Jessicah R. Saldana. Songs and Chants

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1 Jessicah R. Saldana Songs and Chants Self-Composed Songs I. Tonality: Major (2/4) i. Students will be able to identify usual duple meter ii. Students will be able to sing a song in major tonality iii. This is a short melody that is in duple meter and in major tonality. It has a scalar build up from Do to Sol and has interval jumps from Sol to Mi with the exception of the last couple of measures but still keep the melodic structure of singing in thirds. I see this song being used in an activity that involved the children in a circle and possibly adding a game to this. II. III. Tonality: Aeolian Meter: Usual Triple i. Students will be able to audiate a song in Aeolian tonality ii. Students will be able to identify usual triple meter iii. This is a simple melody that is in usual triple and in Aeolian tonality. The melody will challenge the children on their high range since the highest note is an E in the staff but with the development of their voices they will be able to sing this melody. The triple meter will also help them to feel this in triple and be able to rely on their audiation of Du Da Di. Tonality: Lydian Meter: Usual Triple i. Students will be able to identify Lydian tonality and sing the song ii. Students will be able to identify the song in usual triple meter iii. This is a short song that is in usual triple meter and in lydian tonality. I created the melody to not have too big of interval jumps and kept it simple by keeping it in scalar motion with the exception of the last two bars. This would be great for children to incorporate this song into a game.

2 IV. Tonality: Harmonic Minor i. Students will be able to audiate a song in harmonic minor tonality ii. Students will be able to recognize and respond to the tonal cues in harmonic minor iii. This melody is in usual duple meter and in harmonic minor tonality. This song would go great with an activity that involved something with an object that the teacher had while singing and passed the object to a student and have them sing the resting tone on La. V. Tonality: Dorian i. Students will be able to identify usual duple meter ii. Students will be able to sing in dorian tonality iii. This melody is in usual duple meter and in dorian tonality. The range is perfect for the children s singing voices since it is right in the comfortable range for the majority of them. This song could be used in a movement activity with scarves and have the children sing the resting tone when the scarves land on the ground. Angela s Self-Composed Songs VI. VII. Tonality: Locrian i. Students will be able to audiate a song in Locrian tonality ii. Students will be able to respond to tonal cues in Locrian tonality iii. This is a pretty melody in the tonality of Locrian, which is very unusual and uncomfortable to sing, but the kids can sing it. Not only is this an excellent example of the Locrian mode, but it is set up in a way that is easy for kids to listen to and sing. Tonality: Phrygian Meter: Usual Triple i. Students will be able to audiate a song in Phyrgian ii. Students will be able to identify usual triple meter iii. This melody is great for children because the rhythm creates a lovely fluid line with the notes and can be done with children at a slow tempo; do not let the range scare you! This song can always be transposed into a lower range.

3 VIII. IX. Meter: Unusual Unpaired i. Students will be able to identify the macrobeats and microbeats of a 7/8 rhythm. ii. Students will be able to identify 7/8 using unpitched percussion. iii. This small rhythm work is in a tricky 7/8 meter broken down into all parts of 7/8: 2+2+3, 2+3+2, and If done at a very slow tempo, I think children could definetly enjoy this because I believe they will find enjoyment in the natural complexity and difficulty of the meter. Meter: Usual Combined i. Students will be able to identify the macrobeats and microbeats of a multimeter work. ii. Students will be able to identify the pattern of meters (4/4 alternates 3/4) with or without unpitched percussion. iii. This rhythmic work has a lot of tricky rhythms, but can work as a practice exercise for when teachers begin to teach their classes about sixteenth notes. I think children will like figuring out complex rhythms and alternating between duple and triple meter. X. Meter: Usual Triple i. Students will be able to move to a march-like beat and rhythm in 6/8. ii. Students will be able to identify 6/8 meter. iii. This little chant is perfect for students because it is mostly eighth notes and, therefore, easier to introduce and chant. For even more excitement and to add another element once they have gotten the rhythm, add movement while chanting.

4 Songs and Chants from Miscellaneous Sources XI. XII. XIII. Title: Little Red Truck Source: Together in Harmony, by Diane M. Lange, Page 42 Meter: Duple i. To differentiate between macrobeats and microbeats. ii. To maintain a steady beat. iii. This chant focuses on rhythm and establishes pulse. This would be great for younger children as well because the activity could be used with body percussion, instruments, etc., and the words to this chant is absolutely adorable. Title: Bubble Gum Chew & Blow Source: Together in Harmony, by Diane M. Lange, Page 48 Meter: Triple i. To differentiate between macrobeats and microbeats ii. To identify triple meter iii. This chant, again, focuses on rhythm and establishes pulse. Have the students identify the meter as triple and tell them that they should be audiating three microbeats for every macrobeat. Title: Donkeys Love Carrots Source: Jump Right In, Book 2, Page 36 Tonality: Major i. Students will be able to sing a song with a vocal ostinato ii. Students will be able to play macrobeats and microbeats on tonebar instruments iii. This is a great song that introduces ostinato to the children. The song is written in usual duple and in major tonality. This could be used as an activity for students to use barred instruments as well.

5 XIV. XV. XVI. Title: Canoe Song Source: Together in Harmony, by Diane M. Lange, Page 59 Tonality: Aeolian (minor) Meter: Duple i. To identify la as the resting tone in minor tonality ii. To perform patterns in minor iii. To play barred and unpitched instruments iv. This song is great for children because of the many activities you can do. This could help develop the ensemble listening skills for the students. To start, have the students learn the song first by having them all sing it; then add in the instrumentation. Title: The Squirrel Source: Together in Harmony, by Diane M. Lange, Page 69 Meter: Triple i. To perform a chant in triple meter ii. To perform layered ostinato patterns using rhythms syllables iii. To play unpitched instruments iv. This chant mainly focuses on rhythm and introduces the term ostinato. This would be a good chant to do with the children because the words are fun and catchy and has more than just one ostinato to layer and add on to the main chant, which kids love. Title: Magic Rondo Source: Together in Harmony, by Diane M. Lange, Page 77 Meter: Unusual i. To perform rondo form ii. To perform a chant in unusual meter iii. To audiate a chant in unusual meter iv. To perform body percussion v. To play unpitched instruments vi. This chant is very challenging and would be recommended for only older students. However, it is a great chant and the kids love new and challenging things. The chant has three different sections and each section has its own tongue-twister words.

6 XVII. XVIII. XIX. Title: Cross Patch Source: Together in Harmony, by Diane M. Lange, Page 79 Tonality: Major Meter: Duple i. To improvise questions and answers in major tonality ii. To play a game that focuses on macrobeats iii. This song is very simple and short in duple meter and in major tonality. You could have the students identify what the resting tone is by telling them they are in major tonality and should be audiating do as the resting tone. There is also a bean bag game that goes along with this activity that you can add but do so after the children learn the song first. Title: Sandy Land Source: Jump Right In, Book 4, Page 98 Tonality: Major i. The students will be able to audiate tonic and dominant harmonics ii. The students will be able to sing in parts iii. The students will understand a traditional American folk song iv. This song is cute and simple which will be easy for children learn. The song is in usual duple meter and in major tonality. The teacher can use this song to introduce tonic and dominant chords. Title: Poor Bengy Source: Jump Right In, Book 2 Tonality: Phrygian i. The students will be able to experience in Phrygian tonality ii. The students will be able to given the freedom to provide a movement in a circle, which will serve as folk dance readiness iii. This is a simple song that the children will be able to experience in Phrygian tonality in usual duple meter. This can be used in an activity that involves the children to form a circle and have one student stand in the middle of the circle. The teacher sings the song and all the children forming the circle take small steps toward the student in the middle to make the circle smaller. Then doing the same thing with them enlarging the circle. Once this is done a few times, there will be children who will catch on the song and start singing.

7 XX. Title: Hickety Pickety Source: Jump Right In, Book 2, Page 78 Meter: Usual Combined i. The students will be able to create rhythm patterns using their body and percussion instruments ii. The students will be able to experience with a chant in Usual Combined meter iii. This is a short and simple chant that the children will easily be able to chant. An activity you can do with the students with this chant is to have them repeat a pattern after you say the chant. Give them several patterns and have one safe pattern just in case they do not know what pattern to do when you call on them. You could also have the children move around the room while you perform this chant and ask them to perform the macrobeats and microbeats using their bodies and not their voices.

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