The Edgartown School - A nationally-recognized blue ribbon school of excellence
Click here to log in

Quick links:   

 
You have reached the web page for Kelly Sullivan.
ksullivan (at) mvyps.org

 

Edgartown School Music Department

Edgartown School Music Department

35 Robinson Road

Edgartown, MA 02539

508.627.3316  x 165

 

5th Grade Parent Letter for Upcoming musical The Magic of Broadway Thursday April 13th @6:30pm- students need to be there at 6:00pm! 

Edgartown School Music Dept.

4/3/17
Dear Fifth Grade Actors and Parents-

We are so excited about the progress of our Musical Theater Project with the Edgartown fifth graders! The students are working hard in music class to put together THE MAGIC OF BROADWAY to perform on Thursday April 13 at 6:30PM on the café stage.

Our number one priority is to give the actors a positive performance experience. Here are a few things we need from home to help make this project a success:

ATTENDANCE

Every child has a part in the show. We need everyone to attend the remaining rehearsals on Thursday and Fridays during the school day AND the day and evening performances on April 13. Please clear your schedules to attend this special Edgartown School event. ACTORS are called to school at 6:00 for the 6:30 show and are asked to report to the music room.

COSTUMES

We would like all actors to wear a BRIGHT colored plain t-shirt and dark pants for the show. We would prefer a black shirt and long black pants without any logos. We do have some black clothes for actors to wear but we have found that actors are more comfortable in their own clothes. PLEASE BRING or WEAR to the for the school day and evening performances on Thursday April 13.

LEARNING LINES, LYRIC and MUSIC

Each student has a part with lines to learn and songs that need to be memorized. Preparation is the best defense against stage fright. We have asked actors to spend ten minutes a night or twenty minuets every other night (including weekends) so they can be successful on stage. We have found this formula to work very well with young actors. Theater is really fun when everyone knows their cues, lines, lyrics and blocking. Even after the actors know their line they need to continue to go over them every night so they don’t “lose” their lines.

Here are some tips for learning lines and cues we have taught the actors:

  1. Speaking your cues (the line before your line) and lines out loud as you

    walk your blocking. Singing the songs out loud all the way through.

  2. Writing out your cues, lines and lyrics on a piece of paper.

  3. Recording your cues and lines and then listening to them. Looking up the songs on line to practice with.

  4. Have a friend or family member “cue” you. Have the friend or family

    member hold the script or music and speak the cue. The actor then says their line. If it is correct move on to

    the next line, if it is not then repeat the cue and line three times before you move on the next line.

  5. Cue yourself. Hold a piece of paper over your lines in the script. Pull the paper down until you reach your

    cue. Read the cue in your head then speak your line out loud. After you have said your line, pull the piece down and check if you got the line correct. If it is correct move on to the next line, if not repeat it three times.

Here’s to a great show!!!
Kelly Sullivan and Donna Swift
ksullivan@mvyps.org / imp4kids@gmail.com

page1image28424 page1image28584 page1image28744 page1image28904 page1image29064

 

 

 

 

 

 

 

 

 

 

 

 

---------------------------------------------------------------------------------------------------------------------------------------------

 

MUSIC SYLLABUS—2nd - 4TH GRADE

Upon completing 4th grade, students will be able to demonstrate the following skills:

 

RHYTHM AND NOTATION: an understanding and application of half notes, quarter notes, eighth notes, half rests, quarter rests, 4/4 time signature, whole notes, whole rests, eighth rests, 3/4, 2/4, and 5/4 time signature, lines and spaces of the treble clef , sixteenth notes, dotted quarter notes, dotted half notes, sixteenth rests, intro to syncopation, dotted eighth notes, triplets, lines and spaces of the bass clef , and improvisation

 

 

 

VOCABULARY:  an understanding of staff, grand staff, melody, harmony, rhythm, measure, bar line, solfege, pitch, tempo, dynamics, form, tone, texture, mood, repeat, phrase, ostinato, introduction, coda, treble clef, syncopation, steps, skips, ledger lines, interlude, bass clef, triplets, chord, theme and variation, improvisation, key, consonance vs. dissonance, symphony, orchestra, band, articulation, d.s al coda, and d.s al coda

 

 

SINGING:   demonstration of in-tune singing/pitch matching, major vs. minor recognition, keeping a steady beat,  singing in unison/2 pt. rounds , round singing, good vocal tone production/breathing, 3 pt. rounds,  partner songs, call and response, Singing in 2 pt. – adding harmony, head voice/chest voice,  an understanding of different cultures/languages and their music  

 

 

 

PERFORMANCE:  demonstration of rhythms on pitched and unpitched percussion, vocal/singing (as a group and individually)- 2 pt. rounds , Recorders, call and response, singing major scales, singing in other languages (really basic) , Singing in 2 parts,  and recognition of harmony parts in music

 

 

 

**Discussion of tempo markings, dynamic markings, and different styles/cultures of music, AB and ABA forms, instrument families, American Folk and Patriotic Music, Elements of Music, Medieval time period, and Renaissance time period

---------------------------------------------------------------------------------------------------------------------------------------------

MUSIC SYLLABUS—5th - 8TH GRADE

Upon completing the 8th grade, students will be able to demonstrate the following skills:

 

 

RHYTHM AND NOTATION: an understanding and application of half notes, quarter notes, eighth notes, half rests, quarter rests, 4/4 time signature, whole notes, whole rests, eighth rests, 3/4, 2/4, and 5/4 time signature, lines and spaces of the treble clef , sixteenth notes, dotted quarter notes, dotted half notes, sixteenth rests, intro to syncopation, 6/8, 9/8, 12/8 time signatures, dotted eighth notes, triplets, more advanced groupings of eighth/sixteenth notes and rests, changing meters, lines and spaces of the bass clef , triplets over 2 beats, whole steps, half steps, flats, sharps, improvisation, playing rhythms in parts, and key recognition

 

 

 

VOCABULARY:  an understanding of  staff, grand staff, melody, harmony, rhythm, measure, bar line, solfege, pitch, tempo, dynamics, form, tone, texture, mood, repeat, phrase, ostinato, introduction, coda, treble clef, syncopation, steps, skips, ledger lines, interlude, bass clef, triplets, duple meter, triple meter, chord, theme and variation, improvisation, key, transposition, tonal center, descant, consonance vs. dissonance, symphony, orchestra, band, opera, ballet, musical theatre , articulation, d.s al coda, d.s al coda, and recognition of different genres of music such as rock n’ roll, blues, and jazz

 

 

SINGING:   demonstration of in-tune singing/pitch matching, major vs. minor,  keeping a steady beat,  singing in unison/2 pt. rounds , more individual singing and more round singing, good vocal tone production/breathing, 3 pt. rounds,  partner songs, call and response, Singing in 2 pt. – adding harmony, singing in 3 pt. mixed, SAB, head voice/chest voice,  Different cultures/languages (more complex)  and  singing jazz and improvising with the voice

 

 

 

PERFORMANCE:   demonstration of rhythms on pitched and unpitched percussion, vocal/singing (as a group and individually)- 2 pt. rounds , call and response, singing major scales, singing in other languages (really basic) , Singing in 2 parts, harmony, playing rhythms in multiple/changing meters , SAB, singing 3 pt. mixed choral music,  Singing with key modulations and changing meters,  and playing rhythm improvisations

 

 

 

**Discussion of tempo markings, dynamic markings, and different styles/cultures of music,  AB and ABA forms , AABA form, rondo,  instrument families, American Folk and Patriotic Music, Elements of Music, Medieval time period, Renaissance time period, Key recognition, Baroque time period, Classical time period   ADD:  Romantic time period, 20th Century Music, history of rock n’ roll, blues, and jazz

 

GRADING for 5th-8th Grade Music Classes

 

 

CLASS PARTICIPATION:  50 %

 

ASSESSMENTS (written and aural)- 25%

 

EFFORT/ATTITUDE/CONCERT ATTENDANCE:  25%

---------------------------------------------------------------------------------------------------------------------------------------------

 

SYLLABUS

 

Chorus: Seventh Grade/Eighth Grade

Upon completing eighth grade in chorus, students will be able to:

  • continue to sing a wide variety of music, with appropriate posture, tone quality, good breath control, and proper vowels and consonants, while broadening their vocal ranges
  • sing more expressively, and with more accurate intonation, a vocal repertoire with a level of difficulty of 2 to 3, on a scale of 1 to 6, from memory
  • sing music from diverse genres, styles, and cultures, with increased sensitivity and greater expression for the piece being sung, through appropriate articulation and tempo
  • focus on and follow a conductor’s gestures for singing with expression, including an opportunity to practice conducting patterns and to conduct vocal warm-ups of their class
  • perform more complex music written in three parts (4 parts optionally) with an understanding of the challenges for the boys changing voice
  • read a more complex written score with treble and bass clefs and interpret additional notation and articulation symbols
  • sight-read in treble and bass clefs in the keys of C, F, and G, in compound and mixed meters and with good rhythmic accuracy, using neutral syllables or solfege syllables (do, re, mi, fa, etc.)
  • further develop their aesthetic response to music by connecting lyrics with a composer’s choices
  • listen to or watch and critique their rehearsal and concert performances, using more precise music vocabulary and developing problem-solving skills

 

 






Google Apps Login