Matt’s Music Blog
Middle School Music.lrei.org weblog

8th Grade music classes are beginning a new project in which students will reflect on how and why music is meaningful in their lives and lives of people around the world. They then will create a music soundtrack with liner notes that reflect the concerns of teens across time! After reading the article “Headbangers in Iraq, Thrashing and Waiting” we will discuss how music defines us and why it is important. Students will then prepare to interview at least five people to create an original music compilation that explores music that defines or has defined a cross-section of teenagers, as heavy metal defined the Iraqi teens profiled in the article. The five people should include at least four people other than their own peers or friends, including at least one adult over 60, one between the ages of 20 and 40, and one first or second generation immigrant, if possible. At least one song of the student’s choice should also be included in the compilation. Interviews should address the following questions:-Name the song that defines/defined you most as a teenager.-Who sings this song? For adult interviewees: What year was it popular?-What is the song about, if anything?-How does/did this song connect to your life? (Include in your liner notes excerpts from the lyrics that illustrate this point.)-What do/did you like most about this song?-How does/did this song make you feel? All songs mentioned will be included in the students’ compilations with accompanying liner notes, designed for a CD. The liner notes should clearly explain how each song defined the person interviewed as a teenager. As an introduction or conclusion to their liner notes, students will write a paragraph that makes a general statement about the musical choices of the five interviewees and him/herself.

Spring is finally here and to celebrate the 5th Grade music classes are working on a class composition entitled Springtime! After listening to Vivaldi’s Four Seasons and singing The Beatles’ “Here Comes the Sun”  we discussed how each song related to the feeling of Spring. Each student was then asked to offer two words that relate to Springtime and all that the season represents. A few volunteers were asked to then try and ‘perform’ one of the words on a class room instrument of their choice. After several volunteers took turns trying to play various words we engaged in a discussion of how the elements of music (rhythm, timbre, pitch, dynamics) can be used in to create programmatic compositions. Working with a partner, students have now set out to musically portray two words of their choice. After sufficient experimentation and rehearsal time a class composition will be realized through a planned improvisation to be recorded.

7th Grade music classes are beginning a new project in which they will create song lists, artwork, and liner notes for an original soundtrack reflecting their experiences, opinions, and perceptions of the world around them. Students will examine how music defines their lives; consider how hardcore music represents the early 80’s by reading and discussing the article, “How Hard Was Their Core? Looking Back at Anger.” and they will research particular songs for original music CDs that reflect their own lives, experiences, AND opinions on current events. After writing liner notes using this research students will create artwork for the covers of these CDs using original artwork. To help create their liner notes students will respond to the following questions for each selection:What is the song about?How does this song connect to your life or opinions on current events? Copy out lyrics that illustrate this point.What do you like most about this song?How does this song make you feel? Once cover art is completed, students will compile liner notes onto one or two CD-sized pages, along with blurbs of gratitude, a way of thanking people who have been supportive or influential in some way. Students will burn their music selections onto CDs to share with the class.

Follow this link to visit the completed project.6th grade music classes are starting a new project  in which they will listen to Brazilian folk music and discuss its various sounds and connections to today’s music. They then will record sounds that define and represent the culture of LREI.  Students began the project by reading this article from the NY Times, listening to the attached music samples and answered a series of questions. Working in small groups, students will be acting as ethnomusicologists to preserve the culture of LREI through audio. The collection of sounds will be compiled into a catalogue that can be preserved for use by future generations. Each group will be responsible for recording a series of sound bytes that represent a different part of our community. As a class, we will brainstorm places in the school where students could experience everyday sounds that represent the school’s culture. Students will compose questions to answer while gathering these sound bytes.  Such as:-What is this sound?-How is it made?-What is the volume?-What is the pitch or tone?-What mood does this sound convey? Why?-What aspect of school culture does this sound capture?-Why might this sound be important to the future of this location?-How might this sound change over time? Each group will pick a recording secretary to jot down notes while in the field gathering audio research.  Students will work together to organize their sound bytes by categories. They will then create an organized catalogue of sounds with accompanying commentaries explaining what each sound is and why it is representative of LREI. This catalogue will be shared at a MS meeting.