• Welcome to Hillary Eisenman's Homepage 

    For information about the Pine Road Chorus (3rd and 4th/5th) go to prchorus.lmtsd.org
    For enrichment activities for General Music classes, go to Enrichment for PR General Music or go to "prchorus" and click on "Enrichment for PR General Music".
    For information about Pine Road Instrumental Music go to prmusic.lmtsd.org

    GUITAR in 4th and 5th grade:
    In the first half of the school year students will sing, move, play classroom percussion (xyllophones, metallophones, drums, triangles, tambourines, etc) and develop their ability to name tonalities and meters.
    The guitar unit will take place in the 2nd half of the school year.  Pine Road's 4th and 5th grade general music classes are equipped with 1/2 and 3/4 size classical guitars for students to learn on.  Students will learn to play simple chords, riffs, and simple melodies in their music class.
    RECORDER in 3rd grade:
    3rd grade general music students will play recorder in the second half of the year and follow a great program called, Recorder Karate.  Students will develop their ability to read notes in the treble clef (the same clef as violin, trumpet, flute, clarinet, and the right hand of the piano).  Once students master a song they earn a "belt" (their name will go on a poster of that color, ie white, yellow, orange, etc).  It's an exciting and highly motivational program.  Students will be provided with soprano recorders that they will bring home.  Students are encouraged to practice at least a few times a week at home so that we can make progress.  

    Music INFORMANCE (grades K, 1 & 2):

    Parents, guardians, and/or an important adult in the child's life are invited to visit their child's music class for an INFORMANCE in either April or May.  An informance is part informative and part performance.  It’s an informal way to inform and to share all the wonderful singing, moving, dancing, and instrument playing that their children do in music class.  It’s less pressure than a performance and a more accurate display of what music class is all about.  Parents will get emails and a link to sign up to come in.

      Mrs. Eisenman's philosophy regarding music education: 
    My mission is to engage students musically and make them feel like they are playing, especially with my K-2 classes. My hope is that every student feels musically stimulated and challenged, no matter what stage they are in musically. I achieve this by  having children actively participate in a rich and varied music environment.  
    All children have the potential to be musical.  All children have the potential to be active music makers.  They might have high, average, or low music aptitudes (music potential), but everyone has potential.  Music aptitude is not the only thing that influences someone's success with music; Determination and a desire to learn is absolutely imperative in raising one's music achievement.
    Children's music environment should be filled with a variety of tonalities (major, harmonic minor, aeolian, phrygian, dorian, mixolydian, lydian, locrian, etc.) and a variety of meters (duple, triple, unusual 5/4, 7/4, etc.).  Multicultural music is a fantastic resource for creating a rich and varied music environment.  Not only should children be immersed in music from their culture, but from other cultures as well.
    There are parallel's between language learning and music learning.  We become fluent in language first by listening, then by speaking, next by reading, and finally by writing.
    Similarly, we become fluent in music by first listening, then by interacting (singing, chanting, moving, etc.), next by reading, and finally by writingMusic learning should be scaffolded in this way.
    In Mrs. Eisenman's music classes students should HAVE FUN making music by:
    Playing Instruments
    Audiating/ Thinking music
    My philosophy in how we learn music comes from Gordon's Music Learning Theory.  It is important that children audiate (Gordon coined this term) music.  Gordon says that thought is to language as audiation is to music.  When we audiate music we are hearing music in our minds that either is no longer present or never was present.
    Resources can all be found in GIA publications:
    Jump Right in; The Music Curriculum, by B. Bolton, A. Reynolds, W. Valerio, C. Taggart, & E. Gordon (2000 and up)
    Music Play; The Early Childhood Music Curriculum Guide for Parents, Teachers & Caregivers, by B. Bolton, A. Reynolds, W. Valerio, C. Taggart, & E. Gordon (1998)
    The Developmental and Practical Applications of Music Learning Theory,edited by M. Runfola & C. Taggart (2005)
    A Music Learning Theory for Newborn and Young Children, by E. Gordon (2003)
    Learning Sequences in Music: Skill, Content, and Patterns, by E. Gordon (2003)
    GAMES to improve music skills:
    Does your child love playing games on the iPad or computer?  Does your child love music?  Why not combine both of his/ her loves?! 
    Here are some games your child can play at home to enhance their music skills:
    Music for Little Mozarts by Alfred Music Publishing ($0.99)
    Virtuoso (free)
     The following websites can be accessed through desktop computers.  They also might work through Safari on your iPad.
    http://www.musictheory.net/exercises/note/bjwyhbbynyb : This is customized exercise to help my FLUTE students get better at identifying music pitches.


    Please use the links on the side toolbar to access other information about my classes.
Last Modified on March 15, 2020