Phone:

Email:

Degrees and Certifications:

Masters in Music Education, Boston University BFA in Music Education, University of Minnesota, Morris

Mrs. Julia Fair

I have had a deep passion for music for most of my life and knew in junior high that I wanted to teach music.  I have been teaching music since 2004 after earning my BFA in Music Education from the University of Minnesota, Morris.  In 2009 I earned my Masters in Music Education from Boston University.  While my favorite to teach is elementary music and musical theater, I am also a band director, love teaching dance and cannot stop crafting!

 

  • What's Jammin' in Music?

     

    K-2 will be exploring some of our classroom percussion for the first quarter.  We will also be working on steady beat, beginning music notation, and active listening, which includes movement.  Due to health restrictions, plans may change based on the safety needs for all students and staff.  

    2-5 will also start learning about our National Anthem.  We will be learning the history of when it was written and focusing on understanding the message within the lyrics.

    3-5 will be working with active listening, which includes movement and student created choreography.  They also will be exploring pieces on bucket drums, boomwhackers, handbells, xylophones and more.  Again, due to heath restrictions, plans may change based on the safety needs for all students and staff.

  • Rules for Rockin'

     

    We follow our Panda Pride in music:

     

    Responsible, Respectful, and Safe!

     

    In music this means:

    -Follow school rules

    -Take care of classroom materials and instruments

    -Be responsible for your own learning...participate

    -Be kind to everyone

     

     

  • Focus Standards:

     

    September:

    K.ML.1.3 Execute simple rhythms using body, instruments, or voice.

    1.ML.1.3 Execute rhythmic patterns using body, instruments, or voice.

    2.CR.1.2 Understand the relationships between music and concepts from other areas.

    3.CR.1.2 Understand the relationships between music and concepts from other areas.

     

    4.CR.1.2 Understand the relationships between music and concepts from other areas.

    5.CR.1.1 Understand how music has affected, and is reflected in, the culture, traditions, and history of the United States.

     

    October:

    K.ML.1.5 Illustrate a steady beat

    1.ML.2.3 Use iconic symbols to notate quarter notes and quarter rests.

    2.ML.1.3 Execute extended rhythmic patterns using body, instruments, or voice.

    3.ML.1.3 Use instruments to perform rhythmic and melodic patterns accurately and independently on classroom rhythmic and melodic instruments.

    4.ML.2.1 Interpret rhythm patterns, including whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

    5.ML.1.3 Use instruments to perform rhythmic, melodic, and chordal patterns accurately and independently on classroom rhythmic, melodic, and harmonic instruments.

     

    November:

    K.ML.1.4 Recognize how music changes (such as dynamics and tempo).

    1.ML.3.3 Use iconic notation to compose simple rhythm patterns consisting of quarter notes, beamed eighth notes, and quarter rest durations.

    2.MR.1.4 Differentiate various instruments based on how their sounds are produced.

    3.ML.3.3 Create rhythmic compositions using whole, half, and quarter notes; half and quarter rests; and beamed eighth notes in duple or triple time.

    4.ML.3.3 Create rhythmic compositions which include the use of whole, dotted half, half and quarter notes; whole, half and quarter rests; and beamed eighth notes in duple and triple time and which are arranged using a variety of sound sources.

    5.ML.3.3 Create rhythmic compositions using notation for whole, dotted half, half, and quarter notes; whole, half and quarter rests; and beamed eighth notes in duple, triple, and common time and which are arranged using a variety of sound sources.

     

    December:

    K.MR.1.1 Use singing, playing, and/or moving to respond to a variety of musical ideas.

    1.MR.1.1 Use corresponding movements or actions to respond to prominent music characteristics (such as patterns in rhythm, melodic contour, dynamics, and form) while listening to and/or singing music.

    2.MR.1.3 Illustrate audience and participant behavior appropriate for the purpose and setting that music is performed.

    3.MR.1.1 Illustrate the corresponding response to conductor gestures for meter, tempo, and dynamics.

    4.MR.1.3 Design a set of criteria for evaluating music performances and compositions.

    5.MR.1.3 Exemplify appropriate behaviors as a participant and observer of music in relation to the context and style of music performed.