Mrs. Heise's Podcast Page

Songs you will hear in this episode include She'll Be Comin' Round The Mountain, The Star-Spangled Banner, Goober Peas, and Drunken Sailor.

In this episode you will hear my 6th grade general music students reporting on and singing Amazing Grace, Old Dan Tucker, My Bonnie Lies Over the Ocean, Oh Susannah, and She'll Be Comin' 'Round the Mountain.

Created by 3 different groups in my Music Fundamentals class

This episode was created by four different groups of students from my Day 1 Music Fundamentals class.

This episode was created by three different groups of sixth graders in my Day 2 Music Fundamentals class.

The songs presented in this podcast are Old Dan Tucker, Drunken Sailor, and Take Me Out to the Ballgame. I was really pleased that the students chose to play guitar to accompany Drunken Sailor, and with the effort put forth by these students!

"Take time in life, take time in life, take time in life 'cause you got far way to go." We learned to sing and drum along to this Liberian folksong. We even learned a fun dance to it that we did in the hallway! Hope you enjoy this drum and xylophone performance.

Here is the history of some American folksongs that are in the public domain. The songs you will hear in this episode are Amazing Grace, Yankee Doodle, The House of the Rising Sun, and I've Been Working on the Railroad, and Go Down Moses. The students involved in this podcast are Adam, Adrian, Andrew, Chris B., Chris D., Corey, Jack, Jeffrrey, Lily, Mason, and Nicole.

In this project, students listen to different musical selections & identify techniques that composers use to create suspense. They write a short scary story. Using music sequencing software, they record the story and add sound effects to create the setting. Thanks to Katie Wardrobe for the original idea for this project!

Students composed a 16 measure melody in AABA form, and added dynamic markings to the composition. They imported their melodies into Garageband to add accompaniment loops. This episode contains work by Hailey, Connor, Siddh, Alec, and Kal. Thanks for listening!

Here are the "Create Your Drum Ensemble" projects from the second trimester's World Drumming classes. After learning three set drum ensembles and several xylophone pieces, students were charged with composing their own drum ensembles. These had to incorporate characteristics such as complementary rhythms, complementary tone colors, and an organized form. It was a pleasure working with these two classes. Thanks for listening!

This audio collage is an example of a Garageband project in which students choose songs that represent how music fits into their life, and helps express who they are now or who they envision themselves to be in the future. Thank you to Nick Jaworski for the original idea for the project. This 8th grader chose to have his songs playing simultaneously, for a "mash-up" effect. Hope you enjoy!

Sixth graders in my Music Fundamentals classes researched and recorded American songs in the public domain while learning about copyright law. The songs in this episode are Yankee Doodle, The Star-Spangled Banner, She'll Be Coming 'Round the Mountain, Take Me Out to the Ballgame, Yankee Doodle Boy, and Jingle Bells. Enjoy!

Complementary rhythms are rhythms that complete each other. Students pair up to practice creating spaces for each other to fill in. This is the work of the different groups in one class.

A quick project that only took 2 classes - In a group, create a well-organized drum ensemble that has 3 different tone colors (usually bell, drum, rattle) and uses complementary rhythms.

7th graders at PV may take Piano I as an elective. The class meets every other day for 40 minutes for 10 weeks. Students learn music in C, G, and Middle C positions. In this episode, Brian is playing the student part and I am playing the teacher accompaniment.

Students used Garageband to illistrate call and response form, with a polyrhythm section at the end.

Here is the second podcast for the above project. The songs heard in this episode are Deck the Hall, The Twelve Days of Christmas, Jingle Bells, Over the River and Through the Woods, Jolly Old St. Nicholas, We Wish You A Merry Christmas, and O Christmas Tree. Nice job, everyone!

In this podcast episode, you'll hear a little bit of solo singing, some xylophone playing, and some rapping! The songs are heard in this order: Jingle Bells, Silent Night, Deck the Halls, We Wish You A Merry Christmas, and Sussex Carol. Great job, everyone!

The carols heard in this episode are Up on the Housetop, The Twelve Days of Christmas, We Wish You A Merry Christmas, O Christmas Tree, Jingle Bells, Silent Night, and Deck the Halls. Good job everyone, and have a happy holiday!

Here are some of the 2011-2012 4th marking period World Drumming Call and Response projects. The students had to illustrate call and response form using world percussion loops at the beginning and show that they understood polyrhythms using different loops at the end.

This project is from Fall, 2011. Students had to use complementary rhythms and at least three different timbres for the highest score point on the rubric. The members of this group were Jenn, Ferdie, Hannah, Audrey, and Mackenzie. These girls are in the 7th grade. I think they did a great job.

The songs explained in this podcast are Jolly Old St. Nicholas, We Wish You a Merry Christmas, Up on the Housetop, Deck the Halls, Joy to the World, and the Twelve Days of Christmas. Enjoy :)

More sixth graders (11-12 years old) speaking and singing about some of their favorite carols. This podcast includes Jingle Bells, Deck the Halls, Silent Night, O Christmas Tree, and I Saw Three Ships. Very good singing from everyone - especially noted were the number of solos throughout and the singing in German!

Here is another great performance of a STOMP Rondo. These 7th graders (12- and 13 years old) used lacrosse equipment, kitchen utensils, notebooks, zippers, water bottles, sticks, plastic shopping bags, candy wrappers, and body percussion for their sounds.

Another nice performance combining African style xylophones with a drum ensemble.

The form of this performance is a rondo - ABACADAEA. The A section is the whole class performing a body percussion piece, and in between these 7th grade students created different sections using found sounds - bottles, spoons, sticks, music stands, hitting sneakers, coins in containers, etc. We hope you have as much fun listening as we did performing it!

Students learned about copyright by choosing a holiday song that is in the public domain to research and sing. Enjoy!

Here are the call and response projects from second marking period of this school year, Period 5. The students were asked to use the same call and different responses each time, for eight measures, followed by another eight measures in which the students could use loops other than world percussion. We hope you enjoy listening!

Students used Garageband to illustrate call and response form. After each call you will hear the response of four different instruments. The students were allowed to use loops other than world percussion for the second half of the piece.

We hope you enjoy listening!

In Amanda's project you can hear what it sounds like to have a melody in one key and the accompaniment loops in a different key. Abby entitled hers "Beach." A lot of students liked using the flute to play their melodies.

The stinger at the end of Kayla's made her laugh, and Karley chose cowbell to play her melody and panpipes for accompaniment, resulting in an interesting detache quality. Hope you enjoy these!

Luc chose churchbells to play his melody, and bells have a different overtone voicing, so the results were interesting.

Here are more melodies from Day 2, Period 3. Baris calls his "Soccer Game Music," and Anthony asked if it was okay to base his melody on the chromatic scale rather than the major scale. Wayne wanted to leave people hanging at the end of his piece (just so you know that not returning to the tonic was intentional!). Enjoy :)

Our guitar electives meet for 40 minutes every other day for one marking period, which is about 21 classes. There were four students placed in this class that never even took Guitar 1, so there was some differentiated instruction going on! Those students join in on this recording by playing chords the second time through. Listen for the comment at the end - and enjoy!

Here is an example of what students in our Guitar 2 classes do. Minka is a Russian folktune. Great job, girls!

This marking period the Piano 2 students reviewed C position (where they left off in Piano 1) and quickly moved on to learning pieces in G position. Now they are learning music in Middle C position, and here is one example of a piece they can choose to play. Good job, Josh!