>> Hello.

Good morning.

I'm so excited to be here with you.

I'll introduce myself and then my teaching team.

My name is Miss Carol Swinchoski, and I teach K-through-fifth-grade music as the Old Mill School in Wall Township.

Outside of school, I play trombone professionally.

I am the principal trombonist in the Monmouth Symphony, and I freelance, which means I play my trombone just about anywhere that I enjoy playing.

You can often find me playing my trombone for musical theater.

When, I'm not playing my trombone, you might find me riding my bike or going for a swim or generally enjoying the outdoors.

I also really enjoy playing Ping-Pong, and I'm pretty good at it.

I'd like to introduce you to my first team member, my daughter Anya.

>> Hello.

I'm Anya.

I'm 21 and I'm a junior at Bard College in Upstate New York.

There, I study psychology and clarinet performance in the conservatory.

In my free time, I enjoy taking nature walks, playing "Pokémon GO," and catching up with my friends.

Recently, I got back from my study abroad in Berlin, Germany.

This is my brother, Ben.

>> Hello.

I'm Ben.

I'm 18 years old and I'm currently a senior at Biotechnology High School.

I'm a clarinet player and I really enjoy playing in ensembles, such as the New Jersey Youth Symphony and the Clarinet Quartet CL4tet.

When I'm not studying or practicing clarinet, you can often find me reading, watching Netflix, or taking a walk.

>> So, you're going to see my team together, creating music, and leading you in some really music activities.

But before that, the next thing you will see is a porch concert that we did for our neighborhood last week.

We really hope you enjoy it.

See you soon.

♪♪ Welcome, musicians.

Today, we're going to be making music together, improvising and reading rhythms, and practicing our ensemble skills.

But first, we have to warm up.

So stand up, make sure you have room around you, that you won't bang into anything.

Here we go.

Stretch it up.

[ Breathes deeply ] Breathe in.

Grab your elbows.

[ Breathes deeply ] And down.

Slowly come up.

Do it again.

Breathe in.

[ Breathes deeply ] Elbows.

[ Breathes deeply ] And down.

Slowly come up.

And we're going to roll our shoulders.

1, 2, 3.

One.

And then the other.

One.

And then the other.

We're going to bring our head down.

And up.

And we're gonna stretch our neck a little bit, get those muscles to be relaxed.

Come to the side.

And the other side.

And the first side.

And the second side.

And we're going to go this way.

The other way.

The first way.

The other way.

Alright, take your hands and rub the back your head and rub all those muscles.

Give them a little massage, Alright.

Rub down the side of your neck.

Rub those big, strong shoulder muscles.

Really give them a little rub.

Alright.

And you're gonna rub here, your chewing muscles.

Great job.

Pat your tummy.

And we're going to do a little warm-up with our voice.

Hoo-hoo!

Hoo-hoo!

>> Hoo-hoo!

>> Ooh-ooh!

>> Ooh-ooh!

>> Oh-oh-oh-oh!

>> Oh-oh-oh-oh!

>> Great job.

Now we're going to do a little icebreaker.

This song is called "My Aunt Came Back."

Alright?

So, sing what I sing and do what I do.

It is silly, so have fun with it.

Alright?

Here we go.

♪ Oh, my aunt came back ♪ >> ♪ Oh, my aunt came back ♪ >> ♪ From Timbuktu ♪ >> ♪ From Timbuktu ♪ >> ♪ And she brought with her ♪ >> ♪ And she brought with her ♪ >> ♪ A wooden shoe ♪ >> ♪ A wooden shoe ♪ >> ♪ Oh, my aunt came back ♪ >> ♪ Oh, my aunt came back ♪ >> ♪ From old Japan ♪ >> ♪ From old Japan ♪ >> ♪ And she brought with her ♪ >> ♪ And she brought with her ♪ >> ♪ A waving fan ♪ >> ♪ A waving fan ♪ >> ♪ Oh, my aunt came back ♪ >> ♪ Oh, my aunt came back ♪ >> ♪ From old Algiers ♪ >> ♪ From old Algiers ♪ >> ♪ And she brought with her ♪ >> ♪ And she brought with her ♪ >> ♪ A pair of shears ♪ >> ♪ A pair of shears ♪ >> ♪ Oh, my aunt came back ♪ >> ♪ Oh, my aunt came back ♪ >> ♪ From the county fair ♪ >> ♪ From the county fair ♪ >> ♪ And she brought with her ♪ >> ♪ And she brought with her ♪ >> ♪ A rocking chair ♪ >> ♪ A rocking chair ♪ >> ♪ Oh, my aunt came back ♪ >> ♪ Oh, my aunt came back ♪ >> ♪ From Guadalupe ♪ >> ♪ From Guadalupe ♪ >> ♪ And she brought with her ♪ >> ♪ And she brought with her ♪ >> ♪ A Hula-Hoop ♪ >> ♪ A Hula-Hoop ♪ >> ♪ Oh, my aunt came back ♪ >> ♪ Oh, my aunt came back ♪ >> ♪ From the city zoo ♪ >> ♪ From the city zoo ♪ >> ♪ And she brought with her ♪ >> ♪ And she brought with her ♪ >> ♪ Some friends like you ♪ >> ♪ Some friends like you ♪ >> Great job, everybody!

Alright, we're going to take a few minutes and gather some things that we will use to make our music together.

So, here we go.

I'll see you in a few.

Bye-Bye.

Here are some things that you can use when we're going to play music together today.

You might find some pots and pans and bowls, spoons in your kitchen.

You might have a hand drum like these from when you were little or get your little brother or sister's xylophone, right, and something to use for a mallet.

You might have some rhythm sticks.

You'll need a pencil and a piece of paper.

A crayon or a marker could work just as well.

If you play in band, you might have a band instrument around.

That would be great.

But if you don't, you don't need one.

All right.

So, we're gonna give you a few minutes to find these things, and then we'll be back together.

Bye-bye!

Welcome back.

I hope you gathered some fun stuff so we can play music together.

We're going to start with our first game, which is called echo or call-and-response.

In this game, Ben is going to set a groove for us to speak over and then play over.

You'll see.

Why don't you start.

♪ Ba, ba, ba-ba, ba ♪ >> ♪ Ba, ba, ba-ba, ba ♪ >> ♪ Ba-ba, ba, ba, ba ♪ >> ♪ Ba-ba, ba, ba, ba ♪ >> ♪ Ba-ba-ba, ba, ba ♪ >> ♪ Ba-ba-ba, ba, ba ♪ >> ♪ Ba, ba, ba-ba, ba ♪ >> ♪ Ba, ba, ba-ba, ba ♪ >> ♪ Ba, ba, ba-ba-ba-ba ♪ >> ♪ Ba, ba, ba-ba-ba-ba ♪ >> ♪ Ba-ba-ba-ba, ba-ba-ba-ba ♪ >> ♪ Ba-ba-ba-ba, ba-ba-ba-ba ♪ >> This time, Ben will start the groove again.

I'm going to give some patters, and you're going to echo.

I'm going to call, and you're going to respond.

Alright?

Let's go.

♪ Ba, ba, ba, ba ♪ ♪ Ba-ba-ba, ba-ba-ba ♪ ♪ Ba, ba, ba, ba, ba, ba ♪ ♪ Ba-ba, ba, ba, ba ♪ You're doing a great job.

So, now we're ready to add some instruments.

So whatever you have in front of you is just the right thing.

Here we go.

Now, Ben, you can start with a simple beat, like you've been doing, and then, as we get going, you can add a little bit of a groove to it.

>> Okay.

>> ♪ Ba-ba-ba, ba-ba-ba ♪ >> ♪ Ba-ba-ba, ba-ba-ba ♪ >> ♪ Ba, ba, ba-ba-ba ♪ >> ♪ Ba, ba, ba-ba-ba ♪ >> ♪ Ba-ba, ba-ba, ba ♪ >> ♪ Ba-ba, ba-ba, ba ♪ >> ♪ Ba, ba, ba, ba ♪ >> ♪ Ba, ba, ba, ba ♪ >> Awesome!

This time, we're gonna set a groove for you.

I'll lead some rhythms, and you can echo back with your instrument.

Notice, in the beginning, I used my voice to help me be more accurate on my instrument, but then, as we got comfortable, we let the voices drop out and we used only our instruments.

I'll do the same thing, and so can you.

Alright, go ahead.

♪ Ba-ba-ba-ba, ba, ba ♪ ♪ Ba, ba, ba, ba-ba ♪ ♪ Ba-ba-ba-ba, ba, ba ♪ ♪ Ba, ba, ba, ba ♪ Great job, everybody.

So, this is a game that even when this class is over, you can play this with your siblings.

You can also record rhythms for yourself on any device that you might have at home and play against yourself.

It's really fun.

We're going to move on to a different game, and what we're going to do this time is -- we're going to actually be improvising some rhythms in a really cool way.

I'm going to set a rhythm, and then Anya is going to just change one thing about the rhythm.

Or is it your turn?

Would you like to do this one?

>> Yes, I would like to do this one.

>> Okay, so, Anya's gonna set the groove, and Ben is going to take my rhythm and just change one thing.

And I'm going to ask Anya to set a simple and fairly slow groove so that -- She wants your instrument.

>> Of course.

I'd be happy.

>> And the spoons, please.

>> Of course.

>> There we go.

>> Thank you.

>> Sharing is caring.

Alright, so, Anya's gonna set a relatively slow and simple groove so it doesn't make the rhythms that we're doing harder.

Alright.

Why don't you start Anya.

>> Okay.

>> Excellent job, guys.

Now, that takes a fair amount of concentration, and it does not have to be perfect.

If you realize that you just played the exact same rhythm, no big deal.

I can make -- I make mistakes when I do this sometimes.

It's okay.

So, this time, what we're going to do is -- we're going to set a groove, and I'm going to ask Ben to join in on that groove with Anya and be part of the background.

And I will play rhythms, and you're going to change just one thing about the rhythm.

Okay?

>> Would you like to use the big drum for this?

>> Oh, I'd be so happy to use the big drum.

>> Alright, here you go.

>> Alright.

Now, remember, whatever you have is just the right thing.

You might have noticed that, sometimes, I play different sides.

And even with my bowl, different parts of the bowl are going to have different tones, so you can experiment with that.

The high sound and the low sound just gives you, like, more variety.

So, here we go.

This one is -- Alright.

That's right.

You guys are going to echo me.

Here we go.

You set the groove.

And let's pause there.

Now, you might have changed every single one of my rhythms or you might have accidentally been playing the same thing.

Either is fine, but let's try it again and just make sure that you are changing a little bit of my pattern.

Here we go.

Let's set the groove.

Awesome job!

I bet those sounded great in your house.

So far, we've been doing all of our music using our eyes and our ears.

We've been echoing rhythms.

We've been playing them on instruments.

We've been improvising or creating our own rhythm patterns and playing games with them.

Those are really important skills for any musician to have.

But another set of musician skills include reading notation, and that's what we're going to move on to now.

Our first game is simply called "Echo What You See."

So, I have four different rhythm patterns on the board here, and I'm going to say them.

And then I'd like my team here -- Pardon me.

I'd like my team to simply echo them.

And I'd like you to echo them, as well.

Can you keep a steady beat on your lap that doesn't make sound?

In other words, you want to be able to feel the beat but not hear it.

Just feel that beat.

♪ Ba-ba, ba-ba, ba-ba, ba ♪ >> ♪ Ba-ba, ba-ba, ba-ba, ba ♪ >> ♪ Ba-ba, ba-ba, ba-ba, ba ♪ >> ♪ Ba-ba, ba-ba, ba-ba, ba ♪ >> Fantastic.

That's so easy.

I'm sure that was -- you did that perfectly.

At Old Middle School, we actually say those rhythms, rhythm syllables, like this.

Let's start that beat again.

Here we go.

♪ Do-day, do-day, do-day, do ♪ >> ♪ Do-day, do-day, do-day, do ♪ >> ♪ Do-day, do-day, do-day, do ♪ >> ♪ Do-day, do-day, do-day, do ♪ >> ♪ Do, do, do-day, do ♪ >> ♪ Do, do, do-day, do ♪ >> ♪ Do, do, do-day, do ♪ >> ♪ Do, do, do-day, do ♪ >> ♪ Do, do, do-day, do-day ♪ >> ♪ Do, do, do-day, do-day ♪ >> ♪ Do-day, do-day, do, do ♪ >> ♪ Do-day, do-day, do, do ♪ >> ♪ Do-day, do-day, do, do ♪ >> ♪ Do-day, do-day, do, do ♪ >> Any time you're reading rhythms as a musician, you want to make them interesting.

We try not to read them just monotone, because music doesn't stay that way.

Music is always moving.

You all did a great job reading those rhythms.

We're going to get up and just stretch for a minute, because you've been sitting and working so hard.

So just do some high jazz hands and just shake it all the way down.

And bring it back up.

And just do some more jazz hands.

And stomp your feet.

And clap your legs.

And go, "Whoo!"

>> Whoo!

>> One more time.

Whoo!

>> Whoo!

>> Thank you, team!

Let's take a seat.

We're going to move on to a rhythm-identifying game.

And in this game, we have the four rhythms that we've been working on, rhythm A, B, C, and D, as you can see them.

But what's gonna happen is -- Ben is going to lead.

He is going to choose a rhythm, and Anya and I and all of you out there, you have to figure out which one he has read.

Which rhythm is it?

So please get out your pencil and paper or just anything to write on -- crayon, marker.

And we're going to grab our little whiteboards under here and grab our markers.

And I'm going to grab my paper towel.

Excuse me, Ben.

Okay, so, here we go.

Ben is gonna read a rhythm.

He's gonna pause and let you think about it.

He's gonna read it again.

And then we have to post our answers.

Are you ready, Anya?

Okay, here we go.

>> Alright.

♪ Do, do, do-day, do-day ♪ Alright, one more time.

♪ Do, do, do-day, do-day ♪ >> Okay.

>> Is everyone ready?

Let's see what you got.

That's correct.

The answer is "C."

>> Awesome.

>> Great job.

>> Great!

>> Okay, can we do another?

>> Of course.

Let's do one more.

Alright.

This one is... ♪ Do, do, do-day, do ♪ Start thinking about it.

And one more time.

♪ Do, do, do-day, do ♪ Let's see what you got.

Fantastic job.

Great job.

The correct answer is "B."

Do you want to try another one?

>> Sure.

>> Nice.

Alright.

♪ Do-day, do-day, do, do ♪ And just one more time.

♪ Do-day, do-day, do, do ♪ What are we thinking?

Very good.

The correct answer is "D."

Great job.

>> This time, Ben, can you take it up a notch and can you say the rhythm on neutral syllables and see if we can still figure out what the rhythm is when there's A, B, C, or D?

So just say it on "bas."

>> Okay.

>> We'll have to figure out if they're "dos" or "do-days."

Alright, the rhythm is... ♪ Ba, ba, ba-ba, ba ♪ What do you think?

Let's try it one more time.

♪ Ba, ba, ba-ba, ba ♪ Alright.

Let's see what you got.

>> I think it was ba-ba-"B."

>> That's correct.

Great job.

>> Alright.

You all did so well with those, I think those are really too easy for you.

We're going to take it up another notch.

This time, Ben is going to read two of the rhythms.

He's gonna go back to rhythm syllables, but he's going to read two.

Anya, you and I have to write down both letters in the right order, so first one first, second one second.

>> Are you guys up to the challenge?

I know you are.

Let's get started.

♪ Do-day, do-day, do-day, do ♪ ♪ Do, do, do-day, do-day ♪ Alright.

Let's do it another time.

♪ Do-day, do-day, do-day, do ♪ ♪ Do, do, do-day, do-day ♪ >> I think I got it, but can you try and say it just one more time so we can double-check?

>> ♪ Do-day, do-day, do-day, do ♪ ♪ Do, do, do-day, do-day ♪ >> Okay.

>> What do we think?

That's correct.

>> Alright, let's try one more just like that.

>> Okay.

Alright, let's get started.

♪ Do, do, do-day, do ♪ ♪ Do-day, do-day, do-day, do ♪ What do you think?

Alright, another time.

♪ Do, do, do-day, do ♪ ♪ Do-day, do-day, do-day, do ♪ >> Maybe just one last time to double-check our work.

>> Of course.

♪ Do, do, do-day, do ♪ ♪ Do-day, do-day, do-day, do ♪ >> Okay, I think we got it.

>> Alright, let's see.

B, A -- those are the correct answers in the correct order.

Wonderful work.

>> Excellent.

>> And for the challenge round, give us two, but don't say the rhythm syllables.

Give us two on neutral.

This is going to be challenging.

>> Alright.

We're ramping up here, but I know you guys are up to the challenge.

Let's try it.

♪ Ba-ba, ba-ba, ba, ba ♪ ♪ Ba, ba, ba-ba, ba ♪ Alright, let's do it another time.

♪ Ba-ba, ba-ba, ba, ba ♪ ♪ Ba, ba, ba-ba, ba ♪ >> I think I got it.

>> One more try.

♪ Ba-ba, ba-ba, ba, ba ♪ ♪ Ba, ba, ba-ba, ba ♪ Alright.

That's correct.

The answers are D and then B.

♪ Ba-ba, ba-ba, ba, ba ♪ ♪ Ba, ba, ba-ba, ba ♪ Awesome work.

>> Excellent job, Ben.

And excellent job out there for everyone.

Alright, we're going to put these away now.

We've done a great job with reading and identifying our rhythms.

We're going to move on to writing our rhythms.

The first step we're going to do for writing our rhythms is practice and review what it is to write actual notes.

Some of you have a lot of experience with this.

Some of you may not.

Maybe it's because you've been using, you know, rhythms in a different way than we do at my school.

But what we do -- First thing we're gonna do is -- we're going to practice just writing stems.

Oops.

That one's a little wiggly.

My hand moved.

And noteheads.

So, here's a stem and then notehead.

I'm gonna do another one.

A stem and a notehead.

So, take a moment and practice writing just stems and noteheads.

Yeah.

Don't add that yet.

Just... Yeah.

Stems and noteheads.

Okay, you got that?

Oh, I see Ben likes to identify the anatomy of the notes.

Excellent.

Fantastic.

Great.

Those are -- All are -- These are quarter notes.

All are quarter notes.

I'm sure you know this, but I'm just gonna put it down here.

"Quarter note."

And, Anya, hold up yours, and we'll put them up together.

There.

Now we're going to practice writing our eighth notes.

Those work the same way.

In fact, you can just write two quarter notes -- stem, notehead, stem, notehead -- and then connect it with a beam.

The beam is the thing that goes across.

So, you've got stem, notehead, stem, notehead, and a beam to connect it.

And that's a "do-day."

But it's also called two eighth notes.

Oops.

I think I could spell that, right?

Ben, spell "eighth note" for me.

>> E-I-G-H-T-H.

>> It is a funny word.

Eighth notes.

So, you've got our two eighth notes.

So, practice drawing a few of those -- stem, notehead, stem notehead, and a beam.

I'll give you a moment to do that.

Okay.

And we're gonna erase our boards.

Okay.

In this game -- I'm gonna ask Ben to switch seats with me again.

In this game, simply, what we're going to do is write it down, okay?

So, I'm going to take the B pattern, and we're just gonna write it down.

Alright.

So, you notice it starts with a quarter note, another quarter note.

Oh!

I forgot to mention this to you before, but you're so smart, I'm sure you picked it up anyway.

That is not a note.

That's called a bar line.

Some people call it a measure line.

That's just to help you separate it with your eyes, this measure from this measure.

But it makes no sound.

So, we've got a "do," a "do," a "do-day," and a "do."

Let's draw that one just the way it looks on this board.

Take a moment and do that.

I'm going to do it, too.

I'm gonna use my bigger board.

Okay.

Let's see what you got out there.

>> Hold on one second.

Got to fix something.

>> Okay.

And, you know, don't worry if it's not perfect.

Right?

We're always on the way to getting it right, and if it's not perfect this time, it'll be better next time.

Okay.

So, this is what I got.

>> This is what I got.

>> And this is what I got.

>> Excellent!

And you can see, just the same way our voices are different, our handwriting is different, but we still got the same point across.

We have... ♪ Do, do, do-day, do ♪ Now, you might have noticed that our noteheads are on top and our stems are going down.

The interesting thing about notation is that the noteheads can be on the bottom or the noteheads can be on the top, and it's correct both ways.

It is kind of funny, but that's the way notation works.

Okay, let's try another one.

Anya, Which one do you think we should write?

>> Let's do A.

>> A. Okay.

Anya likes the letter "A."

Okay.

Alright.

This one's bigger, so make sure you leave enough room on your boards, guys.

Okay.

Let me know when you're ready.

>> Almost done.

>> Okay.

>> Oh, yeah, I've got to add that.

I didn't put that in.

Yeah.

Alright.

Are we ready for the big reveal?

>> We are.

>> Yes.

>> Okay.

Here we go.

Here's our boards for A. Do they look right to you?

Here, let's say that one.

♪ Do-day, do-day, do-day, do ♪ >> ♪ Do-day, do-day, do-day, do ♪ >> Let's check them.

Do they look good?

Yeah, they do.

Alright.

Let's do -- You think we should do a challenge round?

>> Let's do it.

>> Yeah, let's do it.

>> I'm up for the challenge.

>> Okay, now, I'm thinking that those boards might be a little small to do two rhythms on.

What do you think?

You think you could put them on top of each other would work?

>> Yeah.

>> Hmm.

>> We can try that.

>> Okay.

I have an idea.

How about you pick a rhythm, and, Ben, you pick another rhythm, and I'll pick another rhythm.

And you guys can pick your own rhythm, as well.

So, what rhythm would you like, Ben?

>> I'll do B-C.

>> Oh, okay, you're gonna do two.

Just do one.

>> Okay.

>> You do one.

>> I'll do rhythm C.

>> And I'll do rhythm B.

>> Okay.

And I'm not going to tell you what rhythm I'm going to do.

I'm just going to do one of them.

Okay, go ahead.

Everyone write their rhythm.

Okay, now, don't tell us what pattern you have, okay?

It's part of the challenge.

Oh, yeah.

You already did tell us.

I'm the only one you don't know.

>> That's right.

>> Okay.

Here we go.

Alright, Anya, show yours.

And can you read that rhythm, Anya?

>> Yes.

♪ Do, do, do-day, do ♪ >> Oh, that must be rhythm B.

>> Yep.

>> Okay.

Ben?

>> Here's mine.

♪ Do, do, do-day, do-day ♪ >> That must be rhythm C.

>> That's correct.

>> Okay, I'm going to show you mine.

You got to figure out which one this is.

>> You want to read that for us?

>> You can read it.

>> ♪ Do-day, do-day, do, do ♪ Well, that looks like it must be D.

>> That's what I think, too.

>> It is.

Alright.

That's an excellent job.

We're going to do a new game.

And I'm gonna take this rhythm right here, rhythm D. And remember when we were improvising and Ben and Anya and I played a pattern and then we changed one thing about it?

So, reading this rhythm, and I'm going to ask Anya and Ben to both change one thing about this pattern.

Now, chances are they're not going to change the same thing.

Let's see what happens.

This is our rhythm.

And I'd like you out there to change one thing about this rhythm.

So, maybe you might change the first beat or the second beat or something in the second measure.

>> Take a moment to do that.

Okay, I'm gonna read my rhythm and then Ben is going to read his rhythm and then Anya's going to read hers.

And let's see how we've changed that rhythm as it's gone on.

So put your rhythms in front of you so you can still see them and read them.

♪ Do-day, do-day, do do ♪ Go ahead, Ben.

>> ♪ Do-day, do, do, do ♪ >> Oh, I did the same one.

That's funny.

>> Wow!

>> That happens sometimes.

That's really cool.

Let's do it again, alright?

Why don't we take Ben's rhythm, which is actually Ben and Anya's rhythm, and Anya and I are going to look at that and we're going to change one thing.

>> Okay.

>> Okay, let's look at that again.

Okay, I think I got my idea.

Let me see yours again so I can fix mine.

Okay.

Let me fix this.

This is a little squishy.

Okay, I'm going to double-check mine, Anya.

You might want to double-check yours again.

>> Oh, my goodness!

We must be psychic.

>> Oh, okay, that's crazy.

Look what Anya and I did.

>> The same thing.

>> Let's read it together, Anya.

>> Okay.

>> ♪ Do-day, do, do, do-day ♪ >> Now, we actually did not look at each other's at all.

As you could see, I was quite obsessed with getting mine just right and readable for you.

So, this is another game that you can play at home.

You can take whatever rhythms you know, these or other rhythms that you've learned in school, and you can practice composing in so many ways.

You can take a rhythm and keep changing it and enjoy the different sounds.

You could also just keep adding on and adding on.

Now, one thing we could do with these is -- we could put our boards down and we can pick our instruments up and we can actually play these rhythms.

So, I'm gonna see if I can balance my board on my middle.

I don't know.

Can you guys do that?

>> Well, I play the drums, so you can't see mine.

>> Hmm.

Oh, yeah.

But we don't need to because it's the same as mine, right?

>> That's right.

>> Okay.

Here we go.

So, I'm going to play my rhythm, and then Ben is going to play his rhythm.

So, Anya, you and I will play our rhythm together.

>> Okay.

>> And then Ben will play after.

Here we go.

Pretty cool.

Now, there's something that we didn't do before when we were reading rhythms that I'd love to try right now.

Remember that game of layers that we played when we were doing all of our music by ear, using our musician skills?

We can also play the layer game with reading notation.

So we could take one pattern and get used to that sound.

We can add another pattern and add another pattern.

We can do them in order or we could simply not tell each other and just add whichever ones we want.

But for right now, why don't we do A, B, and C. And, so, I'm gonna ask Anya to start by -- First, everyone's going to grab their instrument.

But you're going to use your patterns in your mouth first.

So say them.

Anya's gonna start by saying her rhythm pattern.

Ben's going to join in and he's gonna speak his rhythm pattern.

And I'll join in and do mine.

And then we're going to keep doing it, and you can choose to either do any of our patterns or you can choose to add the D pattern.

Up to you.

Completely up to you.

Alright?

After we've done that for a while, I'm going to start playing my pattern.

Ben will do the same.

Anya will do the same.

Let's try and see if it works out.

>> Okay.

♪ Do-day, do-day, do-day, do ♪ ♪ Do-day, do-day, do-day, do ♪ ♪ Do-day, do-day, do-day, do ♪ ♪ Do-day, do-day, do-day, do ♪ [ Both vocalizing rhythms ] [ All vocalizing rhythms ] >> Awesome job.

Now, if you had pitched percussion instruments at home, like maybe a xylophone -- A lot of kids have these.

Your little brother might have one.

Or you had any other melodic instruments, you could do the same kind of thing with layers and add pitches.

And that's a great game to play.

So, that's all we're going to do right now for reading, so thanks for joining us in that.

And we'll be back in just a moment to try something new.

Bye-Bye.

>> Bye-Bye.

>> Bye.

>> Let's take a little break and enjoy music for its expressive qualities.

So, do what I do.

This is called a "Move It."

And if I move, you move.

Enjoy this beautiful piece of music by Brahms.

♪♪ So, we thought we'd end with something a little bit different.

We've been working on our ensemble skills, but mostly focused towards rhythm.

We've done all things rhythm.

We've listened to rhythm.

We've echoed rhythm.

We've read rhythm.

We've created rhythm.

We've written rhythm.

And we've played many different games.

Now we thought we'd do a little bit of singing.

And we're going to use a really simple-but-beautiful song called "The Serenity Round."

It only uses five notes.

And my friends out there with your band instruments, you could learn this one pretty easily.

It's in the key of concert B-flat and it just uses, as I said, five notes.

I'm gonna sing it first -- Actually, we're going to sing it first using numbers.

Numbers so that you can imagine that as each number goes higher, the pitch goes higher.

When the numbers go lower, the pitch goes lower.

Like this.

Ready?

>> ♪ 1, 2 ♪ ♪ 1, 2, 3 ♪ ♪ 3, 4 ♪ ♪ 3, 4, 5 ♪ ♪ 5, 4 ♪ ♪ 5, 4, 3 ♪ ♪ 3, 2 ♪ ♪ 3, 2, 1 ♪ >> Another way musicians think in terms of music is using solfège.

We're going to sing it for you on solfège.

You will recognize this.

Solfège are the sounds like in... ♪ Doe, a deer ♪ You'll recognize it.

Here we go.

>> ♪ Do-re ♪ ♪ Do-re-mi ♪ ♪ Mi-fa ♪ ♪ Mi-fa-so ♪ ♪ So-fa ♪ ♪ So-fa-mi ♪ ♪ Mi-re ♪ ♪ Mi-re-do ♪ >> Nice job, Ben.

So, we're really listening to each other and matching our pitch and singing and trying to make our octaves as in tune as possible.

This time, we're going to sing it in a round.

So, I'm going to start first, and when I get a few notes in, Ben is going to start.

But he's not going to start where I leave off.

He's going to start from the beginning, just like "Row, Row, Row Your Boat."

Here we go.

>> ♪ Do-re ♪ ♪ Do-re-mi ♪ [ Both vocalizing ] >> Another great job.

So, this time, we're going to pick up our instruments and we're gonna do the same thing.

First, we'll play in unison.

And then we'll stop.

And then we're going to play it in canon.

♪♪ And now in canon.

So, I'll start first, and then Ben will come after me, just the same way we did when we were singing.

♪♪ Nice job.

I just held out that last note to kind of give a little landing pad for Ben to finish the song.

So, if you're out there with your instrument, again, it starts in -- It's in concert B-flat, so if you have a clarinet -- What note did you start on?

>> I started on C.

>> So, if you're a clarinet or a trumpet, you're going to start on C. If you're a saxophone, you're going to start on G. If you're a trombone or a baritone, you're going to start on B-flat.

Or flute or xylophone.

So, we're going to play it one more time, and if you have an instrument out there and you'd like to join us, please do.

If you don't have an instrument, that's completely fine.

Please sing with us.

Love to hear it.

Here we go.

So, let's do it in unison, and then we'll go right into that round, okay?

Here we go.

♪♪ Great job, Ben.

So, if you're home with your band instrument or if you're home with your voice -- I hope you're all home with your voice -- you can sing this song.

And if you have an older brother or even a sibling near your same age, you can try singing this with them.

Another thing you can do, if you don't have your band instrument and you want to sing it, is you can make up your own words to this song, and just it can be anything you want, because there's no words until you put them there.

So, we'd like to thank you for making music with us today.

We hope you really enjoyed all our games and reading rhythms and it's been a really cool review for you, and maybe you learned a new thing or two.

And maybe you're inspired to pick up that instrument that you haven't been able to play since school ended.

So, be well, be safe, and we're so glad we were able to be here with you today.

Bye-bye.

>> Bye-bye.