Fiddlefire!

Violin sensation Chris McKhool gets students clapping, laughing and singing songs from several musical styles (Django-jazz, blues, classical, Rumba flamenca, funk, world beat, East Coast fiddling and more). Kids scat-sing, become a rhythm section and join Chris to play percussion instruments from around the world! This performance explores the fundamentals of music (rhythm, melody and harmony), improvisation and styles. Presented as a trio with his spectacular friends from Sultans of String.

Curriculum Links

Learning Themes: Communicating and Expressing (OE31): Explore light, sound, and movement through dramatic musical play, vocal improvisation, and rhythmic movement. Belonging and Contribution (OE28): Demonstrate an awareness of diverse musical styles and global instruments shared within the school community. Strand C – Overall Expectations C1. Creating and Performing: Apply the creative process to create and perform music for a variety of purposes, using elements of music (rhythm, pitch, dynamics, tempo, timbre) and foundational techniques like improvisation. (C1.1 – Grades 1–6; C1.2 – Grades 1 & 3) C2. Reflecting, Responding, and Analysing: Apply the critical analysis process to communicate feelings, ideas, and musical understandings in response to diverse genres and styles. (C2.1 – Grade 1 & Grades 4–6; C2.2 – Grade 3) C3. Exploring Forms and Cultural Contexts: Demonstrate an understanding of a variety of musical genres and styles from the past and present, and their social, historical, and community contexts. (C3.1 – Grade 1 & Grades 4–6; C3.2 – Grade 2 & Grades 4–6) Cross Curricular Connections Kindergarten Demonstrate Literacy and Mathematics Behaviour (OE14): Explore patterns, beat, and rhythm through body percussion, scat-singing, and playing world percussion instruments. Social Studies (History and Geography) Strand A – Heritage and Identity A1.1, A3.1 – Students will compare how musical traditions are passed down through generations and describe celebrations of diverse ethno-cultural groups in Canada. (Grade 2) A3.1, A3.2 – Students will describe how cultural interactions and historical migrations led to the blending of musical styles. (Grade 5) A3.1 – Students will identify how diverse cultural communities have contributed to Canada’s artistic heritage. (Grade 6) Strand B – Global Communities B1.1 – Students will describe how people in various global communities express their culture and respond to their environment through music. (Grade 3) Language Arts Strand D – Composition – Expressing Ideas and Creating Texts D1.2 – Students will demonstrate an understanding of oral ideas by making personal connections during call-and-response songs. (Grade 1) D1.2, D1.3 – Students will demonstrate an understanding of live oral and musical performances by summarizing core concepts and applying active listening strategies. (Grade 5) D1.3 – Student will identify active listening strategies and adapt them to follow complex musical cues and rhythmic changes. (Grade 4) Strand B – Global Communities B1.1 – Students will describe how people in various global communities express their culture and respond to their environment through music. (Grade 3)

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