Web viewCamptown Ladies sing your song doo dah clap clap doo dah *Clap Clap. ... Students will...

MUSE 351 Portfolio

Semester Year

Created by: Zachary Houser & Jessica Joyner

Your Name

Your Name

List of Rhymes (By Grade)

Kinder: Camptown races

1st

Grade: Engine Engine No. 9

2nd

Grade: Polly Make a Pizza Pie

3rd

Grade: Riding in a Buggy

4th

Grade: Tik Boodah Tsay Hi

5th

Grade: Eating Words

List of Songs (By Grade

Kinder: Rain is falling

1st

Grade: Great Big House in New Orleans

2nd

Grade: Rocky Mountain

3rd

Grade: Mending Chairs

4th

Grade: The Deer Chase

5th

Grade: Old Joe Clark

Title: Camptown Races

Source: Bethsnotes.com

Author: Folk Song

Rhythms used: eighth, quarter, half

Grade (play): K

Grade (read): 2nd/3rd

Form: AABA

Text:

Camp town Ladies Sing this song

do dah

do dah

Camp town race track five miles long

oh the doo dah day

going to run all night

going to run all day

I’ll bet my money on a bob tailed nag

somebody bet on the bay

Notation:

Introductory material/activity:

T: Has anyone ever seen a horse race before? It’s very exciting. Please listen to my rhyme about horses.

Instruction:

T: *Instructor recites the entirety of Camptown Races.

T: My turn, then your turn, My Turn is first

Camptown Ladies sing your song doo dah *clap clap* doo dah *Clap Clap

Students echo.

T: Camptown race track five miles long, oh doo dah day.

Students echo

T: Goin to run all night *Clap clap clap*, going to run all day *clap clap clap*

Students echo

T: I bet my money on a bob tailed nag, somebody bet on the bay

Students echo

T: My turn is longer my turn is still first.

Camptown Ladies sing your song doo dah *clap clap* doo dah *Clap Clap*

Camptown race track five miles long, oh doo dah day.

Students echo

T: Goin to run all night *Clap clap clap*, going to run all day *clap clap clap*

I bet my money on a bob tailed nag, somebody bet on the bay

Students echo

T: My turn is the whole thing, My turn is still first

Camptown Ladies sing your song doo dah *clap clap* doo dah *Clap Clap*

Camptown race track five miles long, oh doo dah day.

Goin to run all night *Clap clap clap*, going to run all day *clap clap clap*

I bet my money on a bob tailed nag, somebody bet on the bay

Students echo

Transition Technique/Material:

T: Alright students, now that we know our rhyme, we’re going to try to say it a bunch of different ways.

Musically Meaningful Activity:

The teacher has students say the Camptown Races in fast and slow tempos, having them move around to the room to the quarter note beat. The teacher will tap this beat our on a drum, or by maybe playing the quarter note on a chordal instrument as accompaniment.

The teacher would then explain that when a song is fast we call that a fast TEMPO and when a song or rhyme is slow we call that a slow TEMPO

Transition out:

The teacher can have the students *race* to their desks while still stepping to the beat of the drum.

Potential Extension of Activity/Concept:

This song about racing is a great time to get Kindergarten students ready to learn the difference between fast and slow. Having students *race* is a good way for them to explore the space through eurhythmics.

Title: Rain is falling

Source: Discovering Orff Primary:

Composer: unknown Range: C4-A4

Intervals: +m3, -m3, +M2, -M2 Solfege Pitches: Do Re Mi Sol La

Grade (sing): Kindergarten Grade (read/write): 1st-2nd

Introduction:

T: Class have you ever really listened to the rain. The rain can make some very interesting rhythms. Let’s make some big raindrop noises. (The teacher then makes high and low slow raindrop noises.)

The Students make high and low raindrop noises.

T: Now let’s make fast little raindrop sounds

Students make fast raindrop sounds, making sliding pitch sounds

T: (The teacher now centers their pitch on an E)*

Students match pitch on the E

Teaching Sequence:

T: The Teacher now models Mi Re Do on a neutral syllable*

Mi-Re-Do on a neutral syllable

T: The Teacher now models Sol-Mi on a neutral syllable

Sol Mi on a neutral syllable

T: My Turn, then your turn. My turn is first

Sol La Sol Mi Sol La Sol Mi


T: Sol La Sol Mi Sol La Sol

Sol La Sol Mi Sol La Sol

T: My turn will be longer, my turn is still first





T: Sol La Sol Mi Sol La Sol Mi


T: Sol La Sol Mi Mi-Re Do

Sol La Sol Mi Mi Re do

T: My Turn will be longer My turn will still be first


Sol La Sol Mi Mi-Re Do



T: My turn is the whole thing, my turn is still first.









T: Listen to my rhyme.

Rain is falling on the green grass

Rain is falling on the trees

Rain is falling on the rooftops

Rain is falling, but not on me

My turn, then your turn. My turn first.

T: Rain is falling on the green grass*

S: Rain is falling on the green grass

T: Rain is falling on the trees*

S: Rain is falling on the trees

T: Rain is falling on the rooftops*

S: Rain is falling on the rooftops

T:Rain is falling, but not on me*

S:Rain is falling, but not on me

T: My turn will be longer. My turn first.

T: Rain is falling on the green grass

Rain is falling on the trees*



T: Rain is falling on the rooftops

Rain is falling, but not on me*

S: Rain is falling on the rooftops


T: My turn will be even longer. My turn first.

T: Rain is falling on the green grass








Transition:

T: (The teacher now models putting their raindrops in a pattern) Let’s now sing the song together and notice what I do after the song is done.

The students sing the song.

Musical Activity:

T: (The Teacher now plays the rhythm they arranged twice) How many times did I play the rhythm*

Twice

T: Now make partners with the person next to you and arrange the raindrops in front of you. I’ll give you 30 seconds to arrange the cards. You’ll know that you’re done when I make 4 sounds.

The students arrange the cards

T: Now try your rhythm. Do it twice. Start after four sounds. How many sounds?*

Four

T: Let’s now sing the song and we will go around the circle. When your turn comes play your composition twice. How many times do you play it*

Twice

The students now sing the song going around the circle, playing their compositions twiceat the end

T: Now it’s time to run out from the rain. When I play your rhythmic composition, you can go to the desks. (The Teacher now plays the student’s compositions)

The student’s return to their desks when the teacher plays their compositions.

Transition out:

T: Let’s get out of the rain before we catch a cold! When I play your rhythm, please head back to the seating area.

Extension/Concept:

T: Alright class, we’re going to work on identifying the symbols I just put in front of you.

The teacher uses this activity as a defining day. The teacher can talk about the differences between quarter and eighth notes. To help students transition this thought the teacher can have students use takadimi syllables on their compositions from earlier.

Title: Great Big House in New Orleans

Source: Sail Away: 155 American Folk Songs to sing read and playPrimary: eighth and quarter note rhythms

Composer: American folk song Range: C4 to A4

Intervals: ascending m3 and M2 and descending P4 and M2. Solfege Pitches: do, re, mi, sol, la

Grade (sing): 1st grade Grade (read/write): 1st grade

Introduction:

T: I have a friend who used to live in New Orleans, and she told me that the house she used to

live in might have been haunted! They always heard noises that sounded like ghosts, like this:

“woo!”

Teaching Sequence:

T: Let’s all be ghosts!

T: Model “woo” several times, exploring different registers, volumes, and other aspects

of the voice.

S: will participate with T.

T: On “woo:”

T: My turn first.

T: mi - sol *

S: mi - sol

T: mi - sol - sol - la *

S: mi - sol - sol - la

T: mi - sol - sol *

S: mi - sol - sol



T: mi - re *

S: mi - re



T: mi - sol - sol *

S: mi - sol - sol

T: mi - sol - mi - re - do *

S: mi - sol - mi - re - do

T: On solfege:

T: My turn, your turn. My turn is first.

T: mi - sol - sol - la - mi - sol - sol *

S: mi - sol - sol - la - mi - sol - sol

T: mi - sol - sol - la - mi - re *

S: mi - sol - sol - la - mi - re

T: mi - sol - sol - la - mi - sol - sol *


T: mi - sol - mi - re - do *

S: mi - sol - mi - re - do

T: My turn is longer. My turn is still first.

T: mi - sol - sol - la - mi - sol - sol

Mi - sol - sol - la - mi - re *


mi - sol - sol - la - mi - re


mi - sol - mi - re - do *


mi - sol - mi - re - do

T: My turn is the whole thing. My turn is still first.



mi - sol - sol - la - mi - sol - sol

mi - sol - mi - re - do *



mi - sol - sol - la - mi - sol - sol

mi - sol - mi - re - do

T: My turn, then your turn, my turn is first.

T: Great big house in New Orleans

S: Great big house in New Orleans

T: Forty stories high.

S: Forty stories high

T: Every room that I been in

S: Every room that I been in

T: Filled with pumpkin pie

S: Filled with pumpkin pie

T: My turn is longer, my turn is still first.

T: Great big house in New Orleans, forty stories high.

S: Great big house in New Orleans, forty stories high.

T: Every room that I been in, filled with pumpkin pie.

S: Every room that I been in, filled with pumpkin pie.

T: My turn is the whole thing, my turn is first.

T: Great big house in New Orleans, forty stories high.

Every room that I been in, filled with pumpkin pie.

S: Great big house in New Orleans, forty stories high

Every room that I been in, filled with pumpkin pie.

Transition:

The transition to the activity will be immediate.

Musical Activity:

T: Pump-kin, Pump-kin

S: Pump-kin, Pump-kin

T: Pie, pie

S: Pie, pie

T: Ap-ple, ap-ple

S: Ap-ple, ap-ple

T: GHOST! GHOST!

S: GHOST! GHOST!

T: Find a spot with a partner and make a pattern.

T: Let’s rehearse as a group two times. How many times?

S: Two

T: 1… 2… 3… 4…

S: Recite their pattern twice

T: Watch me and do what I do (begin singing, move to a new spot, stop before performing

new pattern)

T: Did I get to my new spot before the song ended?

S: No

T: Did I get here after the song ended?

S: No

T: Did I get here right as the song ended?

S: Yes

T: Say your new pattern. How many times?

S: Twice

T: You get four sounds (clap four times)

S: perform new pattern twice

T: (keep singing and move to a new spot; continue for two or three more new patterns).

Transition out:

T: *Gasp* There’s a ghost in the room! We better sneak back to our seats before it comes to get

us. Go quietly!

Extension/Concept:

After this lesson, I would have individual student create patterns on the board and guide the class with the beat through their own pattern while the class recites it.

Title: Engine, Engine Number 9

Source: Discovering Orff

Author: Unknown

Rhythms used: Eighth notes and quarter notes

Grade (play): 1st grade

Grade (read): 1st grade

Form: ABCA

Text: Engine, engine number nine

Going up Chicago line.

If she’s polished, won’t she shine?

Engine, engine number nine.

Notation:


Has anyone seen the trains in town? In Chicago, they’re everywhere around the city. Today we’re going to learn a rhyme about a train in Chicago.

Instruction:

T: Please listen to my rhyme.

Engine, engine number nine,

Going up Chicago line,

If she’s polished, won’t she shine?


My turn, then your turn. My turn is first.

T: Engine, engine number nine

S: Engine, engine number nine

T: Going up Chicago line,

S: Going up Chicago line

T: If she’s polished won’t she shine?

S: If she’s polished won’t she shine?

T: Engine, engine, number nine.

S: Engine, engine, number nine.

T: My turn is longer. My turn is first.

Engine, engine number nine

Going up Chicago line

S: Engine engine number nine

Going up Chicago line

T: If she’s polished won’t she shine?

Engine engine number nine.

S: If she’s polished won’t she shine?


T: My turn is the whole thing. My turn is still first.

Engine, engine number nine,


If she’s polished won’t she shine?


S: Engine, engine number nine,


If she’s polished won’t she shine?


T: Now let’s put the rhythm in our hands.

Engine engine number nine. (pat-pat, pat-pat, snap-snap, clap)

Going up Chicago line (pat-pat, cross-cross, head-head, clap)

If she’s polished won’t she shine? (pat-pat, snap-snap, clap-clap, STOMP)

Engine engine number nine? (pat-pat, pat-pat, snap-snap, clap)

T: Repeat after me.

Choo * Choo*

* chuga chuga chuga

S: Choo * Choo *

* chuga chuga chuga

T: Let’s do that twice in a row before it goes with the poem

Choo * Choo *

* chuga chuga chuga

Choo * Choo *

* chuga chuga chuga

T: Now let’s put that new part in our bodies

Choo * Choo * (clap, (down), clap, (down))

* chuga chuga chuga ((open), pat-pat, pat-pat, pat-pat)

T: Now you say that part while I say the rhyme. Ready, ready, ready, go.

T speaks rhyme

S speak ostinato

T: This half of the circle sing the rhyme (divide), while this half of the circle says the ostinato. Ready, ready, ready, go.

One half speaks rhyme

Other half speaks ostinato.


Teacher will instruct students to find a pair of rhythm sticks that are laid out on the floor.


Students will transfer body percussion to non-pitched percussion instruments. Begin with rhythm sticks with the poem. The students can then add different non-pitched instruments for the ostinato. Students will start with one job and instrument and then switch jobs.

Transition out:

Students can be encouraged to walk back to their seats to the beat of the rhyme in order to get out of the way of the imaginary fire truck that is about to go through.


The teacher could continue this concept by using related icons to represent rhythms of quarter notes and eighth notes and having students create their own rhythmic patterns with the icons.

Title: Polly Make a Pizza Pie

Source: Dr. Harington

Author: Dr. Harington

Rhythms used: ta-ka-di-mi, ta-ka-di

Grade (play): 2nd

Grade (read): 2nd

Text:

Polly make a pizza pie

pizza pie pizza pie

Polly make a pizza pie

We’ll Have lunch

Notation:


My friend Polly makes the best pizza. When I want him to make a pizza, here’s what I say

Instruction:

The teacher teaches the students by rote, one bar at a time. Whole part whole.


While the students were chanting the piece, the teacher places a picture of a pepperoni, pineapple, and piece of ham, and a bottle of barbecue sauce. The teacher then chants in time the syllables of the words.


Students then make their own patterns of pictures allowing them to compose their own words.

Transition out:

When the teacher chants the students compositions, they are allowed to go back to their seats


This is a great exercise for students to work on getting comfortable with 16th notes. Using small compositions also gives students new rhythmic vocabularies.

Title: Rocky Mountain

Source: 150 American Folk Songs to sing read and play

Primary: descending step vs descending leap intervals

Composer: American Folk Song

Range: C4 to A4

Intervals: Ascending M3, m3, M6, M2 Descending M3, m3, M2 Solfege Pitches: do, re, mi, so, la

Grade (sing): 2nd grade Grade (read/write): 2nd/3rd grade

Introduction:

T: Has anyone ever seen anyone seen someone skiing over slopes? Have you watched skiing in the Olympics? When they go down the hill they go “woo.” Can we all do that?

S: Follow teacher motions through vocal exploration on “woo.”

Teaching Sequence:

T: isolates la, sol, mi and do in that order on neutral syllable woo

T: *on woo*

la sol

S: la sol

T: mi do

S: mi do

T: la sol mi do

S: la sol mi do

T: *on woo* Do do do mi

S: do do do miT: do do do mi

S: do do do miT: do do mi sol sol

S: do do mi sol solT: la sol mi do

S: la sol mi doT: mi mi re re do

S: mi mi re re doT: do mi so la

S: do mi so laT: mi mi re do re

S: mi mi re do reT: do mi so la

S: do mi so laT: mi mi re re do

S: mi mi re re do

T: *in solfege* Do do do miS: do do do mi

T: do do do miS: do do do mi

T: do do mi sol solS: do do mi sol sol

T: la sol mi do

S: la sol mi doT: la sol mi do

S: la sol mi doT: mi mi re re do

S: mi mi re re doT: do mi sol la

S: do mi sol laT: mi mi re do re

S: mi mi re do reT: do mi sol la

S: do mi sol laT: mi mi re re do

S: mi mi re re doT: My turn is longer, my turn is still first

Do do do mi do do do mi do do mi sol solS: do do do mi do do do mi do do mi sol sol

T: La sol mi do la sol mi do mi mi re re doS: la sol mi do la sol mi do mi mi re re do

T: do mi sol la mi mi re do reS: do mi sol la mi mi re do re

T: do mi sol la mi mi re re doDo mi sol la mi mi re re do

T: My turn is longer, my turn is still firstDo do do mi do do do mi do do mi sol solLa sol mi do la sol mi do mi mi re re do

S: do do do mi do do do mi do do mi sol sol La sol mi do la sol mi do mi mi re re do

T: do mi sol la mi mi re do re Do mi sol la mi mi re re do

S: do mi sol la mi mi re do re Do mi sol la mi mi re re do

T: Please listen to my song Rocky mountain, rocky mountain, rocky mountain highWhen you’re on that rocky mountain, hang your head and cryDo, do, do, do, do remember meDo, do, do, do, do remember me

T: My turn, then your turn. My turn is first.T: Rocky mountain, rocky mountain, rocky mountain high*

S: Rocky mountain, rocky mountain, rocky mountain high

T: When you’re on that rocky mountain, hang your head and cry*S: When you’re on that rocky mountain, hang your head and cry

T: Do, do, do, do, do remember me*S: Do, do, do, do, do remember me

T: Do, do, do, do, do remember me*S: Do, do, do, do, do remember me

T: My turn will be longer. My turn is still first.T: Rocky mountain, rocky mountain, rocky mountain high

When you’re on that rocky mountain, hang your head and cry*S: Rocky mountain, rocky mountain, rocky mountain high When you’re on that rocky mountain, hang your head and cry

T: Do, do, do, do, do remember me Do, do, do, do, do remember me*

S: Do, do, do, do, do remember me Do, do, do, do, do remember meT: My turn is the whole thing. My turn is still first.T: Rocky mountain, rocky mountain, rocky mountain high

When you’re on that rocky mountain, hang your head and cryDo, do, do, do, do remember meDo, do, do, do, do remember me*S: Rocky mountain, rocky mountain, rocky mountain high

When you’re on that rocky mountain, hang your head and cryDo, do, do, do, do remember meDo, do, do, do, do remember me

Transition:

T: This is my new job.T: Please do, please do, do remember meT: This is your new job. My turn, then your turn. My turn is first.T: I will, I will, will remember you.*

S: I will, I will, will remember you.T: My job is first. Sing your new job after.T: Please do, please do, do remember me*

S: I will, I will, will remember you.

Musical Activity:

T: Sing the song together and move around in the circle. If you land on the mountains, say your job after mine. Ready, ready, ready, and go*

T&S: Rocky mountain, rocky mountain, rocky mountain high

When you’re on that rocky mountain, hang your head and cryDo, do, do, do, do remember meDo, do, do, do, do remember me

T: Please do, please do, do remember me*S (on mountains): I will, I will, will remember you.

Transition out:

T: This time, I’ll point to you and after you sing your job, I want you to ski back to your seats.

T&S: Rocky mountain, rocky mountain, rocky mountain highWhen you’re on that rocky mountain, hang your head and cryDo, do, do, do, do remember meDo, do, do, do, do remember me

T: Please do, please do, do remember me*S: I will, I will, will remember you.

Extension/Concept:

The students can use Orff instruments to improvise using the second scale degree which they have now been introduced to and have practiced vocally. The students will be guided in their improvisation at first until they understand how the second scale degree is commonly used in a melody and the teacher will assess by walking around the room and listening for where this scale degree is placed.

Title: Riding in a Buggy

Source: Sail away page 170

Author: folk song

Rhythms used: Eighth notes, quarter notes, dotted quarters, half notes, whole notes

Grade (play): 3rd

Grade (read): 4th

Form: AAB

Text:

Riding in a buggy Miss Mary Jane Miss Mary Jane Miss Mary Jane

Riding in a buggy Miss Mary Jane I’m a long way from home

who moans for me, who moans for me

who moans for me my darling, who moans for me.

Notation:


T: Have you ever ridden in a buggy? It’s a really neat experience. When I was on a buggy I went up and down a bunch of hills. I was a very far way away from home with my friend Mary Jane. This is a song about that experience

Instruction:

The teacher chants the entire piece.

The teacher then teaches students the first part using whole part whole.

The teacher then teaches the students the second line using whole part whole


The teacher then has the students go to one side of the room and recite the first part of the chant. Then has students go the the other side of the room and do the other line.


The students then form a 2 line dance on opposite sides of the room. The students do the chants to the dances directed by the teacher. Depending on which side of the room that they’re on they perform the first line or second line. This is an exercise of keeping track of both parts in a piece. This is an important skill for keeping track of the form.

Transition out:

The teacher has every student that sings the a section leave, then has students who sing the b section go back to their desks.


This activity works as an extension for student’s ability to keep track of a form. This is more of a skill building exercise.

Title: Chairs to Mend


Primary: Introduction of the fourth scale degree

Composer: Trad./ arr. JF Range: D4 to E5

Intervals: Ascending P4 and Descending M2, m2Solfege Pitches: do, re, mi, fa, sol, la

Grade (sing): 3rd grade Grade (read/write): 3rd grade

Introduction:

I was cleaning my garage, and I found these really old wicker chairs that need fixed. My grandfather taught me how to fix the chairs with old rags, but I couldn’t find any old rags. I started singing this song (begin modeling song).

Teaching Sequence:

Teacher will teach students the song using a whole part whole method, then ask students to echo translate the first bar. This will introduce them to the fourth scale degree or “fa” solfege syllable.

Transition:

“Let’s look around the room to see if we can find any rags in here.” Teacher will start class singing the song again and model wandering around the room until students join in.

Musical Activity:

Students will be asked to stop at photos around the room and respond to a call response asking who has the rags, chairs, tools, etc using the fourth scale degree in the response.

Transition out:

Students will be asked to go back to their chairs in order to mend them now that they have found the rags.

Extension/Concept:

Students will learn the fourth scale degree on the recorder and learn the song on the recorder and then move to other songs using the fourth scale degree.

Title: The Deer Chase

Source: Sail Away: 155 American Folk Songs to sing read and play Primary: Hexatonic melodic patterns

Composer: Arr. Alan Lomax Range: D4-D5

Intervals: Ascending P4, M2, M3 Descending m3, M2, M3 Solfege Pitches: do, re, mi, fa, so, la

Grade (sing): 4th grade Grade (read/write): 4th/5th grade

Introduction:

I brought a deer friend to class today. He likes to jump over fences and go “woooooo.” Can we do that with our voices?

Teaching Sequence:

The teacher will guide the class in vocal stretches, which slowly change to the pitch patterns of the song. Start with isolating pitches of the songs and moving to short melodic patterns. The teacher will then teach the song through the whole-part whole method, beginning with solfege and then adding lyrics.

Transition:

The teacher will start walking in one direction around the circle and stop when the song stops. Ask students when you stopped and ask students to do the same.

Musical Activity:

Students will walk around the circle through the duration of the song, and stop when it ends. Teacher will clap the beat as they walk so they walk on the beat. There will be one place or area in the circle that is designated the “mountain.” The teacher will model a call and response for the student on the mountain to reply to. The student(s) that stops on the mountain will have to reply to a call and response of “Who’s on the mountain?” and “I’m on the mountain.” More places, such as a forest, creek, etc, can be added as the activity goes on.

Transition out:

Students will be asked to go back down the mountain to their seats.

Extension/Concept:

This lesson could be used to reinforce the Ta-di mi rhythm pattern. Ask students to play the rhythm with the teacher on their bodies. Change between quarter notes and that pattern with students echoing you. Teacher plays just quarter notes and eventually adds in the ta di mi rhythm pattern. Instruct students to raise their hands when they hear that pattern. Slowly add in straight eighth note patterns. As students succeed, take away quarter notes.

Title: Tik Booda Tsay Hi


Author: Unknown

Rhythms used: Ta-di-mi, ta, di, ta-ka-di-mi, ta-di

Grade (play): 4th grade

Grade (read): 4th grade

Form: AABB

Text: Tik rik-a tik tik ri-ka tik tik-a rik-a, tik a rik-a tik rik-a tik

Tik rik-a tik tik ri-ka tik tik-a rik-a, tik a rik-a tik rik-a tik

-- boo bop -- booda bop boo bop---booda bop

-- boo bop -- booda bop boo bop---booda bop

Notation:


As students walk in the classroom, the teacher will beat a drum and ask students to walk to the beat and then continue to walk around the area they do activities in. The teacher will change from straight quarter notes to the rhythm of the poem and asks students to get into the circle.

Instruction:

Teacher will teach the poem using whole part whole method.


Students will be asked to walk to the beat and collect one of two different non pitched percussion instruments as they recite the poem.


Half of the students will use one non-pitched percussion with the rhythm for the first half of the poem and the other half will use a different non-pitched percussion with the rhythm of the second half of the poem. Students will switch after they have performed their original part a couple of times. The second half of the poem can then be used as an ostinato and everyone will play their parts together while reciting the rhyme.

Transition out:

As students recite the poem, students will return instruments and go back to their seats.


Students can review the use of this rhythm pattern by adding the ta-di-mi pattern into a rhythm activity they are familiar with, such as creating their own one or two measures of rhythmic patterns to put on the board and the class to perform or being asked to include the pattern in their guided improvisation on orff instruments.

Title: Old Joe Clark

Source: Sail Away pg. 141

Primary: Introduction of the mixolydian mode

Composer: Folk song Range: C4-Bb4

Intervals: asc. M2, m3. Desc. M2, M3, m3, P4, P5 Solfege Pitches: do, re, mi, fa, sol, te

Grade (sing): 4th Grade (read/write): 5th

Introduction:

Today we’re going to learn an American Folk song, Traditionally this song would be played on a violin, but when a violin is playing American folk music, it can be referred to as a fiddle. Let’s try to sing like the fiddle.

Teaching Sequence:

The teacher, using a violin, play a series of glissandos from high to low having students match.

Eventually the teacher marks the tonic note on the violin.

The teacher then teaches the students the song via solfege using C as the tonic using whole part whole chunking.

The teacher then teaches the students the words using 2 line chunks

Transition:

T: Alright students, here is your new job

Are you in my rye?

T: Please listen to your new job

Yes I’m in the rye

T: We’re going to walk around in a circle and if you stop next to me, You’ll respond to my song with your song.

Musical Activity:

The students walk around in a circle, singing in the song, the call and response activity will revolve around the teacher singing a minor 5 chord and having students sing the major 1 chord.

Transition out:

Each student sings the major 1 chord back after being prompted by the minor 5 chord. After doing as such the students return to their desk.

Extrension/Concept:

The minor 5 to major 1 chord is the touchstone sound for the mixolydian mode. This is a great introduction into modality for older students.

Title: Eating words

Source: Poetry Foundation.org

Author: Anonymous

Rhythms used: ta, ta di, ta di-mi, ta-ka di, ta-ka-di-mi.

Grade (play): 4th or 5th

Grade (read): 5th

Form: A B C C

Text:

When you know that vore means feed

You will know that insectivores eat

grasshoppers, moths, and butterflies

mosquitoes, bees, and plain old flies

Notation:



T: How many of you have heard about the Greeks and Romans? A lot of our language comes from the languages that the Greeks and Romans spoke. One of those roots is the word vore. Vore is a greek word that means ‘to eat’. Today we’re going to learn a rhyme that will help us remember what that means while also letting us work on some great rhythms.

Instruction:

T: Listen to my rhyme.

When you know that vore means eat


Grasshoppers, moths, and butterflies

Mosquitoes, bees, and plain old flies

My turn, then your turn. My turn first.

T: When you know that vore means eat*

S: When you know that vore means eat

T: You will know that insectivores eat*

S: You will know that insectivores eat

T: Grasshoppers, moths, and butterflies*

S: Grasshoppers, moths, and butterflies

T: Mosquitoes, bees, and plain old flies*

S: Mosquitoes, bees, and plain old flies

T: My turn will be longer. My turn first.

T: When you know that vore means eat

You will know that insectivores eat*



T: Grasshoppers, moths, and butterflies


S: Grasshoppers, moths, and butterflies


T: My turn will be even longer. My turn first.

T: When you know that vore means eat








Now put the rhythm in your hands. My turn, then your turn.

T: When you know that vore means eat * (pat, clap, snap, clap, pat, clap, snap)

S: When you know that vore means eat (pat, clap, snap, clap, pat, clap, snap)

T: You will know that insectivores eat* (Clap-Clap-Clap, pat pat pat pat pat pat pat)

S: You will know that insectivores eat (Clap-Clap-Clap, pat pat pat pat pat pat pat)

T: Grasshoppers, moths, and butterflies*(stomp, clap-clap, stomp, clap, stomp, clap-clap)

S: Grasshoppers, moths, and butterflies (stomp, clap-clap, stomp, clap, stomp, clap-clap)

T: Mosquitoes, bees, and plain old flies* (clap-clap, stomp, clap, stomp, clap, stomp, Stomp-clap)

S: Mosquitoes, bees, and plain old flies. (clap-clap, stomp, clap, stomp, clap, stomp, Stomp-clap)

T: Listen. This will be your job.

T: Bugs Yummy, Bugs Yummy,

Mhmm, mhmm, bugs bugs

T: Say it with me. Ready, ready, ready, go.

Bugs Yummy, Bugs Yummy,

Mhmm, mhmm, bugs bugs

T: Let’s do our job with some body percussion

Bugs Yummy, Bugs Yummy (pat, snap-snap, pat snap-snap)

mhmm, mhmm, bugs bugs (shoulder-tap, shoulder-tap, clap, clap

T: That is your job. Do your job while I say the rhyme. Ready, ready, ready, go.

S speaks ostinato

T speaks rhyme

T: This time I’ll do your job. You say the rhyme. Ready, ready, ready, go.

T speaks rhyme

S speaks ostinato

T: This half of the circle (points) say the rhyme. This half (points) do your job. Ready,

ready, ready, go.

½ S speak rhyme and ½ S speak ostinato

T: Switch parts. Ready, ready, ready, go.

½ S speak rhyme and ½ S speak ostinato


T: Class, now we’re going to play a game of poison. I’m going to play patterns and we’re going to repeat them, the only pattern that can’t be repeated will be the ‘poison pattern’.


The teacher, after reminding students how to play the rhythm game. Instructs his students to listen to the poem again. The teacher tells the students which patterns are ‘poison’. Students are prompted to not say the ‘poison’ beats in the poem.

Transition out:

The game is played until every student is ‘knocked out’ from playing poison.


Students can continue to learn to listen for rhythms in these types of exercises. This is a gateway into building dictation skills.

Date post:	27-Mar-2018
Category:	Documents
Upload:	hoangcong
View:	219 times
Download:	3 times

Web viewCamptown Ladies sing your song doo dah *clap clap* doo dah *Clap Clap. ... Students will...

Documents

Web viewCamptown Ladies sing your song doo dah clap clap doo dah *Clap Clap. ... Students will...