Various Artists | Our Music, Our Journey: Compositions & Narrations by Salvador Elementary School

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Electronic: Dance Kids/Family: Educational Moods: Mood: Fun
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Our Music, Our Journey: Compositions & Narrations by Salvador Elementary School

by Various Artists

Student compositions exploring the connection between music and understanding of social studies, literature, and science. Styles range from hip beats and grooves to acoustic live instruments and student voice narration.
Genre: Electronic: Dance
Release Date: 

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  Song Share Time Download
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1. Table One
Danny, Carmen, Isabella, Diego
1:27 $0.99
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2. Table Two
Bernardo, Zachary, Matthew, Lizzy
0:44 $0.99
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3. Table Three
Neiva, Chloe, Isaiah, Ariet
1:34 $0.99
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4. Table Four
Jacky, Ismael, Cristian, Eva
0:45 $0.99
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5. Table Five
Joey, Olivia, Juan, Isis, Jordan
1:00 $0.99
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6. Table Six
Dominic, Izzy, Paul, Fatima
1:11 $0.99
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7. Table Seven
Elizabeth, Joel, Gavin, Monica, Lealin
1:06 $0.99
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8. Bill's Journey (Room 18)
Salvador Elementary School 3rd, 4th, & 5th Graders
5:59 $0.99
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9. Little Creatures of Caprice
Mercy James Gael Rene Hunter Ana Mallerly Cheyenne Jessica Bella Katie Jaden Sophia Brayden David Christian Logan Alex Roselyn Giselle Jaqueline Alondra Yesenia Natalie Alondra Emmalee Mia Sierra Beck Emilio
0:50 $0.99
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10. Rabbit Caught the Sun
Mercy James Gael Rene Hunter Ana Mallerly Cheyenne Jessica Bella Katie Jaden Sophia Brayden David Christian Logan Alex Roselyn Giselle Jaqueline Alondra Yesenia Natalie Alondra Emmalee Mia Sierra Beck Emilio
1:27 $0.99
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11. The Moon
Mercy James Gael Rene Hunter Ana Mallerly Cheyenne Jessica Bella Katie Jaden Sophia Brayden David Christian Logan Alex Roselyn Giselle Jaqueline Alondra Yesenia Natalie Alondra Emmalee Mia Sierra Beck Emilio
1:01 $0.99
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12. The Moon and the Great Snake
Mercy James Gael Rene Hunter Ana Mallerly Cheyenne Jessica Bella Katie Jaden Sophia Brayden David Christian Logan Alex Roselyn Giselle Jaqueline Alondra Yesenia Natalie Alondra Emmalee Mia Sierra Beck Emilio
1:04 $0.99
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13. The Theft from the Sun
Mercy James Gael Rene Hunter Ana Mallerly Cheyenne Jessica Bella Katie Jaden Sophia Brayden David Christian Logan Alex Roselyn Giselle Jaqueline Alondra Yesenia Natalie Alondra Emmalee Mia Sierra Beck Emilio
2:16 $0.99
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14. Turkey Buzzard and the Sun
Mercy James Gael Rene Hunter Ana Mallerly Cheyenne Jessica Bella Katie Jaden Sophia Brayden David Christian Logan Alex Roselyn Giselle Jaqueline Alondra Yesenia Natalie Alondra Emmalee Mia Sierra Beck Emilio
0:46 $0.99
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15. Grandmother Spider
Mercy James Gael Rene Hunter Ana Mallerly Cheyenne Jessica Bella Katie Jaden Sophia Brayden David Christian Logan Alex Roselyn Giselle Jaqueline Alondra Yesenia Natalie Alondra Emmalee Mia Sierra Beck Emilio
1:00 $0.99
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16. Origin of the Moon
Mercy James Gael Rene Hunter Ana Mallerly Cheyenne Jessica Bella Katie Jaden Sophia Brayden David Christian Logan Alex Roselyn Giselle Jaqueline Alondra Yesenia Natalie Alondra Emmalee Mia Sierra Beck Emilio
0:59 $0.99
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17. Bill's Inspiring Journey (Room 17)
Salvador Elementary School 3rd, 4th, & 5th Graders
7:17 $0.99
Downloads are available as MP3-320 files.

ABOUT THIS ALBUM


Album Notes
At Salvador Elementary School, students learn through the arts to weave together disciplines, creating lasting connections and a greater depth of knowledge. Salvador is an Artful Learning school, pushing students and teachers to think and learn in innovative, interdisciplinary ways. On this album, Salvador teachers and students worked with artist partners Jennifer Hunt (OpusEd Integrated Arts) and Sadie Glass to create narrations and compositions to demonstrate their understanding of social studies, literature, science and the larger concepts of Power, Interdependence, and Cause and Effect. Fifth graders (Tracks 8-15) composed and mixed sonatas which combined their knowledge of solar and lunar science and their study of Native American myths. Fourth graders (Tracks 1-7) composed songs based on their scientific experiments with sound waves, frequency, and Chladni formations. Third graders (Tracks 8 and 16) authored a narrative tracking a bill’s journey through the US legislative process and composed leitmotifs to represent different parts of the government and process.

In their unit on Power, third grade students learned about how structure and form contribute to power. With their masterwork of the Parthenon, students learned how structure and form play a part in everything from how we construct a sentence, to how buildings are built, to how the US government is organized. With the artist partners, students studied musical form and how this structure contributes to the power and efficacy of the art. Third grade students learned about a musical concept called “leitmotif,” which is a recurring theme in either music or literature that is associated with a particular character, idea, or situation. Students learned about leitmotifs in classical repertoire, such as those by Richard Wagner and also leitmotifs in popular culture such as the Jaws theme song or Darth Vader’s theme song.

Students then took part in writing “Bill’s Journey” and “Bill’s Inspiring Journey,” in which they wrote a class bill that they would take through all the parts of the legislative process. Each group of students was assigned a part of the legislative process or a part of the government about which they had to become experts. Students reflected their understanding in writing, verbally, and in music by composing leitmotifs for their particular part of the government. They then recorded their narrations and compositions with professional microphones. Students were able to fulfill the roles of producers, musicians, composers, conductors, and made editorial decisions regarding their compositions. They were able to get a taste of what it might be like to professionally record both voice and music tracks, and make connections to the music industry and to voice acting.

In our fourth grade class, students began the year with a unit on cause and effect. Their Next Generations Science Standards ask students to be able to answer the question, “What are waves and what are some of the things they can do?” They are asked to “Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.” With their artist partners and teacher, fourth grade students embarked on a journey to explore vibrations, the properties of sound waves, frequency, the structure and function of the human ear, the effects of sound waves on different materials. They learned how vibration creates sound and music on instruments and how pitch is related to frequency. Students learned about physicist and musician, Ernst Chaldni and his work in the field of acoustics. They compared Chladni patterns with Native American sand art and Tibetan sand mandalas and formed the Chladni patterns with their bodies. Students practiced forming and transforming different shapes with their bodies and acted out the frequency of the sound waves affects pitch by “becoming” the sound waves and responding to frequency changes. To learn about the structure and function of the ear, students became an ear in our Human Ear Moving Tableau. To continue with the Chladni project, students were assigned to groups, and each group was assigned 2 frequency numbers, which corresponded with the frequency numbers at which the Chladni patterns would change. Students poured sand onto the Chladni plate and watched as the sand transformed from randomly vibrating to forming intricate and increasingly complex patterns.

After watching the videos of their experiment, students collaborated to write songs to reflect what they saw and experienced in the Chladni experiment. They used Garageband and live recording of voices, flute, and french horn to draft and create 3-5 part compositions based on the Chladni experiment. Students completed their compositions, and then one group was chosen to choreograph a dance piece based on both their music and their Chladni patterns.

In their unit on Interdependence, the fifth grade students studied the science of matter, the sun and the moon, Native American legends and how patterns present and interact in our world. With our artist partners, students delved into the musical form of a sonata and compared this to the language arts arc of a story. A sonata has an exposition (primary themes/characters introduced) development (themes varied and keys changes, feeling unsettled) and the recapitulation (first theme returns and takes us to the conclusion). Students related this to the story arc in literature. Each story has a introduction, conflict, and resolution.

Each group of students chose a Native American myth about the sun or the moon. They broke their story up into its narrative arc and then created a “sonata” in garageband combining their scientific knowledge about the sun and the moon with their in-depth study of the myth.Students also brainstormed how each scientific fact about the sun and the moon could be translated into music to add to their sonatas.

One of the Next Generation Science Standards for 5th grade is: Conduct an investigation to determine whether the mixing of two or more substances results in new substances. With our artist partners, fifth graders created oobleck, a non-Newtonian substance made of cornstarch and water. They placed the oobleck on a plastic-wrapped subwoofer and then played their Garageband group compositions through the speaker to see how the oobleck would react with the sound waves. When not stimulated by sound, oobleck lies in a liquid puddle; however, when touched by the music, oobleck comes to life and dances, creating a perfect illustration of how matter can change when combined with other matter or elements. The students were able to take ownership of the music that was moving the oobleck, as it was a combination of their understanding of the science of matter and sound; their in depth analysis and study of a Native American myth; and the scientific research of the sun and moon.

Students were challenged to think about their academic content in a new way, as instead of regurgitating information, students were pushed to transform their knowledge into a piece of art. One of our teachers expressed how having the grant-funded cd project took the students’ learning to the “next level” and gave their writing and composition process a “higher purpose.” Students were able to feel like they were truly an artist in the world, putting their art out for the public to hear and consume. This expansion of their possible audience raised the stakes on their artistic output. We saw students rise to the challenge.

One teacher spoke of “lightbulbs going off” as students made the connections to sounds they hear on a daily basis. One fifth grader spoke of how learning how to use Garageband is a lifelong skill and about how relating the Native American legends to sound allowed her to almost “create [her] own story.” Another said that the composition process helped her think about the legend and the science of the sun and moon in a much deeper way. Third grade teachers spoke of how using sound as a metaphor for different parts and functions of the US government challenged students to have a much deeper understanding of their parts and the process as a whole. As one teacher says, “It made it real.”


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