Unit 4: 16th notes

Music:

  • Students will evaluate their peers and their Dalcroze activity movement performance by referring to the provided criteria. (Re 9.1) (Dalcroze activity) 
  • Students will identify sixteenth notes. (Dalcroze activity & Waimānalo Warriors) (Pr 4.2)
  • Students will perform music,  with others, with expression, technical accuracy, and appropriate interpretation. (Pr. 6.1) (Waimānalo Warriors)
  • Students will use local Hawaiian names and terms to represent their neighborhood community by creating four 4-measure chants in standard notations (quarter note, pair-eighth, 16th, and half notes). (Cr2.1)

SEL:

The focuses of this unit are to guide students to explore social awareness, self management, and responsible decision-making.

HĀ: #1a-Strengthened Sense of Belonging; #2b, & c - Strengthened Sense of Responsibility; #3d, e, f, g & h - Strengthened Sense of Excellence; #5g - Strengthened Sense of Total Well-being; #6c & g - Strengthened Sense of Hawai‘i.

  • Students will become aware of utilizing local Hawaiian names and terms to create chants to represent their neighborhood community.
  • Students will be able to discover the relationship among individuals; roles playing can contribute to making harmony, beautiful performance. When individuals manage their roles appropriately, they will accomplish the task.

 

FOCUS KNOWLEDGE/SKILLS ACTIVITIES
RHYTHM
  • 16th notes
  • Dalcroze game
  • Waimānalo Warriors

Eurhythmics activity:

Children spread out in the room. Teacher improvises on piano walking (quarter). When the teacher plays four-16th notes, students will i) stop or ii) turn (choose one). Students listen and respond to the different rhythmic patterns accordingly. See video. 


Dalcroze 16th note Cup Game

During the pandemic, this Dalcroze game was modified; the children may play the game while sitting on chairs. Teachers pair the students; they may watch and learn from each other during this activity.

Children spread out 4 cups on the table. The teacher plays on temple block (or piano) with sixteenth (16th) and quarter notes. When the children hear four-16th notes, they will “walk” the cup following the tempo. When four-16th notes are played again, they will stop. The children will only stack the cups and move when they hear the following four-16th notes. The game continues until all the cups are stacked onto each other. If any of them moves when other notes are played, they will need to unstack the cups and start from the beginning.


SEL: Self-management, Social awareness
HĀ: #3g - Strengthened Sense of Excellence; 5g - Strengthened Sense of Total Well-being
  • Could you tell when you made a mistake on your own? Were you honest about it? Is it okay to make mistakes?   
  • How can you encourage your partner when they make a mistake?    

Activity #9: Waimānalo Warriors

Teach the below chant to the students. For all the 16th notes, pat those on the laps. Watch the video.


Waimānalo warriors, Waimānalo beach.
Waimānalo wins are what we seek.
Waimānalo warriors, Waimānalo beach.
Waimānalo wins are what we seek.

 

Hele mai (ugh!), come and cheer the team. 

Hele mai (ugh!), you will see us beam.

Hele mai (ugh!), come and cheer the team. 

Hele mai (ugh!), you will see us win.


SEL: Self-management
HĀ: #3f & h-Strengthened Sense of Excellence; 5g - Strengthened Sense of Total Well-being
  • It can be embarrassing and frustrating when you can't think of a pose. Can someone show us a posture we can do when we can't think of one alone?
  • Did everyone do the same poses? Do you like it when a classmate does the same pose as you?     
  • How does it feel when a performance goes well?   
  • What does the class need to do beforehand to prepare for a performance? How do these things help us to have a successful and enjoyable performance?

Boomwhackers

Students may play the chant by using the boomwhackers. Note that boomwhackers are in F pentatonic (notes F, G, A, C, & D), the same notes that the students learn in the second section. Pentatonic scale forms good harmony.

 SEL: Responsible decision-making

HĀ: #2b, c, d, f - Strengthened Sense of Responsibility; #3d, e, f, g & h - Strengthened Sense of Excellence

  • Did you all come up with new ideas? Are you all being respectful if someone has a different idea? Did you all listen to each other's ideas?
  • How did you all work together and perform when combining the different yet creative ideas? 
  • When playing the boomwhackers, how did you demonstrate responsible decision-making or self-management?
  • What were the things your group did well to work as a team? What are some things that didn't go so well? How did this affect the way the music sounded?     
  • Did you enjoy making music with your friends? How did working with others add to the quality of the performance? (Possible answers: able to add harmony, divide the rhythms/roles, able to perform in different formations, shapes, able to connect with others, able to create more excitement/synergy, etc.)

SEL: Social Awareness, 

 

HĀ: #1a - Strengthened Sense of Belonging; #6c, g - Strengthened Sense of Hawai‘i

  • How do you feel when you perform a piece of music about where you come from? Do you feel excited?
  • What are some words you can use to describe your community? 
  • Can your group use local Hawaiian names and terms to represent their neighborhood community by creating four 4-measure chants in standard notations (quarter note, pair-eighth, 16th, and half notes)?
  • Do you feel proud if you create a chant with your friends? Why?

Mahalo for feedback and suggestions from Katherine Alarcio, Janice Boychuk, Holly Cowdery, Lauren Fagaragan, and Kevin Morita.

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