“Music can change the world because it can change people.” ― Bono
Welcome to the Shoesmith music program! My name is Ms. Valentin ("Val-en-teen") and I look forward to getting to know each of you and sharing in your musical adventures. I am a percussionist, with extensive playing and marching experience, as well as a music educator and ensemble conductor. I have bachelor and master of music degrees from The University of Michigan and Northern Illinois University. Teaching in the public and private school settings since 1994, I have come to realize that my true joy is not just in listening or even playing music but in sharing it and teaching it to others. To help children come to love and understand the magic of music and its connections to everything human, is a great job perk.
Every good fine arts program needs continual support. So I will be asking for and counting on your participation to help maintain and grow our music program to its full potential. Please understand it will go through transitions as together we shape it to our growing and changing community. Music "notes" will come home with students from time to time inviting you to get involved in our some of our music activities and look for information about our future music boosters organization 2017-18. Don’t ever hesitate to contact me at: firstname.lastname@example.org or by calling school and leaving me your call back number and availability. I will respond as soon as I possibly can.
Music Program Components:
-GENERAL MUSIC: Units will be selected from below (All Grades)
Curriculum Themes: True Listening, Noise vs. Music, Musical Elements & Their Vocabulary, Music of our Hispanic Neighbors, Halloween Music, Native American Music, Hip Hop Kultural Movement, African American Music, Music & Community, Music Performance vs. Appreciation, The Music Industry, Music Theory, Music History, Musical Instruments and Their Families, Ensemble Music Making, Composing vs. Improvising.
Curriculum Map & Pacing Guide
First Two Weeks: Welcome Back! Introductions of new friends, CHAMPS - what does this mean in music?My Musical Summer; Written then shared, Music Program Expectations; Rubric, Drum Circle Protocol, Student Leaders in Music, The Music Room
Remainder of September / October: CHAMPS reinforcing!, Role of Music in society; Marching Bands / School Song, National Anthem, Hispanic Heritage, Fall / Halloween = Changes (color, temperature…. Music Umbrella Elements= dynamics, tempo, rhythms, pitch range, instruments, tone,etc., What makes music scary? Music Theory Basics
November / December: Native American History Month; Drum Making? (all grades)
Thanksgiving; (Peace, Unity, Gratitude, Sharing) How can music express these themes through Tempo, Rhythm, Pitch, Dynamics, Tone Quality? Reviewing and reinforcing understanding of changes in music to create interest, emotion, tension & release. Expansion of Musical Fundamentals: K-2 Recorders: 3rd & 4th Grades (REACH rhythmic focus) Hip Hop Movement: (Peace & Love) 5th & 6th grades. Winter Assembly
January / Feb: Reflection, Recommitment, Starting Over, Newness; (New Years), African American Music, Time Line, Musicians, Activism & Awareness through music; Lift Every Voice & Sing, history & connections; (MLK Bday, BH Month), Caring, Loving, Sharing, Dedication, Loyalty (Valentine’s Day)
March / April: Nature, Renewal, Regrowth: (Spring Holidays),Instrument Families; Instrument techniques, history, Making Instruments; Stompesque but Brass, Woodwind, Strings AND Percussion, Ensembles: Instrument Families vs. Mixed, Small vs. Large; Orchestras vs. Bands, Concert vs. Marching, Duets-Trios-Quartets-Quintets etc...
May / June: Music Performance vs Music Appreciation, Performer responsibilities, Composition vs. Improvisation, Musical Leaders, Appropriate audience etiquette, Music Industry; Occupations in Music, Summarizing, (Spring Assembly, Talent Show), End of Year Reflections = Favorite Activities of Year, Connections to: Science, Math, History, Language, Health
Kindergarten - Sound vs. Silence = notes vs. rests, body control with and without instruments, listening with the whole body, focusing and thinking about what was heard. Posture & breathing. Pulse: In our bodies= strong heartbeats, same in music. Recognizing pulse in music. Hearing Dynamics; f = lots of air vs p = little air, Contrasting Elements: Tempo; Fast vs. Slow, Dynamics; Loud vs.Quiet, Pitch; High vs. Low, Rhythm; Long vs. Short, Quarters, Halfs, Whole as rhythmic values, Melody; Simple, repetitive, Solfege for scale steps vs. numbers, Instruments; Body percussion, Hand Percussion
1st Gd.- Pulse = downbeats & upbeats, tempo descriptors = (Grave, Largo, Lento, Adagio, Andante, Moderato, Allegro, Vivace, Presto) Non-English languages in music. Singing Articulation (consonants vs. vowels) Stories & messages in lyrics, words-sentences-phrases, scale degrees, steps vs. skips, recognizing patterns in rhythm, melody, harmony. counting, adding / subtracting, Whole, Half, Quarter and 8th values in rhythm. Melody; Steps vs. Skips, Introducing Solfege for scale degrees
Instruments; Hand and body percussion incorporating drums, Mallets keyboards
2nd Gd .- Lyrics = Phrasing,Parts of Speech, Story or message, Contrasting; Tempo; Fast vs. Slow, Dynamics; Loud vs.Quiet, Pitch; High vs. Low, Rhythm; Long vs. Short, Pulse/Tempo/Rhythm related to Time, 4 quarters in a whole related to money, Note values = Measurement Rhythm: quarters, eighths, halfs, wholes. Instrument Families = science (species), Musical genres = reflection of culture, Musical suffixes = English, Melody; Sequence from steps & skips to intervals, Instruments; hand percussion, Tone vs. Pitch vs. Dynamics vs. Tempo vs. Rhythm, Intro to Recorders
3rd Gd - Lyrics = story, message, lesson, moral? Feelings = Moods in music, Phrasing: commas & periods = pauses & breaths, Rhythm: time signatures, quarters, eighths, halfs, wholes, sixteenths, patterns, ostinatos, Music Genres, Geography & Culture, Instruments; Drums & Percussion, Recorder playing 2nd year, Instrument Families and Pre-band fundamentals.
4th Gd. - Rhythm: Dots, writing music rhythms. Tempo: Grave, Largo, Lento,Andante, Moderato, Allegro, Presto. Musics relationship to mood (ie. Slow=peaceful,calming vs. Fast=energy. Very Fast=panic. Major vs. minor), Science: sound = vibration, sound waves. Frequency, Amplitude, Speed, Duration, Intonation. Instruments: Families = Tone Color, timbre = individual instruments.
5th Gd. - Sound waves and characteristics, Fraction reinforcement, Human rights, powerful stories about people’s experiences (Blues,etc!) Technology and society, Role of music in film and storytelling. Improvisation = creative storytelling in the moment, Instruments: Families = Tone Color, Tone Quality, History, Mechanics, Listening and recognizing differences
6th Gd. - Consonance vs. dissonance, In tune vs. intonation, Sound waves and characteristics (science), Note Values and complex rhythm analysis, rhythmic short hand = (Math in music). Improvisation = creative storytelling in the moment, Music Composition = Planned and orchestrated story writing using rhythm, melody, harmony, technology. Instruments: Families = Tone Color, demos and technique study = Tone Quality, History, Mechanics, Ranges, Listening and recognizing differences, Artists
-Beginning Instrument Lessons (Grades 4,5,6)
-Performance Ensembles (Grades 4,5,6)
SUPPLIES: All students; 1 box of facial tissue, 1 single subject spiral notebook, pocket folder (marked "Music": student name), 1 old fashion yellow sharp-enable pencil, 1 fitted pencil eraser. (All supplies will be collected and kept in the music room so that students do not need to travel with them.)
EXPECTATIONS & GRADING:
Participation & Effort: 60% of the music grade. This grade is based on student on-task time. On-task refers to full listening and engaging in the class activity according to class CHAMP expectations posted in the room. Students begin each class with 100 points. Points are lost if students lose full participation and are reminded to self-correct and re-engage themselves. Points are also deducted if student lack of appropriate participation distracts or disturbs another student. Points are awarded when students demonstrate above and beyond others and become positive role models for peers.
ASSIGNMENTS: 25%. Listening and Following Directions is a weekly grade for classes that meet twice a week. Periodically we will also have written assignments of one type or another during class. Homework will be rare and minimal usually only if classwork is not completed. The "Valentin" Rubric is used for grading unless another is given. Late assignments will be accepted but marked down depending on lateness unless student had an excused absence from school. Excused absences that require make up work should be inquired about a.s.a.p. when student returns to school. Re-doing assignments is always allowed as long as the original assignment was turned in on time.
TESTS / QUIZZES / PROJECTS: 15%. Quizzes, tests and projects demonstrate more summative knowledge and may not be redone. These assessments may be administered by pencil and paper, verbally or through performance depending on individual student differentiation.
VALENTIN RUBRIC: Remember the sentence; "Valentin Never Overplays A Cool Drum", and you have the first letter of each category important for success in music assignments. V=Vocabulary, N=Neatness, O=Organization, A=Accuracy, C=Completion, D=Directions. This rubric is posted in the music room and copies are available for students to take home anytime.
Beginning students are invited to participate in band based on homeroom teacher recommendation. Because playing an instrument takes time additional from other school responsibilities and requires a high level of responsibility, band students need to maintain good grades and behavior choices. Upon family consent, Ms. Valentin will test and evaluate each student one on one and help guide instrument selection. Beginners will start in the Fall meeting once a week during recess with only other students playing the same instrument.
Band students do not receive grades for playing an instrument but they often have the highest grades and success in general music class simply because they learn and apply musical concepts while learning to play their instrument. Through band they attend as beginners, small group lessons for their instrument only, as well as full band rehearsal, once they are ready. Continuing students meet separate from beginners and play more advanced music and begin jazz study. Attendance, effort and at home practice are required to remain prepared for rehearsals and performances. Performance privilege may be limited if students are not competent on their individual parts. Percussion students will learn a variety of styles including orchestral, marching, drum-set and world percussion. They will receive instruction on a variety of percussion equipment and play with both the drum line and the concert bands.
FEES: Instrument loaner fee is $25, for the entire year. Book fee is $10 for wind players and $16 for percussionists. Students keep their books at years end. Students who have their own instruments should have Ms. Valentin check the instrument for playing condition. **Please refrain from buying instruments without consulting Ms. Valentin first. Unfortunately, there are many companies who sell musical instruments that are simply not quality and not serviceable for repairs. A list of trusted quality brand names and advice is available as a guide for buying.
All students wishing to participate must turn band fees into the main office to fully register. School Instruments will be collected at the end of the year and assessed for condition. Normal wear and tear is expected and instruments will receive maintenance work before the next school year. Additional fees will only be charged for excessive wear or unnecessary damage to instruments.