Tuesday, January 24, 2017

3rd Quarter Write, Read, Sing, Play project 2017

Write, Read, Sing, Play Project Sheet Download

Students are receiving the Write, Read, Sing, Play project information during the week of January 24. WRSP is an application of skills project and we will do parts of the projects in class; however, students will still need to complete unfinished classwork, practice, and memorize their song parts outside of class. Students MAY work with a partner, but each partner must complete his/her own project sheet. 

Deadlines (all components must be complete by the end of class on these dates, no late work will be accepted)
Tuesday, March 7: Fellows & Naman
Wednesday, March 8: Barrett & Badger
Thursday, March 9: Smiley/Lockwood, Neal/Lockwood, Mckie, & Thurman
Friday, March 10: Latimore/Lockwood, English/Lockwood, Butler, & Redel

Song Choices for Write, Read, Sing, Play MUST come from our Music textbooks. No exceptions. Please be aware that this document link has 60+ pages--be careful to only print the page you want!  If the song your child chose is not present, please email me at bturgeon@atlanta.k12.ga.us

additional songs:
Here We Sit
Vive L'Amour
Mr. Frog
Words of Wisdom
Mother, Mother
Hey, Hey, Look at Me
Cat and Dog
Lucy Locket
Old Dan Tucker
One Potato, Two Potato
Who Has the Penny?
Deta, Deta
Goodbye Brother

The project sheet has all of the steps students should take listed IN ORDER.  Students should have their songs completely written out by the end of this week (Jan 24), and they should have had their work checked by me.  As we are completing components of the project I write down the grade on each student’s project sheet—for example the title is Write, Read, Sing, Play, so once a student successfully completes the “Write” part of the project (copying the music onto their sheet) I write a 3 on top of Write on their sheet.
  • Each component of the project is worth 3 points, and the reflection on the back is worth 3 points for a total of 15 points for the project (extra credit if they do an extra instrument, another language, or something extra with the project).
  • I have keyboards in my classroom that the students will use for the Play portion of the project 4th and 5th graders may also play on other instruments (including band, orchestra, guitar, ukulele, etc). Don’t worry if your child doesn’t take lessons and/or if you do not have an instrument at home. There are lots of free apps with keyboards--my favorite is Musical Pro (Android) but any with a functioning keyboard is fine to practice with. Students should practice with proper finger positioning and not play just with one finger.
  • If your child needs coaching they may come by the Music room for help:  Third Grade during lunch time on Thursdays or Fridays OR they could stay after school (times TBA) 
  • Fourth and Fifth Graders may come during lunch/recees or after school (times TBA) 
  • Students who stay after school should be picked up at the carpool lane at 3:30pm. Be sure to send a transportation change to your child’s teacher if they plan to stay.
  •  Please encourage your child to play/sing for me live—if they perform live I can fix mistakes on the spot and get the check-offs over with quickly. I will hear them in private, so nerves should not be a problem. 
  •  If your child has questions please check out this entire blog post first, because I think I’ve posted information that covers most questions here.

Below is a helper video. You should be able to find everything you need on this post!

Deadlines & Things to Note:

  • Students may perform their project and turn in this Reflection & labeled song sheet any time between now and your Music class day during the week of March 6. DO NOT WAIT UNTIL THE DEADLINE to complete your performance parts! Start getting ready now!
  • As we get closer to the deadline there will be limited class time available. If we run out of class time your child may need to come sing/play during lunch or recess.
  • I prefer a live performance so I can give immediate feedback and allow kids to keep polishing their work. I go by "Angry Bird Grading" for this project, so kids can keep trying until they receive 3 stars for each component. 
  • Don’t forget to turn in the Reflection and your labeled song sheet!

Below are some Music reading helpers:

Please note the pitches below are for the key of C Major. Your child's song may be in C, D, F, or G.

C Major Solfege and finger numbers (up to 5)

F Major Solfege and finger numbers (up to 5)

G Major Solfege and finger numbers
                                            1     2        3      4       5                                    

Image result for d major scale
                                               Do        Re          Mi          Fa          So         La          Ti

D Major Scale

G Major scale
G major scale (piano)

F Major scale
F major scale piano fingering

all of the keyboard notes on the staff
Image result for "d major solfege"

Finger numbers
piano finger numbers

Music Georgia Performance Standards Covered in this project:

  • M_GM.1 a. Sing melodies expressively using appropriate head voice accompanied and unaccompanied. 
  • M_GM.1 c. The student will sing from memory multiple songs representing various genres, tonalities, meters, and cultures including at least one song in a foreign language. 
  • M_GM.2 a. Perform melodic patterns on an instrument from a major scale with appropriate technique. 
  • M_GM.2 b. Perform instrumental parts while other students sing or play contrasting parts. 
  • M_GM.3 a. Read rhythmic patterns including quarter note, quarter rest, eighth note, half note, dotted half note and whole note using traditional symbols in 2/4, ¾ and 4/4 meter. 
  • M5GM.3 b. Notate rhythmic patterns including the use of quarter notes, quarter rests, eighth notes, half notes, dotted half notes and whole notes in response to teacher performance. 
  • M_GM.3 c. Read melodies within a treble clef staff. 
  • M5GM.3 d. Notate simple melodies within a treble clef staff.

Friday, December 16, 2016

Music@SPARK December Concerts

Happy Holidays to all of our SPARK families! Here is video from Chorus/AC and Orchestra concerts. If anyone has video of the Band concert and the 5th Grade Orchestra concert please share it with me so I can post the results of their hard work!

Chorus and AC at Grady High School with Mary Lin and Grady High School:

Mary Lin and SPARK 4th Grade Orchestra

Friday, December 2, 2016

Congratulations to Tar River Elementary! Winners of the South Region of Give a Note~

Dear Ms. Turgeon, 

We were truly inspired by the video created by the students of Springdale Park Elementary.  Your community showed outstanding support for your program, but unfortunately, you did not win the South Division for the contest.  Please let your students know that we believe they are awesome.  As a semifinalist, your school will receive a plaque recognizing your accomplishment.

We wish you the best of luck and we know you will continue to inspire students.


Jane Mell Balek
Executive Director, Give a Note Foundation

While we did not win the contest I am proud of the work of our Springdale Park students and community! Huge congratulations to Tar River Elementary and their fantastic music teacher, Angela Mangum!

Caroling and Sing-a-Long Season!

Saturday, Dec 3 11am-1pm this is a change from the time listed in SPARK-e 
Caroling for Virginia Highland's Tour of Homes
Our SPARK Chorus and AC has been invited to go caroling during the Virginia Highland's Tour of Homes. Meet at the YWCA on North Highland around 10:30am to warm up. Drop ins are welcome~

All families invited:
Wednesday, Dec 7 6pm in the SPARK Gym Community Sing-a-Long with Atlanta Young Singers An informal festive holiday event featuring songs for Christmas, Hanukkah, Kwanzaa, and wintertime. Students who can play chords on guitar or ukulele are welcome to bring your instruments or small (reasonably quiet) percussion instruments to play along. We’ll play songs in D, G, C, mostly. Ms. Turgeon will have chord charts available by Dec 2.

In-school Sing-a-long (during school for kids) Dec. 16 info coming soon

Wednesday, November 16, 2016

ASO Composer Project Update

This year I decided to try something new in light of the major goals for the ASO Composer Project, which are:
The MOST IMPORTANT goals of this project:
  • Listen to the music you will hear on your Atlanta Symphony Orchestra Field Trip
  • Learn and REMEMBER a bit about these composers
  • Practice doing research and citing your sources
  • having fun and being creative with Music

During the week of Nov. 28-Dec. 2 in Music class we will have a quiz over the music & composers from the ASO Composer project. Third graders who have Music on Friday, Dec. 2 (Latimore/Lockwood & English/Lockwood) will have their quiz on either Monday or Wednesday. 

Students should:

  1. Complete the ASO Composer Project sheet (front and back + timeline)
  2. Identify at least 4 of the 6 composers/pieces by listening and tell a fact about each composer (including era, nationality, etc) 
  3. Tell 2 more facts about your chosen composer

How should the students prepare for the quiz? Listen to a couple minutes of each piece and try to associate the piece with the composer and their nationality/era/facts. The listening examples will be from obvious places in the music (beginnings, major themes). I will not try to be tricky. We have worked on this in class, and the students seem to be able to tell which pieces are which.

Students who complete #1, 2, & 3 on the quiz will be finished with the ASO Composer Project. No further presentation/project will be necessary.

Students who haven't finished the ASO Composer project sheet by their class day (Nov. 28-Dec 2), or who cannot successfully complete the quiz can complete a poster, diorama, video, dance, song, book, comic by the orignial deadline. The ASO Composer Project Sheet and project must be complete by the deadline. No exceptions.

Students who pass the quiz AND complete a project (or who have already completed the project) will receive extra credit. If they are up to date with their daily grade they will earn a 100 on their report card for Music for Second Quarter.

Left: listening map for deFalla's El Amor Brujo "the Haunted Love"
Right: listening map for Smetana's The Moldau

Left: Listening map for Debussy's En Bateau from Petite Suite
Right: Vivaldi's Winter from the Four Seasons alternates between string orchestra (ritornello) and a violin soloist 

Left: Rossini's Finale from William Tell was popularly used for The Lone Ranger's theme song
Right: The Star Wars Main theme by John Williams has four different themes or "leitmotifs" that represent different characters.

Listening list for 2nd, 3rd, and 4th grade:

Fifth Grade Listening List:

Listening maps and resources coming soon!

Friday, November 11, 2016

Veterans Day Tribute from Kindergarten, First, and Second Graders

In honor of Veterans Day our SPARK K, 1st, and 2nd graders recorded a video singing two patriotic songs--"America (My Country 'Tis of Thee)" and "America the Beautiful" to send out to Veterans groups, hospitals, and to post on social media.

My country 'tis of thee sweet land of liberty, of thee I sing!
Land where my fathers died, land of the Pilgrims' pride.
From ev'ry mountainside let freedom ring!

Our fathers' God to thee, Author of liberty, to thee we sing!
long may our land be bright with freedom's holy light!
Protect us by thy might, great God our King!

Second graders featured:
O beautiful for heroes proved in liberating strife.
Who more than self their country loved, and mercy more than life!
America! America! May God thy gold refine!
Till all success be nobleness and every gain divine!

O beautiful for spacious skies, for amber waves of grain,
For purple mountain majesties above the fruited plain!
America! America! God shed his grace on thee.
And crown thy good with brotherhood from sea to shining sea!

Thank you, VETERANS!

Tuesday, November 1, 2016

ASO Field Trip and Composer Project Information

Permission Slips for ASO, CEP, & Lift Every Voice Field Trips are linked here and above

What is the ASO Field Trip & Project?
All Students at SPARK attend an Atlanta Symphony Orchestra concert each year. These concerts have different repertoire each year, and give the students a chance to become familiar with all of the instruments of the orchestra, concert etiquette, music history, and other Music standards. The 3rd, 4th, and 5th graders will complete their Second Quarter ASO Composer's Project based on the composers whose music they will hear.

Students received their ASO Composer Project info last week--week of October 24-28.  Please see the tab above for all of the resources to support your work on the ASO Composer Project  This post gives basic info, but if you want to find ALL of the info (playlists, project sheet downloads, tech help, etc) it is on the tab linked above.

The MOST IMPORTANT goals of this project:
  • Listen to the music you will hear on your Atlanta Symphony Orchestra Field Trip
  • Learn and REMEMBER a bit about these composers
  • Practice doing research and citing your sources
  • having fun and being creative with Music
Tuesday, Dec. 6: 

Wednesday, Dec 7: 
Thursday, Dec. 8: 

Friday, Dec. 9: 


Students will:
Find basic biographical information & Fascinating Facts about their composer
Cite their resources
Use the information they found to create a presentation about what they have learned.

Info in the document is from:

Recommended books:
Meet the Great Composers, Bk 1: Book & CD by Maurice Hinson and June C. Montgomery
Claude Debussy (First Discovery: Music) by Pierre Babin
Antonio Vivaldi (First Discovery: Music) by Olivier Baumont

Suggested "Weekly" STEPS: Students may complete a part of a step each week, but it should be clear that  s/he has made progress on something weekly. Ms. Turgeon will check progress weekly for classroom points.

Step 1: Listening: 
 CHOOSE YOUR COMPOSER AND LISTEN to his music. Students will listen to music by his/her chosen composer several times and identify the listening elements using correct Music vocabulary.  Music can be here OR on Classics for Kids OR on YouTube 

Step 2: About the Composer: Student will complete research about his/her composer using various source (online and hardcopy) and find the Required Facts PLUS More Fascinating Facts. All information must be put into your own words.

Step 3 (may take 2-3 weeks, depending on your project design idea): Perform, Create, Display, Present:  Student will create or design a way to present his/her facts using the facts from Step 2.

Level of Bloom’s Taxonomy: Comprehension, Application, Analysis, Creation, and Synthesis

ELA and Music Standards covered in this project

·         ELACC3W7: Conduct short research projects that build knowledge about a topic.
·         ELACC3W8: Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
·         ELACC3W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

·         ELACC4W7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
·         ELACC4W8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
·         ELACC4W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
·         ELACC4W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
·         ELACC4W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
·         ELACC4RI9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
·         ELACC4SL2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

·         ELACC5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
·         ELACC5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
·         ELACC5W8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
·         ELACC5W9: Draw evidence from literary or informational texts to support analysis, reflection, and research
·         ELACC5SL4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
·         ELACC5SL5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Georgia Performance Standard for Music:

·         M_GM.6 a. Distinguish between repeating and contrasting sections, phrases, and simple formal structures – AB, ABA, rondo, Introduction, and Coda.
·         M_GM.6 b. Describe music using appropriate vocabulary (e.g., allegro, moderato, adagio, forte, mezzo, piano, crescendo, decrescendo, upward, downward, step, skip), articulation terms, appropriate mood and timbre adjectives, and other musical terms: e.g., fermata.
·         M_GM.6 c. Identify and classify orchestral, folk, and world instruments by sight and sound.
·         M_GM.6 d. Aurally distinguish between soprano, alto, tenor, and bass voices.
·         M_GM.7 a. Evaluate musical performances of themselves and others.
·         M_GM.7 b. Explain personal preferences for specific musical works and styles using appropriate vocabulary.
·         M_GM.8 a. Describe the relationship between music and the other arts.
·         M_GM.8 b. Describe the relationship between music and disciplines outside the arts.
·         M_GM.9 b. Describe the role of music and musicians in various historical time periods.

The ASO Composer Project was designed to allow students an opportunity to practice research and writing skills while learning about classical music and selected composers. This work is intended to support and enhance skills learned in grade-level Reading, ELA, and Writing classes including the categories, Research to Build and Present Knowledge,  Range of Writing, and Presentation of Knowledge and Ideas.

Wednesday, October 5, 2016

Virginia Highland Civic Association and Grady Cluster Fall Friendship Festival videos

We're so honored and excited to perform all over our community!

Thursday, September 22 6:30pm (Call time 5:45pm)
Perform for the Virginia Highland Civic Association Annual Meeting at Inman MS
  • Star Spangled Banner
  • Lift Every Voice
  • Allunde Alluya
  • Cirandeiro
  • Lady, Lady
  • When I Rise Up
  • Nobody Liked Her But Me 

Thursday, September 29  (Warm up learning, playing 4-6pm) Concert at 6pm: 
Grady Cluster's Elementary Chorus Fall Friendship Festival at Grady High School 
The main reason for the Fall Friendship Festival is for our elementary Chorus members to get to know some kids from our sister schools and see the ensembles they could participate in at Inman and Grady.  Chorus members from Hope/Hill, Mary Lin, Morningside, and SPARK will meet to play games, learn some songs together.

Set List:
  • Nobody Liked Her But Me
  • Cirandeiro, Brazilian Folk Song
  • This Pretty Planet by Tom Chapin
  • I Can Tell that We are Going to be Friends
  • One Voice by the Wailin' Jennys

Check out our concert videos! Thank you so much to Bryan Alli and Heather Dominey for our photo and video contributions!

Friday, September 23, 2016

Music Notes and Announcements

First Quarter Flashcard deadline is here 9/27-30
Scroll down to the next post or click here for all the details!

Pay for Music@SPARK shirts $11 by Tuesday, September 27 ($11 cash or check) so we can pay our awesome and SPARK family-owned vendor Squeegee Sharks. Shirts will be distributed to students who have ordered/paid for them on Wednesday or Thursday.

Come hear the Chorus/AC at the Grady Cluster Fall Friendhip Festival

Thursday, September 29  

Chorus and AC members should arrive at 4pm dressed, fed, watered, and ready to sing.  We'll warm up, learn, & play with our MES, Lin & Hope-Hill kids 4-6pm. Concert at 6pm

Grady Cluster's Elementary Chorus Fall Friendship Festival at Grady High School 
The main reason for the Fall Friendship Festival is for our elementary Chorus members to get to know some kids from our sister schools and see the ensembles they could participate in at Inman and Grady.  Chorus members from Hope/Hill, Mary Lin, Morningside, and SPARK will meet to play games, learn some songs together.4pm, 

Thursday, August 25, 2016

Flashcard Project 2016

Download the Flashcard Project Sheet HERE

Students may stay for Music Tutoring on Thursdays until 3:30pm OR 4th/5th graders may visit during lunch/recess if they wish. Lunch/Recess tutorial is voluntary.

During First Quarter all 3rd, 4th, and 5th graders will complete the Music Flashcard Project

Music Projects are always accepted any time up until the deadline on the day you come to Music. Early projects are always appreciated and earn extra points. Late projects lose 3 points for every school day (not just the Music day) the work is late. Music project grades ALWAYS include the project itself AND the completed Project Sheet.

Students will officially have 4-5 weeks to complete this work. Students should plan to work on quarterly Music projects for about 30 minutes a week. It's best to plan your Music workday the same day as Music class.  Students may work with other students in their grade level.

The flashcard project is an opportunity for students to develop better dictionary and paraphrasing skills, learn music vocabulary, practice using a straight edge to draw a staff, and create a toolbox that will help them learn proper music terminology, symbols, and notes on a staff. 

Students: When you write your definitions please don't put the vocabulary word into the definitions. 

You may use a blank: _____ means the steady pulse in music. 

If you have already finished, an easy way to disguise the word in the definition is just use black crayon to color over the word (Sharpie bleeds through the card). 

You can use any online kids' Music dictionary:

More advanced dictionaries, if you want a challenge:

Check out the Line and Space Note Tutorial Video:

Fifth Graders will have reversible cards--from one direction they will be Treble Clef cards, and Bass Clef when turned the other way.

Treble Clef: Line notes (from bottom to top): E-G-B-D-F  Space notes: F-A-C-E

Bass Clef: Line notes (from bottom to top): G-B-D-F-A Space notes: A-C-E-G

On the answer side be sure to show if the answer is for Treble or Bass Clef

TIPS:If Fourth and Fifth Graders have their cards from last year they may re-use them if they are in good condition and meet the requirements for your grade level.

Line/Space Note Card Tips:

  • Use a straight edge and try to make all cards look as consistent as possible (same width of lines, etc). Cards done without a straight edge will have to be re-done.

  • Each card should have a treble clef and a whole note on each line or space, as pictured below.

  • The back of the card should have the letter name for each line or space note. Be consistent so that when you flip the card the answers will always be in the same area of the back of the card.

  • Don't use the LINED side of your cards--it will make your staff lines look blurry.

  • Line notes (from bottom to top): E-G-B-D-F  Space notes: F-A-C-E

  • Here are some fun worksheets to help you practice note identification!


    This video will not help you much, but if you know any genuine music geeks it will make them laugh hysterically:

    Monday, August 22, 2016

    Chorus & AC Gig this Saturday at the Center for Civil and Human Rights!

     Chorus and AC at the Center for Civil and Human Rights
    Saturday, August 27-- Call time 8am Performances on the hour at 9am, 10am, 11am, and noon.

    What is this event? The Aquarium, World of Coke, and Center for Civil and Human Rights are hosting the Pemberton Place Educators' Open House on August 27th. Registration for the Open House begins at 8am for teachers. Educators will tour the facilities throughout the day, and the building will open to the general public around 10am.

    What is the timeline of the day? We will warm up around 8am and do sets of songs on the hour between 9am-12pm. Kids and their families will receive wristbands (until we run out) to tour the Center and the World of Coke in between sets.  Additionally, if kids want to hang around between sets we will offer to teach the songs to educators and kids who want to learn them and/or have sing-a-longs.  SPARK/Mary Lin's group will sing mostly a cappella with some guitars/drums. Our groups will focus on how music has been a vehicle for creating unity and enabling change. 

    I can’t stay for the entire time. L Singers are not required to stay for the entire time, and drop ins are also welcome as long as you know the music and moves--practice videos are on the blog http://springdaleparkmusic.blogspot.com/ on the Chorus & Advanced Chorus practice files tab (scroll to the bottom).

    What is the attire? Singers should wear SPARK on top, black shoes/pants/skirt/shorts on bottom—remember we’re going for a uniform look as much as possible. If your child does not have a Music@SPARK shirt ($11 by cash check or online on the Springdale Park website) I have some left over from last year (the new year's order has not yet been placed). If we don’t have enough light green shirts I have some dark green Music@SPARK shirts to loan. If those run out, this year’s SPARK school shirt will be fine.

    When we perform in public our singers are representing SPARK, APS, Ms. Turgeon and you. Any behavior that does not reflect positively on our group will result in the singer being asked to leave the performance and/or their ensemble. 

    Performance video from Ashton's grandfather, William Mills III. THANK YOU for sharing!