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Ms. Wharton's Classroom Edit display name

  • Herbert A Derfelt Elementary School
  • Las Vegas, NV
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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My students love learning how to play on the barred instruments. When they are little they explore and show steady beat. As they get older they learn to play melodies, improvise, and create their own songs. My current classroom does not have enough barred instruments for every child in the class to play at one time, therefore we rotate and take turns. Due to Covid procedures, students are unable to share equipment unless it can be properly sanitized in-between. This makes it impossible to get all students playing on the instruments on the same day. With these new portable xylophones, I will have enough instruments for all students in even my largest class. Since they are lightweight and portable, students will be able to keep 3-feet distance while playing. Students will have more opportunities to learn and experience music if they have their own instrument during their class time. Students playing instruments in my class covers multiple music standards including: -R.2.p: Accompany rhymes, poems, and songs in duple and triple meter using unpitched and pitched instruments and body percussion. -R.3.p: Play/perform rhythmic patterns with values (quarter note, quarter rest, two eighth notes, half note, half rest, dotted half) from notation in a 3-4 part rhythmic score, on unpitched and pitched percussion instruments. -M.2.c: Create answers to a melodic question using pentatonic patterns (Sol-Mi-La-Do-Re-Do1-Sol1-La1) using rhymes, chants, and instruments. -H.5: Demonstrate mallet technique. H.5.p: play/perform with accurate mallet technique: proper position, light quality, bouncing wrist motion, middle-of-bar placement, and alternating hands. -H.6: Demonstrate bordun accompaniment (chord, broken, cross-over). -H.6.p Play/perform a simple two measure chord, broken, and cross-over bordun accompaniment on the barred instruments. Thank you for your support!

About my class

My students love learning how to play on the barred instruments. When they are little they explore and show steady beat. As they get older they learn to play melodies, improvise, and create their own songs. My current classroom does not have enough barred instruments for every child in the class to play at one time, therefore we rotate and take turns. Due to Covid procedures, students are unable to share equipment unless it can be properly sanitized in-between. This makes it impossible to get all students playing on the instruments on the same day. With these new portable xylophones, I will have enough instruments for all students in even my largest class. Since they are lightweight and portable, students will be able to keep 3-feet distance while playing. Students will have more opportunities to learn and experience music if they have their own instrument during their class time. Students playing instruments in my class covers multiple music standards including: -R.2.p: Accompany rhymes, poems, and songs in duple and triple meter using unpitched and pitched instruments and body percussion. -R.3.p: Play/perform rhythmic patterns with values (quarter note, quarter rest, two eighth notes, half note, half rest, dotted half) from notation in a 3-4 part rhythmic score, on unpitched and pitched percussion instruments. -M.2.c: Create answers to a melodic question using pentatonic patterns (Sol-Mi-La-Do-Re-Do1-Sol1-La1) using rhymes, chants, and instruments. -H.5: Demonstrate mallet technique. H.5.p: play/perform with accurate mallet technique: proper position, light quality, bouncing wrist motion, middle-of-bar placement, and alternating hands. -H.6: Demonstrate bordun accompaniment (chord, broken, cross-over). -H.6.p Play/perform a simple two measure chord, broken, and cross-over bordun accompaniment on the barred instruments. Thank you for your support!

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