Tongue Twister Time

By request!

 

Which witch is which?

http://tippytoecrafts.blogspot.com.au/2012/10/witch-legs-craft.html

http://indulgy.com/post/bXn0jNDke1/art-projects-for-kids-halloween

witches

National Anthem

During assembly each week, we sing the Australian National Anthem as a sign of respect to our great country.

This year, the choir have taught us a different version of the anthem – the version they sing at the Opera House for ‘Our Spectacular’. In the second verse, it includes two parts – a melody (that years K-4 sing) and a harmony, which is a higher part sung at the same time, with some different patterns (that the stage 3 students and choir sing).

It’s really important that we sing our own part, not someone else’s part so everything sounds balanced. Otherwise, our visitors in assembly might only hear the stage 3 students singing harmony at the back of the hall, and not the beautiful melody from students at the front of the hall!

Performance track – everybody’s parts together

Melody track – kindergarten to year 4

Harmony track – year 5 and 6

australian-national-anthem

Count Us In Too!

Not long to go now until 2016’s Music Count Us In – 03 November is the big day! Please make sure you’re practising this year’s song ‘Let it Play’ so you’ll know the words and the melody. If you’d like to sing some of the Count Us In songs from previous years (such as ‘Gold’, ‘Paint You a Song’, and ‘Keep On’), click the link above to Music: Count Us In.

 

End of Year Songs

Shh! Teachers and students only – don’t tell your families what songs we’re working on!

Read more: End of Year Songs

Our Spectacular Choir

On Monday the 5th of September, Belmore South Choir performed at Our Spectacular at the Sydney Opera House. The theme was ‘Showtime!’ and featured over 1300 singers, dancers and musicians from public schools in our local network areas.  17 of our students, Ms Salmon, and Ms Reed sang in the combined choir of 600, with Zana and Tahlia representing our school in a solo ensemble.

It was a very long but super-exciting day, and our students were praised by members of the community for their outstanding behaviour and manners. We can’t wait to do it all over again another year!

 

 

S2-Bell: Feet

MATHS

  • Once, lengths were measured in some very strange units of measurement called the Imperial system. For example, Ms S is 5 foot 10 tall. How tall is she (and what is that ’10’ supposed to mean?). Which (or whose) feet is she using to measure? Can you see the problem with using feet to measure length? Explore what this height would look like with small feet, compared to big feet. 
  • What units of measurement do we use instead, and why? Find the measurement of your foot and use multiplication or repeated addition to work out a scaled key. Measure lengths,widths,height, or perimeters using your feet and then use your scaled key to compare your measurements with others. Discuss how the size of your unit of measurement will change the number of units you need to use.

VISUAL ARTS

  • Time to kick of your shoes – or at least, one of them. Study the outline shape of your shoe, any line details, and the different patterns and textures. Look at these shoe drawings that use the techniques of hatching, cross-hatching and stipling to create detail, and have a go.
  • Visualise an interesting setting for a walk. Focus your attention on what that setting would look like if your shoe had eyes of it’s own! Think back on what you’ve learned about perspective before creating that setting: Your shoe will only ‘see’ things at ground level, so those things will look quite large.

IMAGINATIVE WRITING

  • Get ready to write by using the academic conversation skill of ‘elaborate and clarify’ to discuss your ideas with a partner.
  • You will be writing from the perspective of your shoe. Choose the type of shoe and build a detailed description of yourself. Choose a destination for that shoe to walk. Describe that journey from the visual and/or emotional perspective of the shoe. You may use narrative structure by adding a problem to be solved, or the shoe may try to persuade someone to think or act differently.
  • Write, write, write :)

CAPA – by Zana

(Crossposted from http://brightbunch.edublogs.org)

Written and published by Zana

Every week, Belmore South Public School enjoys many things to learn about but one of the most popular is probably CAPA. Lately in CAPA we have been learning about major and minor in music. Major means higher notes that make you happier and minor means lower notes that make you sadder. Here’s a game you can play at home:

Instructions

Get two or more people and take turns. One person plays some music and doesn’t tell you the name of it. The others have to tell the person who gave them the song if it is major or minor.

Sheet Music

Zachary Sumners via Compfight

Musical Structure

Structure in music is all about how different parts of the song or piece are organized.

  • Which parts are repeated?
  • Which parts are varied, or different?
  • How do the different parts change?

You might start by learning to pick the verse, chorus, and bridge sections in popular songs.

Sometimes, different parts are happening at the same time, for example the melody (the main tune of the song or piece), harmony (other notes that are different to the melody, but help make the song bigger and more interesting, but still sound nice), rhythm (the beat). In a vocal piece, you may add lyrics to the melody, and everything else in the music is the accompaniment.

Listen for the rhythm and melody in the song ‘Rush‘.

Revision of Term 2