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Week 5: Grade 53/18/2020 The Grade 5 section of the Ontario Arts Curriculum outlines a few key elements. The first being pitch. In this section, "major, minor, and perfect intervals" are included. Although the students familiar with the major scale and its pitches, they are just being introduced to the idea of an interval. It is important to build on the knowledge they already possess in pitch. Although perhaps appearing simple for a grade 5 class, I feel as though the song is a fantastic stepping stone to convey certain aspects of the curriculum. Firstly, the concept of an interval can be explained as the minor 3rd interval (SOL-MI) is found in the first two measures. Also, The perfect 5th interval (SOL-DO) can be found in measure 5. While explaining the concept of an interval, a good exercise would be to do some improvised solfege within the major triad as it possesses all the intervals (P5, M3, m3). In addition to intervals, the implied harmony is very useful for helping students understand fundamental progressions using the IV, V and I chords. When explaining these chords it is always good to refer to the one as the home chord. Also, it is useful to have some method of playing these chords (ukulele or guitar) in order for the students to take in the harmony. A good exercise would be to have the students guess which chord is which or for them to raise their hand when they hear a certain chord being played. Dynamic control is also a possibility this song. Explaining pianissimo and fortissimo, the dynamics outlined in the Ontario Arts Curriculum, can be done by singing different sections in different dynamics or by guessing which dynamic the teacher is singing. Structurally, the song can be used to convey the idea of second endings by perhaps altering the ending of the song. A good question could be "What was different about the ending?" The theme and variations form is a fantastic way to have students demonstrate creativity by creating their own variations on the theme. Depending on how advanced the class is, the theme could be as simple as the first two measures. The Curriculum claims that teachers should be asking, “How will you change your theme to create a set of variations?” Here is my attempt at teaching grade 5:
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