Music

Mrs. Oie's classroom

About Mrs. Oie

I've been at Frank Love Elementary in the music room since the school was built! With training in Kodaly, Orff, Weikart, World Music Drumming, guitar, etc., students at Frank Love learn about music in many different ways. I have an M.A. in music education from UW and a B.A. in music education from Concordia College in Minnesota. The instruments I've practiced the most are piano and french horn.

I grew up in South Dakota in a family of eight with four brothers and one sister. My parents still live in South Dakota.
 
My husband, Dan, is also an elementary music teacher; our family includes two daughters, Rachel and Elizabeth, and our two cats, Misty and Smokey.
 
When I am not teaching, I like to be with my family, garden, bicycle, hike, read, play piano, travel, and am hooked on a few games on my iPad. 
 
My favorite music? It changes just about every day!...
 

What is happening in music in grades 2, 1, and kindergarten

Second grade students are singing songs that use So, Mi, and La, and are finding those pitches on a three line staff. Second graders have been working with the half note, singing and playing instruments showing understanding of the duration of a half note. Forte (loud) and piano (quiet) are two music terms we are using.
 
First grade students are concentrating on songs and instrument pieces that use the quarter note, two eighth notes, and the quarter rest. The pulse (quarter note) is a major focus, because when students can demonstrate the steady beat/pulse, eighth notes fall into place. First graders are exploring different percussion instruments in class, and are learning games and dances and songs that use a lot of quarter notes.
 
Kindergarten is all about the pulse (steady beat), playing instruments, and using a singing voice. Students explored the pulse with songs and poems that featured with farm animals and have now moved on to songs and poems that use counting. Kindergarten is still learning routines and systems in the music room; we are up and moving and sitting down and singing, up and singing, sitting down and looking at a chart, playing instruments, and taking turns with being the leader and playing instruments. 

What's happening in grades 4 and 5

Fourth Graders in music class are playing recorder, currently using B, A, G, E, soon to learn D. Songs on the recorder include "It's In the B-A-G", "Hot Cross Buns", "French Song", "Little Train". Students are listening to music of the four main orchestral families (strings, woodwinds, brass, and percussion). Students are moving to music every session, and we try to play the barred instruments as much as possible, to accompany our singing or our recorder playing. 

Mrs. Oie just "won" a $1,000 grant to buy ukuleles! They should arrive in January, and the fourth graders will be the first group to learn to play them.

Fifth Graders in music class are playing recorder, currently using B, A, G, E, D, C', and will be learning "This Little Light of Mine" in January. Using the barred instruments to accompany, and using them to be the featured instruments in compositions, students are listening to each other to play in "ensemble"; listening is a very important part of ensemble playing. Fifth graders like to move, so we are dancing every session. We have been listening to music played by the four families of the orchestra as well as instruments from other cultures (Native American Flute, Celtic Harp, African Marimba). Fifth graders were featured at the Veterans Assembly, will be featured at the Martin Luther King, Jr. Assembly, and their music concert is scheduled for Monday, February 12th, at 7:15 PM.
 

Ms. Park's classroom

About Ms. Park

My name is Jina Park and I am one of the music teachers at Frank Love. I am honored to be part of the great Frank Love community and thrilled at the opportunity to facilitate your children’s music learning!

My primary goal is to provide all children with a developmentally appropriate and joyful music making experience in my classroom. Throughout the school year your child will learn all of the elements of music: pitch, rhythm, timbre, form, dynamics and expression. They will sing, play instruments, dance, and learn how music is connected to all the other subjects. Students will also develop life skills through participation in music including working with others, responsibility, confidence, and creativity.

I want to thank you for your trust and support for the music program at the Frank Love Elementary. I look forward to the wonderful year ahead, and to sharing the joy of music with your children!
 

Helpful Links

Music Curriculum

Music Curriculum by Grade

Kindergarten

♪ Kindergarten Music Curriculum       

Rhythm
  • Demonstrate pulse/heartbeat
  • Experience fast/slow
  • Demonstrate long/short
  • Experience short rhythm patterns through speech, body percussion, and unpitched instruments
  • Experience meter (2/4, 4/4, 6/8)
  • Differentiate between sound/silence
Melody
  • Develop a repertoire of songs (folk/seasonal/multicultural/patriotic)
  • Establish proper vocal tone production
  • Differentiate between high/low
  • Experience SM melodies
  • Demonstrate up/down
Harmony
  • Experience pulse against rhythm
  • Demonstrate proper mallet technique  
Form
  • Experience same/different
  • Establish phrase
  • Explore time/space/shape/force in movement
Timbre
  • Identify unpitched percussion
  • Explore dramatic play
  • Develop body awareness
  • Differentiate between vocal qualities (speak/sing/whisper/shot)
  • Demonstrate loud/quiet

1st Grade

 ♪ 1st Grade Music Curriculum

Rhythm
  • Demonstrate pulse/heartbeat (individual/group)
  • Identify and demonstrate the difference between beat (pulse/heartbeat) and rhythm
  • Identify pulse as Ta or quarter note
  • Differentiate between sound/silence
  • Identify sound/silence as Ta/Rest or quarter note/quarter rest
  • Experience fast/slow
  • Identify fast/slow as TiTi/Ta  or  a pair of eighth notes/quarter note
  • Experience meter (2/4, 4/4, 6/8)
  • Identify quarter note/a pair of eighth notes as♩ ♫
  • Differentiate between high/low
  • Experience up/down
  • Develop a repertoire of songs (folk/seasonal/multicultural/patriotic)
  • Sings in a range of E­‐B
  • Experience SM/SML melodies
  • Identify SM/SML scale tones and hand signs
  • Demonstrate contour
Harmony   
  • Develop proper mallet technique
  • Demonstrate simple bordun (chord)
  • Experience ostinato
Form   
  • Experience same/different
  • Identify phrase
  • Identify repeat sign
  • Identify same/different as AB (ABA)  
Timbre   
  • Identify unpitched percussion
  • Differentiate between vocal qualities (speak/sing/whisper/shot)
  • Demonstrate dynamics (loud/quiet)
  • Classify unpitched percussion (wood/metal/skin)
  • Identify four levels of body percussion (snap/clap/pat/stamp)
  • Classify pitched percussion (wood/metal)

2nd Grade

♪ 2nd Grade Music Curriculum

Rhythm
  • Demonstrate quarter note/half note pulse
  • Identify Half Note
  • Label Half Note
  • Identify Half Rest
  • Label Half Rest
  • Define tempo
  • Experience meter (2/4, 3/4, 4/4, 8/6)
  • Recognize time signature (2/4, 3/4, 4/4)
Melody
  • Demonstrate contour 
  • Demonstrate proper vocal technique
  • Develop a repertoire of songs (folk/seasonal/multicultural/patriotic)
  • Sing in tune in the range of D-D'
  • Experience MRD melodies
  • Identify Do and Re scale tones and hand signs
  • Perform MRD/SMRD/SMD/SMLD
  • Identify skips, steps, and repeated notes on a staff
Harmony
  • Develop proper mallet technique
  • Demonstrate ostinato
  • Experience major/minor
  • Experience vocal ostinato
  • Demonstrate simple bordun (broken)
Form
  • Demonstrate phrase
  • Identify Coda
  • Identify simple musical forms (AB, ABA, call/response, questions and answer)
  • Explore time/space/shape/force in movement
  • Identify bar line/double bar/measure
Timbre
  • Identify forte/piano
  • Identify pitched percussion (xylophone/metallophone/glockenspiel)
  • Demonstrate hand drum technique
  • Identify accent
  • Identify forte and piano

3rd Grade

♪ 3rd Grade Music Curriculum

Rhythm
  • Demonstrate pulse
  • Identify whole note
  • Label whole note
  • Label whole rest
  • Identify dotted half note
  • Label dotted half note
  • Label sixteenth notes
  • Experience Question-Answer technique using body percussion
Melody
  • Demonstrate proper vocal technique
  • Develop a repertoire of songs (folk/seasonal/multicultural/patriotic)
  • Label staff
  • Experience SMRD melodies
  • Identify D’ (high do)
  • Identify L, (low la)
  • Experience SMRDL, melodies
  • Identify Fa scale tone and hand signal
  • Identify S, (low so)
  • Label treble clef lines and spaces
Harmony
  • Demonstrate proper mallet technique
  • Experience ostinato
  • Distinguish between Major/minor
  • Demonstrate simple bordun (crossover)
  • Label canon/round
  • Demonstrate score reading (two-part)
Form
  • Demonstrate phrase
  • Identify Interlude
  • Experience extended form
  • Label rondo
Timbre
  • Differentiate between crescendo and decrescendo
  • Identify orchestral string family
  • Identify orchestral percussion family
  • Demonstrate accent on hand drum
  • Identify fermata
     

4th Grade

♪ 4th Grade Music Curriculum

Rhythm
  • Demonstrate pulse
  • Identify syncopa
  • Demonstrate Question-Answer (body percussion/unpitched/barred instruments/recorder)
  • Label eighth rest
  • Experience accelerando/ritardando
  • Label pick-up (anacrusis)
  • Visualize 6/8
  • Demonstrate conducting in 3
  • Identify triplet
Melody
  • Develop a repertoire of songs (folk/seasonal/multicultural/patriotic)
  • Review treble clef lines and spaces
  • Experience BAGEDC’ on soprano recorder
  • Demonstrate Question-Answer on recorder (GM/em pentatonic)
  • Experience countermelody
  • Identify Ti
  • Experience scale
  • Label Sharp/flat
Harmony 
  • Demonstrate proper mallet technique
  • Experience canon/round
  • Experience ostinato
  • Demonstrate simple bordun (level)
  • Distinguish between Major/minor
  • Demonstrate moving bordun
  • Experience I-V
Form
  • Demonstrate phrase
  • Experience rondo
  • Identify A’
  • Label D. C. al Fine
  • Experience additive form
  • Experience 12-bar blues
Timbre
  • Identify recorder family
  • Identify orchestral woodwind family
  • Identify orchestral brass family
  • Identify pianissimo/fortissimo
     

5th Grade

♪ 5th  Grade  Music  Curriculum

Rhythm
  • Demonstrate pulse
  • Identify dotted quarter note, an eighth note and two sixteenth notes pair   
  • Experience mixed meter, 5/4, and 7/8
  • Demonstrate conducting in 4
Melody
  • Develop a repertoire of songs (folk/seasonal/multicultural/patriotic)
  • Demonstrates proper posture, diction, and breathing for singing in  tune
  • Review treble clef lines and spaces
  • Experience BAGEDC’D’F#CF on soprano recorder
  • Demonstrate Question-Answer on recorder and barred instruments
  • Experience mixolydian and dorian melodies
Harmony
  • Demonstrate proper mallet technique
  • Experience canon/round
  • Experience ostinato
  • Distinguish between Major/minor
  • Label I-V, I-VII, and I-IV-V
  • Experience 2-part and 3-part recorder
  • Demonstrate part singing
Form
  • Demonstrate phrase
  • Experience rondo
  • Label 1st and 2nd endings
  • Experience additive form
  • Label Theme and Variations
Timbre
  • Demonstrate musical expression through speaking, singing, and moving
  • Identify dynamics (pp, p, mezzoforte, f, ff, cres, decres, dim, messa di voce)
  • Identify the following notation: sharp, flat, and natural
  • Identify orchestra families
  • Understands and uses tempo markings (largo, andante, allegro, presto)
     

Ms. Baeskens' classroom

Music Concert Schedule

Our concert schedule for the 2018-2019 school year.

Kindergarten date TBD time TBD
1st Grade date TBD time TBD
2nd Grade date TBD time TBD
3rd Grade date TBD time TBD
4th Grade date TBD time TBD
5th Grade date TBD time TBD

 

Elementary Band and Orchestra

WHY play an instrument?

Here's a TED Talk about the benefits of playing a musical instrument.

For additional information about the NSD Elementary Band and Orchestra programs, visit the NSD Elementary Band and Orchestra website.
 

Staff picture of Karen Oie
Karen Oie
425-408-4609
Staff picture of Jina Park
Jina Park
425-408-4669

Betsy Baeskens
ebaeskens@nsd.org
425-408-4609