Unit 2. Materials: Giant Staff on reverse of Twister board, giant line notes: E B F, large picture of treble clef, bean bag

Transcription

1 Unit 2 Week 1 Meet 3 Line Notes Materials: Giant Staff on reverse of Twister board, giant line notes: E B F, large picture of treble clef, bean bag Introduction: Arrange the staff (twister board) and place the treble clef on the left side. Introduce the 3 line notes on the bottom, middle and top of the staff. Place the notes on the far left of their corresponding line. How to Play: At first, leave the giant notes on each line. Toss the bean bag onto one of the three lines and students call out which letter it is. Remove one letter at a time, until no letters remain. Continue playing, tossing the bean bag onto E B or F. Stick em Up! Rhythms Materials: Small Same and Different Faces cards- set for each child, keyboard, yellow rhythm cards How to Play: Display a rhythm card. Have the students say the rhythm out loud: ta, ta, half note. Tell them that you are going to play a rhythm that will either be the same or different from the one displayed. They are to hold up their Same card if they think that they hear the same rhythm that they see. Play a rhythm. You can either play the rhythm on the card, or play a different rhythm. For a different rhythm, you may use any combination of whole, half, or quarter notes. Do not use eighth notes. Repeat with a new rhythm card, always first reviewing and having the students say the rhythm out loud.

2 Unit 2 page 2 Week 2 E is for Elephant Materials: Twister board (reverse side), giant notes: E B F, picture of treble clef, pictures of animals and items that start with E B or F (use your own or the E is for Elephant printout). Introduction: Arrange the staff (twister board) and place the treble clef on the left side. Introduce the 3 line notes on the bottom, middle and top of the staff. Place the giant notes on the far left of their corresponding line. How to Play: Teacher says go. Students reach into the pile of pictures and grab an item. Student must quickly think of what letter the item starts with and then place the picture on the correct line of the staff. Remove one letter at a time, until no letters remain. Continue playing, calling out E B or F. Alternate play: At first, leave the giant letters on each line. Call out a letter. Students quickly grab an item that begins with the correct letter and run to place the item on the corresponding line. Rhythm Blocks: Same or Different Materials: Same or Different Blocks, keyboard, yellow rhythm cards How to Play: Display a rhythm card. Have the students say the rhythm out loud: ta, ta, half note. Tell them that you are going to play a rhythm that will either be the same or different from the one displayed. Students will quickly try to grab a same block or a different block. Play a rhythm. You can either play the rhythm on the card, or play a different rhythm. For a different rhythm, you may use any combination of whole, half, or quarter notes. Do not use eighth notes. Review everyone s answers and explain the correct answer. Repeat with a new rhythm card, always first reviewing and having the students say the rhythm out loud.

3 Unit 2 page 3 Week 3 Cats Have Whiskers Purpose: Learn how to draw treble clef C below the staff with a ledger line. Materials: Twister board, picture of treble clef, cat note, whisker ledger line, bingo cards, dry erase markers Instruction: Position the treble clef next to the twister board. Ask students what letter cat starts with. Show them the cat note and say you re going to learn where the cat note goes on the staff. Cats have whiskers, so we re going to give our cat whiskers with this little blue line. You leave a little space beneath the staff and then put down your whiskers and your cat. Have each student practice correctly positioning the whiskers and cat, then move on to drawing notes. How to Draw C: Using a bingo card, show students how to draw the C note with a ledge line. Tell them that we re going to draw a short line beneath the E line. Give each student a bingo card and dry erase marker. Have them practice drawing C in each space. Music Foosball Purpose: Introduce melodic dictation. Student will hear 3 notes and must dictate the last note. The first two will be given, students must determine the last note. The last note will either repeat the previous note or go one step up or down. Materials: Twister board (staff on reverse), keyboard How to Play: Each student will represent a note. Have the first two students stand side by side on the A space of the twister board. The third student starts off the board. Instruct the kids that you will play 3 notes. The 3rd mystery note will either be the same as the previous note, or it will go one step up or down. The 3rd child must listen and then stand on the place that represents the 3rd note. This is a team game, where the entire team scores a goal if child #3 answers correctly. Other kids must remain silent while she makes her first selection, then she can turn to them to ask if they agree. Child 3 gets 1 chance to change her answer. Then you ask, Is that your final answer?

4 Unit 2 page 4 Team scores a goal if she answered correctly. Play the notes again for the students to hear now that they know the correct answer. Student will rotate one position, giving a different child the opportunity to guess the mystery note. Variation for less than 3 students: Have objects serve as place markers to represent the first one or two notes. A young child can have stuffed animals be her teammates in the foosball game. Older students can use tupperware lids or paper circles. Week 4 Bingo Purpose: Review line notes E B F. Teach C. Learn how to draw these notes. Materials: Twister board, treble clef picture, cat note, whisker ledger line, bingo cards, dry erase markers Teach and Review: Review Cats Have Whiskers to remind the kids how to draw middle C. Using the bingo cards, show students how to draw a ledger line and C note. Have them draw a C note (with its ledger line) in each bingo square. Then show them how to draw a note on the E line and have them draw E in each bingo square. Repeat for notes B and F. How to Play: Students make their own bingo card, using notes C, E, B, and F. They must use each note at least once, then they can draw notes a second time to fill in the remaining squares. Teacher calls out a letter and students use the correct letter square to cover the note. If C is called and students have more than one C space, they must choose which space to cover- they only get to mark one space. Play for bingo, two bingos, or any other variation. Then clear the boards and start over. Swat the Arrow Materials: Fly swatters (you can get an inexpensive set to use just for piano at Walmart or the dollar store), pictures of up and down arrows, keyboard How to Play: Have kids sit side by side and give them each a fly swatter. Place the arrows in front of them. Play a sequence of notes, either going up or going down. Students race to be the first to swat the correct arrow. The fly swatter on the bottom wins. Repeat.

5 Unit 2 page 5 Week 5 Giant Note Scramble Purpose: Review treble line notes E B F. Materials: Twister board, treble clef picture, giant line notes (you may want to print 2 or three copies), die, timer. Teach and Review: Review the names of the three treble line notes E B and F. How to Play: Place giant notes in a pile next to the twister board. Students sit in a circle a few feet away from the twister board. Teacher starts timer as students take turns rolling the die. Whenever a student rolls a 1 or a 3, she jumps up and grabs a giant note and then races to correctly place it on the twister board. She then returns to her seat. Play continues until all giant notes have been correctly placed, then teacher stops the timer. Teacher verifies that all notes are correctly labeled and tells the students how long it took them to place all the notes. Play again and try for a better time. Barnyard Ballads Purpose: Ear Training- melodic dictation Materials: Barnyard Ballads staff game board for each child, 3 tokens per child, painter s tape Teach and Review: Have the students tape the first two tokens to the treble F space. Instruct children that the 3rd token will be either the same (F), one step up (G), or one step down (E). Do a practice. How to Play: Teacher plays the first melody twice. Students listen and then place their token. Check students answers, tell them the correct answer, and play the melody again for them to hear. Students then clear off their third token and a new round starts with a new melody. Week 6 Gotcha Cornered Purpose: Review treble line notes C E B F. Materials: Large flashcards for CEBF.

6 Unit 2 page 6 Set Up: Attach each flashcard to a corner of the room. Teach and Review: Quickly run through one set of flashcards, having the students name the note as you turn over the card, or just review with the large flashcards that are taped to the wall. How to Play: One student is the it student and stands in the middle of the room. The student calls out a note name and then other students run to the corner with the correct note. Check everyone s answers and review as needed, then switch who is it and play more rounds. Help the Magician! Purpose: Ear Training- recognition of rhythmic dictation Materials: Help the Magician game board, a token and a cup for each student, set of same/different cards for each student (can use small faces or the magician cards), yellow rhythm cards, keyboard. Teach and Review: You will review a rhythm before the start of each round. How to Play: Tell the students that the magician cast the wrong spell and accidentally turned himself into a rabbit! Students help the magician by correctly performing 4 magic tricks with their cups. Display a yellow rhythm card and have the students say the rhythm out loud with you. Tell the students that you will play a rhythm on the keyboard and they must determine if it s the same as or different from the displayed rhythm. They place the card with their answer inside their cup and set the cup upside down on the carpet. After everyone has made their decision, the group counts to three and everyone lifts their cup to reveal their answer. All students who answer correctly get to move their game piece forward to the Abra space and are one step closer to helping the magician. The first student to reach the magician wins.

7 Unit 2 page 7 Week 7 Yummy Notes Purpose: Introduce treble D, review C,E,B,F Materials: Grand staff print out, small candies or snacks such as Skittles, chocolate chips, or goldfish crackers. Teach and Review: Teach students where D is. Review C,E,B,F. How to Play: Give each student a grand staff printout and a piece of candy. Tell the students that if they correctly place their candy, they will get to eat it. Teacher calls out a note name and students place their candy on the staff. Check their answers and review as needed. Any student who answered correctly gets to eat their candy. Hand out another piece of candy to any child who needs it and continue play by calling out a new letter. Rhythm Rainbow Purpose: Ear Training, rhythmic dictation recognition Materials: Rainbow squares cut out of colored construction paper, mini same/diff card set for each student, yellow rhythm cards, keyboard Preparation: Prepare the rainbow squares by cutting squares from construction paper. You ll want to use 4-6 different colors. Setup: Place the colored squares so that they form a path. Place them about a foot or so apart so that the squares function as stepping stones. Give each child a set of same/diff cards. How to Play: Kids stand on the first square. Teacher displays a rhythm card and helps the students say the Kodaly names for the notes- ta, half note, etc. Instruct the students that you will go to the keyboard and play a rhythm and they must listen to see if you played the same rhythm or a different rhythm from what s shown on the card. Play the rhythm 2x and allow students to hold up the card showing their answer. Tell them the correct answer, repeat the rhythm. Students answering correctly get to progress one square on the rhythm rainbow path. Repeat with a new rhythm card. Be sure to review the rhythm first with the students repeating the rhythm. First student to reach the end of the path wins.

8 Unit 2 page 8 Week 8 Holiday Fun Purpose: Reinforce D and review treble line notes C E B F. Materials: Twister board, treble clef sign, holiday items with letters attached (see preparation below). Preparation: Select several objects from around your home that are associated with the next upcoming holiday. If Christmas is near, you might select an ornament, a Christmas stocking, candy cane, and so forth. If there aren t any holidays in the near future, choose seasonal items. For summer you could choose a beach ball, sandbox toy, etc. You can also print out pictures of items such as a snowman. On the back of each item or picture, attach a note flashcard. There are several internet sites that have free printable flashcards. You will need at least 5 items per child, so that each child can have a full set of notes C D E B F. Setup: Place the treble clef next to the twister board. Give each child a set of giant notes and have them sit next to the twister board. The holiday items should be in a box. Teach and Review: Review treble D. Review the names of the treble line notes C E B and F. How to Play: Each child chooses one item and returns to his seat. Teacher calls out a letter and whoever has an object with that note gets to place the object in the correct place on the twister board. The child then chooses a new object from the box. Play continues, with teacher calling out a new letter. A student wins by getting an object placed on every spot we ve learned: CDEBF. Same or Different Faces Purpose: Ear Training: Rhythm Materials: Large same/diff face cards, yellow rhythm cards, keyboard Teach and Review: You will review each rhythm before each round. Setup: Students stand in the middle of the room. Position the same/diff face cards in a large circle surrounding the children.

9 Unit 2 page 9 How to Play: Display a rhythm card. Help the students say the rhythm out loud. Now go to the keyboard and play a rhythm- either the same as or different from the displayed rhythm. Students run and stand on either a same face or a different face. Check students answers, tell them the correct answer, and play the correct rhythm on the keyboard for them to hear. Students return to the middle of the room and play continues with a new rhythm card. Week 9 Bingo Purpose: Review and practice drawing treble notes CDEBF Materials: Bingo card for each student, dry erase markers, tokens Teach and Review: Show students how to draw these notes and have them practice on their bingo cards. Remind them that they need to draw a whisker for C. How to Play: After you re done reviewing, have students clear their boards and then make their own bingo card. Students can choose to place any of these notes in any square, but they must use each note at least once. Once the cards are completed, teacher calls out a letter name and students cover the correct note with a token. Play for bingo or blackout. Colorful Notes Purpose: Ear Training- Melodic Dictation Materials: Grand staff print out for each child, a small handful of colorful notes for each child. I found a package of foam stickers with music notes at the dollar store that I use for this. You can use anything you have on hand like Fruit Loops, gemstones or M&Ms. Teach and Review: Have the students place the first two notes on treble F space. Instruct children that the 3rd note will be either the same (F), one step up (G), or one step down (E). Do a practice. How to Play: Teacher plays the first melody twice. Students listen and then place their note. Check students answers, tell them the correct answer, and play the melody again for them to hear. Students then clear off their third note and a new round starts with a new melody.