Topic outline

  • Welcome to 5th Grade:

                                

        The 5th Grade Instrumental Music Program is a year-long, performance course.   The band curriculum provides large group (morning band rehearsal) and small group (lesson) instruction. Students perform two concerts each year and have the opportunity to participate in small ensemble. I teach the 5th grade Band Program at both Deerwood Elementary and Glacier Hills School of Arts & Science. 

    I believe every child should participate in instrumental music. I work with all band students at their ability level to help them read music, play their instrument, listen and work cooperatively with other musicians, and use music as a tool for expression. Additional benefits that strengthen each year your child continues in band: future college scholarship opportunity, possible career opportunities; learning to play an instrument has been proven in multiple studies to increase intelligence and enhance one's quality of life in the process, and/or a future hobby that can be enjoyed throughout life, and much more. I encourage you to sign your child up for band if you have not already and help nurture your child's musical creativity and opportunities for years to come.smile

    If you have any questions for me, I can be reached at susan.smith@district196.org. I look forward to working with your child!

  • Band Sign Up Page!

    Current 4th Graders Sign Up for Band in

    February & March 2017! 

    Susan Smith, Band Director

    E-Mail: susan.smith@district196.org

  • Small Group Band Lessons:

    5th Grade Band Lessons begin the 2nd week of school. Students should bring their instrument, lesson books, folder, and a pencil. Students will receive a Practice Packet at this first lesson to use for the trimester. Students fill in a star or tally (line) next to their assigned songs, total across the lines the night before each lesson (each star or tally line = 1 point), and ask for a parent signature once to earn 10 points extra credit if they play a song for you. Note: If we ever run out of time to fill in the assigned music, just look in their books. Assigned pages are circled. The specific 4-5 graded songs also have a star or WC for write counts written next to them. Your child should write them in the assignment blanks.

    I will fill out grades on the lower portion during the lesson. Hope your children are practicing and getting ready to have a blast learning during their lessons at school!smile Please see the attached schedule for your child's assigned lesson time.

    • Note Reading Practice and Rhythm Help

    • Resources for Each Instrument

      This page is a work in progress, but visible to use current resources!smile

    • Donations for the Band!

      Would you like to donate items for students to use in the band room?

      Donation ideas:                                                                                          

      • Pencils (Used or new)- to write counts (WC)
      • Highlighters or colored pencils (new or used) - yellow, orange, pink, purple, green, red, & blue for note reading help!
      • Small sticky notes or page tags to mark concert pages
      • Kleenex - to clean mouthpieces (and for cold/allergy seasons)
      • Clorox wipes (generic brands are great too) to keep the germs away!smile
      • Gift Certificates to Schmitt, Groth, or Eckroth toward repair for donated instruments.
      • Gift Certificates to Schmitt, Groth, or Eckroth toward music for students.
      • Used instruments for students to loan that need scholarship help to participate in band. Mrs. Smith would happily write a thank you thank includes a school tax ID# for tax purposes when instruments are donated.

      THANK YOU!! smile

      • Musical Intelligence

        According to Howard Gardner, a psychologist and professor of neuroscience at Harvard University, human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. Dr. Gardner defines “intelligence” not as an IQ but, rather, as the skills that enable anyone to gain new knowledge and solve problems.


        DR. HOWARD GARDNER’S NINE MULTIPLE INTELLIGENCES:

        1. Linguistic Intelligence: the capacity to use language to express what’s on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence.

        2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does.

        3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize them, and manipulate them (such as playing an instrument). People who have strong musical intelligence don’t just remember music easily, they can’t get it out of their minds, it’s so omnipresent.

        4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting.

        5. Spatial Intelligence: the ability to represent the spatial world internally in your mind — the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents in a circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences.

        6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.

        7. Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can’t do, and to know where to go if they need help.

        8. Interpersonal Intelligence: the ability to understand other people. It’s an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians — anybody who deals with other people.

        9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.
        Take the "Learning Style / Multiple Intelligence" Quiz:  http://www.edutopia.org/multiple-intelligences-assessment
        There is no scientific evidence, as of yet, that shows that people have specific, fixed learning styles or discrete intelligences, nor that students benefit when teachers target instruction to a specific learning style or intelligence. However, providing students with multiple ways to learn content has been shown to improve student learning (Hattie, 2011)Read more about the research on multiple intelligences and learning styles.
        In his landmark book Frames of Mind: The Theory Of Multiple Intelligences, published in 1983, Harvard University education professor Howard Gardner unveiled a theory of multiple intelligences that famously rejected the traditional and long-held view that aptitude consists solely of the ability to reason and understand complex ideas.
        Instead, he identified seven separate human capacities: musical, verbal, physical, interpersonal, visual, logical, and intrapersonal. And not all of them, including the category he added years later -- naturalistic -- could be easily evaluated by the standard measuring stick of the time: the IQ test.
        Psychologists, unimpressed with Gardner's mold breaking, mostly looked the other way. Teachers, on the other hand, were electrified. The book supported what educators had known for a long time: Kids in their classrooms possess natural aptitudes for music, sports, emotional understanding -- strengths that cannot be identified in traditional tests. Gardner had given voice to their experience. Boston University education professor Scott Seider describes the reaction as a "grassroots uprising" of educators at all levels who embraced multiple intelligences (MI) theory "with a genuine passion."
        When we rely on IQ testing, we discover that only 2% to 5% of the population is tested as gifted. When we expand to multiple intelligences, these percentages grows. It is a widely held belief by elementary educators that up to 75% of young children have the potential to perform at high levels.
        In ISD 196, we use multiple ways of teaching children how to learn, and like Howard Gardner, we believe in developing the full potential of every child.  
        5th Grade Band is a great opportunity for children to develop their intelligence, realize potential and enjoy an artistic endeavor that they can continue enjoying as a life-long learner.