Piano Reflection by Olivia Coite

Piano Reflection

By. Olivia Coite

In the past few weeks, I have learned many different things on the piano. One of these things is how to read the notes on the staff. One of the ways I read notes on the staff is remembering “Every Good Boy Deserves Fudge” and “FACE”. Another way I can read the notes on a staff is by remembering that the notes are in alphabetical order. The notes are A, B, C, D, E, F, and G. Lastly, I can remember the notes on a staff by counting the line or space that they are on and remembering the note that is on the line or space. To go into further detail, if I noticed that a note is on the second line on the treble staff, I can remember that it is G. To conclude, I can read the notes on a staff by using “Every Good Boy Deserves Fudge” and “FACE”, by remembering the notes are in alphabetical order, A, B, C, D, E, F, and G, and also, I count the line or space that the note is on.

While doing the piano unit, I also learned how to know which keys are which note. One way I did this is by finding “Middle C” on the piano. After I found Middle C, I could just put the rest of my hand on the piano. Secondly, I knew how to figure out which keys were which note by remembering that the bass notes started two keys away from Middle C. Lastly, I knew how to figure out which notes were which keys by finding Middle C, and then counting up. For example, I would find Middle C, and count up, “C, D, E, F, G.” or, “C, B, A, G, F, E, D.” As you can see, I learned how to figure out which keys were which notes by finding Middle C, remembering that the bass notes were two keys away from Middle C, and also that counting the notes.

More reflections on piano playing and the levels of difficulty..

Learning to play piano was tough at first. As I moved from song to song I saw how more challenging each one got. Autumn,  my friend helps me to position my hands so that I could play the song without straining them. Mrs. Frank listened to my work and helped me fix the notes I did not play right.

Learning to play skipping frogs was a challenge Skipping Frogs is played with two hands at first using two hands was very hard. My friend Autumn helped me position my hands in the right way I practiced the song over and over again.I tried the song at  least 17 times Autumn and Mrs. Frank  helped me a lot this song was hard because halfway through the song you have to switch your fingering and switch to the other hand.

Reflections on learning to play the piano

Playing the piano is harder than it looks. One song that I struggled with was skipping frogs. I practiced it a lot so I could get the hang of it.

A lot of people struggle with different songs. I have a piano at my house so I can practice it and get better. The only thing I don't like about pianos is writing in the note names. A song that I like is Indian Drums. I like this because it sounds cool, like a real song, not just some notes for practice.

As Kokopelli plays...by Charlotte Waldrop

As the Kokopelli plays he walks.  He walks long and far distances as he plays the music streams like waves from his flute.  He walks and plays, he wakes someone, they see him.  As the Kokopelli plays he walks, he walks long and far distances, looking for someone to wake, when he walks, someone is awakened- she sees them and they see her.  As the Kokopelli plays he walks, the clouds pink in the late night sky, as the kokopelli plays he wanders the streets and roads and one day you will be awakened in the night by the kokopelli's playing and you will say I saw them and you will join them playing your flute in the dark of night.  So everyone can be awakened.  

Another story about Kokopelli wandering in the woods playing his flute to all those nearby..

By Lilli Leonhard- Grade Five

I wandered through the woods centuries ago playing my trusty flute serenading all the creatures around me.  I recall it was when I came to a large clearing in the woods and it was there I saw the most beautiful sight; a herd of horses galloping to the beat of my flute.  As they approach I kept on playing the same tune.  The head mare bowed down so I could hop on.  Once I got on my music seemed more powerful.  More people and creatures heard my melody and I, Kokopelli and my herd of horse have wandered the land ever since playing the song of the forest.  I told the kids from the Navajo tribe.

New Ideas for the Native American Project

I have added a new piece to the Native American Project for fifth grade music class.  Students will create a dance that tells a story that is important or interesting to them.  To bring that process to the forefront and to get students' creative juices flowing, this week I had students begin one class by listening to Kokopelli's Wandering Song on Native American Flute.  In case you are not familiar with Kokopelli, he is a legendary character in Native American folklore who travels around playing his flute all over the countryside.  The assignment was to listen to the music and have the melody inspire you to create a story around Kokopelli's wanderings.  Where is he going? Why? Who does he play for and what happens to the people or animals when he plays for them?  Here are some of the amazing stories that came out of the assignment.

Ava Peltz
He plays his flute day and night.  He walks through forest and deserts for people to hear.  from village to village.
One day he is playing his flute in a forest.  It is evening and he came across an angry bear.  The bear said, "These are my woods."  "No one comes without a gift."  Kokopelli didn't have any gifts with him, but he said, "I have no gifts to give but I will play for you and your forest."  The bear said, "ok I will hear you play, but if the forest is not pleased then you need to turn back.  So he started to play.  He played for two long hours, The forest swayed to the music, and he when he stopped playing the bear said, "you have a talent, thank you for your gift.  and he let him pass.  The end

Look forward to next week when you will read more stories about Kokopelli.  Enjoy!!

It just goes to show you!!

I am accustomed to giving students three days or at least two and a half days to complete this project on Native American Dances.  If you are interested in seeing what it entails, there is a post about it from last year.  This year, we had one class on Monday and then ended up having two days of snow days on Tuesday and Wednesday.  I was worried about students being able to complete the project in one day, and I cut one of the dances that I normally teach them.  I give them usually four dances to incorporate into their Native American modern dance and then they add as much as they want along with those four dances.

This year we only had one day to teach the traditional dances, and then one day to create their own version of these dances in a modern song with electric guitar and other more modern instruments.  I am amazed at what they all created from practically whole cloth.  I have also taught them the twist and the pony, during another class the week before.  They were able to remember all their moves, they were able to incorporate all the dances into a more modern version of a dance, and some of them told stories through their movements.  It was really incredible.  I was worried for nothing.

But it goes to show you, as I have always believed.  No matter how much time you give a class to get a project completed, that is how long it will actually take.  If you give them too much time, they just waste it anyway, knowing they have time to do that.  Because there was a very limited amount of time to get the job done, they knew that and they took advantage of every minute they had to get the job done.