop musical skills, self-discipline, confidence, interpersonal skills, and leadership skills. Students, teachers, and staff work together in a positive way to achieve their best as a team, enjoy enriching musical experiences, and maintain a classroom environment that benefits all learners. Parent support and encouragement play a vital role in the success of this department.

Music Department Staff

Vocal

Mrs. Rachael Johnson Elementary Vocal/General Music

Ms. Debbie Sherman Piano Accompanist/Co-teacher, Elementary & Middle School Vocal/General

Miss Melanie Herd Middle School/High School Vocal Music

Ms. Annette Smith Piano Accompanist, High School Choral Music

Instrumental

Mr. Brian Ellis 5 - 6, Middle School, and High School Band

Music Equipment/Facilities

Elementary

Elementary music classes will be held in the music room, located by the south door closest to the playground area (Room 106). This room contains an upright piano and a small stage, separated by a curtain, on which students may rehearse and perform. The music room is large, with ample space for sitting and moving. Classroom configuration will depend on the activity and needs of the students. The room is handicapped-accessible. Mrs. Johnson and Ms. Sherman will consider students with disabilities or other needs when setting up the classroom. Great care is taken to create an environment that encourages learning. When designing the classroom environment, Mrs. Johnson and Ms. Sherman take great care to use configurations and visual aids that are attractive and enhance learning.

As is standard in every Greenwater classroom, a pull-down screen, a digital projector, an Elmo, a whiteboard, and a teacher computer are provided. Elementary music students have many instruments available to them, including pitched and non-pitched Orff instruments, Boomwhackers, ethnic percussion instruments, recorders (beginning in fourth grade), and color-coded handbells. Additional learning activity materials include flashcards (for learning rhythms, notes, and symbols), Music Bingo game materials, a sound system with playing and recording capabilities, bulletin boards and music concept visuals, and more.

Concerts and programs are typically held in the high school auditorium. For rehearsals, staff will walk students to this facility (the auditorium is about two blocks from the elementary school). Parents/guardians will be responsible for transporting their students to the auditorium for concerts and programs. The auditorium is a high-quality performance area, featuring a grand piano, large stage area, lighting, acoustical design, microphones/sound system, and a large, inclined seating area.

Middle School

The physical equipment and facilities for middle school musical are the same as those for elementary students. Middle school music classes are also held in Room 106 in the elementary building. (The middle school and elementary school are attached. Miss Herd travels from the high school building to teach middle school every day.) The ways in which equipment and facilities are used are adapted to be appropriate for the middle school level.

Middle school programs and concerts will also be held in the high school auditorium.

High School

High school choral music classes and rehearsals (including the College Preparation course) will be held in the high school vocal/band room (Room 125), located next to the gymnasium on the east side of the building. This room contains choral risers, music stands, chairs, an upright piano, a director's podium, a band instrument storage room, a music filing room, a practice room (equipped with an electric piano), and a teacher office. The room is large, with space for a large choir to stand or sit comfortably. Choral configuration will depend on the needs of the individual singers and group. The facility is handicapped-accessible. Miss Herd and the other music staff will take students with special needs into consideration when setting up the room. Great care is taken to create an environment that is visually attractive, and that promotes and enhances learning.

As is standard in every Greenwater classroom, a pull-down screen, a digital projector, an Elmo, a whiteboard, and a teacher computer are provided. The sound system has playing and recording capabilities, and is used to provide examples and models and to record student performances. Bulletin boards announce upcoming events and auditions, provide information on collegiate music programs, and showcase student achievements. Visual aids also serve as references for concepts in music theory, history, and multiculturalism.

Concerts and programs are typically held in the high school auditorium. The high school musical will be performed here as well. The auditorium is a high-quality performance area, featuring a grand piano, large stage area, lighting, acoustical design, microphones/sound system, and a large, inclined seating area.

Elementary Music: Program Overview

Mrs. Johnson is the general/vocal music teacher for grades kindergarten through sixth grade. Ms. Sherman is the piano accompanist, and also helps lead music classroom activities.

Elementary students participate in a general music education curriculum through grade six. The curriculum is aligned with the national and state music standards. In addition to conceptual learning, students gain experience in performing music in an ensemble setting.

Kindergarten students attend music class every other day (either two or three times per week) for twenty minutes. The kindergarten class presents one public program in the fall semester to showcase their learning. In the spring semester, parents are invited to attend an "open house" class period, which is an additional opportunity for students to show what they have learned.

First through fifth grades have music class for forty-five minutes every day. Classroom activities include a combination of musical concept learning and rehearsal-based instruction. Grades one, two, and three present a music program in the fall semester (usually on the same evening as the kindergarten program) to present literature they have practiced. Grades four, five, and six present their program in the spring semester. Music programs typically consist of performance of studied literature, and often include spoken and instrumental components.

Elementary Music: Additional Opportunities

• Mrs. Johnson offers private music lessons to students in 4^th through 6^th grade. Scheduling is done on a per student basis. Lessons consist of basic music theory, aural skills, literature study, and vocal technique instruction.

• Ms. Sherman offers private piano lessons. Contact her for more information.

• Mrs. Johnson and Ms. Sherman offer a summer music camp each year. This is available to students belonging to grades K - 6. Dates and times will be announced in March.

Elementary Music Schedule of Events

November 11, 2012 @ 10:30 a.m. – Grades 4 - 6 Veteran’s Day performance at the Twilight Theatre.

December 6, 2012 @ 6:30 p.m. – K - 3 vocal music program in the high school auditorium.

March 20, 2013 @ 8:10 a.m. – Kindergarten “open house” class. Parents/guardians encouraged to attend.

May 9, 2013 @ 6:30 p.m. – 4 - 6 vocal music program in the high school auditorium.

Elementary Music Resources: Textbook

Macmillan/McGraw-Gill’s Spotlight on Music

Overview:

Mrs. Johnson’s elementary music textbook resource is Macmillan/McGraw-Hill’s Spotlight on Music. The teacher edition is grouped into five sections: “Spotlight on Concepts,” “Spotlight on Music Reading,” “Spotlight on Performance,” “Spotlight on Celebrations,” and “Additional Resources.” Each section consists of six units that focus on a set of related music skills. For example, the first section contains units that each focus on musical concepts including rhythm, meter, and dance. At the beginning of each section is a concepts/skills overview, which gives a summary of objectives fulfilled, skills needed/enforced, resources to use, and methods for reinforcing skills and assessing students. Then, each unit is broken down individually. The text provides a detailed description of each lesson plan, as well as complementary literature. Ideas for additional activities are provided. These activities incorporate links to other subjects in the general education curriculum, multicultural music, performance practice, and music in history. A list of corresponding national standards is provided as well. The “Additional Resources” section includes glossaries, translations, pronunciation guides, national music standards, assessment strategies, methods for teaching English Language Learners and special learners, and ideas for multicultural music instruction.

Note: Mrs. Johnson designs her own lesson plans. She does not adhere strictly to the book in terms of lesson structure, but uses it as a supplement when appropriate.

Examples of Activities:

Unit four of the “Spotlight on Music Reading” section in the Level 6 edition focuses on minor mode and tonality. The second lesson is based on the African American Spiritual, “Sometimes I Feel Like a Motherless Child.” The stated objective is to “read a song with syncopation in a minor key and study expressive qualities.” Materials for the lesson include a recording of the piece and Orff orchestration (included in the resources packet). The piece consists of a single unison melody line in E minor. The book outlines a prescribed process for teaching students the song, including rote teaching, aural recognition, discussion of the text’s relationship to the music, and music literacy. A history/culture link is provided. Much is left up to the teacher regarding evaluation and assessment.

Another lesson, in the “Spotlight on Performance” section, is based on “All Ye Who Music Love,” a two-part madrigal by the Renaissance composer Baldassare Donato. This lesson is much more extensive, and would probably be spread over several class periods. Although its structure is more rehearsal-based, there are listening, history, culture, and composition components. Student objectives include, “singing a song written in Renaissance style,” “maintaining choral blend in vocal timbre and dynamic levels,” and “discussing and performing hemiola.” The instructional sequence is broken down into three sections: Introduce, Rehearse, and Refine. The book outlines strategies for exploring historical context, addressing vocal technique, learning new concepts and promoting proper ensemble practices. Students self-assess their performance. Again, assessment procedures are left up to the teacher, but ideas for “checking for understanding” are provided.