1. Vocal/General Music Classes’ Newsletter
Our Lady of the Wayside School
Featuring Grades 7th, 5th, 4th, 3rd, 2nd, 1st, K; 8th and 6th Grades’ Displays of Works; Pre-School Mixed
Ms. Logan, Instructor
7th
Grade
Students are engaged in a multi-faceted project that studies the music and culture of Nigeria, Africa,
specifically, the Igbo people. As a first step, students learn the Nigerian song “Everybody Loves Saturday
Night” and then they incorporate this world-renown folk tune into a creative group presentation comprised of
original mask creations, an African-style percussion piece in 12/8 and information about the culture and
politics of the Igbo people. Some of the instruments in the project will be an African double cow-bell (a-gogo),
shekeres, and a Nigerian seed rattle on loan from Ms. Logan. The riches of an African culture’s music can
demonstrate the foundation of influence towards many American music styles: Spirituals and Gospels which
lead to jazz and blues which lead to American and British Invasion Rock ‘n Roll.
We will then examine a classical piece via the opera “The Marriage of Figaro” by Mozart. Class will learn to
recognize the basic melodic themes within the opera – by singing shortened versions of themes and wearing
simple costume elements to represent the lead characters. We will use the Internet to become further familiar
with the main characters, their musical themes as well as basic opera vocabulary. Each group will create their
artistic version of one scene from the opera and present what transpires within that scene. Connections will
be made to the French Revolution, Napoleon and the political views of Wolfgang Amadeus Mozart.
Our musical and dramatic sidebars have been: Creating sound carpets and scenes for Native American Indian
Folklore; singing the British pirate round in 3 part harmony, “Hey-Ho Nobody Home”; using a drama improv
game for check-in: “‘Role’ Call”.
5th
Grade
5th graders performed within a series of preparations to individually improvise their own original melodies for
“This Train” on the Orff instruments (metallophones. xylophones, and glockenspiels.) The sound of overall
ensemble represented a groovin’ bass line, the sounds of the train tracks, the train’s bell/whistle and
incorporation of the lyrics. A rhythmically building drum part helped the train to exit the station. At an
accomplished point in time, the piece was conducted under the leadership of fellow students to ascertain the
understanding of all parts and performance areas and to drill and perfect the piece. There was brief discussion
relating “This Train” to a time in American history.
5th graders also perform “Aqua-qua Dela Omar” as a cultural music game that reinforces both individual and
ensemble cognitive concentration and the internal feel of consistent beat while further developing healthy

2. vocal singing and maintenance of pitch in the style of a-cappella. Students are studying “Wade on the
Water“and “Wayfarin’ Stranger” which will evolve into partner-song harmony with self-accompaniment on
classroom instruments. As discussed in music class, these famous tunes also hold deep connections to history
and humanity’s relationship to God. It was fun to revisit “Charley, Charley Stole the Barley” -- a “maze of
streets and alleys” beat game.
4th
Grade
Students are working within a recorder unit at differentiated levels. We are reviewing how to attain a good
sound for the lower recorder notes—which are more challenging in good sound production than the upper
notes. Students are playing warm-ups and songs as a whole class, small groups, duets and solos. Students are
receiving reinforcement in note and rhythm reading as needed according to level. We prepare recorder pieces
and receive instructional assistance by working in rotation between silent finger-changing and reading practice
for some groups while others practice using sound. Some of the many tunes, among others, are “Norwegian
Dance”, “Dry Bones”, “Down by the Station”. “Waltz with Theme Variations”. We will focus on recorder round
playing via “Lady My”, “Be-A-Round” and “Day is Done”. We play 5-note listening/guessing games by matching
sound to visual patterns within a five note scale.
“Sun Don’t Set” and “Great Mornin’” are two tunes that allow the practice of the skill for 2-part harmony.
After whole class study, groups practice their song, adding their self-created, original movement -- which
enables a focus upon two different vocal lines simultaneously progressing in time. These partner songs will be
revisited throughout this third trimester. As all musicians know: “Practice Makes Perfect!” 
3rd
Grade
Third graders have been learning the mechanics and technique of good early level playing for recorder. That’s
actually – a lot!  They are focusing on upper notes G A and B and adding high C and high D. Students are
learning to perform melodies with consistent beat (also to not be taken for granted ) and aiming for
improvements in sound. Early level pieces include, but are not limited to, the all- famous “Hot Cross Buns” as
well as “French Folk Song” “Aura Lee” and “Ode to Joy”. We play 3-note listening/guessing games by matching
sound to visual patterns within a three-note scale.
Our recent Hello Song inspires students to sing to each other “1-2-3-4-5- YOU’RE GREAT!”
3rd
grade, 2nd
grade and 1st
grade Many engaging, simultaneously-purposed music games are
implemented in rotation for students’ learning, enjoyment, turn-taking, authentic assessment, and
reinforcement of skills and understanding. One example is “We Are Playing in the Forest”. The forest game
involves Kodaly solfege conducting -- so-la-so-mi singing -- as led by student leaders and a “big, bad wolf”. A
favorite! (For 2nd grade, the “scary wolf” modified to a “monkey in the jungle”.) Students also enjoy the
singing/ dynamics game “Garden Key”. “Garden Key” reinforces the singing of soft and loud (dynamics) and

3. exhibits an understanding of soft and loud when a student seeks the location of a hidden key according to the
changing dynamics that he/she hears the class sing. This song also reinforces solfege singing.
2nd
Grade
Our 2nd grade composers have individually composed several 4-beat rhythms using the Kodaly-style rhythms
of ta, rest, ti-ti, and ta-aah (quart, silence for one beat, two-eighths and half note). Their springboard for
meaningful connections to these rhythms was the chant “Queen, Queen Caroline”. 2nd graders first used this
chant with a combined so-mi-la solfege game. Soloists tap the shoulder of a fellow student (eyes closed) who
then guesses who the soloist might be by the sound of their singing voice. We also like to recite the chant as
“King, King Valentine”.
The 2nd graders have been extremely proud to clap out their original compositions one by one. Classes will
complete this endeavor by transferring the performances of compositions to classroom percussion. Other
than it being ultra-cool to play and hear you own composition on instrument, this wrap-up can double-serve
as authentic assessment.
Our Read-Aloud “Old Black Fly” has inspired our singing and dancing of the very lovely, and self-esteem
building song “Shoo-Fly, Don’t Bother Me”: “…. for I belong to somebody. I feel, I feel, I feel. I feel like a
morning star … “
1st
Grade
Visuals for “Porridge”, “Bee”, and “Teddy Bear” and a blank card are the building blocks for 1st grade rhythm
composition. The order of the visuals is continually rearranged by students who then lead the class in
performing the new poem/rhythm on rhythm sticks. A beat is maintained by teacher as reference for
placement of the rhythms of the syllables, especially important since the blank card represents silence.
Beat versus rhythm and [short-short, l o n g ] is studied via “Engine, Engine Number Nine” pointer pages,
chanting and a human train-building movement game. “Apple Tree, Apple Tree” is also a beloved tree grove
game and an iconic visual for study. (Short-short –long is now transferred to “ti-ti ta” which is eventually
transferred in upcoming grade levels to “two-eighths, quart” which is eventually transferred to “1 & 2 &” –
etc. Musicians use many styles for counting music.)
The Surprise Symphony by Haydn and “Grizzly Bear” help reinforce the use and understanding of dynamics.
Some of our just-for-the-fun-of-it tunes are “Popcorn”, “No Bears Out Tonight” and “Here We Go on Our
Ponies”. There is a lot that goes on in first grade music. Activities, songs, dances and listening samples are
short, active, and plentiful.
Kindergarten
“Oh, My!” The year goes by so fast when one is in kindergarten! Students are learning their graduation songs
which are selected by the kindergarten teachers plus one by the music teacher. The titles are top secret but

4. we can let you know what we do to inspire our singing and help us to memorize all of the words: We use
colorful streamers; we use official sign language; we use maracas and dancing; we use oversized pointer page
visuals.
And “Oh My, No More Pie!” has been a featured music class tune (made famous by Ella Jenkins) as we talk
about our sad and happy feelings and learn to sing and express our feelings in a minor key. After whole class
singing, and learning the song very, very well, students are invited, as duos, to stand inside the hoola-hoop,
and to sing (towards the pretend microphone) one phrase of their choice -- according to the pictures for this
great folk tune. (A great moment to informally and unknowingly assess individual pitch development as well)
All year long we have been working on demonstrating steady beat; demonstrating “beat versus no beat”;
performing vocalizations with finger puppets, slinkies, and pictures; the singing, the dancing, the performing
and the understanding of high and low, up and down, slow and fast, and loud and soft; developing the upper
register singing voice in contrast to speaking voice and whisper voice, and playing classroom instruments. All
of these concepts and skills build a strong foundation for musicianship starting from the earliest levels up to
the most advanced levels. Some of the specific titles of the tunes and games which “teach” these concepts
and skills were detailed in a newsletter earlier this year. If you would like a fresh copy of that kindergarten
paragraph, feel free to send me an e-mail at klogan@olwschool.org.
Overall, the activities, songs, dances, and listening samples of kindergarten are short, active, and plentiful.
Students who are engaged, and very young, are learning through a hands-on, integrative approach. Famous,
large works like “The Nutcracker” as well as “The Aquarium” and “Kangaroos” from “The Carnivals of the
Animals” are concrete and impressive, and, most likely, easy to describe. These classical pieces are studied
through movement, magazines, instruments, and video. Therefore, these great works might be the first to
arrive to a young child’s mind when asked, “What do you do in music class?” Music class is an opportunity to
develop skills that are aural, vocal, physical, visual and meta-cognitive. It all starts in small, plentiful steps. If
seeking specific, age-oriented questions to ask your child about music class, feel free to e-mail me at
klogan@olwschool.org 
The trimesters for Grades 8 and 6 are completed, but here’s a little news! :
8th
Grade Blues: If you missed the 8h grade’s original blues lyrics and digital illustrations at this year’s Fine
Arts Night, the works are on display in the music room. You are invited to visit during lunch or after school to see how
the 8th
graders write The Blues.
6th
Grade Pop Culture Compositions : If you missed the 6th
grade’s original compositions at this year’s
Fine Arts Night, these syllable-inspired, Kodaly-rhythm compositions are on display in the music room. You are invited to
visit during lunch or after school. 6th
Grade gave these titles to their compositions: The Soundtrack of the Year; The
Celebrity Red Carpet; The Fun Song; Shoe Shop; The Disney Perfect; Mario; Extreme Sports; Sports Team.
Between class time changes, younger students enjoy reading the lyrics of the 8th graders and the words of the
6th grade compositions as well viewing the wonderful illustrations.

5. Pre-School, Mixed Ages
We have completed a sampling of young childhood songs, movements and games from “Music for Me” and
“Music and My World” of the Kindermusik Beginnings curriculum. “Pony Macaroni” was one of our favorite
vocalization/action songs. We continue to actively enjoy musical Read-Alouds such as “My Aunt Came Back”,
a call and response song, (from the John Feierabend collection); “Animal Boogie” -- PowerPoint sing-a-long
and finding game; and my own children’s favorite book when they were young -- “Quick as a Cricket”. We
periodically pull out both large and small instruments for the sheer joy of sound exploration, taking solo turns
in short lines of rotation. The large collection includes metallophones and xylophones. We have already
implemented rhythm sticks, maracas, finger symbols, and a shared drum which makes for a nice “sneak peak”
into kindergarten traditions.