Music
welcome to music!
Mrs. Johns is so excited to welcome you to the music room!
Mrs. Johns is an Orff-Schulwerk certified teacher, but many ask, "What is Orff-Schulwerk?" The Orff Schulwerk is both a music philosophy and a process that teaches music in much the same way we learn language, through imitation, exploration, expression, and literacy. It was created by the composer Carl Orff (think Carmina Barana) in 1930s Germany. Since then, it has spread the world over.
Mrs. Johns’ Four Pillars of Elementary Music Education
Over her career, Mrs. Johns has found that the academic music standards for elementary school students, both from OSPI and NAfME, can be whittled down to four main music concepts. She calls them her Four Music Pillars. Two of these concepts are skill and academically based and two are emotionally and culturally based. Mrs. Johns aims to have all students instilled with these four pillars by the time they leave for middle school.
Develop a sense of pitch or tone.
- This pillar is skills and academically based.
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As a skill, this means anything from performing and knowing the difference between singing or speaking voice, to hearing the difference between high and low pitches, to developing and honing relative pitch.
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As an academic, it means learning music notation, including traditional western art music and other notation forms.
Develop a sense of beat and rhythm.
- This pillar is skills and academically based.
- As a skill, it means developing a sense of internal steady beat.
- Another part of this skill means developing patterns of sound that make up rhythmic figures.
- Academically, it means learning how to notate sound durations, including traditional western art music and other notation forms.
Expose to as many ways to music as possible.
- This pillar is emotionally and culturally based.
- Emotionally, this means learning how to listen to music and identify elements of music (dynamics, tempo, form, etc.).
- Culturally, it means discovering the numerous ways there are to music in the world.
Instill the love of music.
- This pillar is emotionally and culturally based.
- Emotionally, this means exploring ways to music (singing, playing an instrument, dancing, listening, etc.) and allowing time to enjoy music.
- Culturally, this means being exposed to others’ ways of musicing to help develop and foster empathy and understanding for others who are different from you.
Ways we learn in music
Singing and Chanting
Our voice is our first instrument and our most used instrument in class. Since it is the foundation that all other musical learning is built on, it is also our most important instrument.
Playing Instruments
Throughout their time at McAuliffe, students will be introduced to and taught a variety of musical instruments. Some of these instruments are ones that every student uses every year, such as xylophones and small percussion (idiophone) instruments. Other instruments taught as units to other grade levels include recorder, circle drums, and baritone ukulele.
Movement
Next to our voice, our body is the second most important instrument. With it, we can explore beat, rhythm, expression, and creativity. Our body is the first tool we use to learn other physical instruments. We always learn an instrument in our body first before playing the instrument.
Dancing
Similar to Movement, dancing is another important way to learn in Music class. Most cultures throughout the world have an element of dance and consider it very important in their human interactions with others and nature. With dancing, we learn form, patterns, and SEL in a fun and creative way.
Listening
With so many ways to music in this world, listening to new music from different cultures is important. It allows us to make connections to others outside ourselves or culture and helps promote empathy.
Watching
Akin to listening, watching music performances is important. It allows us to see the connections between other disciplines like math, science, history, literature, and language.
Creating
With all this learning, creation is a natural next step. In music, we create instantaneously (Improv) or over time (Composing). We also use many different media for our creations: singing, speaking, movement, dance, Body percussion, pitched instruments, unpitched instruments, and props.
- Improv: creating in the moment or instantly.
- Composing: writing down and/or planning creativity.
rocket choir information
The McAuliffe Rocket Choir is an extra musical opportunity for the students at McAuliffe! It is an after-school event that is open to any and all 3rd-5th grade students who love to sing with others.
- Any 3rd, 4th, or 5th grade student can join the Rocket Choir.
- Wednesday or Thursday morning before school (8:15am-9:15am) is when the Rocket Choir meets in the music room.
- Rocket Choir runs from December to June every school year.
- This year, Choir will meet from December 18th, 2025 to April 22nd, 2026, for a total of 13 rehearsals.
- The Rocket Choir Concert will be April 23rd, 2026 from 6:45pm-8:00pm in the McAuliffe Commons.
- In addition to the Rocket Choir Concert, the choir will perform at the Spring Cultural Assembly in March and the End of the Year Assembly in June.
- The Rocket Choir has been selected to sing the Star-Spangled Banner for a Mariner’s home game for three years in a row!
- This year, we’re hoping to make it four years with our audition video that is due at the end of January.
- If we are selected to perform again, the Rocket Choir will meet to practice before the Mariner’s game in May or June
Rocket choir is in full swing for the 2025/2026 school year and enrollment is closed. If you have any questions about the Rocket Choir, please contact Mrs. Johns.
Rocket Choir Schedule
Click on this document to see the schedule for 2026 Rocket Choir.
recital week information
- Recital weeks are for all 2nd-5th grade students who want to perform.
- Recitals are not required but can help a student increase their Music Effort grade.
- Recital Weeks happen twice a year; one in each semester.
- Recital week dates are subject to change.
- Recital weeks are intended to provide a safe place for students who are in music and dance lessons outside of school to perform.
- It is a chance for their classmates to discover something they may not have known about them.
- Recital Weeks are meant for just students.
- Parents/families aren't invited to watch to keep all performers comfortable.
Please check with your student to see if they have signed up to perform and which day of music. Have them bring everything they need for their performance except a piano or music stands (both are at school). If they need to bring their own instrument (such as a violin, drum, trumpet, etc.) they can bring their instrument to the music room first thing in the morning to keep their instrument safe. If they want to keep their instrument in their classroom, that's ok, too. If your student needs music to play in the background for a dance, please feel free to send the music track to ejohns@lwsd.org.
music standards
Akin to math, science, and reading, Music has educational standards, too. Mrs. Johns follows two sets of academic standards: the Washington State Arts Standards and the National Music Standards. For more information on Music standards, please check out the links below:
Music Class Expectations
The B.R.A.V.O. System
Music classes are unique compared to other classes students attend. However, this doesn’t mean that students do not have to Reach for the Stars in Music. There is a special system in place for Reaching for the Stars in Music and it’s called B.R.A.V.O. It allows for classes to work together to earn Notes for their BRAVO Chart.
B stands for “Be kind and positive.”
This is just like Reach for the Stars.
R stands for “Respect yourself, others, the teacher, and instruments.”
Respect comes in many forms in Music, including using and playing the instruments as expected.
A stands for “Always try your best” and “Act responsibly.”
Another part of Reach for the Stars.
V stands for “Voices under control.”
Voices in Music can be solo or as an ensemble. They can also be non-human (instruments) or even non-verbal (movement and dance).
O stands for “Only with permission.”
This expectation refers to following directions, whether they be verbal, non-verbal, or posted.
Each Music class time (twice weekly for students), the class can earn a BRAVO Note for their class chart. Eight BRAVOs earns them a Club Awesome (10-minute dance party). Then I put up another chart and they can continue to earn more BRAVOs and Club Awesomes. If they miss their Music class time due to another school-related conflict (holiday, assembly, field trip, etc.), they will have an opportunity to earn a Double BRAVO on the next same day of the week that they missed.
At the end of May, I’ll look to see which two classes (one in K-2, one in 3-5) earned the most BRAVOs throughout the year and they will earn the Bravissimo Award Trophy and an extra-long Club Awesome. The two classes will be announced at the End of the Year Assembly on the last day of school.
music grading policies
Students are graded for Effort every Music class.
- Effort refers to a student’s behavior, attitude, participation, and cooperation in Music lessons.
- They start at 3 points every Music class.
- Music grades will be posted to Skyward twice a month; once for the first part of the month and once for the last part of the month, September through May.
- At the end of the semester, student’s Effort grades are averaged for their final Music grade of the semester.
For each Star Ticket or Recital Week performance, students will gain Effort points.
- If a student earns a Star Ticket in Music in a grading period, their grade will increase by .5 points.
- Star Tickets can be earned by showing B.R.A.V.O. or Reaching for the Stars during Music class.
- If a student chooses to perform during a Recital Week, their grade will increase by .5 points.
For each reminder of following expectations, students will lose Effort points.
- For every two reminders on different music days in a grading period, the student’s grade will decrease by .5 points.
- If a student receives repeated reminders for the same offense during a grading period, each reminder will decrease their grade by .5 points.
- If a student receives an Oops Note or are told to use the Calm Down Corner, the student’s grade will decrease by .5 points.
- Students will not be penalized for choosing to use the Calm Down Corner on their own.
- Oops Notes will be given for repeated behaviors. Three Oops Notes given for the same behavior will result in a Discipline Slip.
- If a student receives a Discipline Slip, their grade will decrease by 1 point.
Individual Student Behavior
Individual students should always be following B.R.A.V.O. and Reaching for the Stars in Music. Here is the process of helping them in the Music room:
- First reminder is done with eye contact and the hand sign for the B.R.A.V.O. letter they need to rethink or turn around.
- Second reminder is done with saying their name and showing the hand sign.
- Third reminder results in a Music Oops Note that is sent home.
- I email families about the Oops Note and why it was earned.
- I CC the classroom teacher on the email.
- After three (3) Oops Notes a McAuliffe Discipline Slip is given.
- With each Oops Note, I “Reply All” to the original email when communicating with families so they can see when each Oops Note was earned.
- The three Oops Notes can be earned in one Music class or over time throughout the year.
- On the third Oops Note email, I alert families that the next behavior issue in Music will be a Discipline Slip.
- I CC administration on the Third Oops Note and any Discipline Slips.
Local Teachers, Classes, and Ensembles
There are many ways for students to participate in music outside of school. Below is a list of local private music teachers, classes, and children’s ensembles to join.
Private Teachers
Best Kids Music Lessons Near Redmond
Music Classes
Redmond Academy of Theatre Arts
Children’s Ensembles
Bellevue Youth Symphony Orchestra (BYSO)
Rainier Youth Choirs (Covington)
Add to Our Music Listening Resources!
Help Us Discover New Ways to Music (yes, music is a verb!)!
As a part of our school's ongoing efforts in Equity, the McAuliffe Music program is asking for suggestions for listening examples to play in music classes. This Form (link below) is for McAuliffe families to submit music listening examples that represent their home culture or celebrations. Mrs. Johns will play selections for students throughout the year as part of music listening standards and equity lessons. Thank you in advance for helping us discover new ways to music!
Music Listening Examples Survey: https://forms.office.com/r/2JMk733BZR