001I don't know. I know. I don't know. I don't know. Oh. I know. I'm going to spend right away. Yeah. Oh, okay. I thought you Yeah. No. Oh, so I don't Yeah. And now they So, it's with us. Oh, yeah. Is that No. So, it's right now. Oh, okay. And then the same thing. Oh, okay. And then Okay. No. I think >> All right, welcome everybody to our fifth grade spring concert. I'm going to let them finish getting set up and then I'll check um their tuning real quick before we start. Um our first song that we'll play is called Rollercoaster Rock. One of the things I like about this one is it uses both of the kind of basic major scales that we teach in fifth grade orchestra. It starts with based on the
002D major scale and then based on the G major scale and it kind of forms like a cool little song with that. And then um we'll continue after that with a song called Lazy Summer and I tease them every time we play it that the summer might be lazy but their posture shouldn't be. All right, let's tune first song. Summer song. >> What? What is it? >> The next one we'll play um is a round. So, Echo Sweet we'll start by playing it once all together and then we will have um two parts playing it in a round. >> Um our next song came out of kind of a a combination of requests. So I had um I was trying to find trying to figure out what else I wanted to play. I said we
003need one more song for our spring concert. And um and then I sometimes I ask the kids like, "Well, what what kind of song would you like to play?" So I had two requests and one was they wanted to play a fiddle tune. Okay, I've got lots of those. And then um the second request was they wanted something where the violins play on the E string and the violas and cellos get to use their C strings. So um I have this little put together this little arrangement of um the britches full of stitches which has lyrics and I made them learn the lyrics, but I I didn't make them sing in the concert. Thought about it though. Maybe someday. Um but the bridges are are the the lyrics are "Oh, the bridge is full of
004stitches. Oh, the bridge is full of holes." That's pretty much it. But the first part they all play together and then the second, the B part of the of the tune has a little harmony part where the tune goes high enough that the violins have to play it up on the E string and the violas and cellos are going to provide some harmony on their G and C strings. All right, ready? One, two, one, two, three, four. >> And our last piece of the evening is one that I like to do most years. Um, I one of the things that I really like to do with the kids is have them um, do some little improvising or creating solos. Um, and as we do this, every time we do this every year, I'm reminded of
005how amazing our elementary music staff is. Melissa Ashbrook, um, we've got Mr. Lefleur over at Jefferson and we have um, Miss Klossmeyer over at Prairie View and Lincoln. And the three of them really just do such an amazing job preparing the kids for their fifth grade instrumental music experience. When they come in, we have to teach them how to hold the instruments obviously cuz that's all brand new. Um, we teach them how to how to read the music as it relates to their instrument, but they all come in with a pretty good understanding of how the music staff works, how the lines and spaces work. Um, and that is huge. That goes a long way toward um, our ability to get these kids going on their instruments. And then the other thing is I discover
006when I do something like this, um, when I first introduce the concept of doing solos, I ask them to play just on one note and I ask them to come up with um, just four measures of rhythm, right? I play a little the backing on the piano. I ask them to play four measures of rhythm. And the fact that they they they don't really hesitate to do it and they all have a really good sense of what that means. I'm doing this four measures of rhythm, they can do it, it sounds great. Um, and again, I didn't teach them that. They came in with that with those skills from their elementary music teachers. So, I just want to give them a huge shout out because our music staff here in Beaver Dam is so great.
007Thank you. >> SO, OUR LAST PIECE IS CALLED BROTHER JOHN IS blue and it is a minor version of Frère Jacques. Um and so, we'll play the tune through twice and then we will have several little four-measure solos which um they've been practicing, but they didn't write them down, so they are usually a little different every time and they're always awesome. So, um we'll have Joe, Ryland, Sapphire, Allison, Leah, Luna, and Ellie are all going to play a little four-measure solo and then we'll finish off with um playing the uh the tune one more time. All right. Remember Ryland you go first for your solo time. All right, second tune everybody. >> All right, thank you so much. We really look forward to teaching all these guys next year as sixth graders at the middle
008school, the Beaver Dam Middle School music team has been diligently working to get prepared for them. But for now, we will bring up our fifth grade band for the next part of the concert after a brief reset of the stage. So band kids, hold tight until we tell you that you're ready to go, okay? All right. So far So far so good. And it's still going. >> I'm sorry. I don't know. Oh, yeah. I don't know what I'm doing. You know. No, I didn't think so. What's going I don't know what he's talking about. I don't That's why they didn't do anything. They don't help me. I thought their kids were doing like destroying the whole building. I love them. I said hey, so Bella is one of the guys that I'm helping them do
009this stuff. I don't know what you're talking about. Yeah. So, yeah, that's it. Yeah. I don't know. Okay. I think that's what I'm talking about. Bella was something that was talking I had my phone out and I was talking to I missed that part too. I don't know what That's all. What is the other one? It's my cell phone. I might have to go. And um Apple juice. Yeah, I know. So, I worked hard to find the recipe that was good. Yeah, apple juice. I don't know. I don't know. I don't No, no, no. Yeah. Six seasons and a half. So, it's my life. It's my cell phone. It's my cell phone. That's all. What are the blocks? Yeah. I love that. I don't know what you're talking. I don't know what That's all. So,
010what was that? It's my cell phone. Woah. Don't tell the builder. I don't know. Yeah. It's possible. >> I don't know. I don't know if she's standing alone. I don't know if I can. That's probably why. >> All right, thank you very much. On the stage is our fifth grade band and that first tune was school song. So, we learned two four time and and how how to play in two four times or two beats in a measure and you heard some people play solis so the smaller group of people playing within the band and then there were two T sections where the whole band was playing. Um so, our next tune is called Go Tell Bill which is kind of like the William Tell Overture and with this one we learned eighth notes. >>
011All right. So, our next tune is Bingo. And so, in this one we learned uh pickup notes. So, this this starts with a pickup note. So, it uh not not a complete measure of music. And we learned how to uh slur notes in a different kind of articulation. So, tonguing at the beginning and then just moving moving their air and their keys or their valves or um in to make to make the next note. Uh so, the difference between tonguing each note and then slurring each note. So, different articulation. So, this is Bingo. >> All right. So, our next tune is called Down in the Valley. So, this time we got to play in 3/4 time. We learned what a dotted half note is in in terms of our of our instrument and we were
012continuing with the slur articulation. So, slurring some notes and tonguing some notes and uh we had different tie values with our with our notes. So, there were some notes that uh that were held up to about five beats for uh for this for this tune. So, uh lots of different things for Down in the Valley and also dynamics. So, uh playing playing louder and playing softer. >> All right, so our next selection is Frere Jacques. And what we learned with this piece is uh this piece can be played in a round. So, we played a round for our last concert and for this for this concert for Frere Jacques, we are going to play this two times. Once is going to be a two-part round, so we're going to have woodwinds and brass play. And
013then we're going to play it again as a four-part round, so we're going to have trombones, euphoniums, trumpets, saxophones, and flutes, clarinets, and oboes. So, this is Frere Jacques. Frere Jacques, Frere >> Okay, so the next is called Man on the Flying Trapeze. So, for this tune we learned first and second endings and repeats. So, the first time we play it, we're going to play the music in the first ending, then we're going to repeat almost back to the beginning, and the second time we're going to play the music in the second ending, but we're going to skip over the first ending. So, just a little bit of a different way with first and second endings that the music is laid out. >> Okay, and so our last piece for the concert is entitled "R
014L E". So, with this piece we're going to have slur articulations for the notes, but this time instead of just slurring two notes, um there are sometimes where the notes are slurred four notes at a time. And uh there's a different key signature for this one as well. And and different dynamics. >> Thank you. No. Okay. I think this one's better.