Thanks,
Kim Mangan
Executive Director KISSM
www.kissm.ca
250-574-5437

http://www.bced.gov.bc.ca/irp/drafts/

Here are some of the outcomes:
Grade 2
recognize and demonstrate a simple rhythmic phrase from notation using eighths, quarter, and half notes and rests

identify connections between invented notation and standard notation for simple rhythmic patterns

Grade 3
use appropriate terminology to describe rhythm (e.g., quarter note, beat, ostinato)

Grade 4
demonstrate an ability to perform straight and syncopated rhythmic patterns in 2/4, 3/4, and 4/4 from standard notation (e.g., clap from a flashcard of one measure)

learn by ear or demonstration (e.g., drum circle, part singing, 2-3 part classroom instrument arrangements) to perform a short selection of music

use appropriate music terminology to describe their standard or invented notation (e.g., ascending, descending, repeat, phrase, rest)

work collaboratively to develop criteria for responding to own and others’ performances

Grade 5
create introductions, endings (e.g., codas), and contrasting sections for songs

demonstrate accuracy in reading rhythmic patterns in standard notation

using voices or instruments, perform rhythmic patterns (e.g., using eighth, sixteenths, quarter, dotted quarter, half, dotted half, and whole notes and rests), maintaining a -steady beat
-at a variety of tempi
-in common metres

notate rhythmic patterns and melodic phrases within a limited range
-using phrases from classroom repertoire
-through ear training and aural dictation
-through improvisation

identify distinguishing features of music from specific historical, cultural, and social contexts represented in classroom repertoire, such as
-form
-timbre (e.g., instrumentation, vocal tones)
-texture
-rhythm
-subject matter or themes
-purpose of the music
-various roles of musicians

Grade 6
give examples to show how principles of design (e.g., variation, repetition, pattern) relate to form

use appropriate music terminology and symbols to notate elements of expression (e.g., crescendo, accelerando, >, fermata )

accurately name an interval of two notes that are played in sequence (e.g., 2nd, 3rd, 5th, octave)

compose simple harmonic lines for melodies from known classroom repertoire by applying prior knowledge of two-part singing

notate rhythmic phrases in simple and compound metres

demonstrate appropriate use of technology and equipment (e.g., microphones, computers)

apply feedback and set goals to improve their own performance

Grade 7
sing or play rhythmic compositions in simple metres (e.g., 2/4, 3/4, 4/4) and compound metres (e.g., 6/8, 9/8, 12/8)

demonstrate accuracy in reading and performing key signatures

use standard notation to notate rhythmic phrases of 16 measures in simple metres and compound metres

use appropriate music terminology to describe rhythm and metre (e.g., swing, syncopation, pulse)

alter music to change the societal values represented (e.g., change the lyrics, create a music video with different visuals)

After a short break we started with clapping and hand jives with Pam Hetrick.  These clapping games from around the world took us back to our youth, with rock, paper scissors and other fun games to keep our kids having fun while they learn.

After our sunny lunch, Annette Coffin shared not only a great piece with roots in the Maritimes, but a selection of choral works as well.  We played with percussion instruments, tableau and had fun singing in the BC Orff Choir, which read through some children’s choral works that Annette brought to share with us.

If you missed this great workshop, don’t miss our September workshop  when Doug Goodkin comes to share with us.

“Today we will explore the Magic of Music and Language through the power of Orff.  Research continually demonstrates how significantly music can affect our learning.”

We came out of the workshop feeling energized, and full of life.  Thank you Debra!

Boxmaster
8255 Wiggins Street
Burnaby, BC
(604) 521-4715
(604) 527-8514 (fax)

The dimensions are 12.75″ x 12.75″ x 12″ (stockbox #72). Boxes comes in bundles of 25. The cost is $1.30 per box; including taxes, they come to $37.06.

Joe is a teacher, mentor, and friend to countless numbers of music teachers not only in British Columbia, but throughout Canada and the United States. Whether he is working with those new to Orff, or people with great experience with Orff, his exuberance, sense of humour, user-friendly ideas, and mastery of the process has motivated us all through the years. Furthermore, his dedication to Orff and Carl Orff Canada has helped to build a significant, strong national organization to which many music teachers across Canada are proud to belong and support.