long distance learning lesson plan book week #2...music class with mr. david azarow long distance...
TRANSCRIPT
MUSICCLASSwithMr.DavidAzarow
Long Distance Learning Lesson Plan Book
WEEK #2
MusicLessonsForGradesPre-Kthrough8thGrade
ClassDates
MARCH30,2020–APRIL3,2020
SchoolsSt.GregoryBarbarigoSchool
Contents:
IntroductoryInstructions
Pre-KMusicActivityandAssignmentKindergartenMusicActivityandAssignment1stGradeMusicActivityandAssignment2ndGradeMusicActivityandAssignment3rdGradeMusicActivityandAssignment4thGradeMusicActivityandAssignment5thGradeMusicActivityandAssignment6thGradeMusicActivityandAssignment7thGradeMusicActivityandAssignment8thGradeMusicActivityandAssignmentSt.GregoryBarbarigoSchoolChoirMusicActivityandAssignment
ExitTicketPage
Introductory
Dearparentsandstudents,
AsweenterintothisnewandexcitingfrontierofLONGDISTANCELEARNING,Iamthrilledtosharewithyoumynewmusiclearninginitiative,YOUCAN’TSTOPTHEBEAT!Thisphrase,borrowedfromthehitmusical,HAIRSPRAY,describesourresoluteness,ourunwaveringfaith,andourdedicationtoprovidingourstudentswithacontinued,rich,andengagingexperienceinCatholicEducation.Formypart,Iamgiventheresponsibilityofinspiringmystudentstolearnandcreateinthefieldofmusic,andforthat,Iamextremelygrateful.So,let’sstartthisneweducationaljourneytogether,withGod,andcontinuetoexplorethevastnessofourmusicalorbit.
Instructions
Eachweekyouwillreceiveanupdatedversionofthisbooklet.Itwillcontainthelessonplans,materials,proceduresandobjectivesforyourchild’smusiclessonforthefollowingweek.Generally,thesewillbe“standalone”lessonsthatteachourstudentsaboutmusictheory(notes,rests),musichistory,musicappreciation,musicperformanceandinstrumentalperformance(3rdGradeRecorder).Onoccasion,aclassmightreceivealessonsegment,whichwouldbealessontaughtovermultipleweeks.(Thatwillbeindicated)
NOTES:
• Youwillneedtoprintmaterials.Youwillneeduseofacomputerwithinternetaccess.YouwillneedyourSpringConcertLyricsheets.3rdGradewillneedtheirRecorders.
• PleasekeepamusicfolderathomewithallofyourcompletedworkasIwillneedtocheckthisworkinthenearfuture.(EachofyouwillbuildaMusicClassPortfolio)UploadallcompletedworktoGOOGLECLASSROOM.
• Parents,ifyouoryourchildhasanyquestions,[email protected]. (Onlyparentsmayemailme)IamavailableMon-Fri9:00am-11:30am,12:30pm-2:30pm
• Pleaseprioritizethismusicinstructionasyouwouldanyotheracademicsubject.Allofourstudentsareuniquelearners.Music,formany,playsacriticalroleintheirearlyeducationalexperience.
• Allstudentsshouldputtheirgrade,fullnamesanddateonalloftheirwork.
• (AllclassesmustreadtheEXITTICKET–Lastpage!)
WEEK2
PRE-K
MUSICActivityMARCH30,2020–APRIL3,2020
ClasswithMr.Azarow
Activity1
PracticeSingingto“ONTOPOFSPAGHETTI”
Childrenshouldsingwiththerecording.
UseYoutube
https://www.youtube.com/watch?v=AF2Ou6uoD7k
Uselyrics(Onlypracticethelyricsbelow)
ON TOP OF SPAGHETTI
Ontopofspaghettiallcoveredwithcheese,Ilostmypoormeatballwhensomebodysneezed.
Itrolledoffthetable,itrolledonthefloor,
Andthenmypoormeatballrolledoutofthedoor.
Itrolledinthegardenandunderabush,Andthenmypoormeatballwasnothingbutmush.
Themushwasastastyastastycouldbe,Andearlynextsummeritgrewtoatree.
Soifyoueatspaghettiallcoveredwithcheese,Holdontoyourmeatballanddon'teversneeze.
Activity2
FreezeDanceFun
Childrenshouldwatch,dance,&freezewiththevideo(Repeatvideo2Xor3X)
Objectives
1-Studentsshouldlearnhowtodancefreely,hop,skip,twirl&dance2–Studentswillbeabletofollowdirectionsbylisteningtotheprompts(Dance,
Freeze)
https://www.youtube.com/watch?v=2UcZWXvgMZE
WEEK2
KINDERGARTEN
MUSICActivityMARCH30,2020–APRIL3,2020
ClasswithMr.Azarow
Activity1StudentsshouldpracticesingingtheirSpringConcertsong,s
Activity2
(Printthenext4pages)
Tracethewords–INSTRUMENTNAMES
Objective–Studentsshouldtracethewordsonworksheet#1andthenbeabletowritethewordsonworksheet#2.
Music Worksheets | © Copyright AllKidsNetwork.com | www.allkidsnetwork.com
Name _______________________
Music Worksheet
Musical InstrumentsMusical InstrumentsMusical InstrumentsMusical Instruments
Look at the picture of each musical instrument below and trace the name of the instrument in the space provided.
Music Worksheets | © Copyright AllKidsNetwork.com | www.allkidsnetwork.com
!"#$%&'()*#+,,-#&.&/!0(12)$3+-&4556$7#8,-9()*:%(;&.&999:<55*$7#=,-9()*:%(;&!
8<;,!"""""""""""""""""""""""!!
!"#$%&'()*#+,,-&
!"#$%<5&>=#-)";,=-#!"#$%<5&>=#-)";,=-#!"#$%<5&>=#-)";,=-#!"#$%<5&>=#-)";,=-#&&&&&&&&
?((*&<-&-+,&1$%-"),&( &,<%+&;"#$%<5&$=#-)";,=-&!,5(9&<=7&9)$-,&-+,&=<;,&( &-+,&$=#-)";,=-&$=&-+,<%,&1)("$7,7:&! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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!"#$%&'()*#+,,-#&.&/!0(12)$3+-&4556$7#8,-9()*:%(;&.&999:<55*$7#=,-9()*:%(;&!
!!!!!!!!!!
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ExitActivity
FreezeDanceFun
Childrenshouldwatch,dance,&freezewiththevideo
Objectives1-Studentsshouldlearnhowtodancefreely,hop,twirl,slide,swim(faster),robot,
slowmotion,dancefreely.2–Studentswillbeabletofollowdirectionsbylisteningtotheprompts(Dance,
Freeze)
https://www.youtube.com/watch?v=A1vdKfXlB_g
WEEK2
1stGRADE
MUSICActivityMARCH30,2020–APRIL3,2020
ClasswithMr.Azarow
Activity1
Recognizing Musical Instruments that are Above and Below
This worksheet shows two boxes with musical instruments in them. Kids are asked to follow the direction and figure out which musical instrument is either above or below the other. Then they are asked to write the name of that musical instrument on the print friendly line provided. This worksheet is great to practice the concepts of above and below and also helps practice handwriting at the same time.
• Print/Downloadtheworksheetonthefollowingpage• Pleaseputyourname,school,dateandgradeonyouworksheet!
• Toturnin-useatextboxonthePDF(saveanduploadtoGoogleDrive),print–completeassignment–scanortakepicture–uploadtoGoogleDrive
oremailtome
Above and Below Worksheets | © Copyright KidsLearningStation.com | www.kidslearningstation.com
Name _______________________
Above and Below Above and Below Above and Below Above and Below WorksheetWorksheetWorksheetWorksheet
ABOVE AND BELOW
tuba
drums
Write the name of the instrument that is belowbelowbelowbelow the other on the line.
Write the name of the instrument that is aboveaboveaboveabove the other on the line.
piano
harp
Activity2Aftercompletion,studentsshouldpracticetheirsongsfortheSpringConcert.Theyshouldusetheirlyricsheetsforreference.Thegoalistomemorizetheirsongs.
ExitActivityFreezeDanceFun
Childrenshouldwatch,dance,&freezewiththevideo
Objectives
1-Studentsshouldlearnhowtodancefreely,hop,twirl,slide,swim(faster),robot,slowmotion,dancefreely.
2–Studentswillbeabletofollowdirectionsbylisteningtotheprompts(Dance,Freeze)
https://www.youtube.com/watch?v=A1vdKfXlB_g
WEEK2
2ndGRADEMUSICActivity
MARCH30,2020–APRIL3,2020ClasswithMr.Azarow
Activity1
Musical Instruments Word Scramble Worksheet Kids will enjoy learning while unscrambling the words in this music themed worksheet. Children are asked to look at each of the musical instrument's picture and then unscramble the letters to spell its name. This worksheet is great for kids learning about musical instruments are looking to gain early spelling skills.
• Print/Downloadtheworksheetonthefollowingpage• Pleaseputyourname,school,dateandgradeonyouworksheet!
• Toturnin-useatextboxonthePDF(saveanduploadtoGoogleDrive),print–completeassignment–scanortakepicture–uploadtoGoogleDrive
oremailtome
Music Worksheets | © Copyright AllKidsNetwork.com | www.allkidsnetwork.com
Name _______________________
Music Worksheet
Instruments Word ScrambleInstruments Word ScrambleInstruments Word ScrambleInstruments Word Scramble
Look at each musical instrument and unscramble the letters and write the name of the instrument on the line.
nipoa
murds
utiarg
buta
prah
oliniv
clabmys
soonbas
Activity2Aftercompletion,studentsshouldpracticetheirsongsfortheSpringConcert.Theyshouldusetheirlyricsheetsforreference.Thegoalistomemorizetheirsongs.
ExitActivity
FreezeDanceFun
Childrenshouldwatch,dance,&freezewiththevideo
Objectives1-Studentsshouldlearnhowtodancefreely,hop,twirl,slide,swim(faster),robot,
slowmotion,dancefreely.2–Studentswillbeabletofollowdirectionsbylisteningtotheprompts(Dance,
Freeze)
https://www.youtube.com/watch?v=A1vdKfXlB_g
WEEK2
3rdGRADE
MUSICActivity
MARCH30,2020–APRIL3,2020ClasswithMr.Azarow
RecorderLesson
Learntoplay“HOTCROSSEDBUNS”Usesthenotes:B,A,G
Watchandplaywiththeyoutubevideo.(seeURLbelow)
https://www.youtube.com/watch?v=d8Q9MMEtuJo
Studentsshouldthenbeabletoplaythesongindependentlywithoutusingthe
video.
Activity2Aftercompletion,studentsshouldpracticetheirsongsfortheSpringConcert.Theyshouldusetheirlyricsheetsforreference.Thegoalistomemorizetheirsongs.
ExitActivity
FreezeDanceFun
Childrenshouldwatch,dance,&freezewiththevideo
Objectives1-Studentsshouldlearnhowtodancefreely,hop,twirl,slide,swim(faster),robot,
slowmotion,dancefreely.2–Studentswillbeabletofollowdirectionsbylisteningtotheprompts(Dance,
Freeze)
https://www.youtube.com/watch?v=A1vdKfXlB_g
WEEK2
4thGRADE
MUSICActivityMARCH30,2020–APRIL3,2020
ClasswithMr.Azarow
Activity1
StudentsshouldpracticetheirsongsfortheSpringConcert.Theyshouldusetheirlyricsheetsforreference.Thegoalistomemorizetheirsongs.
Activity2
UsingtheA-E-I-O-Ustrategy
A-E-I-O-U is a teaching strategy that asks students to interpret information from images or videos they have viewed and write down their thoughts next to five descriptive categories: A-E-I-O-U. Process-WatchVideoSegmentSTOMPandusetheA-E-I-O-Ustrategytoshare
yourthoughts.
A–Adjective(awordortwotodescribesomethingyousaworlearned)E–Emotion(describehowaparticularpartofthesegmentmadeyoufeel)I–Interesting(writeaboutsomethingyoufoundinterestingaboutthecontentortopic)O–Oh!(describesomethingthatcausedyoutosay,“Oh!”)U–Um?(writeaquestionaboutsomethingyoulearnedorwanttolearnmoreabout)
STOMP! Video Segment |06:07)
This percussion performance group demonstrates how it corporates creativity, rhythm, dance, and self-expression in a team effort that's very active and entertaining.
Play from 15:10 – 21:40
https://www.youtube.com/watch?v=Y3hRYdZfHlY
1. Pleasewriteonyourprintedworksheet–or,ifyouareusingGoogleclassroom,writeonyourGoogledoc.
2. Donottakenoteswhilethevideoisplaying–stopthevideo,thentakeanote.3. PausethevideoeveryminuteortwosoyoucanusetheAEIOUstrategyto
writeyourideas.Takeabout1minutetowrite,then,continuethevideo.4. Thegoalistowritekeyinformationforeachrespectiveletter.5. Whenvideoiscomplete,insteadofaPAIRSHARE,simplyuploadyour
documentformetoview.
WEEK2
NAME______________________SCHOOL_________________________DATE_________Grade_____
STOMP! Video Segment
A-E-I-O-Ushare
A–Adjective(awordortwotodescribesomethingyousaworlearned)E–Emotion(describehowaparticularpartofthesegmentmadeyoufeel)I–Interesting(writeaboutsomethingyoufoundinterestingaboutthecontentortopic)O–Oh!(describesomethingthatcausedyoutosay,“Oh!”)U–Um?(writeaquestionaboutsomethingyoulearnedorwanttolearnmoreabout)
WEEK2
5thGRADE
MUSICActivityMARCH30,2020–APRIL3,2020
ClasswithMr.Azarow
Activity1
StudentsshouldpracticetheirsongsfortheSpringConcert.Theyshouldusetheirlyricsheetsforreference.Thegoalistomemorizetheirsongs.
Activity2
UsingtheA-E-I-O-Ustrategy
A-E-I-O-U is a teaching strategy that asks students to interpret information from images or videos they have viewed and write down their thoughts next to five descriptive categories: A-E-I-O-U. Process-WatchVideoSegmentSTOMPandusetheA-E-I-O-Ustrategytoshare
yourthoughts.
A–Adjective(awordortwotodescribesomethingyousaworlearned)E–Emotion(describehowaparticularpartofthesegmentmadeyoufeel)I–Interesting(writeaboutsomethingyoufoundinterestingaboutthecontentortopic)O–Oh!(describesomethingthatcausedyoutosay,“Oh!”)U–Um?(writeaquestionaboutsomethingyoulearnedorwanttolearnmoreabout)
STOMP! Video Segment |06:07)
This percussion performance group demonstrates how it corporates creativity, rhythm, dance, and self-expression in a team effort that's very active and entertaining.
Play from 15:10 – 21:40
https://www.youtube.com/watch?v=Y3hRYdZfHlY
1. Pleasewriteonyourprintedworksheet–or,ifyouareusingGoogleclassroom,writeonyourGoogledoc.
2. Donottakenoteswhilethevideoisplaying–stopthevideo,thentakeanote.3. PausethevideoeveryminuteortwosoyoucanusetheAEIOUstrategyto
writeyourideas.Takeabout1minutetowrite,then,continuethevideo.4. Thegoalistowritekeyinformationforeachrespectiveletter.5. Whenvideoiscomplete,insteadofaPAIRSHARE,simplyuploadyour
documentformetoview.
WEEK2
NAME______________________SCHOOL_________________________DATE_________Grade_____
STOMP! Video Segment
A-E-I-O-Ushare
A–Adjective(awordortwotodescribesomethingyousaworlearned)E–Emotion(describehowaparticularpartofthesegmentmadeyoufeel)I–Interesting(writeaboutsomethingyoufoundinterestingaboutthecontentortopic)O–Oh!(describesomethingthatcausedyoutosay,“Oh!”)U–Um?(writeaquestionaboutsomethingyoulearnedorwanttolearnmoreabout)
WEEK2
6thGRADE
MUSICActivity
MARCH30,2020–APRIL3,2020ClasswithMr.Azarow
Activity1
StudentsshouldpracticetheirsongsfortheSpringConcert.Theyshouldusetheir
lyricsheetsforreference.Thegoalistomemorizetheirsongs.
Activity2
UsingtheA-E-I-O-UstrategyA-E-I-O-U is a teaching strategy that asks students to interpret information from images or videos they have viewed and write down their thoughts next to five descriptive categories: A-E-I-O-U. Process-WatchVideoSegmentSTOMPandusetheA-E-I-O-Ustrategytoshare
yourthoughts.
A–Adjective(awordortwotodescribesomethingyousaworlearned)E–Emotion(describehowaparticularpartofthesegmentmadeyoufeel)I–Interesting(writeaboutsomethingyoufoundinterestingaboutthecontentortopic)O–Oh!(describesomethingthatcausedyoutosay,“Oh!”)U–Um?(writeaquestionaboutsomethingyoulearnedorwanttolearnmoreabout)
STOMP! Video Segment |06:07)
This percussion performance group demonstrates how it corporates creativity, rhythm, dance, and self-expression in a team effort that's very active and entertaining.
Play from 15:10 – 21:40
https://www.youtube.com/watch?v=Y3hRYdZfHlY
1. Pleasewriteonyourprintedworksheet–or,ifyouareusingGoogleclassroom,writeonyourGoogledoc.
2. Donottakenoteswhilethevideoisplaying–stopthevideo,thentakeanote.3. PausethevideoeveryminuteortwosoyoucanusetheAEIOUstrategyto
writeyourideas.Takeabout1minutetowrite,then,continuethevideo.4. Thegoalistowritekeyinformationforeachrespectiveletter.5. Whenvideoiscomplete,insteadofaPAIRSHARE,simplyuploadyour
documentformetoview.
WEEK2
NAME______________________SCHOOL_________________________DATE_________Grade_____
STOMP! Video Segment
A-E-I-O-Ushare
A–Adjective(awordortwotodescribesomethingyousaworlearned)E–Emotion(describehowaparticularpartofthesegmentmadeyoufeel)I–Interesting(writeaboutsomethingyoufoundinterestingaboutthecontentortopic)O–Oh!(describesomethingthatcausedyoutosay,“Oh!”)U–Um?(writeaquestionaboutsomethingyoulearnedorwanttolearnmoreabout)
WEEK2
7thGRADE
MUSICActivity
MARCH30,2020–APRIL3,2020ClasswithMr.Azarow
Activity1
StudentsshouldpracticetheirsongsfortheSpringConcert.Theyshouldusetheir
lyricsheetsforreference.Thegoalistomemorizetheirsongs.
Activity2
UsingtheA-E-I-O-UstrategyA-E-I-O-U is a teaching strategy that asks students to interpret information from images or videos they have viewed and write down their thoughts next to five descriptive categories: A-E-I-O-U. Process-WatchVideoSegmentSTOMPandusetheA-E-I-O-Ustrategytoshare
yourthoughts.
A–Adjective(awordortwotodescribesomethingyousaworlearned)E–Emotion(describehowaparticularpartofthesegmentmadeyoufeel)I–Interesting(writeaboutsomethingyoufoundinterestingaboutthecontentortopic)O–Oh!(describesomethingthatcausedyoutosay,“Oh!”)U–Um?(writeaquestionaboutsomethingyoulearnedorwanttolearnmoreabout)
STOMP! Video Segment |06:07)
This percussion performance group demonstrates how it corporates creativity, rhythm, dance, and self-expression in a team effort that's very active and entertaining.
Play from 15:10 – 21:40
https://www.youtube.com/watch?v=Y3hRYdZfHlY
1. Pleasewriteonyourprintedworksheet–or,ifyouareusingGoogleclassroom,writeonyourGoogledoc.
2. Donottakenoteswhilethevideoisplaying–stopthevideo,thentakeanote.3. PausethevideoeveryminuteortwosoyoucanusetheAEIOUstrategyto
writeyourideas.Takeabout1minutetowrite,then,continuethevideo.4. Thegoalistowritekeyinformationforeachrespectiveletter.5. Whenvideoiscomplete,insteadofaPAIRSHARE,simplyuploadyour
documentformetoview.
WEEK2
NAME______________________SCHOOL_________________________DATE_________Grade_____
STOMP! Video Segment
A-E-I-O-Ushare
A–Adjective(awordortwotodescribesomethingyousaworlearned)E–Emotion(describehowaparticularpartofthesegmentmadeyoufeel)I–Interesting(writeaboutsomethingyoufoundinterestingaboutthecontentortopic)O–Oh!(describesomethingthatcausedyoutosay,“Oh!”)U–Um?(writeaquestionaboutsomethingyoulearnedorwanttolearnmoreabout)
WEEK2
8thGRADE
MUSICActivityMARCH30,2020–APRIL3,2020
ClasswithMr.Azarow
Activity1
StudentsshouldpracticetheirsongsfortheSpringConcert.Theyshouldusetheirlyricsheetsforreference.Thegoalistomemorizetheirsongs.
Activity2
UsingtheA-E-I-O-Ustrategy
A-E-I-O-U is a teaching strategy that asks students to interpret information from images or videos they have viewed and write down their thoughts next to five descriptive categories: A-E-I-O-U. Process-WatchVideoSegmentSTOMPandusetheA-E-I-O-Ustrategytoshare
yourthoughts.
A–Adjective(awordortwotodescribesomethingyousaworlearned)E–Emotion(describehowaparticularpartofthesegmentmadeyoufeel)I–Interesting(writeaboutsomethingyoufoundinterestingaboutthecontentortopic)O–Oh!(describesomethingthatcausedyoutosay,“Oh!”)U–Um?(writeaquestionaboutsomethingyoulearnedorwanttolearnmoreabout)
STOMP! Video Segment |06:07)
This percussion performance group demonstrates how it corporates creativity, rhythm, dance, and self-expression in a team effort that's very active and entertaining.
Play from 15:10 – 21:40
https://www.youtube.com/watch?v=Y3hRYdZfHlY
1. Pleasewriteonyourprintedworksheet–or,ifyouareusingGoogleclassroom,writeonyourGoogledoc.
2. Donottakenoteswhilethevideoisplaying–stopthevideo,thentakeanote.3. PausethevideoeveryminuteortwosoyoucanusetheAEIOUstrategyto
writeyourideas.Takeabout1minutetowrite,then,continuethevideo.4. Thegoalistowritekeyinformationforeachrespectiveletter.5. Whenvideoiscomplete,insteadofaPAIRSHARE,simplyuploadyour
documentformetoview.
WEEK2
NAME______________________SCHOOL_________________________DATE_________Grade_____
STOMP! Video Segment
A-E-I-O-Ushare
A–Adjective(awordortwotodescribesomethingyousaworlearned)E–Emotion(describehowaparticularpartofthesegmentmadeyoufeel)I–Interesting(writeaboutsomethingyoufoundinterestingaboutthecontentortopic)O–Oh!(describesomethingthatcausedyoutosay,“Oh!”)U–Um?(writeaquestionaboutsomethingyoulearnedorwanttolearnmoreabout)
WEEK2
St.GregoryBarbarigoSchoolChoir
MUSICActivityMARCH23,2020–MARCH27,2020
ClasswithMr.AzarowActivity#1StudentswillfollowthedirectionsofDixieStateChoirDirectorDr.RodgerHaleashetakeshischoirthroughwarmups.NOTES:
• Makesureyouarenotstrainingyourvoice
• Makesureyouarestandingtallandbreathingwithoutmovingyourshoulders
• Makesureyourjawisrelaxed(JellyJaw)
• Stopsingingwhentheexercisegetstohighordifficult
• Alwaysstopsingingifsomethingisuncomfortableorhurts
Warmupsingingexercises–URLbelow
https://www.youtube.com/watch?v=tnJW-8a26OAActivity#2PracticethesongCALIFORNIADREAMINGLyricsBelow
CALIFORNIA DREAMIN’
Alltheleavesarebrown(alltheleavesarebrown)Andtheskyisgrey(andtheskyisgrey)I'vebeenforawalk(I'vebeenforawalk)Onawinter'sday(onawinter'sday)I'dbesafeandwarm(I'dbesafeandwarm)IfIwasinL.A.(ifIwasinL.A.)Californiadreamin'(Californiadreamin')Onsuchawinter'sday(Onawintersday)Stoppedintoachurch,IpassedalongthewayWell,Igotdownonmyknees(gotdownonmyknees)AndIstartedtopray(andIstartedtopray)YouknowthepreacherlovestheLord(preacherlovestheLord)HeknowsI'mgonnastay(knowsI'mgonnastay)Californiadreamin'(Californiadreamin')Onsuchawinter'sday(Onawintersday)Alltheleavesarebrown(alltheleavesarebrown)Andtheskyisgrey(andtheskyisgrey)I'vebeenforawalk(I'vebeenforawalk)Onawinter'sday(onawinter'sday)I'dbesafeandwarm(I'dbesafeandwarm)IfIwasinL.A.(ifIwasinL.A.)Californiadreamin'(Californiadreamin')Onsuchawinter'sday(Onawintersday)
3X
ExitTicket
Guitar, plucked stringed musical instrument that probably originated in Spain early in the 16th century, deriving from the guitarra latina, a late-medieval instrument with a waisted body and four strings. The early guitar was narrower and deeper than the modern guitar, with a less pronounced waist.