Sample. January - Week 1: Song #44 Clock Round CD2:30

Transcription

1 January - Week 1: Musical Concepts: * Styles of music * Practice reading note names in solfege or using letter names * Practice reading rhythms: q qr qttt * Solo singing, improvise on unpitched percussion, sing French Song #44 Clock Round CD2:30 Teaching Purpose/Suggestions: This round provides practice in part singing for your students. It is also an excellent reading song. Have your students read rhythms and note names as explained belo. Sing round in unison. When students are very familiar ith song in unison, try it in parts. (1) Ne Songs: 43. Music is Language CD2:29 styles 44. Clock Round CD2:30 round, qttt 45. Toc Toc Toc CD2:31 French, vocal timbre Revie note names General Classroom Music Lesson: Revie Note Names: Revie letter names of notes. This is in preparation for beginning recorder. A reproducible revie is given on page 162 of guide. Revie Rhythms: Revie rhythms by playing Chairs. Divide class into 2-3 teams. Each team has four chairs, to represent four beats of music. Clap a rhythm, and have teams create rhythm on chairs. For example: Clap q q qr q The team ould have one child sit on first, second and fourth chairs, and to children sit on third chair to represent pair of eighth notes or to sounds on a beat. You can also do this using hula hoops to represent beats. Song #43 Music is Language CD2:29 Teaching Purpose/Suggestions: This song introduces idea that music is universal language of orld. The song uses several contrasting styles, hich ill give you an opportunity to discuss musical styles ith your students. The first time you have your students listen to song, ask m to count and identify different styles of music y hear. If you have student books, have students follo ords and remember here style changes. Teach song by rote. (1) Playing: Discuss hat kind of percussion instruments might be used in each style. Invite children to choose unpitched percussion instruments appropriate to one of styles in song and have m improvise during that section. (2, 3) Listening: Ask students to think of some of things that make styles different in different parts of song. Do instruments change? Does rhythm change? What elements of music change hen style changes? (6) Curriculum Connections: Social Studies: Ask students to name as many countries in Caribbean and South America that y can. Make a list on board of all ir suggestions. Then, look up Caribbean and South America on a map of orld and locate all countries students named. Tell m names of countries y didn t kno. (9) 77 Playing: In anor lesson, divide class into to or three groups giving each group unpitched rhythm instruments. Play round on instruments. If one group has instruments made of ood (sticks, oodblocks) and or group has instruments made of metal (triangles, jingle taps), re ill be some interesting sounds hen you play round. (2) Music Reading: Read rhythms for song #44 Clock Round. If you don t have student books, rite rhythm on board as follos: q q qr qr q q q q qr qr q q qr qr qr qr \ qr qr qr qr qttt qttt qttt q Sho melodic shape of round ith arm movements as you sing round. (or sing it ith solfege hand signs) Read and sing letter names for song. Sing it in unison. In second lesson of eek, read rhythms again and try singing round in to parts. (5) Song #45 Toc Toc Toc CD2:31 Teaching Purpose/Suggestions: Guessing games provide an opportunity for students to sing alone. Singing alone may help some children learn to sing in tune. Singing alone also gives teacher an opportunity to assess singing skills. Teach song by rote, using performance on CD to teach French. (1) Playing: Invite students to improvise on unpitched percussion instruments along ith recording. It ould be very appropriate to play a oodblock on ords, Toc, toc, toc. (2, 3) Recorder Program - introduce (don t hand out yet!) * Sho ho to hold, practice bloing, tonguing ith air * Rest position *chin position * practice note names BAG Listening Resource Kit Level 4: LCD#17: Se non fusse las sperenza Complete a listening log on this piece. This ould be an excellent introduction to recorder. Kodaly Focus: 44. Clock Round CD2:30 d m s d * Read rhythms, solfa/letter names q qr qttt Orff Focus: Teach Orff arrangement for Clock Round. It is #57 in The Orff Source. Create an Orff arrangement for song #45, Toc Toc Toc.

2 43. Music is Language Rote CD2: 29 Chorus: & # # # c Mu - sic is lan - guage of orld. & # # #. J j u - ni - ver - sal lan - guage for & # # # j ev - 'ry boy and girl. Oh, mu - sic is lan - guage of orld. & # # #. J j u - ni - ver - sal lan - guage for & # # # go to Car - ib - be - an and & # # # When you feel that rhy - thm you've just & # # # get up and start danc - ing mo - vin' & # # #. The j ev - 'ry boy and girl. No hen you Verse: hear that is - land beat. The got to move your feet. So you Πall a - cross floor. ΠWhen band keeps play - ing, you've got to dance some more. Chorus No hen you go to South America and hear that salsa beat. When you feel that rhythm you ve just got to move your feet. So you get up and start dancing movin all across floor. When band keeps playin you ve got to dance some more. Chorus No hen you go to Nashville and you hear that country beat. When you feel that rhythm you ve just got to move your feet. So you get up and start dancin movin all across floor. When band keeps playin you ve got to dance some more. Chorus 3x Coda: The universal language for every boy and... Music is language! 78 Bob Schneider

3 43. Music is Language CD2: 29 Teaching Purpose/Suggestions: This song introduces idea that music is universal language of orld. The song uses several contrasting styles, hich ill give you an opportunity to discuss musical styles ith your students. The first time you have your students listen to song, ask m to count and identify different styles of music y hear. If you have student books, have students follo ords and remember here style changes. Teach song by rote. (1) Playing: Discuss hat kind of percussion instruments might be used in each style. Invite children to choose unpitched percussion instruments appropriate to one of styles in song and have m improvise during that section. (2, 3) Listening: Ask students to think of some of things that make styles different in different parts of song. Do instruments change? Does rhythm change? What elements of music change hen style changes? (6) Curriculum Connections: Social Studies: Ask students to name as many countries in Caribbean and South America that y can. Make a list on board of all ir suggestions. Then, look up Caribbean and South America on a map of orld and locate all countries students named. Tell m names of countries y didn t kno. (9) Standards: 1, 2, 3, 6, 9 Revie Note Names: Revie ho notes are named. Refer to pages 3-5 of this guide for games to play to revie letter names. Have students complete revie that is given belo. You may copy this for your students. Ho Notes are Named in Treble Clef Name: Class: The Staff: Music is ritten on a five line staff. Notes can be placed on lines or in spaces. The lines and spaces are numbered from bottom to top. At beginning of a staff a clef is given. The treble clef circles note G, and is used for treble, or higher notes. & c D B F 2 1 E Write letter names of notes found on lines. Use capital letters. & & & G Name notes found in spaces: & F A C E

4 44. Clock Round CD2: & 4 2 Big clocks tick so slo - ly, tick, tock, tick, & d m s d' tock. Danish 2. & Lit - tle clocks tick fast - er, tick - a tock - a, tick - a tock - a. 3. & Watch- es on your rist tick fast - er, tick - a tock-a, tick - a tock-a, tick - a tock-a, tick. Teaching Purpose/Suggestions: This round provides practice in part singing for your students. It is also an excellent reading song. Have your students read rhythms and note names as explained belo. Sing round in unison. When students are very familiar ith song in unison, try it in parts. (1) Playing: In anor lesson, divide class into to or three groups giving each group unpitched rhythm instruments. Play round on instruments. If one group has instruments made of ood (sticks, oodblocks) and or group has instruments made of metal (triangles, jingle taps), re ill be some interesting sounds hen you play round. (2) Music Reading: Read rhythms for song #44 Clock Round. If you don t have student books, rite rhythm on board as follos: q q qr qr q q q q qr qr q q qr qr qr qr qr qr qr qr qttt qttt qttt q Sho melodic shape of round ith arm movements as you sing round. (or sing it ith solfege hand signs) Read and sing letter names for song. Sing it in unison. In second lesson of eek, read rhythms again and try singing round in to parts. (5) Creating: Create movement for this round. Divide class into three groups. Each group ill create movement for one part of round. Have students use movements that make m think of different kinds of clocks. Perform round as a movement canon. Curriculum Connections: Math: Teach students ho to tell time using a sun clock, a mechanical clock and a digital clock. Lesson plans and games for teaching about time can be found at.time-for-time.com. (8) Standards: 1, 2, 5, 8 80

5 Clock Soundscape Objective Students ill create a soundscape describing sounds of clocks. Students ill be able to describe elements of music used in soundscape. Activities 1. Google Clock Sounds. Visit folloing ebsite: This ebsite has av files featuring recordings of different sizes of clocks. Bigger clocks actually do tick more sloly, as it says in Clock Round. Little clocks tick faster. Listen to sounds. As an ear training exercise, have students listen to sounds ith ir eyes closed and try to identify hich clock is ticking. 2. Discuss or sounds that clocks make such as chimes, alarms, bells, or clock radios. Find ays to create se sounds ith voices, CD players, pitched instruments, found sounds or computer. 3. Have students choose sounds that y think sound like one kind of clock. Have students pair and share ith a partner. Have m play sound y have chosen, and have partner try to identify sound or type of clock that he as thinking of. 4. Divide class into groups and have m create a composition using sounds of clocks. Tell students that composition should include some of folloing: - should include 2 or more different clock sounds - 2 or more kinds of instruments body percussion or found sounds - notation of some kind (traditional, non-traditional, icons, melody map) that shos a listener ir plan - may include movement Teacher Notes: Decide on a signal that you ill give as a 2 minute arning and to end activity. When composing like this in a classroom, noise level can become elevated, so you may ant to choose a non-verbal signal such as flicking lights on and off or having all students raise hands hen y see you raise yours. If you choose an audible signal, it needs to be something that can be heard such as a pattern on drum or a crash on gong. One of challenges of having students compose in groups is that some groups finish in 2 minutes and ors ant hours to complete ir pieces. If a group finishes early, give m additional challenges. - no add movement to piece - this is great but is a little short. Could you extend it ith a B section using or instruments? - could you add color to your ritten ork? 5. Have groups share ir compositions. Invite class to comment or compliment on m. If commenting, y should preface ir comments ith I noticed... or I ondered.... Anor comment / compliment suggestion that students at UNBC used as three stars and a ish. Give group at least 3 compliments, plus a ish. I ish that you.... Discuss performance ith students. Ask students questions about elements of music that ere used in this performance. - as re a steady beat? - as re a rhythm in piece that you could notate? - as re a range of dynamics used? - could you find a ay to describe dynamics that you heard in piece using symbols? - hat timbres did you hear? - describe texture of piece? - if e ere to create Popcorn Soundscape again, hat might you do differently? 6. If time permits, have groups ork on ir compositions and refine m and perform again. Visit.creatingmusic.com to have students create music online. The musical sketch pad tool allos students to create ith piano, trumpet, clarinet and percussion using non-traditional notation. 81

6 45. Toc Toc Toc Rote CD2: 31 & b 4 2 Toc, toc, toc. Qui est là? Par - le, par - le, par - le moi. French Translation: Toc, toc, 9 toc Toc, toc, toc Qui est là? Who is re? Parle, parle, parle moi. Talk, talk, talk to me. Game Directions: Everyone closes ir eyes and teacher touches head or back of a child ho n goes and hides in a pre-determined hiding spot here he/she can not be seen. Then sing Toc Toc Toc. After song, hidden child sings a line from a song e kno such as Bonjour, mes amis. Have 3 guesses to guess hose voice as singing. Teaching Purpose/Suggestions: Guessing games provide an opportunity for students to sing alone. Singing alone may help some children learn to sing in tune. Singing alone also gives teacher an opportunity to assess singing skills. Teach song by rote, using performance on CD to teach French. (1) Playing: Invite students to improvise on unpitched percussion instruments along ith recording. It ould be very appropriate to play a oodblock on ords, Toc, toc, toc. (2, 3) Creating: Have students create conversations to use as a B section in a final performance of song. The conversations could be created ith speech or ith unpitched instruments, using question-anser. Have students perform ir compositions, adding cell phones as props. You could n use some of se performances at your next concert and n remind audience to turn off ir cell phones. (2, 4) Music Reading: Read rhythms and note names for song. To make game more challenging for fourth grade, instead of just having solo singer sing a phrase of a song, have m sing solfege from a song y kno or clap rhythm of a familiar song. (5) Listening: Perceptive listening is enhanced by guessing games. Try game using unpitched instruments instead of voices. Let every child in class choose an unpitched instrument. The child that is chosen should play his name on instrument. My name is Jonathon ould be q qr qr q. The class ould have to guess ho student is by deciphering rhythm pattern played and by remembering hat instrument Jonathon chose. (6) Curriculum Connections: Social Studies: This song comes from Quebec. Find province of Quebec on a map of Canada, and learn some facts about province. What language is spoken in Quebec? French Language: Add some of ords from song to your French vocabulary list. (9) Standards: 1, 2, 3, 4, 5, 6, 82

7 January - Week 2: Musical Concepts: * Staccato, legato, accent * Round, singing in parts, reinforce qttt qrt qr * Play on unpitched percussion * Verse-chorus form students read rhythms and note names. (1) Playing: Choose unpitched instruments and play round on instruments. Anor ay to use instruments ith song ould be to choose a different instrument for each rhythm found in song. For example: qttt oodblock qrt hand drum qr triangle (2) Ne Songs: 46. Forty Belo CD2:32-33 folk song 47. Kookaburra CD2:34-35 round, qttt 48. Didgeridoo CD2:36 didgeridoo Revie Songs: 43. Music is Language CD2:29 styles 44. Clock Round CD2:30 Recorder Program - hand out recorders, teach BAG * Revie letter names * Play BAG songs General Classroom Music Lesson: Song #46 Forty Belo CD2:32-33 Teaching Purpose/Suggestions: This song comes from province of Manitoba. The ords in song, On corner of Portage and Main refer to to streets in city of Winnipeg. Introduce song by telling students y are going to listen to a song ritten by someone ho moved to Manitoba in 1800 s to farm. Tell m you ll ask m questions about song after y ve heard it. Ask questions such as: - Who moved est? Oh my grandpa. - Where did y move to? The prairies. - Did y make money farming? No - The Wheat Board and freight rates got grandpa. (some explanation may be required) - What did Grandpa end up doing? He moved back to east. Teach all ords to song by rote. (1) Listening: Ask students if y can tell you ho song is organized - its form. It is verse, chorus, verse, chorus, verse, chorus. (6) Curriculum Connections: Social Studies: Find province of Manitoba on a map of Canada and learn some facts about province. Find out capital city, population, and main industries in Manitoba. What US state borders Manitoba? (9) Music Reading: Read rhythms and note names for song. Revie terms and symbols for staccato, legato, and accents. The ory note defining staccato, legato, and accent is given just above song. Have students find notes in song that are staccato, legato, and accented. (5) Listening Focus: #48 Didgeridoo CD2:36 Teaching Purpose/Suggestions: In student books re is a picture of didgeridoo. Listen to excerpt and ask students questions about recording. * What instrument family does this instrument belong to? * Ho do you think instrument is played? * What country do you think this instrument comes from? You can find extensive information on didgeridoo at:.aboriginalart.com.au. (6, 9) Recorder Program - hand out recorders Label each recorder ith student s name, both on recorder and case. Explain ho to care for recorder. Sho students ho BAG are played. Complete a BAG mad minute. Don t time mad minute first time you complete one. Stress accuracy over speed. Play BAG by rote - you play for students and y echo you. Students are usually really excited about beginning recorder. You may not have time to complete all lesson material hen you are first beginning recorder. Try to sing at least one or to songs in a lesson so your students continue to develop ir singing voices hile y are learning recorder. Anor ay to continue developing ir singing voices is to have m sing letter names (and/or solfa) for songs y are learning to play on recorder. Kodaly Focus: 44. Clock Round CD2:30 d m s d Orff Focus: Song #47 Kookaburra CD2: Clock Round create movement * Perform movement as a canon. Teaching Purpose/Suggestions: This Australian round may be * Create an accompaniment for song, or use accompaniment familiar to your students. It is a round that describes sound in The Orff Source (#57) of kookaburra. It is a good reading song for your students, giving m an opportunity to practice reading sixteenth notes. This arrangement uses staccato, legato, and accents, so revie hat those symbols and terms mean. They are defined in student books, but if you don t have student books, read to students from teacher s guide. Teach song by rote or have 83

8 46. Forty Belo Rote CD2: & # c Oh, my & # grand - pa came est in 84 Πj. eight - ies, to prai - ries here grain gros like grass. But Wheat Board and freight rates got & # J. ΠΠgrand- pa. And so grand - pa ent east se - cond class. Chorus: Oh, it s forty belo in inter, And it s tenty belo in fall; And it rises to zero in spring time, And e don t have no summer at all. It as raining and hailing this morning, On corner of Portage and Main. No it s noon and basements are flooded, And dust storms are starting again. Chorus Come and pay for my fare if you love me, And I ll hasten to bid you adieu; And fareell to your Red River Valley, And its natives all shivering and blue. Chorus The form of Forty Belo is verse, chorus, verse, chorus, verse, chorus. Teaching Purpose/Suggestions: This songs comes from province of Manitoba. The ords in song, On corner of Portage and Main refer to to streets in city of Winnipeg. Introduce song by telling students y are going to listen to a song ritten by someone ho moved to Manitoba in 1800 s to farm. Tell m you ll ask m questions about song after y ve heard it. Ask questions such as: - Who moved est? Oh my grandpa. - Where did y move to? The prairies. - Did y make money farming? No - The Wheat Board and freight rates got grandpa. (some explanation may be required) - What did Grandpa end up doing? He moved back to east. Teach all ords to song by rote. (1) Listening: Ask students if y can tell you ho song is organized - its form. It is verse, chorus, verse, chorus, verse, chorus. (6) Curriculum Connections: Social Studies: Find province of Manitoba on a map of Canada and learn some facts about province. Find out capital city, population, and main industries in Manitoba. What US state borders Manitoba? (9) Standards: 1, 6, 9 ΠCanadian Folk Song

9 47. Kookaburra Rote CD2: & 4 2 sits sits sits sits in in in on old old old elec - gum gum gum tric tree. tree. tree. ire, 85 Kook- Kook- a - bur - ra a - bur - ra Kook-a - bur - ra Kook-a - bur - ra Mer - ry, Eat - ing Count-intears mer - all all in ry his king gum mon - eyes of drops keys and Australia 3. > & 9 > bush is he. Laugh! Kook - a - bur - he can see. Wait! Kook - a - bur - he can see. Stop! Kook - a - bur - pants on fire. Ouch! Kook - a - bur - ra ra ra Laugh! Kook - a - bur - Wait! Kook - a - bur - Stop! Kook - a - bur - ra Ouch! Kook - a - bur - ra ra ra ra 4. &. Gay your life must.. be. Ha! Ha! Ha!. Leave some re for me. Ha! Ha! Ha! That's not a mon - key that's me! Ha! Ha! Ha! Hot your tail must be! See folloing eb site for information on about 100 Australian folk songs - ords, sheet music and sound files: Listening: Listen to sound of kookaburra. Visit visit.anbg.gov.au/sounds/kookaburra.au visit.birdsinbackyards.net/feature/top-40-bird-songs.cfm Standards: 1, 2, 5, 6, 7, Teaching Purpose/Suggestions: This Australian round may be familiar to your students. It is a round that describes sound of kookaburra. It is a good reading song for your students, giving m an opportunity to practice reading sixteenth notes. This arrangement uses staccato, legato, and accents, so revie hat those symbols and terms mean. They are defined in student books, but if you don t have student books, read to students from teacher s guide. Teach song by rote or have students read rhythms and note names. (1) Playing: Choose unpitched instruments and play round on instruments. Anor ay to use instruments ith song ould be to choose a different instrument for each rhythm found in song. For example: qttt oodblock qrt hand drum qr triangle (2) Music Reading: Read rhythms and note names for song. Revie terms and symbols for staccato, legato, and accents. The ory note defining staccato, legato, and accent is given just above song. Have students find notes in song that are staccato, legato, and accented. (5) Cucú, song # 49 in this textbook, also uses sound of a bird as part of music. To hear sound of a cuckoo bird Listen to song #49 Cucú and decide as a class hich performance best depicts sound of bird. Listen to or compositions that incorporate sounds of birds. Cuckoo from Carnival of Animals is found in Listening Resource Kit Level 1. Bluebird, from San Lake, by Tchaikovsky, is found in Listening Resource Kit Level 2. (6, 7) Curriculum Connections: Social Studies: Find Australia on a map of orld and learn some interesting facts about Australia. List some animals that are found in Australia that are not found anyhere else in orld. Find out capital city, population, and main industries in Australia. Learn about kookaburra. What is it? Where is it found? What kind of sound does it make? If you visit.anbg.gov.au/sounds/kookaburra.au you can listen to actual sound of a kookaburra. This sound is actually described really ell in round! (9) his

10 Staccato and Legato Composers can indicate in music if y ant notes to be played or sung separated or smoothly connected. Staccato means to play note in a detached style. It is shon by placing a dot over or under note. Find and circle staccato notes in Kookaburra. When you sing Kookaburra, lightly separate each note. 9 Legato means to smoothly connect notes. Legato is shon by placing a curved line over a group of notes. Find legato notes in songs 12 and 34. Accent means to emphasize note. Find and dra a square around accented notes in Kookaburra. 48. Didgeridoo CD2: 36 The didgeridoo may be orld s oldest ind instrument. Studies of rock art in norrn Australia have found pictures of didgeridoo that are 1500 years old. Teaching Purpose/Suggestions: In student books re is a picture of didgeridoo. Listen to excerpt and ask students questions about recording. * What instrument family does this instrument belong to? * Ho do you think instrument is played? * What country do you think this instrument comes from? You can find extensive informtion on didgeridoo at:.aboriginalart.com.au. (6, 9) Standards: 2, 3, 6, 7, 8, Playing and Listening: If you have disinfectant ipes, you can play Boomhackers in much same ay as didgeridoo is played. Give your class opportunity to try playing a didgeridoo. It is important you are able to disinfect Boomhackers before and after students play m in this ay. Experiment ith different ays of playing to produce different tones. Listen to hat different tones are produced in recording and try to produce m yourself. Ask students to tell you ho ir performance compares to recording. (2, 3, 6, 7) Curriculum Connections: Art: Vie aboriginal art and designs that are dran on didgeridoo at ebsite:. aboriginalart.com.au. Have your students create ir on decorated didgeridoo by decorating rapping paper tubes, carpet rolls, or fabric rolls. (8,9) Social Studies: The didgeridoo is an Australian aboriginal instrument. You can learn a lot about history and culture of Australian aboriginal people from ebsite.aboriginalart.com.au. Information is given on area y live in, religion and ceremonies, language, hunting and garing, and shelters. (9) 86