the Musicplay Curriculum Overview Book

Transcription

Musicplay K-6
Overview
For less than $2000, your school can have a standards based K-6 music curriculum with songs and activities that
students LOVE! Musicplay is an award winning music program for K-6 schools. Each grade level includes 40
weekly lessons that clearly outline concepts and skills taught in each grade. Musicplay includes seasonal songs,
fun songs, rounds, partner songs, folk music, multicultural music and choral music. In the Musicplay curriculum
students sing, play instruments, move to music, listen, create and learn to read and write music. Important
concepts are taught through play. Each week in Grades 1-5 a new singing game is taught. Children love music
games making this a text that will have your students really excited about learning music!
Musicplay fits well with Orff or Kodàly methodologies, yet it is a program that is used successfully by nonspecialist teachers. Orff arrangements are found in The Orff Source Volumes 1, 2, and 3. Students are taught to
read and write music through careful sequencing of activities. Extensive listening lessons, maps, activities, cup
games and intercom scripts are included in the Listening Resource Kits 1-5, and the included listening examples
in Musicplay K and 6. Reproducible song storybooks and Alphabet songs for K-1 teachers integrate with and
support early literacy programs.
The Digital Resources - PowerPoints, QuickTime Movies, Smart Notebook files - replace and greatly enhance
the material that is in the student books. The music and lyrics are specially formatted to fit a computer/projector
screen. QuickTime movies of the music and lyrics for each song are included as well as a wealth of slides to teach
note names, solfege, beat, rhythm, dynamics, tempo, form, and cultural context. Smart notebook files are included
for teachers with SMART boards. This is an excellent tool for shared reading! Sample lessons, PowerPoint
samples scope and sequence, curriculum correlations and song lists can be found online.
www.musicplay.ca
page 1
©2011 Themes & Variations
www.musicplay.ca
Questions? [email protected]
In the Musicplay Curriculum students develop
Musical Skills in many different ways.
Creating
* Students have many opportunities to create rhythm
compositions, sound effects,
B sections, accompaniments
Reading and Writing Music for poems, songs and stories,
* Music reading is taught sequentially rondos and soundscapes.
* Solfege is introduced in Grades 1-3
* Letter names are taught beginning
in Grade 4
* The Digital Resources include note
reading practice
Movement
* Singing games and action songs
provide many opportunities for
movement
* Many listening examples suggest
movement activities to music, including movement with ribbons, scarves
and tennis balls
SING
Playing Instruments
Listening
* Orff Source Volumes 1, 2, 3 have
arrangements of many of the songs
in Musicplay.
* Boomwhacker color coded
notation is included in the
PowerPoints and SMART board
files * Children learn to play
rhythm instruments
* Recorder instruction is included in
Grades 4, 5, 6
* The Listening Resource Kits 1-5
provide quality listening examples
for Grades 1-5
* Listening activities include
Listening Logs, games, activities and
intercom listening scripts
* Listening examples and activities
included in the kindergarten and
Grade 6 teacher’s guides
100 + Musical Selections per Grade
ALL selections are included on performance/accompaniment CDs that are part
of the teacher’s guide!
* choral music
* game songs
* fun songs
* folk songs
* action songs
* rounds
* partner songs
* 2 part songs in Grades 2-6
* multicultural songs and listening examples
* French, Spanish, African, Japanese, Chinese, Caribbean, Renaissance
Songs that children LOVE to sing!
page 2
www.musicplay.ca
In the Musicplay Curriculum
planning is done for the teacher
Month at a Glance
Year Plans
Detailed Weekly Lessons
Core Components of the Musicplay Curriculum
• Musicplay Teacher’s Guides / CDs
• Musicplay student books or Digital Resources
• K-1 Big Books or Digital Resources
• Listening Resource Kits 1-5
• (Listening is included in kindergarten and Middle School)
• Musicplay Piano Accompaniments
• Orff Source Vol. 1, 2, 3
(for teachers with Orff training)
• Movement Songs Children Love (for Grade 1)
School Digital Packages include Musicplay teacher’s
guides, CDs, Listening Kits, and PowerPoints
K-6 School - Complete PPT Package #K6P $1900
K-5 School - Complete PPT Package #K5P $1625
1-5 School - Complete PPT Package #1-5P $1400
School Student Book Packages include Musicplay
teacher’s guides, CDs, Big Books, Listening Resource
Kits, Piano, Digital Resources, 25 student books Gr. 2-6 +
K-6 School: Student BK/PPT Package #K6SB $2400
K-5 School: Student BK/PPT Package #K5SB $2200
CDs, Movement Songs, Composing with Boomwhackers,
whackers, Recorder Digital Resources 1-2, Taming the Anthill,
Includes Teacher’s guides with performance/accompaniment
Recorder Digital Resources 1-2, Taming the Anthill, Smart
Rhythms Vol 1-2 and Melody Flashcards
page 3
Also includes Movement Songs, Composing with BoomRhythm and Melody Flashcards
www.musicplay.ca
Musicplay Scope and Sequence K-6 (Middle School)
Element: Rhythm (Duration)
music may move to a steady beat
distinguish between beat and rhythm (ex=experience)
there are strong and weak beats in music
beats may be grouped in 2s, 3s or 4s
2/4, 4/4 meter
3/4 meter
6/8 meter
compound meter, 5/4 meter
q qr Q quarter note (ta), eighth notes (ti-ti), rest
duration is extended by tie or fermata
rhythmic ostinato: eg. ta ta ti-ti ta q q qr q
h H w W half note, half rest, whole note, whole rest
h. qttt dotted half note, sixteenth notes
e E eighth note, eighth rest
e q e syncopation
K
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q;.u dotted quarter - eighth note
triplets
Element: Melody (Pitch)
sounds may be high, low or in the middle
melodic contour: sounds move high-low or low-high
simple melodic patterns: so-mi, so-mi-la
drm sl (do re mi so la)
high do, low la, low so
5 line staff, letter names in treble clef
unison, step, skip, leap
major and minor tonality
major scales (C, F, G), key signatures
accidentals
modes
Element: Timbre
singing voice. speaking voice, vocal timbre
body percussion
classify non-pitched percussion
identify families of orchestral instruments
identify orchestral instruments
identify world instruments
page 4
www.musicplay.ca
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Element: Expression - Dynamics, Tempo, Articulation
the beat in music may be fast or slow
tempo tells us how fast or slow the music should be played
tempo markings: adagio, moderato, allegro, presto
tempo markings: adagio, andante, presto, prestissimo
music may be fast or slow and change to one or the other suddenly or
gradually
rit, accel, allegro, andante
music may express feelings
music may be soft or loud
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dynamic terms and symbols: f Ωp F p piano, forte, mezzo forte,
dynamic levels: pp p Ωp F f ff
dynamics may change suddenly or gradually (accent, cresc. dim sfz)
changes in dynamics add to the effect of music:
music can be smooth or separated
legato, staccato refer to articulation
Element: Form
music can be organized into sections - same / different (AB)
a section may be repeated (verse, chorus)
music is organized into phrases
phrases may be long or short
a whole piece may be comprised of few sections
sections may be identified by letter AB, ABA, AABA
there may be an introduction, interlude and ending
rondo form: ABACADA
theme and variations
first and second endings
Element: Texture and Harmony
two or more sounds can occur simultaneously
melodies may be accompanied by harmony
accompany simple melodies with ostinato or bordun
pitched percussion instruments can create harmony
rounds and canons
two part songs, partner songs
layered melodies (Scoo Be Doo)
I and V chords can accompany melodies
I-IV-V chords can accompany melodies
monophonic, polyhonic, homophonic music
page 5
www.musicplay.ca
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Music literacy in every lesson
•
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•
Music reading is included in every lesson --- not a chapter at the end of the textbook
K-3 solfege is sequenced according to Kodaly and Orff pedagogy
Full set of Kodaly writing sheets are available for Grades 1-3
Grades 4-6 absolute pitch names are introduced and many worksheets and games are included to reinforce music reading
page 6
www.musicplay.ca
Orff arrangements for every lesson
• Almost every lesson in Musicplay includes an Orff arrangement by Robert Amchin, Judy
Sills, or Denise Gagné
• The Orff Source includes 89 arrangements
• Orff Source Volumes 2 (Grades 1-4) and 3 (Grades 5-6) are now available!
• Alternative suggestions for playing and creating are provided for teachers without Orff
training or instruments
Choo Choo Train
Sample CD 01
2
&4 œ œ œ
Choo choo train,
sand
blocks
train
whistle
BX
& 42 œ
œ
œ
œ
sand
blocks
ã
œ œ œ œ
train
whistle
ã
∑
page 7
œ
œ
œ
do
œ œ œ œ
œ œ œ
Cop - y
me just
œ
œ
œ
œ
œ œ œ
œ œ œ
œ
œ
‹
choo choo train,
œ
œ
œ
œ
œ œ œ
the same.
∑
∑
œ
œ
‹
œ
œ
œ
œ
Œ
∑
∑
œ œ œ œ
œœœ
∑
∑
∑
∑
Whoo whoo
∑
œ
œ
œ œ œ œ
∑
Choo choo train,
& œ
œ
œ
∑
& œ œ œ
BX
œ
choo choo train,
ã 42 œ œ œ œ
ã 42
œ
Denise Gagné
œ
œ
œ
œ
‹
stop!
www.musicplay.ca
œ
œ
œ
Œ
∑
œ
˙
∑
Core Resource: Student Books 2-6
• Literacy tool: provides shared reading practice
• Illustrates and explains musical terms and concepts
• Illustrates and explains how to read music
• Similar in design to a band method book - “real” music
• Inexpensive: $7.50 - $8.50 each
Missus Tong
Sample CD 02
Musicplay 3 Student Book
Sample Page
page 8
www.musicplay.ca
Big Books K-1
• Convenient size - fits on a black stand
• Literacy Tool: Words for shorter songs are charted for shared reading
• Music Teaching Tool: Short songs are charted for music reading
• Large text
• Teacher suggestions for each song are included
page 9
www.musicplay.ca
K-6 Digital Resources
All the content in the Musicplay Big Books and the Musicplay 2-6 student
books are now available as digital projectable resources!
What’s included:
Every musical selection that is in Musicplay is given in 3 formats: * PowerPoint with audio
* QuickTime movie of the song lyrics or notation - just click and play!
* Smart Notebook Files (audio is inserted into the one slide lyrics)
Each Presentation includes:
* Music notation
* Song lyrics with colorful illustrations - great for shared reading!
* Color coded Boomwhacker® melodies for simple reading and scale songs
* Slides to teach students how to read music: name the notes, rhythm, melody, expression
* Kids’ demo movies of many of the singing games * Links to excellent websites
* Orff arrangements
* Playing and creating suggestions
* Searchable Excel index
If teachers have a SMART board in their classroom, they can use all the interactivity of the
board when using the Smart Notebook files.
page 10
www.musicplay.ca
Piano Accompaniments
What’s included:
• Separate vocal parts for every song
• Guitar chords are included
• Interesting, but playable by average pianist
Just One Candle
Sample CD 02
&b c
Gently
&b c œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ
P
˙˙
˙˙
˙˙
? b c ˙˙
° simile
°
°
œ œ œ
œ œ œ œ
œ
Just
F
4
&b œ
˙
œ
win - dow
Bb
&b œ
?b ˙
pane
C
œœ
œ
œ
& b œœ
? b œ œ.
J
page 11
10
& b ˙.
œœ
œ
˙˙
œ
j
&b œ œ œ œ œ œ
Shin - ing through the
œ
j
œ
dark - ness
F/C
œœ
j œ.
œ
a
F
7
Dmin
œ
gives
Cs us 4
œ
œ
it
œœ
all sing
œ œ
œ œ
œ
œ
light
for
œ
all
to
œ œ
œ
helps
B
b
to
j .
œ œ
show the
œœ
way.
œ
œ
œ
œ
œ œ
shin - ing
in
a
˙
œ
see
a
œ
œ
œ œ
Light your
j .
œ œ
www.musicplay.ca
can - dle
˙˙
G
œ
nœ
one
œ œ œ œ œ œ œ œ
˙
œ œ œ œ œ
œœ
D. Gagne
optional solo
œ œ
œ
shin -
Bb
œ
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ing
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flame.
Cs us 4
C
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j
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for peace
to
j
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j
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can - dle
F/C
˙˙
˙
C7
˙˙
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œ
-
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œ œ
Listening Resource Kits
Listening Resource Kits 1-5 provide classical music listening CD and activities for Musicplay
1-5. (Listening examples are included in the kindergarten and middle school teacher’s guides.)
What’s included:
* Recordings of many different orchestras and ensembles
* Active Listening Activities: movement, scarves, ribbon routines and cup games!
* Silent Listening Activities to teach children to be a good audience: listening logs, response
journals, instrument identification worksheets
* intercom listening scripts for daily listening on the school intercom
* a sample page from the Listening Resource Kit 2 is given below
CD Track 28: Butterfly from Lyric Pieces III, op. 43
Composer: Edvard Grieg (1843-1907)
1:54
Objectives:
Standards: 6(b,e) 9(a,d)
e Students will be able to create scarf movement or finger puppet movement to show how a butterfly moves.
Activities:
1. Tell the students that the piece they are about to hear is about an insect. Have them listen and guess what
kind of insect it is.
2. Tell the students the piece is called “Butterfly.” Have them color the butterfly finger puppet and move the
puppet to the music.
3. Give the students scarves and ask them to move their scarves like butterflies. Begin by having feet frozen.
As the piece progresses, allow the students to move with the scarves.
Curriculum Connections:
Art: Design and decorate your own butterflies.
Science: Learn about the life cycle of the butterfly. Raise some in the classroom.
page 12
www.musicplay.ca
Literacy Connections
* PowerPoints provide excellent opportunities for shared reading
* Alphabet Songs for K-1 teach letter sounds and reinforce letter recognition
* Reproducible Little Books for K-1
Students learn to sing the song in music class. The teacher or parent helper photocopies the
“little book” and assembles for children to take home. If a child can sing it, he can read it!
Teddy bear, teddy bear
turn around.
that will do.
page 13
touch the ground.
go upstairs.
show your shoe.
say your prayers.
say goodnight.
turn off the light.
www.musicplay.ca
Musicplay Teacher’s Guides / CDs
What’s included:
* Every musical selection that is in Musicplay is included on the performance/accompaniment
CDs
* Teacher’s guides include year plans, month-at-a-glance and detailed weekly lessons
* Each week in Musicplay a new singing game is introduced. Children love games!
* Curriculum concepts are taught through the songs and games
* In the pages that follow, the song lists for K-6 are given, and one weekly lesson for each
grade level
* The songs in this collection are available on the Musicplay Sampler CD
* Samples of the Musicplay Digital Resources can be found on the sample disk or by visiting
YouTube and searching for Musicplay Digital Resources
page 14
www.musicplay.ca
Kindergarten Music Curriculum
Moving
Speaking
Singing (1*)
Playing
(2,6,7*)
Listening
(6,7*)
Reading
Notating (5*)
Creating
(2,3,4*)
* develop voice
* melodic
direction
*high-middle-low
* tone match:
songs with limited
range
* repertoire songs
* melodic direction
* play high or low
notes on pitched
instruments
* melodic direction
* high-low
* size of sound
source = pitch
* show high-low
with arm motions
(so-mi)
* respond to so-mi
hand signals
* create answers to
teacher questions
* create new verses
alone or within the
group
* major/minor
experience
* sing a song
with teacher
accompanied
ostinato
* play a rhythm with * listen to
teacher accompanied major/minor
ostinato
and ask how it
makes them feel or
what it makes them
think of
* experience phrase
through movement,
teacher labels with
shapes
* sing songs with
sections that may
be repeated (same)
or different (AB)
* move to show
fast-slow, loud-soft,
different moods
eg. create
movement to
“Spaceworms.”
* sing music that
is loud - soft,
fast - slow
* sing songs with
expression to show
the meaning of the
song
* recognize that
a section can be
repeated or different
when playing
instruments
R
H
Y
T
H
M
M
E
L
O
D
Y
* Beat - experience,
label
*short-long
patterns, rest
experience
* accent
H
A
R
M
O
N
Y
F
O
R
M
* move to music
that is major/minor
and ask how it
makes them feel
* experience and
label melodic
direction
* experience and
begin to label
high-low
* Sing songs with a * Beat - experience
steady beat in 2/4 and label when
4/4 6/8
playing unpitched
instruments
* Patterns
q qr
* Beat - experience
and label when
listening
* Experience and
label beat. Tap a
beat on a beat chart.
* label patterns
q qr
* Play a beat on a
variety of
instruments
* create patterns on
unpitched
instruments
* experience
moving and
creating to minor
“October is Here”
“Halloween Looby
Loo”
* recognize that a
section can be
repeated or different
when listening
* teacher labels and * As a class, decide
shows form with
on the final form of
shapes
performances
* recognize that
music may express
our feelings. * loud - soft
* fast - slow
* timbre* timbre instruments u/p
classify by sound
* timbre - voices
* Teacher can label
songs as fast-slow,
loud-soft
* create movements
that show fast-slow,
loud-soft
eg. Take my Little
Car for fast-slow,
Grumpy Grizzly for
loud-soft
* perform singing
* sing songs from a * play instruments
* listen to music
* Teacher should
games and simple
variety of cultures representative of
from a variety of
show the location
dances from a
* sing simple songs many cultures
historical periods
of the country or
variety of cultures
in languages other
and a variety of
culture on a world
eg. Ame Ame,
than English
cultures
map or on a globe.
Arroz con leche,
eg.
Kumbayah,
Connaughtman’s
Tingalayo,
Ramble - Irish
Sambalele
Tambourin - Bach
Relate music to other arts and other subject areas: (8)
* Learn songs that reinforce or relate to topics, skills and subjects that are learned in kindergarten.
* Have students draw pictures that show the way music makes them feel, or what it makes them think of.
* Have students dramatize songs.
* Create dances and movements to music.
* Learn many poems and chants
* create movements
to songs from other
cultures
eg. Firefly, Japan
Little Airplane,
China
E
X
P
R
E
S
S
I
O
N
C
U
L
T
U
R
E
(9*)
page 15
* play the beat on
instruments to show
fast - slow, loud-soft
www.musicplay.ca
Kindergarten Thematic Song List
Action/Game Songs:
Knees Up Mother Brown
Purple Stew
Dr. Knickerbocker
Go Round and Round
Ha Ha This-A-Way
Willowbee
Four in a Boat
Naughty Kitty Cat
Bluebird
Who has the Pencil?
Phony Baloney
Button Factory
Pass the Shoe
London Bridge
Draw a Bucket of Water
Old Navy
Miss Polly
Join Into the Game
If You’re Happy
Tommy Thumb
The Mill
Peanut Butter
African Songs:
Kumbayah
Alphabet:
ABC Blues
Alphabet Action
A me Limbo
Animals:
I Wanna Be a Dog
Naughty Kitty Cat Australia:
Wallaby Hop
Bears:
Can’t Wait to Hibernate
Teddy Bear
Bear
Beaches:
A Boy and a Girl in a Canoe
Welcome to Bermooda
Beat/Instruments:
I Get a Happy Feeling
Put the Beat in Your Feet
Body Awareness:
Head and Shoulders
Brazil:
Sambalele
Celtic Music:
Connaughtman’s Ramble
Musical Priest
China:
Three Wheeled Car
Little Airplane
Christmas:
Jolly Jolly Santa
Rock Around the Christmas Tree
Christmas is Here
S-A-N-T-A
He’ll be Comin’ Down
Circus:
Circus Parade
page 16
Colors/Shapes:
Color Song
Mr. Troll Shape Song Counting Songs:
Barnacle Bill Alice the Camel Count and Go Days/Months:
Days of the Week Months of the Year Dinosaurs:
Dinosaur Ditty-wa
Dinosaurs Easter:
Color the Eggs Easter Bunny Hops Along
Easter is Here
Old Mr. Rabbit
Earth Day:
We’ve Got the Whole World
Families:
Rainbow World Don’t Throw Your Junk
Farms:
Old MacDonald
Farmer in the Dell
Watch our Garden Grow
Fast/Slow:
Take my Little Car
Down by the Station
Chew Chew Let’s Get on Board
Page’s Train
French Songs:
Scie le bois
Friends:
Fiddledeedee
Do YouWant to be my
Friend?
As Friends We’re Two
Frogs:
On a Log
Frog in My Pocket
Graduation:
I’d Go Dancing
Let Your Light Shine
Kids are Cool
Grandparents’ Day:
Grandma and Grandpa
Grandma Moses
Groundhog Day:
Groundhog
Halloween:
Pumpkin Fat
Costume Fun
Halloween Looby Loo
Pumpkin Stew
October is Here
Hanukkah:
One Little Candle
High-Low Songs:
Old King Glory Autumn Leaves
Snowman Joe Hundred Day:
Cheer for 100! Insects - Bugs:
What Shall We Do?
Burnie Bee
Instrument Exploration:
Chickamy Listen to me Play
Japan:
Hotaru Koi
Ame Ame Lineups:
Follow, Follow Me Walk to School Put Your Finger on Your Lip
Loud/Soft:
Grizzly Bear game Loud Voice - Quiet Voice
Mothers Day:
Moms are Special
Frog in My Pocket
Multicultural:
Ame Ame (Japan)
Arroz con leche (Spanish)
Debajo del Boton (Sp)
Hotaru Koi (Japan)
Kumbayah (African)
Los Pollitos (Spanish)
Sambalele (Brazil)
San Severino (Spanish)
Scie le Bois (French)
Tingalayo (West Indian)
Names/Beat/Welcome:
Listen as I Play the Beat
Hickety Tickety
Welcome
Cookie Jar Chant
Oceans/Beaches:
Sammy the Salmon
Humpback Whale
Listen to the Water
Peace - Getting Along:
We Don’t Put Up
Hugs ‘n Grugs
Wheat in the Wind (peace)
It Takes One to Know One
Penguins:
Penguin Polka
Reading Songs
(sm, lsm):
Kangaroo
Fireman
Hey! Hey! Look At Me
Old Mother Brown
Pumpkin Fat
Rain Rain
Andy Pandy
Burnie Bee
www.musicplay.ca
Bubble Gum
Curly Joe
See Saw A Tisket a Tasket
Safety / Health Songs:
Stop! Look and Listen
Germs Wear a Helmet Brush Your Teeth Space:
Spaceworms Five Green Men
Spanish:
Los Pollitos Arroz con leche
San Severino Debajo del Boton Speaking/Singing Voice:
This is my Speaking Voice
Loud Voice - Quiet Voice
Spring/Rain:
Ame Ame
Me and my Kite
Six Inch Boots
If All the Raindrops
Rain Rain
St. Patrick’s Day:
Leprechaun March
Michael Finnigan
Stories with Songs:
Pretty Princess Gingerbread Man
Mr. Troll
Nanny Goats Thanksgiving:
I’m Glad I Have a Nose
We Cook Turkey Train Songs:
Jubilee Let’s Get on Board Down by the Station
Valentines:
I Like Valentines Hey There Friend Singalong Songs:
Sailor Song A Boy and a Girl in a Canoe
I am a Pizza
Watch our Garden Grow
She’ll Be Comin’ Round the
Mountain A Smile Goes a Long,
Long Way
Bogannin’ Hill
You’ve Got to Sing Zoo:
Uptown Zoo Questions? [email protected]
Curriculum Specific Songs and Topics:
#
Language Arts Songs:
33
Alphabet Action
54
ABC Blues
12 songs are given as stories in the “Big Story
Book” and “Reproducible
Take-home Stories.”
#
3
81
101
124
Math Songs:
Count and Go
Cheer for 100!
Alice the Camel
Bubble Gum
Science Topics: (see thematic index)
Bears
Dinosaurs
Autumn
Gardens (seeds, plants)
Whales
Salmon
Rain
Insects
#
30
34
58
98
141
Health Songs:
Stop! Look and Listen
Brush Your Teeth
Germs
Head and Shoulders
Wear a Helmet
#
45
74
Basic Skills:
Days of the Week
Months of the Year
#
14
51
82
94
100
137
Social Skills Songs:
Do You Want to be my Friend?
Wheat in the Wind
It Takes One to Know One
As Friends We’re Two
We Don’t Put Up with Putdowns
We’ve Got the Whole World
Social Studies topics:
Families
Jobs
Japan
Brazil
Africa
China
Spanish songs
Australia
Caribbean
page 17
www.musicplay.ca
#
Poems and Chants:
6a
7
8
10a
11a
11b
14a
28a
28b
29a
31a
31b
32a
40a
41a
45a
47a
55a
59a
59b
64a
66a
78a
79a
79b
83a
86a
104a
109a
132a
133a
133b
133c
134a
140a
148a
156a
170a
170b
Open Shut Them
Speaking/Singing
Cookie Jar
The Sitter Poem
Pussycat Pussycat
One Two Three
Order in the Court
Criss Cross Applesauce
Autumn
Jelly in the Bowl
Hey Ho for Halloween
Witch Witch Where do you fly?
Peter, Peter Pumpkin Eater
Two Little Dicky Birds
Lady Bugs
Slowly Slowly
Galloping Chant
Once I Caught a Fish Alive
Here is the Chimney
Five Little Bells
Chubby Little Snowman
Bundles
The Train
Snow
Winter
Bate Bate Chocolate
The Taxi
Dinosaurs
Here is a Beehive
Zoom, Zoom, Zoom
Clouds
Rain
Clouds
Dr. Foster
These are Grandma’s Glasses
Monkeys On the Bed
Fishy Fishy
Lady Bugs
Flutterby
#
11
25
26
43
59
68
89
107
108
128
147
148
171
Listening Examples:
Vivace, Handel
Air, J.S. Bach
Badinerie, J.S. Bach
Gavotte, JS Bach
Parade of the Soldiers, Kessel
The Sewing Machine, Melanie Bonis
Musical Priest
The Proud Horseman, Robert Fuchs
Connaughtman’s Rambles
German Dance, Beethoven
Great Gate of Kiev, Mussorgsky
Symphony No 4, Mendelssohn
Tambourin, J.C. Bach
January Week 4
Concept to teach:
*Fast-Slow (practice)
80. Pretty Princess CD3:26-44
Theme: 100 Day, Fairy Tales
Other Songs:
81. Cheer for 100! CD3:27-45
82. It Takes One to Know One CD3:28
83. Arroz con leche CD3:29
80. Pretty Princess
Sample CD 04
# 2 j
& # 4 œ œ
There
was
œ
a
## œ
œ œ œ
&
was
a
2.
3.
4.
5.
pret - ty
I can sing and play a story song.
Concept: melody
Skill: singing
œ
pret
j
œ
-
j j œ
j
‰
‰
œ
œ
œ œ
œ
œ œ
œ
ty
princess,
a
œ
œ.
prin - cess,
œ
long
A spell was cast upon her...
She pricked her little finger...
The castle was enchanted...
The thorns grew thick around it...
prin - cess,
6.
7.
8.
9.
a
a
-
œ
go.
prin - cess.
‰
j
œ
Traditional
There
A hundred years they slept there...
A handsome prince came riding...
He woke the pretty princess...
They had a royal wedding...
Teaching Process/Suggested Activities: Read the story to the children. Sing the verses of the song at the appropriate
spot in the story. Use the pause button on the CD to pause between verses in the song. If you have a colorful storybook
that you prefer to use, you can use it. You can use any version of the story with this activity. Have students create a class
book of the story. (Email [email protected] for a pdf template) Each child could illustrate one verse or part of
one verse. Create a dance to the song. You could use the song, the art, the dramatization of the story in a complete performance.
Curriculum Connections: Language Arts - reading, reading comprehension, storytelling
Musicplay Digital Resources: In the Musicplay Digital resources, the PowerPoint includes the music notation for the
teacher, and the lyrics are illustrated with large, colorful pictures. The movie includes the illustrated song lyrics.
Sleeping Beauty (Briar Rose)
Once upon a time there were a king and queen who wished for a child. At last the queen had a daughter who
was so pretty that the king could not contain himself for joy, and ordered a great feast. He invited not only his
family, friends and acquaintances, but also the wise women in order that they might be kind and well disposed
towards the child. There were thirteen of them in his kingdom, but as he had only twelve golden plates for them
to eat out of, one of them had to be left at home.
Sing Verse 1: There was a pretty princess....
The feast was splendid and when it came to an end the wise women gave their magic gifts to the baby - one
gave virtue, another beauty, a third riches, and so on with everything in the world that one can wish for. When
eleven of them had made their promises, suddenly the thirteenth came in. She was angry for not having been invited, and without greeting or even looking at anyone, she cried with a loud voice, “The king’s daughter shall in
her fifteenth year prick herself with a spindle, and fall down dead.” And without saying a word more, she turned
round and left the room. They were all shocked, but the twelfth whose good wish still remained unspoken, came
forward, and as she could not undo the evil sentence, but only soften it, she said, “it shall not be death but a
deep sleep of a hundred years into which the princess shall fall.” Sing Verse 2: A spell was cast upon her....
page 18
www.musicplay.ca
The king, ordered that every spindle in the whole kingdom should be burnt. Meanwhile the girl grew to be so
beautiful, modest, good-natured, and wise that everyone who saw her loved her. On her fifteenth birthday, the
king and queen were not at home, and the girl was left in the palace alone. She explored all the places in the castle
that she’d never seen before and at last came to an old tower. She climbed up the narrow winding staircase, and
reached a little door. A rusty key was in the lock, and when she turned it the door sprang open, and there in a little
room sat an old woman with a spindle, busily spinning her flax.
“Good day, old mother,” said the king’s daughter. “What are you doing there?”
“I am spinning,” said the old woman, and nodded her head.
“What sort of thing is that, that rattles round so merrily,” said the girl, and she took the spindle and wanted to
spin too. But as soon as she touched the spindle the magic decree was fulfilled, and she pricked her finger with it.
Sing Verse 3: She pricked her little finger....
In the very moment when she felt the prick, she fell down upon the bed that stood there, and lay in a deep sleep.
Everyone in the whole palace fell asleep.
Sing Verse 4: The castle was enchanted...
Around the castle there grew a hedge of thorns, which grew so high that it covered the castle.
Sing Verse 5: The thorns grew thick around it...
Sing Verse 6. A hundred years they slept there...
After many years a king’s son came again to that country, and heard the story of the beautiful princess. He said,
“I am not afraid, I will go and see the beautiful Briar Rose.” By this time the hundred years had just passed, and
the day had come when Briar Rose was to awaken again. When the king’s son came near to the thorn hedge, it was
nothing but large and beautiful flowers, which let him pass through. In the castle yard he saw everyone asleep - the
horses, the hounds, the pigeons, and even the flies. He went on into the castle and all was quiet. At last he came
to the tower, and opened the door into the little room where Briar Rose was sleeping.
Sing Verse 7. A handsome prince came riding...
There she lay, so beautiful that he could not turn his eyes away, and he stooped down and gave her a kiss. But
as soon as he kissed her, Briar Rose opened her eyes and awoke.
Sing Verse 8: He woke the pretty princess...
The prince and the princess were married and lived happily ever after.
Sing Verse 9: They had a royal wedding...
81. Cheer for 100!
CD3:27-45
I can sing an action song.
Concept: melody, echo
Skill: singing, create movements
Teaching Process/Suggested Activities: This song was written as an echo song. For ESL students or students with
language learning difficulties echo songs are easy to learn. They only have to remember a short section of lyrics. You can
teach the song by having the children sing the echoes.
As part of a 100 day celebration, have the children make pompoms with 100 strips of paper. (Cut 10 pieces of tissue paper
into strips - then you have groups of 10. The children count out 10 groups of 10.) Use the pompoms as part of the performance of the song. Use the movement suggestions given, or create your own choreography. Ask the children to identify
the purpose of the song. (celebrate 100 day)
teacher, and the lyrics are illustrated with large, colorful pictures. The movie includes the illustrated song lyrics.
page 19
www.musicplay.ca
81. Cheer for 100!
Sample CD 05
b
&b c œ œ œ œ œ œ œ œœœ œ ˙
Ten, twen - ty, thir - ty, for - ty,
fif ty, or more
b
& b œ œ œ œ bœ œ œ œ ˙
Days of school and
we're keep ing score.
b
&b œ œ œ œ œ œ œ œ œ œ œ œ ˙
Six ty, seven ty, eigh ty, nine ty,
hun dred is here.
b
&b œ œ œ œ œ œ œ œ œ œ ˙
&b
&b
Hun - dred days of school, let's
b œ
œ œ œJ œ .
Cheer for one hun - dred.
b œ
œ œ œ œ œ.
J
(Cheer for one hun - dred.)
œ œ œ œ œ œ w
Cheer 'cause one hun - dred day is
b œ
b
&
œ œ œJ œ .
&b
all give a cheer!
b œ
here.
œ œ œ œ œ œ ˙.
Movement Suggestions:
Œ
here.
10 20 30 40 50 or more, (echo)
Days of school and we’re keeping score (echo)
60 70 80 90 100 is here (echo)
100 days of school let’s all give a cheer! (echo)
Cheer for 100! Cheer for 100! (echo)
Cheer ‘cause 100 day is here! (echo)
Cheer for 100! Cheer for 100! (echo)
Cheer ‘cause 100 day is here! (echo)
fif - ty, or more)
œ œ œ œ bœ œ œ œ
(Days of school and
we're keep ing score.)
˙
œ œ œ œ œ œœ œ
œ œ œ œ ˙
(Six ty, seven ty, eigh ty, nine ty,
hun dred is here.)
œ œ œ œ œ œ œ œ œ œ
(Hun - dred days of school, let's
œ œ œ œ œ.
J
all give a cheer!)
œ œ œ œ œ.
J
œ œ œ œ œ œ w
(Cheer 'cause one hun - dred day is
œ œ œ œ œ.
J
œ
˙
here.)
œ œ œ œ œ.
J
œ œ œ œ œ œ ˙.
(Cheer 'cause one hun - dred day is
here.)
Œ
pompoms left left, right right at a low level
pompoms left left, right right at a medium level (waist high)
pompoms left left, right right at a high level
shake pompoms low to high (low 2x, middle 2x, shoulder 2x, high 2x)
shake pompoms up up, down down 4x
make a V with arms and shake 8x in the V shape
shake pompoms up up, down down 4x
make a V with arms and shake 8x in the V shape freeze at the end
Curriculum Connections: Math - counting to 100
page 20
(Ten, twen ty, thir ty, for ty,
œ
œ œ œ œ œ.
J
Cheer 'cause one hun - dred day is
œ œ œ œ œœœ œœœ œ ˙
D. Gagné
PE - creating movement, dance
www.musicplay.ca
82. It Takes One to Know One
Sample CD 06
I can sing and echo sounds.
Concept: echo speech
Skill: singing, speaking, create movements
Spoken: OK everybody - this is an echo song. You have to sing the same line that I sing. Here’s your first line.
oo oo oo oo oo oo oo hee hee hee hee hee hee hee ho ho ho ho ho ho ho
ha ha ha ha ha ha ha
&
&
&
&
&
&
&
###
###
c œ
A
E7
œ
oo oo oo oo oo oo oo
hee hee hee hee hee hee hee
ho ho ho ho ho ho ho
œ œ œ
œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ
œ
said the mon-key's un - cle to an - oth - er mon-key's un - cle at the
takes
œ œ œ
"Takes one to know one,"
Œ Œ ‰ j
œ œ
It
###
zoo.
###
sim - ply mon-key talk or was it
###
want to make a friend
###
do
###
you oo
j
œ œ œ œ
A
œ œ œ œ œ
E
œ
do
oo
œ
oo
oo oo.
œ
oo
oo oo oo oo oo oo oo hee hee hee hee hee hee hee
œ
oo
asked the
Œ ‰ j
œ œ œ œ
œ
A
true?
He said, "It
#
C m
got - ta
you
want
you
j
œ œ
E7
oth - ers
one. I
mon - key's
un - cle
Œ
as
D
œ
Do
œ
oo
œ
oo
#
F m
be
takes
one
œ
D
un
to
E7
-
oth - ers
œ
to
oo oo oo oo oo oo oo
hee hee hee hee hee hee hee
do,
j
œ œ œ œ œ œ œ œ œ
j
œ œ œ œ
œ
w
E
oth - ers
un - to
it
to know one means if you
a friend, and when you
j
œ œ
was
œ œ œ œ œ œœ
j
œ œ œ œ œ œ œ œ œ
œ œ œ œ œ.
un - to
œ œ
one to know
œ
Lee & Sandy Paley
#
C m
oo
you
want
do
j
œ œ
as
oo
oo
œ
#
F m
œ
œ
oo
œ œ
oo
oo
oo
j
œ œ
oth - ers
A
you
oo
œ
oo."
Œ
un - to
j
œ
to
Used with permission. By Lee and Sandy Paley For more information on Lee and Sandy’s recordings and television show “Ballooner Landing”
visit their website at www.paleymusic.com, or email: [email protected]
Teaching Process/Suggested Activities: Use the song as an opportunity to talk with your students about friendship.
Explain the golden rule expressed in the song “Do unto others as you want others to do unto you.” Have the students give
you examples of how they can do this. This song also uses echoes.
Curriculum Connections: Social Skills - making friends
page 21
www.musicplay.ca
83. Arroz con leche
Sample CD 07
G
# 2
& 4 œj œ
A - rroz
#
& œ
&
#
#
ri
-
D
œ.
dar,
sí,
œ
con
le
œ œ œ
ta
de
œ œ
che
œ
cap - i - tal.
se - pa ab - rir la
és
-
œ
te,
D
œ.
no;
quie
-
‰ j œ
œ
G
Que
D7
que
œ
me
œ œœ œœ
œ
œ
J
con
-
œ œ
la
j
œ œ
& œ.
œ
I can sing a song in Spanish.
Concept: melody
Skill: singing, create movements
D
D7
se
œ œ
ro
ca - sar
œ œ
-
pa
jer,
œ œ œ œ œ œ
puer - ta
pa - ra
ir
a
œ œ œ œ œ œ
J
D7
Con
con
œ.
te
u - na
j
œ œ
œ
ju - gar.
œ œ œ
ca
-
se - ño -
que
se
-
Con
és
-
‰ j œ
œ
G
és - ta se - ño - ri - ta me
Arroz con leche me quiero casar
Con una señorita de la capital.
Que sepa te jer,
Que sepa bordar,
Que sepa abrir la puerta Para ir a jugar.
Con éste, sí, con éste, no;
Con ésta señorita me caso yo.
œ œ œ œ
œ
J
œ.
œ
so
Spanish
œ œ
pa
œ
bor -
te,
G
œ.
yo.
Rice with milk, I want to get married
To a young lady from the capital
Who knows how to sew,
Who knows how to embroider,
Who knows how to open the door
So we can go out and play.
With this one, yes, with this one, no;
With this young lady I’ll marry.
Teaching Process/Suggested Activities: Teach the song by rote. If you are not familiar with Spanish, use the CD
and the pause button to rote teach. Play a phrase and pause it. Sing the phrase. Unpause the CD and play the next phrase.
Repeat it. Continue in this way until the children can sing the entire song. If it is too difficult for them, explain what the
song means and listen to it in Spanish.
Game Directions: Children form a circle with the “seniorita” in the centre. On the words “Con ésta, sí” the “seniorita
points to one child. On the words “con éste, no” the “seniorita” points to a second child. On the words, “Con ésta señorita me caso yo” the “seniorita points to a third child who is the next child in the centre. Change “seniorita” to “senor” for
the boys. Play the game as directed, but use the CD instead of singing yourselves if the Spanish is too difficult.
Curriculum Connections: Social Studies - Spanish culture
teacher, and the lyrics are illustrated with large, colorful pictures. The movie includes the illustrated song lyrics. http://www.
tsl.state.tx.us/ld/projects/ninos/songsrhymes.html
Poems/Chants:
83a. Bate Bate Chocolate
Bate, bate, chocolate,
Tu nariz de cacahuate.
Uno, dos, tres, CHO!
Uno, dos, tres, CO!
Uno, dos, tres, LA!
Uno, dos, tres, TE!
Chocolate, chocolate!
Bate, bate, chocolate!
Bate, bate, bate, bate,
Bate, bate, CHOCOLATE!
page 22
Stir, stir, chocolate,
Your nose is a peanut.
One, two, three, CHO!
One, two, three, CO!
One, two, three, LA!
One, two, three, TE!
Chocolate, chocolate!
Stir, stir, the chocolate!
Stir, stir, stir, stir,
Stir, stir, CHOCOLATE!
* You can purchase a special utensil for stirring chocolate in many Mexican gift stores. If you can find one,
bring it in to show the children, and use it to keep a
beat as they say the poem.
www.musicplay.ca
page 23
www.musicplay.ca
20 Bye Low Baby Oh BB 25/26
23 Hey Betty Martin beat BB 32
20 Bye Low Baby Oh q qr
34 Bounce the Ball BB 40/41 q qr
*accent
36 Cuckoo BB 42 q qr
37 Lucy Locket BB 43 q qr
41 Hello Game q qr
October
November
76 Bee Bee Bumblebee smd
BB 61
90 Hurry Easter Bunny smd
BB 67
89 Bunny Hides the Basket lsmrd
BB 66
90 Hurry Easter Bunny BB 67
94 Apple Tree lsmd BB 68
96 Old Dog lsmd BB 69
101 How Many Fingers smd
BB 70
78 Bee Bee Bumblebee BB 61 q qr
86 Bow Wow Wow BB 64 q qr Q
89 Bunny Hides BB 66 q qr Q
90 Hurry Easter BB 67 q qr Q
94 Apple Tree BB 68 q qr Q
96 Old Dog BB 69 q qr Q
101 How Many Fingers smd BB 70
q qr Q
March
April
May
June
Review
4 Snail lsm BB 7/8
69 Tick Tock lsm BB 55
71 Mr. Potato Head smd BB 56
74 We Are Dancing BB 58
68 I Like You q qr Q
69 Tick Tock BB 55 q qr
74 We Are Dancing BB 58 q qr
February
55 Strawberry lsm BB 53
60 Tommy Tiddlemouse lsm
BB 54
55 Strawberry BB 53 q qr
60 Tommy BB 54 q qr
64 Un deux trois q qr Q
January
47 Lemonade sm BB 49
47 Lemonade BB 49 q qr
50 Ho Ho Ho! BB 50 q qr Q
December
34 Bounce the Ball lsm BB 40/41
36 Cuckoo sm BB 42
37 Lucy Locket lsm BB 43
41 Hello Game sm
2 Mountaintop - high/low
poems - Three Little Monkeys,
Grandma’s Glasses
4 Snail lsm Big Book (BB) 7/8
9 Choo Choo Train sm
12 Counting Song sm Big Book
(14/15)
Listen to the Rhythm Big Book (BB)
4
4 Snail Big Book (BB) 7/8 q qr
5 Sam the Robot Man (beat)
9 Choo Choo BB 11/12 q qr
12 Counting Song BB 14/15 q qr
17 Hop Old Squirrel (beat)
September
Melody:
Beat/Rhythm:
Month:
Expressive Singing:
97 That’s My Mom
104 Heebie Jeebies
Expressive Singing:
87 Little Rabbit Foo
Foo
85 Five Little Ducks
loud-soft: song 89, 95
Expressive Singing:
79 Baby Bumblebee
fast-slow, song 72
smooth-separated,
Listen CD 11, 18
Expressive Singing:
70 Haul Away Joe
slow - Listening CD
35 (keep beat with
balloons)
Expressive Singing:
48, 49
soft, lullaby - 43 Fais
do do
Expressive Singing:
33 Just One Candle
38 Bear Hunt
soft, lullaby - 20
spooky sounds - 30
singing - speaking
voice
fast-slow song7,
LCD #3, 7, 8
loud - soft LCD #4
Expression:
use u/p with story of
Chicken Little
Orff with song 89, 90,
94, 96
Orff with song 78, 86
u/p with song 82
Orff with song 68, 69,
71, 74
u/p with song 67
u/p with Listening
CD 28
Orff song 60
Orff for song 47
u/p song 51 Bells on
the Sleigh
Orff for song 34, 36,
37, 41, 43
Orff for song 23,
24, 29
unpitched (u/p) 29,
poem
Orff arrangements for
songs 4, 9
Unpitched with 3,
8, 13
Listening CD: 6-19 review 30
(ABA), 42
Listening CD: 6-19 review and
41
100 Savez Vous, French
102 La Vibora, Spanish
103 El Coqui, Spanish
Listening CD: 21, 7
80 Leprechaun (Irish Theme)
Listening CD: 22, 39, 40, 20-27
Listening CD: 18, 11, 37, 38,
24, 25
Listening CD: 28, 35, 36
54 One Big Family, world
56 Pimpon, Spanish
57 Vive, French
64 Un Deux Trois, French
Listening CD: 33, 34
43 Fais do do, French
Listening CD: 14 (Cuckoo), 32
(Galliard)
Listening CD: 5, 10, 13
19 Kye Koolay, Africa
31 Juanito, Spanish
Listening CD (LCD) 1, 2, 3, 8,
9, 28
Instruments: Listening, Form,
Culture:
Musicplay 1 (Revised) Year Outline
Jumping Game
99 Oats and Beans
100 Savez Vous
104 Heebie Jeebies create movement
91 Bunny Boogie
95 Country Song create movement
80 Leprechaun - create
movement
67 Aikendrum - create
effects with u/p
56 Pimpon
57 Vive
59 Little Red Car
61 Head and Shoulders
create movement
44 Hanukkah
52 Slippers - create
dance
47 Lemonade,
dramatize
42 Down by the Bay,
new verses
44 Punchinello movement
21 new verses
27 movement
29 sound effects
30 movement
3 Little Red - create
verses
5 Sam Robot movement
8 - actions
13 - effects
Create,
Movement
Summer Fun:
The Sea, Picnics
Farms
Spring is Here!
Animals and
Leprechauns
Special Friends
Music Around
the World
Holiday Fun
Peace
Bears
Turkeys and
Pumpkins
Themes:
Musicplay 1 Song List with Concepts
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
Song
Melodic
Rhythmic
Other
Instruments Dooby Dooby Dooby Doo
call/response - echo teacher
Mountaintop Monster
high/low
singing/speaking voice
Little Red Wagon
create
unpitched
Snail Snail
slsm
beat-rhythm q qr create snail poems
Orff#20
Sam the Robot Man
beat (label)
create movement
The Music Time is Over
6/8
call/response - echo teacher
The Grand Old Duke of York
fast/slow
Wheels on the Bus
create
unpitched
Choo Choo Train
sm
beat-rhythm q qr create movement
Orff create
I Don’t Know
create with Q-A timbre of voices
Apples & Bananas
basic skills - vowels
Counting Song
high/low sm
beat-rhythm q qrcreate with Q-A counting Orff#9
Hickory Dickory Dock
beat, 6/8
unpitched
Goin’ to Kentucky
beat
create movement
Jack & Jill high/low
6/8
Rock Around the Alphabet
basic skills - alphabet
Hop Old Squirrel
mrd
beat-rhythm q qrcreate, listening
Ten in the Bed
basic skills - counting
Kye Kye Koolay
call/response
Bye Low Baby Oh
high/low sm
beat-rhythm q qrlullaby, expression
I’m Thankful
High Low
high/low
I Like Turkey
movement
Hey Betty Martin
beat-rhythm q qr create move, create Q-A Orff#78
Five Fat Turkeys
create orchestration for wordsThanksgiving
Today is Monday
basic skills - consonants
Magic Spell
create animal movement
Witch’s Cat
6/8
expression
Bats and Cats
6/8
create sound effects
Monster Walk
create movement
Juanito
create movement
Peace in my Heart
create movement
Just One Candle
expression
Bounce the Ball
sl sm
beat-rhythm q qrbeat, accent
Orff
Thread and Needle
6/8
movement, singing game
Cuckoo high/low sm
beat-rhythm q qr
Orff#10
Lucy Locket
ls m
beat-rhythm q qr
Orff #24
Goin’ on a Bear Hunt
beat
create movement, effects
The Other Day
call/response
The Bear Went Over the Mountain
6/8
create movement, effects
Hello Game
sm
beat-rhythm q qraccent (4/4)
Orff#2
Down by the Bay
create
create verses
Fais do do
3/4
Orff#45
Punchinello
create movement
Elevator
high/low
Hanukkah Fun
Lemonade
sm
beat-rhythm q qrdramatize
Orff#11
New Teeth for Christmas
Up on a Housetop
Ho Ho Ho
drm sl
rests
Orff#55
The Bells on the Sleigh
unpitched
Love my Slippers
Mary Had a Baby
African-American
One Big Family
call/response
Strawberry Shortcake
sm
beat-rhythm q qrbasic skills
Orff
Pimpon
create movement
Vive le Compagnie
6/8
create movement
Icicles
high/low
q qr
Little Red Car
create movement
Tommy Tiddlemouse
slsm
q qr
Orff#16
page 24
www.musicplay.ca
Theme
Welcome
names
*read
Good bye
*re
names
*read
African song
Thanksgiving
Thanksgiving
Thanksgiving
Halloween
Halloween
Halloween
Halloween
Spanish
Peace
Peace
*read
*read
Bears
Bears
Bears
*read
French
Hanukkah
*read
Christmas
Christmas
Christmas
Christmas
Christmas
Christmas
Multicultural
birthdays
Spanish
French
Fun Song
#
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
Song
Melodic
Rhythmic
Other
Instruments Theme
Head and Shoulders Knees and Toes
tempo - fast/slow
Miss Lucy clap ostinato
Gonna Have a Good Time
Multicultural
Un Deux Trois
phrases - same /different
French
Michael Row
African-American
Rig a Jig Jig
6/8
movement, singing game
Aikendrum
6/8
unpitched
I Like You
q qr Q
create with Q-A Orff#55
Tick Tock
slsm
q qr
create effects, s-m melody, ostinato or Orff accompaniment
Haul Away Joe
Sea Chanty
Mr. Potato Head
smd
6/8
timbre-voices
Orff
Wishy Washy Wee
sea song
When I was One
create movements
sea song
We are Dancing in the Forest
slsm
q qr chart form
Orff#25
I Know a Little Pussy
high/low
My Cat
The Old Gray Cat
6/8
Bee Bee Bumblebee
q qr
Orff#28
Bringing Home a Baby Bumblebee
expression
Spring *read
Lucky Leprechaun
dance
St Patrick’s Day
Eensy Weensy Spider
high/middle/low sounds
Pets
Bingo
q qr
My Dog
Train my Parents
dynamics
Mother’s Day
Feelin’ Alive
movement Bow Wow Wow
drm sl
q qr Q
accent (4/4)
Little Rabbit Foo Foo
expression
Spring
Five Little Ducks
expression
Spring
Bunny Hides the Basket
q qr Q dynamics
Easter *read
Hurry Easter Bunny
smd
Orff#35
Easter
Bunny Rabbit Boogie
create movement
Easter
Let’s Save Water
science - environmental awareness
Little Bunny
Easter
Apple Tree
sl sm
q qr Q beat
Orff#38
Sing a Country Song
high/low
loud/soft, fast/slow Old Dog Full of Fleas
ls md
q qr Q
Orff create
That’s My Mom
Mother’s Day
Down on Grandpa’s Farm
Farms
Oats and Beans and Barley Grow
6/8
Farms
Savez vous planter les choux
French Canadian
How Many Fingers?
smd
q qr Q
La Vibora
Spanish, Farm
El Coqui
Spanish, Frog
Heebie Jeebies
expression
Charlie Over the Ocean
6/8
assess solo
Orff#71
Five More Days Till Vacation
6/8
The Eat Song
fun
O Canada
unison
patriotic
My Country ‘Tis of Thee
patriotic
Star Spangled Banner
unison
patriotic
You’re a Grand Old Flag
patriotic
Listen to the Rhythm
Three Little Monkeys
These are Grandma’s Glasses
Queen Queen Caroline
One, Two, Three, Four
Apples Peaches Pears & Plums
page 25
3
17
23
194
194
194
Poems and Chants for Grade 1:
Jello in the Bowl
Wee Willie Winkie
Sitting in the Classroom
Bobby Shaftoe
Peter Peter Pumpkin Eater
Deedle Deedle Dumpling
www.musicplay.ca
194
194
194
194
166
54
The Echo
Singing
Whistle
Soap Bubbles
John John the Leprechaun
Bingo
71
107
107
107
140
148
Grade 1 Music November
Month at a Glance
Themes: Peace, Bears Prepare: sm Present: sm Practice: accent q qr
beat fast/slow loud/soft high/low
Lesson One
Date:_____ Songs:
Concept:
32. Peace in my Heart CD2: 1-28 BB37 action song, peace
33. Just One Candle CD2: 2-29 BB38,39 Remembrance/Veterans
34. Bounce the Ball CD2: 3 BB40,41 sl sm
35. Thread and Needle CD2: 4
beat 6/8
Lesson Two
Lesson Three
Lesson Four
Date:_____
Date:_____
Songs:
Concept:
32. Peace in my Heart CD2: 1-28 BB37 action song, peace
33. Just One Candle CD2:2-29 BB38,39 Remembrance/Veterans
34. Bounce the Ball CD2: 3 BB40,41 sl sm
35. Thread and Needle CD2: 4
beat 6/8
Date:_____
Review Songs:
32. Peace in my Heart CD2: 1-28 BB37
sing along
33. Just One Candle CD2: 2-29 BB38,39 Remembrance
Songs:
Concept:
36. Cuckoo CD2: 5 Orff#10 BB42
sm
Listen Kit 1: #14 Cuckoo
- show hand signs for so-me, each time you hear the cuckoo
37. Lucy Locket CD2: 6 Orff#24 BB43 ls m, qr q
Review Songs:
sing a long
33. Just One Candle CD2: 2-29 BB38,39 Remembrance
Literacy Links: So-me #5, So-me at the Pole.
Track words for Lucy Locket in the Big Book.
Lesson Five
Lesson Six
Songs:
Concept:
36. Cuckoo CD2: 5 Orff#10 BB42
sm
Listen Kit 1: #14 Cuckoo
- count how many times you hear the cuckoo
37. Lucy Locket CD2: 6 Orff#24 BB43 ls m, qr q
Track words for Lucy Locket in the Big Book.
Date:_____
Date:_____
Songs:
Concept:
38. Goin’ on a Bear Hunt CD2: 7-30 BB44beat high/low
39. The Other Day CD2: 8-31
echo teacher
40. The Bear Went Over the Mountain CD2: 9-32
Songs:
Concept:
38. Goin’ on a Bear Hunt CD2: 7-30 BB44beat high/low
39. The Other Day CD2: 8-31
echo teacher
40. The Bear Went Over the Mountain CD2: 9-32
Review Songs:
Review #19 Kye Kye Koolay CD1: 20
or
Review #37 Lucy Locket BB43
Review Songs:
Review #19 Kye Kye Koolay CD1: 20
or Review #37 Lucy Locket BB43
Literacy Links: Give students reproducible books of Goin’ on a
Bear Hunt. Read, or retell and dramatize the story of the Three
Bears.
Lesson Seven
Date:_____
Lesson Eight
Songs:
41. Hello Game CD2: 10 Orff#2
42. Down by the Bay CD2: 11-33 BB46
43. Fais do do CD2: 12-34 Orff#45
44. Punchinello CD2: 13
Listen Kit 1: #32, Galliard Battaglia
Review Songs:
#9 Choo Choo Train
Concept:
Songs:
Concept:
41. Hello Game CD2: 10 Orff#2
42. Down by the Bay CD2: 11-33 BB46 create verses
43. Fais do do CD2: 12-34 Orff#45
loud/soft 3/4
44. Punchinello CD2: 13
Listen Kit 1: #31, At the Cradle, loud-soft lullaby
Review Songs:
#9 Choo Choo Train
Literacy Links: Make new rhymes for Down by the Bay. Give
students the song as a reproducible storybook. This is also
available as a published song-storybook.
page 26
create verses
loud/soft 3/4
create movement
loud-soft
www.musicplay.ca
Date:_____
November - week 1
(Weekly Lesson)
Musical Concepts: beat fast-slow, loud-soft, high-low
prepare q qr
Materials:
finger cymbals
tone bars
New Songs:
Concept:
action song, peace
33. Just One Candle CD2: 2-29 BB38 Remembrance/Veteran’s
34. Bounce the Ball CD2: 3 BB40/41 sl sm
35. Thread & Needle CD2: 4
beat 6/8
Review Songs:
Concept:
In the second lesson of the week, sing and play the ball bouncing
game again. Then have the children transfer the beat from balls
to their laps and shoulders. Pat thighs on the strong beats and
shoulders on the weak beats. Ask the children if there are some
beats that feel stronger than others. On the board draw:
Bounce, bounce, bounce the ball. You must never let it fall.
Review with the students that a strong beat is called an accented
beat. In second grade they will learn that a barline always comes
before an accented beat.
4. Teach song #35 “Thread and Needle” by rote. Play the game.
In the second lesson of the week, review the game.
General Classroom Music Lesson:
1. Listen to song #32 “Peace in My Heart” on CD2 track 1 and
show the children the actions for the song. Teach the song and the
actions to them. The words are given on page 37 of the Big Book
for reading practice.
2. Listen to song #33 “Just One Candle” on CD2 track 2 and ask
the children questions about the song. For example:
* What is the mood of the song?
* Is the song happy or sad?
* What does the song make you think of?
Teach the song by rote. The words are given in the Big Book page
38 for reading practice.
Performance Suggestions: You could make flashlight candles for
your students and have them light their “candles” one at a time as
they sing.
3. Teach song #34 “Bounce the Ball.” If your students are reading
ta and titi, write the rhythm of the song on the board and have them
read the rhythm. If you haven’t taught ta and titi yet, use this song
to figure out how many sounds are on each beat.
Tell the children that some songs make you feel like skipping (6/8)
and some songs make you feel like stepping to the music. (2/4
or 4/4) Sing and skip to “Thread and Needle.” Try other songs.
Are they stepping or skipping songs? Fastest Turkey (6/8 - skip),
Witch’s Cat (6/8-skip) , Counting (2/4 - step)
Listening:
LCD#37: “Gigue” from Water Music: Play copycat with this
selection. Choose ten student leaders. Each will keep the beat
with some kind of movement. The class copies. Each leader will
lead for 16 beats. Invite the children to move to the music. The
gigue is in 6/8. The children can skip to this.
Kodaly Focus:
* Prepare la: Sing “Bounce High” and show with arm motions
how the notes go up and down.
Orff Arrangements:
Create an orff arrangement for #34 Bounce the Ball. Turn your
arrangement into a rondo by using the song as the theme, and
creating variations with ball bouncing patterns.
Bounce, bounce, bounce the ball. You must never let it fall
----- ------- --- ----- --- --- --- --- --- --- -----q
q
qr
q
qr
qr
qr
q
The words and rhythm of the song are charted on page 40 of the
Big Book. The complete music notation is given on page 41.
The lines as shown above demonstrate the sounds on a beat. Sing
the song for the children, showing with arm motions or solfege
how the notes go up and down. This would be a good song to
make a chart of in order to show how the notes go up and down.
You could create an Orff accompaniment for the song. This song
is meant to be sung while the children bounce balls on the strong
beats. A bounce-catch pattern is usually simple enough for Grade
1 students to be successful with.
page 27
www.musicplay.ca
32. Peace in my Heart
Sample CD 08
&b c œ œ
I've got
œ
œ
œ œ œ
peace, peace, peace in my
peace in my heart, that is
˙.
heart.
œ œ
I've got
Verse 1:
I’ve got peace, peace, peace
in my heart. (2x)
I’ve got peace in my heart, that is where it’s got to start.
in my heart.
œ œ œ
œ
I've got
œ
œ
œ œ œ
peace, peace, peace
in my
rote song
œ œ
D. Gagne
˙.
heart.
I've got
˙.
heart.
jump up and down
Verse 3:
I will wave for what I believe. (2x)
I will wave ‘cause I believe that we all should live in peace.
I will wave for what I believe.
Verse 5:
in my heart. (2x)
I’ve got peace in my heart, that is where it’s got to start.
in my heart.
show peace sign with left hand, right hand, left
cross hands over heart
extend both hands out, palms up
Verse 2:
I will jump for joy every day. (2x)
I will jump for joy, just like every girl and boy,
I will jump for joy every day.
Verse 4:
I will clap, clap, clap, clap my hands. (2x)
I will clap, clap my hands till all people understand.
I will clap, clap, clap, clap my hands.
œ
peace, peace, peace in my
œ œ œ œ œ œ œ
where it's got to start.
wave hands left and right over head
clap hands left and right
extend both hands out, palms up
Teaching Suggestions: Listen to song #32 “Peace in My Heart” on CD2: 1 and show the children the actions for
the song. Teach the song and the actions to them. This is a great song for keeping a steady beat and for moving
to the music. (1)
Playing and Creating: Create accompaniments for the song with unpitched rhythm instruments. Play along
with the recording, or sing, dance and play your rhythm instruments as accompaniment. (2, 3, 4)
page 28
www.musicplay.ca
Music Reading and Writing: Use the song to show AABA form. Use shapes to show the form.
Write the four phrases on the board. Have magnetic shapes, or use letters to show the form.
a
or
I’ve got peace, peace, peace in my heart.
a
or
I’ve got peace, peace, peace in my heart.
b
or I’ve got peace in my heart, that is where it’s got to start.
a
or I’ve got peace, peace, peace in my heart.
(5)
Assess: This is a good song to use to assess how well students can match the pitch when singing with the entire
class. Have the class stand in line in class list order. With your class list in hand, listen to each child for just a few
seconds to hear if they are matching the pitch of the recording.
Shared Reading: View the PowerPoint of the song and read or sing the words of the song. If you do this without
the CD, you can slow down and read at the speed that best suits your students.
Social Skills: This song could be used as part of a unit on social skills. Specific skills that are mentioned in the
song include having a positive attitude (jump for joy), being peaceful (peace in my heart), understanding (till all
people understand) and standing up for what you believe in. (8)
Themes: peace, Veteran’s Day, Remembrance Day
Standards: 1, 2, 3, 4, 5, 8
page 29
www.musicplay.ca
33. Just One Candle
Sample CD 09
win - dow pane,
j
Shin - ing through the dark - ness,
8
& b ˙.
œ œ
all sing
day.
12
Shine your
& b ˙ #˙
care.
Yes,
# œ
&
œ ˙
20
&
28
&
31
&
#
shin-ing flame.
˙.
#
day.
#
voice
œ
œ
Shine
œ
be
it
helps to show the way.
œ
œ œ
shin-ing flame.
j
j
œ œ œ œ œ
œ œ
Light your
can - dle
for peace to -
œ œ œœ œ œ œ œ œ œ œ œ œ œ
light for peace. Shine it
all a-round the world. Sing to
œ œ œ œ œ
#F
œ œ œ
œ
œ
œ
œ
œ œ œ ˙
voice be heard. Shine your
16
Gives a light for all to see a
œ œ œ œ œ
œ œ œ
&b œ œ œ œ œ
24
j
œ
œ œ ˙
œœœ
œ
œ
œ
œ
œ
&b c œ œ œ œ œ œ œœ œ œ ˙
Just one can-dle shin-ing in a
D. Gagne
optional solo
5
œ œ
eve - ry - where. Show the
just one can - dle shin- ing in a
eve - ry - one. Let your
œ œœœ œ œ
peo-ple in the world you
œœ œ
œ
œ
œ
œ
œ
win - dow pane,
gives a light for all to see a
œ œ œ œ œj œ j
j j
œ œ œ œ œ œ œ œ œ œ œ œ œ
Shin - ing through the dark - ness,
œ
your
œ
œ
œ œ
œ
peo - ple in the world you
light
˙.
care.
helps to show the way. Light your
œœ œ œ œ œ
œ
œ œ
œ œ œ
heard. Shine your
œ œ œ œ œ
it
œ
for
all a - round the world. Sing for
œ
peace.
rit.
œ œ
Show the
œ œ
Shine it
œ
eve
œ œ œ œ œ
-
œ
can-dle for peace to -
œ œ œ œ œ
eve - ry - one. Let your
œ
ry - where.
œ
peo - ple in the world you
˙.
care.
œ œ
Show the
Œ
Teaching Purpose/Suggestions: Listen to song #33 “Just One Candle” on CD2: 2 and ask the children questions
about the song. For example: * What is the mood of the song?
* Is the song happy or sad?
* What does the song make you think of? Teach the song by rote. (1)
Social Skills: This song could be used as part of a unit on social skills. Skills such as caring and being peaceful
are discussed in the song. (8)
page 30
www.musicplay.ca
Themes: peace, Veteran’s Day, Remembrance Day
Exploring Cultural Context: Lead the students in a discussion about the musical experiences in their lives.
Discuss where they might perform this song. (Remembrance Day assembly) Have them think of other kinds of
music that they might hear at a Remembrance Day assembly. (bagpipes, trumpet playing Last Post, other choral
selections, a reading of Flanders Fields)
Have the students brainstorm for a list of the places and times within a day when they hear or perform music.
Describe various times when they sing, play, and move to music in school, at home, and in the community. Ask
the students to think of songs they can sing from movies or TV shows that they’ve watched. Discuss how their
lives would be different if there was no music or sound for a day. (9c)
Performance Suggestions: You could make flashlight candles for your students and have them light their
“candles” one at a time as they sing. One school used this song as part of a Remembrance Day candle lighting
ceremony. They created a wreath with six candles. One representative from each grade in the school, K-6, was
chosen to light a candle to remember veterans. Under very careful adult supervision, the child came up to center
stage, lit a candle, and sat down. The candles were lit as this song was sung by the choir.
Standards: 1, 8
The numbers in brackets refer to the national standards for music education developed by the National Association for Music Education.
National Standards for Music Education
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
page 31
www.musicplay.ca
34. Bounce the Ball Sample CD 10
& 42
œ
Bounce,
œ
bounce,
œ
œ
bounce the
œ
ball.
œ
You
œ
must
œ
œ
nev - er
&
œ
œ
l
s
œ
m
Traditional Children's Rhyme
œ
let
œ
it
œ
fall.
Teaching Purpose/Suggestions: This song is great for teaching beat/rhythm, accent, form and reading lsm.
Teach song #34 “Bounce the Ball” as a rote or a reading song depending on the skill level of your students. You
could also create an Orff accompaniment for the song. (1)
Playing and Creating: Teach the Orff arrangement that is given in the new Orff Source publication. If you don’t
have this collection, create your own Orff arrangement for the song. (2, 3, 4)
Another idea is to have the students improvise movement with a ball. Create a rondo using the song as the theme,
and the ball movement as variations. You could also create an Orff accompaniment for the song.
Music Reading and Writing: This song is great for teaching beat/rhythm, accent, form and reading lsm. If your
students are reading ta and titi, write the rhythm of the song on the board and have them read the rhythm. If you
haven’t taught ta and titi yet, use this song to figure out how many sounds are on each beat.
Bounce, bounce, bounce the ball. You must never let it fall
----------- --- ----- --- --- --- --- --- --- -----q
q
qr
q
qr
qr
qr
q
The words and rhythm of the song are charted on page 40 of the Big Book. The complete music notation is given
on page 41. In the second lesson of the week, sing and play the ball bouncing game again. Then have the children
transfer the beat from balls to their laps and shoulders. Pat thighs on the strong beats and shoulders on the weak
beats. Ask the children if there are some beats that feel stronger than others. On the board draw:
Bounce, bounce, bounce the ball. You must never let it
fall.
Review with the students that a strong beat is called an accented beat. In second grade they will learn that a
barline always comes before an accented beat. Sing the song for the children, showing with arm motions or
solfege how the notes go up and down. This would be a good song to make a chart that shows how the notes go
up and down. Chart the form. On the board write the words and the rhythm. Ask the students to tell you if the
phrases are the same or different. Each phrase is different so the form would be A B.
q
q
qr
q
phrase 1: Bounce bounce bounce the ball
phrase 2:
qr
You must
qr
never
qr
let it
q
fall
Later in the year, have the students practice naming the solfa notes in the song. They could sing the song and
show the hand signs, notate one or more phrases of the melody on individual staff boards, or complete a writing
worksheet in the Kodaly Writing Worksheets package for Musicplay 1. (5)
Listening and Evaluating: If you teach an Orff arrangement for the song, have groups of students perform the
arrangement for the class. Have the class listen and evaluate the performance. They should always look for
three things they like about the performance, and one area for improvement. (6, 7)
page 32
www.musicplay.ca
Assessment #1: Assess rhythm reading of the note values in this song. Write on the board a series of rhythm patterns, or put rhythm flashcards in the pocket chart. It is a more valid assessment of reading ability if it is at least
eight beats long. Have individual students read the rhythms. Assess on the checklist that is given in this binder,
or on your class list. If you have eight rhythms written down, you can assess the first eight students, and then use
the same patterns to assess the next eight students. You can use the marking scale that your school prefers, or you
could use this:
excellent - X or 1
Reads the entire pattern correctly, keeping a steady beat
somewhat - S or 2 Can read most of the notes correctly, but may not keep a steady beat, or may make an
occasional mistake
not yet - NY or 3
Is not able to read the pattern
1
2
3
4
5
6
7
8
q q q q | qr qr qr q
qr q qr q | qr qr qr q
q q qr q | q q q q
qr qr q q | qr q qr q
q q qr q | qr q qr q
q qr q q | q qr q q
qr qr qr q | q q q q
qr qr q q | qr qr qr q
Assessment #2 - Rhythm Writing: Assess the reading of rhythms before you assess rhythm writing. Writing
is more difficult than reading. Have the students write the rhythm of the song using popsicle sticks, coffee stir
sticks or other manipulatives. Put 10-12 sticks into a ziplock bag, along with 4 heart shapes. Have the students
sing one phrase, clapping the words. After each phrase, have them “write” the rhythm with sticks. (5)
Phys Ed: Practice the skill of ball bouncing.
(8)
Language Arts/Art: Have students illustrate the song. If you let them take home their art work, they will have a
copy of the song at home to sing for parents. This will give them extra practice singing and reading. (8)
Standards: 1, 2, 3, 4, 5, 6, 7, 8
Bounce the Ball
Bounce, bounce, bounce the ball.
You must never let it fall.
The teacher is permitted to reproduce this graphic for the students in their class.
page 33
www.musicplay.ca
35. Thread and Needle Sample CD 11
& b 68
&b
j
œ
The
œ.
thread
œ œ œ
œ
fol - lows the
œ.
nee - dle,
j
œ œ.
the
œ œ œ
thread
œ œ œ j œ œ œ j
œ œ
œ
œ
œ
J
œ
œ
œ
J
In
and out
the
nee - dle goes
as
moth
-
er mends
fol-lows the
the
œ
œ.
nee
rote song
œ.
Traditional
-
j
œ œ
dle.
child - ren's clothes.
Game Directions: Make a line, joining hands, facing the blackboard. One end of the line is the “knot” and it
doesn’t move at all. The other end of the line is the “needle” and leads the “thread” through an arch formed by
the last two children in the line. These children end up turned around with arms crossed in front of them. Teacher
help is usually needed for the first few turns, until the children have this figured out.
Teaching Purpose/Suggestions: Teach the song by rote. Play the singing game.
(1)
Playing and Creating: (2, 3, 4)
Music Reading and Writing: Skip & Step: Is “Thread and Needle” a stepping song (2/4 or 4/4 meter) or a
skipping song (6/8 meter)? Ask the children to step or skip while they sing. Some songs feel like stepping and
some like skipping. Try “Fastest Turkey” (6/8 skip), “Witch’s Cat” (6/8 skip), Counting Song (step). (5)
Art: Have children learn to do yarn embroidery by creating an art project in which they thread a piece of yarn
through holes to outline a picture. (8)
Understanding Music in Relation to History and Culture: This song comes from a time when families would
have had only one or two outfits of clothing to wear. If a sock had a hole in it, the mother would darn the sock and
fix it. If a pair of pants was torn, it would be mended. In today’s society, there may well be children (and possibly
a few teachers) who have never done hand sewing with a thread and needle. It would be an excellent time to bring
a thread and needle to school and show children how hand sewing is done, or invite a parent or grandparent into
your classroom to give a demonstration. (9)
Standards: 1, 2, 3, 4, 5, 8, 9
Sample CD 12 Gigue from Water Music
Audience Behavior: Have your students pretend they are going to a concert to listen to #37 and #38.
Have the students brainstorm for a list of the things they should remember in a concert. For example:
* Don’t whisper or talk.
* Sit still.
* Don’t leave to go the bathroom.
* Turn their CELL phone off.
Have them practice appropriate audience behavior as they listen.
page 34
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2A
3
4
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9
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13
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21
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23
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Musicplay 2 Song List and Concepts
Song
Melodic
Rhythmic Other
Instruments Theme
Welcome to Music
Welcome
O Canada
Canada
My Country ‘tis of Thee
3/4
USA
Ridin’ That River Train
create
sing along
Engine Engine #9
sm
beat
create move.
Orff #1
Trains
Hill Hill
sm
h
Orff #3
Poor Little Bug
loud/soft, fast/slow, high/low
Okkitokiunga
beat
I Can Sing A High Note high/low
q qr h w
I’ve Been Working On The Railroad
fermata
accelerando Trains
Bounce High
slsm
q qr
create
Orff #22
John Jacob Jingleheimer Schmidt
dynamics
Obwisana
ties
Africa
Bell Horses
sl sm
q qr
Orff #21
Tony Chestnut
sm
q qr h w tempo
Thanks A Lot!
create
Time To Play
sd
q qr Q
create
Orff #40
I’m The Fastest Turkey
s, l, drm
6/8
solo assess, repeat
Falling Leaves
q qr h
canon
Orff #86
Fall
I Am A Fine Musician
instruments of orchestra
Icka Backa
sd
beat
Orff #13
What’s That Creature?
h
dynamics
Halloween
Birds and Bats
6/8
create
Orff #81
Halloween
Pass The Witch’s Broomstick
h
Halloween
Witch’s Stew
rondo, create
Halloween
Old Mother Witch
q qr Q
Orff
Orff #5
Halloween
Grand Old Duke Of York
tempo terms
Starlight
sm
q qr h
Orff #8
Sing For Peace
echo harmony
Make a Difference
Remembrance/Veteran’s Day
This Way Thataway
ls mrd
beat
create
Peace Like A River
Peace
Doggie Doggie
s ml
Orff #12
Napoléon
b/p ostinato
French
Lukey’s Boat
Canadian folk
On Top Of Spaghetti
3/4
Bluebells
s ml
q qr
create word chains
Orff #23
Johnny Caught A Flea
sd
q qr Q
Orff #39
Do Your Ears Hang Low?
tempo terms
Pease Porridge Hot
sd
q qr Q
Orff #34
O Hanukkah Who’s That?
drm s
q qr h
solo assess
Orff #48
Holiday Round
round
6/8
Christmas
Ring Ring Ring The Bells
6/8
create new verse/effects unpitched
Christmas
Rocks For Christmas
Christmas
Jolly Old St. Nicholas
q qr h
Christmas
Apples, Peaches, Pears and Plums
q qr Q
Orff #27
New Years
Trampin’
mrd
q qr h
Orff #43
Japanese New Years song
q qr h
Japan
Mouse Mousie
smd
q qr Q
Hungary
Boom Boom Ain’t It Great To Be
b/p
page 35
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77
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79
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81
82
83
84
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86
87
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89
90
91
92
93
94
95
96
97
Song
Melodic
Rhythmic Other
Instruments Theme
I Like To Play The Instruments
sd
q qr Q
create rondo Orff
Oliver Twist
s ml
6/8
create move.
Orff #17
Haul on the Bowlin’
Folk Song, Sea
Pass the Stick
Orff #33
Love Grows Under
h
b/p
Valentines
Gitsigakomim
unpitched
unpitched
Native, Valentine
I Sent a Valentine
Valentines
The More We Get Together
3/4
Valentines
I See The Moon
smd
q qr Q
Orff #30
Valentines
Circle ‘Round Zero
Orff #66
Valentines
Ham And Eggs
movement
Cat Came Back
dynamics
I’se the B’y
6/8
Folk Song, Sea
Cut The Cake
q qr Q
A Sailor Went To Sea Sea
Sea
It’s Raining
s ml
q qr Q
ccreate rainstorm
Orff #15
Rain
Lollipop Tree
Spring
St. Patrick’s Day Jig
St. Patrick’s Day
A Pizza Hut
create new verses
Ain’t Gonna Rain No More
Rain
Rain On the Green Grass slsm
q qr Q
ccreate acc to poem Orff #18
Rain
Father Abraham
Hot Cross Buns
mrd
q qr Q
AABA form
Orff #42
Easter
Garbage
Earth Day
Find the Easter Basket
s ml
dynamics
Orff #26
Easter
I Can Do the Bunny Hop Too!
move
Easter
Recycle
Earth Day
Rabbits
mrd
q qr Q
dynamics
Easter
Hide The Easter Eggs
h
Easter
Salish Hand Game
mrd
unpitched
Native
Oh My Aunt Came Back
create movement
Around the World
Johnny One Hammer
smd
q qr h
create B/W acc
Orff #37/boomwhackers
Mom, You’re The Best
Mother’s Day
Jugemos en el bosque
Spanish
Japanese Frog Song
unpitched
Japan
Frog In the Middle
d l,s,
Orff #67
Frogs
Row Row Row Your Boat round
Summer
Bought Me a Cat
ls mrd
q qr Q
Orff #46
Sur le pont
dramatize
French
Chinese Fan
move
Kagome
q qr Q
create Orff Japan
Canada in my Pocket
Canada
Swimming
6/8
inner hearing
Summer
Goin’ on a Picnic
6/8
create
Summer
Here Comes a Bluebird
ls mrd
q qr h
Orff #49
Down Came Johnny
ls mrd
q qr Q
Orff #47
Let Us Chase The Squirrel ls mrd
q qr Q
Orff #53
page 36
www.musicplay.ca
September - week 4:
Bring out the cards with BEAT and RHYTHM on them. Figure
out how many sounds there are on each beat. The last sound is
held for two beats. You can use a tie to hold a note longer than one
beat. (Another way to write this is with a half note h)
Musical Concepts:
qr q Q qTq
dynamics: loud/soft tempo: fast-slow
pitch: high/low
New Songs:
Concept:
Read/Assess Rhythm Flashcards
11. John Jacob Jingleheimer CD1: 12-34 loud/soft
12 Obwisana CD1: 13
tie qTq
13. Bell Horses CD1: 14 Orff #21
high/low Q
*Ostinato qr q qr q
Move to the music - play 2/4, 3/4, 4/4 beats on a drum
qr
qr
q T q
ob-wi-san-a sa
qr
q
qr
q | q
qr
q
One o’clock, two o’clock time to away.
Music can be loud and soft. When you sing “John Jacob
Jingleheimer” always sing the tra-la-la-la-la-la-la forte
which means loud. Sing “John Jacob Jingleheimer” softer
each time you sing it. When you sing music softly, it is
called piano.
Soft
piano
Explain that these words tell about dynamics, or how loud or soft
the music is. Explain that when you sing “John Jacob Jingleheimer”
sometimes you will be singing forte and sometimes piano. Ask the
students to show you when they are singing forte by holding their
hands far apart. They can show you when they are singing piano
by holding their hands palms together.
2. Introduce song #12 “Obwisana” by explaining that it is a
children’s song from Ghana in West Africa. Find the country on
a globe or a map of the world and show the children where it is
located. Teach the song by rote. Play the game.
If you would like to teach the children more about African music,
there are links to African music websites at www.musicplay.ca
na-na
qr
3. Have the students read the tas and ti-tis for song #13 “Bell
Horses.” If the students have the student books, they can read the
song from their student books. If they don’t, write the rhythm on
the board like this:
q
qr
q
qr
| qr
qr
q
Q
Bell horses, bell horses, what’s the time of day?
Rhythm: Students read/assess (attendance) qr q
1. Teach song #11 “John Jacob Jingleheimer” by rote. Read about
dynamics in the student book, or read this to the students.
page 37
qr
Add flashcards with ties to the flashcards you practice with
students.
Classroom Music Lesson:
Medium
mezzo-forte
q
Ob-wi-san-a sa
Review Songs:
Concept:
7. Okkitokiunga CD1: 8-32
beat, ABA
8. I’ve Been Working on the Railroad CD1: 10-33
Review September songs as time permits.
On the board write:
Loud
forte
qr
Q
Teach the children that a rest is a beat with no sound. Add
flashcards with rests to the flashcards you practice with students.
Meter Movement: Play beats on a drum in groups of twos. 1 2 1
2 1 2 1 2 Stop and ask “is the music moving in two’s or three’s?”
Then play groups of three beats: 1 2 3 1 2 3 1 2 3 1 2 3 Stop
and ask “is the music moving in twos or threes?” Draw beats in
groups of two and three.
Listening:
LCD #7: Wild Horseman
* Listening Log
Kodaly Focus:
Practice reading la: read lsm flashcards
Present tie qTq as per the general classroom music lesson.
Practice writing la: With the students’ help, notate song #13 “Bell
Horses” on a chalkboard staff. Sing the song showing how the
notes go high and low. The teacher should write the notes on the
board while the students write the song on staff paper or felt boards.
Orff Arrangements:
Teach the Orff arrangement for song #13 “Bell Horses” It is #21
in “The Orff Source.”
Social Studies: Song #12 comes from Ghana. Learn about Ghana.
www.musicplay.ca
Dynamics: Loud and Soft
Music can be loud and soft. When you sing “John Jacob Jingleheimer”
always sing the tra-la-la-la-la-la-la forte which means loud. Sing “John
Jacob Jingleheimer” softer each time you sing it. When you sing music
softly, it is called piano.
11. John Jacob Jingleheimer Schmidt
Sample CD 13
f F P p
## c
&
˙ œ œ œ œ œ œ
˙
#
& #
œ œ. œ œ œ œ œ
John
œ
Ja - cob
œ œ œ
Jin-gle-hei-mer Schmidt,
œ
œ
œ
peo-ple al-ways shout, "There goes
˙ œ œ
that's my name
˙. œ
too.
Traditional
œ œ œ œ. j
œ
œ
œ
f
..
œ
œ
œ
œ
œ
œ
œ
œ
When - ever I go out, the
John Ja - cob Jin-gle-hei- mer Schmidt. Tra - la - la - la-la-la-la."
Teaching Purpose/Suggestions: Teach song #11 “John Jacob Jingleheimer” by rote. This song is used to demonstrate the
dynamics of loud and soft. (1)
Music Reading and Writing: Read about dynamics in the student book, or read this to the students.
Music can be loud and soft. When you sing “John Jacob Jingleheimer” always sing the tra-la-la-la-la-la-la forte which
means loud. Sing “John Jacob Jingleheimer” softer each time you sing it. On the board write:
pp
pianissimo
very soft
p
piano
soft
mp mezzo piano medium soft
mf
mezzo forte
medium loud
f
forte
loud
ff
fortissimo
very loud
Explain that these words tell about dynamics, or how loud or soft the music is. Explain that when you sing “John Jacob
Jingleheimer” sometimes you will be singing forte and sometimes piano. Teach the song by rote.
Credit for the next idea goes to Artie Almeida. Artie shared this idea in a workshop at TMEA in 2009.
Have 5 students come to the front of the room. Give the first student the f, the second the mf, the third the mf, the fourth
the mp, the fifth the p, and the last one an f. The last f (or ff) is for the “la la la la” in the song. The student with the f (or ff)
is to hold up his card each time the class sings the “la la la la” part. The first time you sing the song, the student with the
f will hold up his card, and the class sings the song “forte.” When you get to the “la la la la” part, the child with the f (or
ff) holds up his card and you sing forte. Each time you repeat the song, you sing it a little softer and the child holding the
dynamic symbol holds it up. Fun and a great way to review and reinforce teaching of dynamic terms and symbols.
If you have the Musicplay 2 PowerPoints, there is an assessment slide given at the end of the PPT. For information on the
PowerPoints email Denise at [email protected] (5)
page 38
www.musicplay.ca
page 39
www.musicplay.ca
Ties
Tie: A tie can be used to join two notes together.
You hold for the value of both the notes. qTq Hold for two beats.
When you say the rhythms, you can say ta-a qTq to join the ta’s together.
Sing “Obwisana” using rhythm names.
12. Obwisana
rote song
Sample CD 14
# 2
& # 4 œ œ œ œ
*Recorded in B major
Ob - wi - sa - na
#
& # œ œ œ œ
Ob - wi - sa - na
œ
œ
sa
sa
-
-
œ
œ
œ œ œ œ
œ
na - na,
œ
na - na,
œ
Ob - wi - sa - na
œ
œ
œ
œ
Ob - wi - sa - na
œ
sa.
œ
sa.
Ghana
œ
Game Directions: “Obwisana” is a stone passing game from Ghana. Pick up the rock on beat one, and on beat two set the
stone in front of the person on your right (right and left usually need to be clarified). When the children can successfully
pass one stone, add another so two stones are being passed at the same time. Continue adding stones as your students
become more proficient. This can be played as an elimination game. If a child misses a beat, they are out. If they are
studying rocks in class, you could use different kinds of rocks. Whoever holds the rock at the end of the song tells the class
something about it.
I’ve also played this game with sticks and cups. Pass out a stick or a cup to each student, one at a time, from a pile in front
of you. This establishes the beat, and establishes the direction that you are going to pass in. After every child has a cup or a
stick, sing and pass. I give out one or two sticks or cups that are marked. The children that have the marked sticks or cups
at the end of the song go “out” and create a new circle in the middle.
Teaching Purpose/Suggestions: Introduce song #12 “Obwisana” by explaining that it is a children’s song from Ghana in
West Africa. Find the country on a globe or a map of the world and show the children where it is located. Teach the song
by rote. Play the game. This cooperation activity is great for ensuring that not only is each student keeping the beat, but as
a group they are as well. (1)
Music Reading and Writing - How to label the tie:
1. Bring out the cards with BEAT and RHYTHM on them. Play beat-rhythm switch with the song.
2. Figure out how many sounds there are on each beat. (clap the rhythm)
qr
qr
q
Ob-wi-san-a sa
qr
na-na
qr
qr
q T q
ob-wi-san-a sa
The last sound is held for two beats. You can use a tie to hold a note longer than one beat. I call this ta-a.
Another way to write this is with a half note h I call this too-oo because a half note is two beats in 4/4 time.
Add flashcards with ties and half notes to the flashcards you practice with students. (5)
Curriculum Connections: Social Studies: Song #12 comes from Ghana. Learn about Ghana. If you would like to
teach the children more about African music, there are links to African music websites at www.musicplay.ca (8)
page 40
www.musicplay.ca
13. Bell Horses
Sample CD 15
Orff Arrangement #21
&c œ
œ
Bell
& œ
hors - es,
œ
One
œ
o' -
œ
clock,
Objectives: ls m, q qr Q create ostinato
œ
œ
bell
œ
œ
hors - es,
œ
œ
two
what's
o' -
s
l
s s m
œ
the
œ
œ
clock,
time
When so is in a space, mi is in the space below.
When so is in a space, la is on the line just above.
To Do: Name the notes. Use s for so, l for la and m for mi.
œ œœœ
&œ
œ œ œ
&œ œ
s s
l
s
l
To Do: Draw the notes that are missing.
&œ œ œ œ
s
l
s
l
&œ œ œ
&œ œ œ œ
s
m
s
m
œ
l
œ
time
of
œ
œ
to
œ
Œ
œ
Œ
day?
a - way.
s
m
Traditional
œœœœœ
&œœ
ss
l l s s
m
&œ œ œ œ œ
s
m
ss
l
Game Directions: Line children up on one side of the room. Designate a finish line (chalkboard, backs of chairs). Sing
the song. At the end of the song wave a green flag to begin the race. Children can race different ways - hopping on one
foot, walking backwards, etc.
Teaching Purpose/Suggestions: This song can be used for learning to read tas and ti-tis and to teach or reinforce la-so-mi.
Create rhythmic or melodic ostinatos to accompany the song. (1)
Music Reading and Writing: Have the students read the tas and ti-tis for song #13 “Bell Horses.” If the children have the
student books or you have the PowerPoints, the students can read the song from the music. If you don’t have student books
or PPTs, write the rhythm on the board like this:
q
qr
q
qr
|
qr
qr
q
Bell horses, bell horses,
what’s the time of day?
qr
q
qr
q
| q
qr q
Q
One o’clock, two o’clock, time to away.
Q
Teach the children that a rest is a beat with no sound. Add flashcards with rests to the flashcards you practice with students.
If students learned to read la-so-mi patterns in first grade, they may be able to read the song using solfege. If they do not
remember the solfa notes, teach them the song, have them show the melodic contour through movement, and then label the
notes as la, so and mi. Additional practice naming la, so and mi is given in the student books and in the PowerPoints. You
can give your students additional practice reading la, so, mi by having them read la, so, mi patterns on flashcards. If you
make a class set of staff boards, students could practice writing la, so, mi patterns on their own staff board. Additional
practice writing la, so, mi is given in the student books page 9 and in the Bell Horses PowerPoint. You will find this practice
as a reproducible at the end of the teacher’s guide. (5)
Playing and Creating: There is an Orff arrangement for the song in the Orff Source. Teach this arrangement (#21) or
have the students create an accompaniment. The accompaniment could be a simple rhythmic speech ostinato or could be an
accompaniment on Orff instruments. Try singing the song with this ostinato: qr q qr q
page 41
www.musicplay.ca
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Song
Melodic Rhythmic Other
Instruments Theme
I Like Singin’
echo singing
kazoo
singing
Number Concentration dms
create Orff names
Nothing
vocal model
singing
I’m Glad I’m Back at School
ABA
Missus Tong
loud, soft, fast, slow
Plainsies Clapsies
ms l
ostinato
create Orff arrangement
No Robbers out Today ms
Orff Source #4
Whoopee Cushion
dmsd’
round
Rocky Mountain
drm sl
move to show AB
Orff Source #56
Turkey Lurkey
dms
q qr Q
tempo terms
Shake the Papaya
e q e
rondo form ABACA create with u/p, calypso
Calypso
Pass a Beanbag
dms
Seasons
2 part
expression, choices in music, cres. dim
art song, fall
I’m Thankful create lyrics, verses
Thanksgiving
Third Base Coach’s Dance
tempo, actions
baseball
Bells in the Steeple
dms
3/4 h.
melodic ostinato
Orff Source #29
Seven Up
drm
q Q
rhythm ostinato
create Orff arrangement game
Indian Summer
Blackfoot
Ceremonial Dance
play unpitched
Native American
Something’s Hiding
Old Woman All Skin and Bones
6/8 AB phrase form
Orff Source #61
Halloween
Closet Key
drm
dynamics
Orff Source #44
Trampin’
drm
Orff Source #43
Spiritual
Pass the Broom
beat
Halloween
Nothing But Peace
Remember Flanders Fields
Three Blind Mice
round, partner song
Old Brass Wagon
s,l,drm s qttt
dance
I’m an Acorn
drm sl
play u/p
Children Together
solo, unison, expression
Remembrance/Veterans Day
Long Legged Sailor
drm
create verses, move
create Orff arrangement sailors
Bonhomme Bonhomme
instruments
French
Playin’ on the Washboard
rondo form ABACA
play u/p, classify
Cod Liver Oil
6/8
Canadian
Oh I Wish I Were
create verses
Shake them ‘Simmons s,l, drm s
dance, create verses, movement
We Come From Pluto
6/8
action song
A Sailor
game song
It’s a Holiday
listen steel drum
multicultural
Island Steel Drum
listen steel drum
steel drum
Paw Paw Patch
qttt
game song
Santa Claus Is Coming
round
Christmas
King’s Land
drm sl
create rhythm ostinato
Makin’ Christmas Cookies
create movement
Christmas
Christmas Spice
create movement
Christmas
Noche Buena
h.
Spanish
January First
h.
Japanese
Koto
listen to koto
Japanese
In the Land of Oz
pre ti
Orff Source #75
game song
Donkeys Love Carrots
round
donkeys
Cindy
drm sl
Orff Source #64
American folk
Tideo
drm sl d’ qttt
move to show aaab
create Orff arrangement play party
Pirate Song
6/8
expression
pirates, sailors
Yummy Yum Yum
call-response
food
Head And Shoulders Baby
create new verses, movement
game
New Shoes
drm sl
create rhythm ostinato-shoes
create Orff arrangement game song
page 42
www.musicplay.ca
#
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
Song
Melodic Rhythmic
Other
Instruments Theme
Got a Hat Hat
tempo
create movement
hats
Sakura
h w
create fan movement create Orff arrangement Japanese
Log Driver’s Waltz
ballad
loggers, careers
Love Somebody
qttt
friends, Valentines
Ton Moulin
2/4, 3/4
AB form
French
Austrian Went Yodeling
3/4
action song
Donkey Riding
staccato, legato, accent
Canadian folk
E Papa & E Papa Maori version
Maori
Eating is Fun
round, create lyrics
Shiny Penny
drm sl
h.
create Orff arrangement game song
Coy Malindo
drm sl
expression
create Orff arrangement cowboy
Song of the Frog
round
Old Blue
drm s
expression
American folk
Dinah
s,l, drm s
qttt
play u/p, classify American folk
Irish Reel
create movement
Irish
Be-believe in You
self-esteem
Stella Ella Olla
beat
game song
Alouette
call-response
French
When You Dream
self-esteem
The Wind
expression
spring
I Love the Mountains
round, melodic ostinato
spring
Rabbits
create verses, change melody-rhythm
rabbits
Hide Those Eggs
Easter
Under the Chestnut Tree
tempo terms
spring
Waltzing Matilda
expression
Australian
Didgeridoo
listen to didgeridoo
Aboriginal
Find the Basket
drm sl
dynamics
Walk, Run, Ride a Bike
meter: 4/4, 3/4 h.
environment
El Florón
Spanish
Mariachi
listen to a mariachi band
Mexican
Swedish March
round
Inuit Lullaby
s,l, dr
h.
lullaby
Orff Source #69
Inuit
Tinga Layo
rondo form ABACA create u/p, classify Caribbean
Kaaniiskina
Blackfoot
El Burrito Enfermo
Spanish
Someone’s Tapping
drm s
qttt
Just Friends
social skills
Old Grandma
phrases, ties, slurs
settlers
Chicken on the Fence Post
qttt
create movement
La Pulga
Spanish
The Provinces
partner song
Canada
Paddy From Home
6/8
Irish
Feller from Fortune
create movement
Canadian folk
Ndinani Na
call-response
African
Spider Song
relate to folk tale
African
Zulu Dance
h.
listen to African drumming
African
O Canada
Canada
USA
page 43
www.musicplay.ca
February - week 4:
show the phrases by drawing an arc in the air with an arm motion.
Ask the students to tell you which phrases are the same and which
are different. Label the phrases with shapes or with letters. (a b
a c)
Musical Concepts:
q qr Q h qttt
3/4 meter - reinforce
round - sing harmony
New Songs:
read 3/4 flashcards
66. Shiny Penny CD3: 15
67. Coy Malindo CD3: 16-32
* add melodic ostinato
3. Ask the students to tell you what they know about horses.
Maybe some of your students can share experiences they’ve had
riding horses. Tell them that “Coy Malindo” is a song a cowboy wrote about his horse. Teach verse 1 and the chorus of song
#67 “Coy Malindo” by rote. Listen to all the verses and sing the
chorus. Ask the students questions about each verse.
For example:
* How does the rider make the horse go faster?
* How is the horse fed?
* Do you think the owner of the horse will be sad if the horse dies?
Concept:
ls mrd
folk song
LCD#18: Sarabande
* brass family
* read 3/4 flashcards
Review Songs:
Concept:
63. Donkey Riding CD3: 10-31
staccato/legato
Canadian folk song
64. E Papä CD3: 11-12
Maori, 3/4
* read rhythms (in 3/4 time) * play game, easy variations
65. Eating is Fun CD3: 13-14
1. Have the students read some 3/4 rhythm flashcards. If you
don’t have any, you could make your own by copying 3/4 rhythms
onto cardstock.
3/4 q q q | h.
3/4 qr qr q | q q q
3/4 h. | q q q
3/4 q qr q | qr qr q
There are lots of ways to use rhythm flashcards. Here are just a
few:
1. Show flashcard. Students read the rhythm using rhythm names.
2. Show the flashcard for only a second. Students say the rhythm.
3. Put several flashcards in a pocket chart. Read the rhythms one
after the other.
4. Read the rhythm and play it using body percussion. You could
clap one card, snap one, pat one and stomp one.
5. Read the rhythm and play it on rhythm instruments.
Rhythm flashcards are available from Themes & Variations. Email
[email protected] for information on the flashcard sets.
2. Song #66 “Shiny Penny” is a reading song and game. Have the
students read the rhythms. If you teach solfege, have them sing
the song using solfa notes. (If you don’t teach solfege, teach the
melody by rote.) Play the game.
This is also a good song to have students determine the form.
There are four two measure phrases in the song. Have the students
page 44
Asking the students questions will help develop their listening
skills as well as helping them learn the words for all the verses.
In the second lesson of the week, have students create pictures of
what they think the song is about.
Assess solo singing. Have each student in the class sing two
measures of Coy Malindo alone. There are 64 measures in total
in the song, so you have enough song for 32 students to sing. Line
the class up in class list order. You can assess this with or without
the accompaniment.
Listening Resource Kit Level 3:
Visit instrument websites to learn about brass instruments.
LCD#18: Sarabande, Johann PezelBrass, slow
* listening journal
There are worksheets on brass instruments in the Listening
Resource Kit Level 3 that you could have students complete to
gain more practice in naming the instruments of the brass family.
If at all possible, invite local musicians into your classroom to
demonstrate the brass instruments to your class. Links to the
following websites can all be found at
http://www.musicplay.ca
New York Philharmonic Site
http://www.nyphilkids.org
Dallas Symphony
http://www.dsokids.com
The Symphony: An Interactive Guide
http://library.thinkquest.org/22673
There are some excellent videos on brass instruments available.
Kodaly Activity:
66. Shiny Penny CD3:15 drm sl
67. Coy Malindo CD3:16-32
* read solfa and q qr * accompany with Orff instruments
Orff Activity:
Create Orff arrangement for #66 “Shiny Penny.”
Art: Create pictures showing what the song “Coy Malindo” is
about.
www.musicplay.ca
66. Shiny Penny
&œ œ œ œ œ
Sample CD 16
d
&c œ œ œ œ œ œ
Some - one has the pen - ny,
& œ œ œ œ œ
œ
Some - one has the pen - ny,
œ œ œ œ
shin - y penny.
œ œ œ œ
shin - y
pen - ny.
œ œ œ œ œ œ
Some - one has the pen - ny.
œ œ œ œ
May - be you and
r
m
s
l
Œ
œ œ œ
D. Gagné
Can you see?
œ œ œ Œ
may - be me.
Game Directions: Form a seated circle. When the song begins, the teacher pretends to drop a button into the hands of three
or four children, and really drops the button into the hands of one child. The rest of the children watch the whole process,
and at the end guess who has the button.
Teaching Purpose/Suggestions: Song #66 “Shiny Penny” is a reading song and game. (If you don’t teach solfege, teach
the melody by rote.) (1)
Playing and Creating:
1. Create “money” ostinati to perform with the song. Create 8 beat rhythm patterns using the following coins: pennies,
nickles, dimes and quarters.
Each coin represents one beat.
For example:
penny penny nickle dime
penny nickle dime dime.
(2, 3, 4)
Choose body percussion, found sounds or non-pitched instruments to play the ostinato.
Try the ostinato with words and instruments, words only, and instruments only. Decide which way they prefer it.
2. Extend this activity by having students create 8 beat melodies using the rhythms they’ve just created.
Create new 8 beat melodies using the following coins: pennies, nickles, dimes and quarters. Allow the students to use just
the pitches that are used in the Shiny Penny song in their melody: drm sl
Have them use their voices or barred instruments to create their melody.
Music Reading and Writing: Have the students read the rhythms. If you teach solfege, have them sing the song using
solfa notes. (5)
LCD#18: Sarabande, Johann Pezel
Activities:
1. Introduce this selection as a STILL piece or a Response Journal entry.
2. Ask the students to show you by moving their arms how the notes in the melody move up and down. If weather
permits, have them draw how the melody goes outside with sidewalk chalk. Make an overhead of the melody given
below and have them follow it as they listen.
3. Tell the students that a phrase in music is like a sentence when we speak. The composer has something that he
wants to say, and the phrase doesn’t end until it feels like it’s time to take a breath. (You can even hear the performers breath at the end of the phrases.) Ask the students to show you the phrases in the piece by moving their pointer
finger from left to right in an arc. Have them count the phrases.
4. Ask the students to tell you how the music makes them feel. If they haven’t already done so, have them write
about the piece in their Response Journals.
page 45
www.musicplay.ca
#
& # œ œ œ œ œ
67. Coy Malindo
Sample CD 17
&
&
&
&
&
##
##
##
##
##
c
œ
œ
I
œ
spurred
œ
make
œ.
Coy
œ.
d
spurred
œ
œ
my
horse
œ
œ.
him
trot.
j
œ œ œ
Ma - lin - do,
j
œ œ œ
œ
my
œ
œ
to
make
j
œ
He
œ
horse
œ
to
œ
œ
œ
jumped
ko
kill
ko,
Coy
Ma - lin - do,
kill ko kill ko,
2. I grabbed those reins and pulled them tight,
I grabbed those reins and pulled them tight,
I grabbed those reins and pulled them tight,
And rode that horse with all my might.
3. I fed my horse in a water trough,
I fed my horse in a water trough,
I fed my horse in a water trough,
And there he got the whooping cough.
trot,
and
œ œ œ œ
Coy Malindo, kill ko kill ko, Coy Malindo, kill ko me.
œ.
him
œ œ œ œ
kill
œ
make
him
j
œ
œ
spurred
œ
œ
I
œ
ran
œ.
Coy
œ.
œ
like
j
œ œ œ
he
Ma - lin - do,
j
œ œ œ
l
I
œ
œ
horse
œ
to
˙
was
shot!
œ œ
kill
s
Traditional
trot,
my
m
j
œ
œ.
œ
r
ko
˙
me.
œ œ œ
Coy
Ma- lin - do,
kill ko me.
4. When my horse is dead and gone,
When my horse is dead and gone,
When my horse is dead and gone,
I’ll use his jawbone to plow my corn.
Teaching Purpose/Suggestions: ls mrd, expression
Ask the students to tell you what they know about horses. Maybe some of your students can share experiences they’ve had
riding horses. Tell them that “Coy Malindo” is a song a cowboy wrote about his horse. Teach verse 1 and the chorus of song
#67 “Coy Malindo” by rote. Listen to all the verses and sing the chorus. Ask the students questions about each verse. (1)
Playing and Creating: This song uses only two chords - I and V. Have the students create an accompaniment for the song
using barred instruments (D-A), Boomwhackers or tone bars. (2, 3, 4)
Music Reading and Writing:
(5)
Listening and Evaluating: Ask the students questions about each verse. For example:
* How does the rider make the horse go faster? * How was the horse fed?
* Do you think the owner of the horse will be sad if the horse dies?
Asking the students questions will help develop their listening skills as well as helping them learn the words for all the
verses. (6, 7)
Curriculum Connections: In the second lesson of the week, have students create pictures of what they think the song is
about. (8)
page 46
www.musicplay.ca
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
Song Title
Melodic
Rhythmic Other
Instruments Theme
Wake Me! Shake Me!
s,l, drm
e q e
create movement
welcome
Hey Lidee
q qr
This Little Light
s,l, drm
2 pt choral singing
Frère Jacques
round
qttt
movement
Good Morning
smd
q qr
movement
Orff Chester s,l,tdrmf
tempo terms
Pizza Pizza
lsm
movement
Grandfather's Clock
apply expressive elements
Jolly Jolly Rhythm
s,l, d
names
new Orff
Thanksgiving Round
4 pt canon
h
(round)
Thanksgiving
Old Joe Clark
partner song
choral singing
American folk
Black Snake
drm sl
e q e
dynamics
Bill Grogan’s Goat
echo harmony
Topnotcher
action song
Canoe Song
l, drm l
e q e
round
Orff #63
Little Old Sod Shanty
settlers
Miss Mary Mac
ti
Cheki Morena
e q e
create
BoomwhackersSpanish
Al Tambor
Spanish
Mariachi
Spanish
Bats
s,l, drm
Orff #65
Halloween
Ma Ku Ay
3/4
Maori
Syncocopation
syncopation melodic ostinato
Sakitohwin
Native
There Was an Old Witch drm s d'
Orff #58
Halloween
Pass the Pumpkin
drm sl
new Orff
Halloween
Shine a Light for Peace
2 pt choral
apply expressive elements peace
Cut the Cake
fa
birthdays
Scale Round
major scale
Land of the Silver Birch l, drm sl
q qr
Orff #62
Crane
drm sl
new Orff
Japanese, legend
Koto
instrument familes
Japanese
Two Canadian Folk Songs partner song eqe q qr 2 pt choral singing
Stella Ella Olla
ms l d
My Bonnie
3/4
What Did Delaware?
create verses
states
Christmas is Coming
round
Christmas
Yesh Li Yadiyim
movement
Hebrew
Sarasponda
major scale beat
create melodic ostinato Dutch
Huron Carol
create percussion accompaniment
Native
Hallelujah Chorus
2 part harmony
Handel
Christmas Handel
Pack the Sleigh
create movement
Christmas
Music is the Language
World music
Clock Round
d m s d’
qttt
round
Toc Toc Toc
vocal timbre
new Orff
French
Forty Below
Folk song
Kookaburra
qttt
round
Australia
Didgeridoo
Australia
Cucú
so-do
Spanish
I've Been to London
s,l, drm sl
We’re on the Upward Trail
q qr h w unison, ostinato
page 47
www.musicplay.ca
# Song
Melodic
Rhythmic Other
Instruments Theme
52 Make New Friends
3 part round
53 My Gal’s a Corker
s,l,tdrm
e q e
create verses
54 Yankee Doodle Stick Game beat
create movement
55 Gens du pays
French, birthday
56 Las Mañanitas
3/4
Spanish, birthday
57 Country Kiddie Boogie
create dance
58 Let’s Catch a Rooster
4 part round qrt
friends, Valentines
59 Nobody Likes Me
major scale (G)
qrt
60 Grandpa’s Whiskers
create verses
61 Springtime
ties, slurs 3/4 h. expression
spring
62 Scotland’s Burning
s, drm s, round2/4 and 3/4 create movement
Orff #68
Scotland
63 Highland Pipes
instrument timbre, families
Scotland
64 Categories
sm
65 Feller from Fortune
6/8
Newfoundland
66 Tue Tue
African
67 African Drumming
African
68 Old Dan Tucker
s,l, drm
American folk
69 Wallflowers
drm sl
q qr h qrt English
70 Toembaii
qr q qrt qttt melodic ostinato
Hebrew
71 Mist
apply expression
legato
72 One Planet
Earth Day
73 Plant a Tree
Earth, Arbor Day
74 Under the Chestnut Tree
qr q h
tempo terms
Arbor Day
75 I Love the Mountains
4 part canon
round, melodic ostinato
Spring
76 Tulip Round
4 part canon qr q h w round
major scale Spring
77 Compost
6-8
melodic ostinato
Earth Day
78 Walk, Run, Ride a Bike
W h.
meter change
Earth Day
79 Mi Conejito
qr q h
Spanish, Easter
80 Lost My Partner
partner song qr q qrt qttt expression
81 J’entends le moulin
qr q qrt qttt French
82 Billy Billy
drm sl (D)
create movement
new Orff
83 Whacky Music
conduct 4/4 compose rhythms
Boomwhackers
84 Flunky Jim
6/8
settlers
85 Sing Sing Together
round
6/8
Orff #79
86 Old Blue
drm sl
qr q h q.e expression
Orff #89
American folk
87 Happy is the Miller
s, l, drm
qr q Q
movement
88 There’s a Hole in my Bucket
pickup
expression
89 Built my Lady
drm sl
qtr
Orff #50
American folk
90 Daisy Bell
3/4, ties
expression
91 Biddy Biddy
qttt
Jamaica
92 Steel Drum
instrument families
93 Crawdad Hole
s,l, drm
q qr w
fishing
94 My Hat
3/4, ties
movement, unpitched instruments
95 Camping Song
create verses
summer
96 Loo La
dynamics
geography
97 O Canada
Canada
98 Star Spangled Banner
USA
99 String Family
instrument timbre
strings
100 Percussion Family
instrument timbre
percussion
101 Woodwind Family
instrument timbre
woodwind
102 Brass Family
instrument timbre
brass
103 Concert Band
instrument timbre
concert band
104 Orchestra
instrument timbre
orchestra
page 48
www.musicplay.ca
October- Week 1:
Song #16 Little Old Sod Shanty CD1:24-25
Musical Concepts:
* Rhythm flashcards h qr qttt
* Reinforce eq e
* Tie, verse-chorus, create ostinato, round
New Songs:
14. Topnotcher CD1:20-21
15. Canoe Song CD1:22-23
16. Little Old Sod Shanty CD1:24-25
Concept:
create movement, fun
round, eq e
tie, verse-chorus
Review Songs:
10. Thanksgiving Round CD1:14
Concept:
round q h
Flashcard Fun: Play rhythm flashcards on unpitched instruments.
Choose four-eight rhythm flashcards that your students can read.
If they are learning to read rhythms for the first time in Grade 4,
use ta and titi flashcards. ( h qr ) If they are competent readers,
add tikatika rhythms. ( qttt ) Put the flashcards in a pocket
chart or clip to the board with magnets. Have the students read
the flashcards. Have them try playing the rhythms with body
percussion or with rhythm instruments. Choose a piece of music with a moderate steady beat and have the students play the
flashcards along with the music. Play each flashcard four-eight
times and then change to the next flashcard. I call this “rhythm
instrument playalong” in the Musicplay program. You can use
LCD#4 or any short piece of Baroque music with a moderate
steady beat.
Song #14 Topnotcher CD1:20-21
Teaching Purpose/Suggestions: This is a great song for campfires
or bus rides. Create and add actions as suggested by the words and
stretch your brain to try to remember them all. Teach the song by
rote. (1)
Song #15 Canoe Song CD1:22-23
Teaching Purpose/Suggestions: This song can be sung as a round
and unison song with Orff or guitar accompaniment. The song
provides more practice using the ti ta ti rhythm. If you haven’t
taught this rhythm, this is a good time to teach your students to
read the rhythm. Begin by teaching the song by rote. When the
students know this song well and have learned song #30 “Land
of the Silver Birch,” they can put the two songs together as a
beautiful choral arrangement. The choral arrangement is given
in the teacher’s guide, but not in the student books. The choral
arrangement is #30 in the teacher’s guide. It is found on CD2:
10-11. Many elementary choirs have used this arrangement for
contests and festivals. (1)
Playing and Creating: Create an ostinato to accompany the song.
You can use unpitched instruments, such as handrums, barred percussion, or Boomwhackers. If using melodic instruments, begin
your accompaniment with the notes E and B. An Orff arrangement is given for this song - #63 in “The Orff Source.” (2, 3)
page 49
Teaching Purpose/Suggestions: This is a folk song that comes
from the pioneers who settled on the great plains of Canada and
the US. The composer is unknown, but the song was sung from
Oklahoma to Alberta. As a result, there are many different variants
of the song. This variant can be taught by rote. Listen to Little Old
Sod Shanty on the CD. Listen again, pausing after each phrase and
have the students echo. (1)
Music Reading: Read with the students the definition of a tie that
is given in the student books or read the definition to them if you
don’t have student books.
A tie qTq joins two notes together. Hold for the value of both the
notes.
Ask the students to count the ties in the song. (5)
Listening: This song is a clear example of verse-chorus form.
Have the students listen to the song and ask them to find the part of
the song that is the chorus. (Oh the hinges are of leather ...) Have
them show the form of the song using letters or shapes. (6)
LCD#4: Concerto in Bb, Handel
Discuss some of the characteristics of Baroque music as found
on page 16 of Listening Kit 4. Ask the students if they can hear
any of the characteristics in this example. The two characteristics
they are most likely to hear are the energetic rhythms and long
melodies. It is possible to play rhythm instruments along with the
music. You could make an overhead of the score on page 26 or
play the flashcard rhythms that are shown.
Kodaly Focus:
Concept:
15. Canoe Song CD1:22-23
tone set: l, drm l
* Sing the song using solfege and hand signs
* Use the song to review la scales
* Use the song as a writing exercise
Orff Focus:
15. Canoe Song CD1:22-23 An Orff arrangement is given for this
song - #63 in “The Orff Source.”
* Create your own Orff arrangement for this song
Optional activity:
Ask the students to think of what we have that pioneers didn’t.
Ask what they are thankful for. Create a word chain describing
what we’re thankful for. Later, play the word chain on unpitched
instruments.
www.musicplay.ca
14. Topnotcher
Rote
Sample CD 18
6
& b 8 œj
My
œ
hand
œ
on
This is
œ
my
my top - notch - er,
& b 68 œ . œ œ œ œ .
nick - y, nack - y, noo.
œ
œ.
head,
what
œ œ œ œ.
my Ma - ma dear.
œ
œ
have
38 œ
œ œ
Top - notch - er,
œ œ œ œ œ
That's what
I learned in
my
œ
œ
I
Traditional
œ.
here?
œ œ œ
top - notch - er,
j
œ
68
œ
school. Boom! Boom!
2. My hand on my brow, what have I here? This is my sweat boxer, my Mama dear.
Sweat boxer, topnotcher, nicky, nacky, noo. That’s what I learned in my school. Boom! Boom!
wipe brow
hand on head
pat head 2x
snap fingers 3x
pat legs, left - right
3. My hand on my eye, what have I here? This is my eye blinker, my Mama dear.
point to eye
4. My hand on my nose,what have I here? This is my smell sniffer, my Mama dear.
point to nose
5. My hand on my mustache, what have I here? This is my soup strainer, my Mama dear.
finger under nose
6. My hand on my mouth, what have I here? 7. My hand on my chin, what have I here? This is my food grinder, my Mama dear.
hand covers mouth
This is my chin chopper, my Mama dear.
point to chin
8. My hand on my chest, what have I here? This is my air blower, my Mama dear.
hand on chest
9. My hand on my stomach, what have I here? This is my bread basket, my Mama dear.
hand on stomach
10. My hand on my foot, what have I here? stomp foot
This is my foot stomper, my Mama dear.
Teaching Purpose/Suggestions: This is a great song for campfires or bus rides. Create and add actions as suggested by
the words and stretch your brain to try to remember them all. Teach the song by rote. (1)
Playing and Music Reading: Choose unpitched instruments to substitute for each of the parts of the body. Play the
instruments each time the body part is named in the song. This is even more challenging than trying to remember the actions
and will really help to develop the student’s (and the teacher’s!) short term memory. (2, 5)
Standards: 1, 2, 5
page 50
www.musicplay.ca
15. Canoe Song
Sample CD 19
# c œ
&
J
&
&
&
#
œ
J
My
œ
œ
pad
#
Fol - low
#
Dip,
œ
J
œ
J
œ
dip
œ
Fol - low
-
j
œ œ
dle's
j
œ
the
j
œ
and
j
œ
the
œ
œ
keen
and
œ
œ
œ
œ
œ
wild
œ
swing
œ
wild
j
œ œ
bright,
flash - ing
j
œ œ
goose flight,
her
back,
œ
œ
dip,
dip
j
œ œ
flash - ing
goose flight,
j
œ œ
dip,
dip
&œ œ œ œ œ
Embers McGee
j Margaret
œ
œ œ
m
with
sil
j
œ ˙
-
and swing.
j
œ œ
with
sil
j ˙
œ
-
r
d
l,
s,
ver.
œ
ver.
and swing.
Add or create an ostinato on unpitched instruments or Boomwhackers. Try singing the
song as a round. Your new rhythm ( e q e ) is called ti ta ti.
Teaching Purpose/Suggestions: This song can be sung as a round and as a unison song with Orff or guitar accompaniment.
The song provides more practice using the ti ta ti rhythm. If you haven’t taught this rhythm, this is a good time to teach your
students to read the rhythm. Begin by teaching the song by rote. When the students know this song well and have learned
song #30 “Land of the Silver Birch,” they can put the two songs together as a beautiful choral arrangement. The choral
arrangement is given in the teacher’s guide, but not in the student books. The choral arrangement is #30 in the teacher’s
guide. It is found on CD2: 10-11. Many elementary choirs have used this arrangement for contests and festivals. (1)
Playing and Creating: Create an ostinato to accompany the song. You can use unpitched instruments, such as handrums,
barred percussion, or Boomwhackers. If using melodic instruments, begin your accompaniment with the notes E and B. An
Orff arrangement is given for this song - #63 in “The Orff Source”. (2, 3, 4)
Music Reading: The first week that you teach the song, teach it as a rote song. On the board draw the rhythm using lines:
--- ------ --- --- --- ------- (My paddle’s keen and bright) --- ------ --- ------- ------- (Flashing with silver)
--- ------ --- --- --- ------- (Follow the wild goose flight) --- ------ --- ------(Dip dip and swing)
Ask the students if there are any phrases that are the same. (The first and the third lines are the same.)
Ask the students if they can find any place in the song where they hear a rhythm that goes: short long short
(Each line begins with this rhythm.) Tell them this new rhythm is written e q e and is called “ti ta ti.”
Have the students tap the rhythm of the words as they sing. In week two, write the rhythm on the lines and read it. (5)
e
q
e
qr
q
e
q e
q
q
--- ------ --- --- --- ------- (ti ta ti titi ta) --- ------ --- ------- ------e
q
e
qr
q
e
q e
q
Q
--- ------ --- --- --- ------- (ti ta ti titi ta) --- ------ --- -------
(ti ta ti ta ta)
(ti ta ti ta sh)
Standards: 1, 2, 3, 4, 5
page 51
www.musicplay.ca
# Song
Melodic
Rhythmic Other
Instruments Theme
1 Mama Don’t Allow
s,l, drm
qrt qttt
unpitched
fun song
2 Concentration
s m d
q;.u
Orff#36
names
3 Little Tommy Tinker
d m s d’, round
q qr h w
create new words Orff#59English
4 School Day Blues
improvise, create new melody, words 12 bar blues, expression
school
5 Boom Chicka Boom
high/low, loud/soft, fast/slow
create on u/p fun song
6 Pass the Stick
s m d
q qr
create acc.
Orff#33
game song
7 When I Believe
2 part choral
expression
self esteem
8 Ickle Ockle
lsm
q qr
create accomp. I-V
Orff#14
fishing
Poem: Autumn, Emily Dickenson
create melody
9 Liza Jane
drm sl d’
e q e
create accomp.
D, Orff#60
American folk
10 Four White Horses
s,l,tdrm
E
new Orff, create new clap patterns
Caribbean
11 Steel Drum
listening
Caribbean
12 For Health and Strength major scale, round
Thanksgiving
13 Button You Must Wander drm sl
q qr
create accomp.
Orff#51
game song
14 Jack was Every Inch a Sailor
verse-chorus
D/A
Canadian folk
15 Alabama Gal
s,l, drm s
e q e
dance, create acc.
G/D, new Orff American folk
16 Linstead Market
2 part choral e q e
create acc. with u/p
Jamaican
17 Ronald MacDonald
tempo terms
game song
18 Ghost of Tom
s,l, drm, roundcreate acc. create movement
Em,Orff#83 Halloween
19 Whistle Daughter Whistle drmfs
e q e
create verses, acc.
I-V
folk song
20 Skin and Bones
l, drm
6/8
expression, create acc or Orff#61
Halloween
21 Lady in the Graveyard
l,td
legato, dynamics create acc or use Orff#74
Halloween
22 Percussion Family
listening
percussion family
23 Shalom
2 part choral
peace
24 Raindrops Round
dmsd’, round q qr qttt round, create storm
Orff#57
rain
25 El Torojil
drmfsl
q. e
Spanish
26 He’s Got the Whole World
singalong, create acc. I-Vspiritual
27 Peace is Flowing Like a River
create acc. I-V peace
28 Our Old Sow
s, drm
q. e
create acc. I-V, new Orff game song
29 Ah! Si mon moine voulait danser!
2 part choral
create acc. with spoons French
30 Sing the Scale
C scale, roundq qr h major scale
scale
31 Woodwind Family
listening
woodwind family
32 Brass Family
listening
brass family
33 Green Sally Up
beat
Orff #85
African American
34 Ho Ho Watanay
Orff#72
Iroquois
35 Ninaskamon
create acc. unpitched
Cree
36 Banks of the Don
3/4 q;.u
verse-chorus
Canadian folk
37 Hevenu Shalom
2 part choral
Hebrew, peace
38 Winter is Here
round (G scale) q qr h create new words
new Orff
winter
39 Charley Marley
C scale
ties
new Orff
Jamaican
40 C’est l’aviron
q. e
French Canadian
41 Campana Sobre Spanish Christmas
42 Christmas Shopping Blues
create solos, 12 bar blues
Christmas
43 Twelve Days of Christmas
Christmas
44 Snowflakes
2 part choral
expression
winter, snow
45 Early to Bed
round
3/4 q. e
healthy habits
46 Old Maid
3/4
game song
47 Follow the Drinkin’ Gourd
African American
48 When the Saints
drmfs
spiritual, jazz
49 George Washington Bridge
3/4
tempo terms
fun song
page 52
www.musicplay.ca
# Song
Melodic
Rhythmic Other
Instruments Theme
50 Music Alone Shall Live round
3/4
music
51 Five Foot Two
create dance
jazz
52 Hot Potato
tdrmfs
q. e
new Orff
game song
53 Scoo Be Doo Song
melodic ostinatos q;.u
scat singing
jazz
54 I’ve a Car
drm sl
qrt
create sound effects I-V cars
55 String Family
listening
string family
56 Five Four Groove
5/4
improvising, unpitched jazz
57 Tom Dooley
e q e
I-V
American folk
58 Cobbler
drm s
q qr
create acc.
Orff#52
game song
59 Rainbow Color
drm sl
e q e
recorder, create acc. or Orff#84
Chinese New Year
60 Chinese Temple
listening
Chinese
61 You Gotta Believe
create music video
self esteem
62 Al Citron
s, drm
q;.u
beat - passing game, create acc.
Spanish
63 Johnny Lost a Quarter
sequences
fun song
64 En Roulant
6/8
improvise with spoons
French
65 Chumbara
create patterns, dynamics I-V
fun song
66 Girl’s Day
l,t,d mf lt
Japanese
67 Didgeridoo
listening
Australian
68 Click go the Shears
6/8
Australian
69 Brave Wolfe
expression, dramatize
Canada
70 Deep and Wide
q. e
tempo
fun song
71 Irish Jig
6/8
listening
Irish
72 I am Slowly Going Crazy C scale
q qr
tempo, augmentation-diminution
fun song
73 Un Canadien Errant
3/4
expression
French Canadian
74 Haida
round
qrt
create acc., movement
Hebrew
75 Funga Alafia
C scale
e q e
create acc., movement
African
76 African Drumming
listening
African
77 Old Woman
drm s d’
dynamics
Orff#77
fun song
78 Strive for the Highest
expression
DARE, graduation
79 John Kanaka
ls mrd
q. e
create ostinato to acc. song
singing game
80 Drill Ye Tarriers
qrt qttt
expression
railroad folksong
81 Show You Care
2 pt choral
echo harmony
Earth Day
82 Hey Ho Nobody Home
round
qrt qttt
create acc. or use
Orff#88
Renaissance
83 Drunken Sailor
create verses
Em/D
Renaissance
84 The Ship Titanic
expression
Titanic
85 Come Follow
C scale, roundqttt q;.u
Renaissance
86 Riel’s Farewell
expression
Canada
87 ‘Neath the Lilacs
3/4
expression
fun song
88 Waddally Acha
Boomwhackers fun song
89 Play That Rhythm
s,l, drm
compose
new Orff
compose
90 Come and Sing
C scale, roundq qr h
create move
new Orff
singing
91 Clementine
q;.u
create acc.
I-V
fun song
92 I Let Her Go
create verse, movement
Trinidad
93 Take Me Out to the Ballgame
3/4
create new words
baseball
94 Ball Go Round
C scale
q. e
Jamaica
95 We Love to Sing
movement
singing
96 Boll Weevil
s,l,tdrm
q qr h. w create verse, create acc I-V
Texas folk
97 La Bella Hortelana
C scale
3/4
Spanish
98 Flamenco
listening
flamenco
99 The Capitals of Canada
Canada
100 The Capitals of America
America
101 O Canada
Canada
102 Star Spangled Banner
America
page 53
www.musicplay.ca
October - Week 2:
ackee at: wwwchem.uwimona.edu.jm:1104/lectures/ackee.html
Teach the song by rote one part at a time. When the students know
the parts well, try dividing the class and singing it in two parts. (1)
Musical concepts:
* tempo terms
* woodwind family
* qrt e q e
Song #17. Ronald MacDonald CD1:25-26
New Songs:
Concept:
15. Alabama Gal CD1:21-22
s,l, drm s, e q e dance
16. Linstead Market CD1:23-24
2 part choral, e q e
17. Ronald MacDonald CD1:25-26 tempo terms
Review Songs:
12. For Health and Strength
CD1:16-17
Concept:
major scale, round
Flashcard Fun: Have individual students read the following
rhythm flashcards: e q e
Assess: Instead of taking attendance, call a name and have that
student read the flashcard that you hold up. You can assess each
child reading one card in less than five minutes.
Song #15. Alabama Gal CD1:21-22
Teaching Purpose/Suggestions: This song will provide practice
reading the e q e rhythm. The song uses the tone set s, l, drm
s. If you teach solfege, have your students sing the song using the
solfa notes.
Read the rhythms from the student books, or if you don’t have
student books, write the rhythms on the board for students to read.
If you teach solfege, have your students sing the song using the
solfa notes. If you don’t use solfege, you could have the students
sing the letter names or teach the melody by rote. (1)
Playing and Creating: Create or play an Orff arrangement for
this song. (2, 3, 4)
Music Reading: Tone set: s, l, drm s
Rhythms: eqe qr q h
This is an excellent music reading song. If you teach solfege, have
your students sing the song using the solfa notes or letter names.
Read the rhythms from the student books, or if you don’t have
student books, write the rhythms on the board for students to read.
Read the theory note about time signatures with your students. (5)
Song #16. Linstead Market CD1:23-24
Teaching Purpose/Suggestions: Listen to the song on the CD.
Teach the game as per the directions in the teacher guide. Try it
at a variety of tempos. Read the tempo definitions on page 14 of
the student book or make a chart using the definitions given in
the teacher guide. As you try “Ronald MacDonald” at different
speeds, name the tempos using the Italian musical terms. (1)
Music Reading: Review tempo terms. Read the theory note
that is given in the student book on page 14. If you have a word
wall in your room, add the new tempo terms your students have
learned. There is a musical word wall kit available from Themes
& Variations. Visit www.musicplay.ca for information on this kit.
(5)
Review Songs:
12. For Health and Strength
CD1:16-17
* review as time permits
major scale, round
Listen to LCD#4 “Variation 4” by Boehm and have the students
complete their listening log. Additional suggestions for listening
selections are given in the Listening Kit Level 5. If you do not
have this kit, you can use classical music from any source to begin
having your students listen to the classics. Walmart sells Classical
Music CDs for as little as $2.50. You are given a page of listening
logs in the teacher guide that you may reproduce for your students.
Kodàly Extension:
1. Teach and read the placement of fa in the round, “We Are
Thankful.”
Orff Extension: Email for the Orff accompaniment for the song
“Alabama Gal.” ([email protected]) Have one group play
the accompaniment while the rest of the class plays the game.
Careers: Divide your students into groups and have groups
brainstorm for a list of musical careers that adults can do. Have
the other groups brainstorm for a list of musical avocations - the
ways that amateurs can be involved in music.
Have each group report to the class and prepare a master list of
musical vocations and avocations that adults can do.
Teaching Purpose/Suggestions: This is an easy two part choral
arrangement of a traditional folk song. The students will enjoy the
lively rhythms. Ackee is the national fruit of Jamaica and the song
tells of a trip to the market to sell what little the singer has.
The sales trip is not very successful. You can learn more about
page 54
www.musicplay.ca
#
œ
& œ œ œ œ œ
15. Alabama Gal
Sample CD 20
#
j
& c œ œ
You
# j
& œ
You
don't
œ
don't
j œ
œ
know how,
j
œ
know
œ
how,
j
œ œ
œ
how.
œ
how,
j
œ œ
You don't
s,
D
know how,
œ œ œ œ ˙
Al - a - bam - a
l,
E
d
G
r
A
m
B
s
D
Traditional
œ
how.
gal.
2. I’ll show you how, how, ...
3. Ain’t I rock candy? ...
4. Come through in a hurry, ...
Dance Directions: Contra-dance formation, four-six pairs in a line, with partners facing one another.
Verse 1: Head pair joins hands and sashays to the foot of the set and back again
Verse 2: Head pair swing right arms with each other, and then left arms with the person in the line opposite them, then right
arms with their partner in between each of the other participants. Repeat this verse if necessary.
Verse 3: When the head couple reaches the foot of the set, they join hands and sashay to the head of the set and peel the
orange forming an arch at the bottom of the set.
Verse 4: The other participants join hands and come through the arch to begin the dance again with a new head pair.
Teaching Purpose/Suggestions: This song will provide practice reading the e q e rhythm. The song uses the tone set s,
l, drm s. If you teach solfege, have your students sing the song using the solfa notes.
Read the rhythms from the student books, or if you don’t have student books, write the rhythms on the board for students to
read. If you teach solfege, have your students sing the song using the solfa notes. If you don’t use solfege, you could have
the students sing the letter names or teach the melody by rote. (1)
Playing and Creating: Create or play an Orff arrangement for this song. (2, 3, 4)
Music Reading: Tone set: s, l, drm s Rhythms: eqe qr q h
This is an excellent music reading song. If you teach solfege, have your students sing the song using the solfa notes or letter
names. Read the rhythms from the student books, or if you don’t have student books, write the rhythms on the board for
students to read. Read the theory note about time signatures with your students. (5)
Listening: Listen to small groups perform the Orff arrangement. Practice being a good audience as you listen. Ask
students to find one thing they really like about each performance. (7)
Curriculum Connections / Integrated Arts: Social Studies: Find Alabama on a map of the USA. Learn some facts about
the state such as its population, capital city, main industries and when it was settled. Compare Alabama and Newfoundland.
Physical education: Learn the dance that is given for the song, or have students create their own. (8, 9)
Standards: 1, 2, 3, 4, 5, 7, 8, 9
page 55
www.musicplay.ca
Something Told the Wild Geese
Something told the wild geese
it was time to go.
Though the fields lay golden
Something whispered, “Snow.”
Leaves were green and stirring,
Berries luster-glossed,
But beneath warm feathers
Something cautioned, “Frost.”
All the sagging orchards
Steamed with amber spice,
But each wild breast stiffened
At remembered ice.
Something told the wild geese
It was time to fly,
Summer sun was on their wings,
Winter in their cry.
by Rachel Field
16. Linstead Market
Sample CD 21
Teaching Purpose/Suggestions: This is an easy two part choral arrangement of a traditional folk song. The students will
enjoy the lively rhythms. Ackee is the national fruit of Jamaica and the song tells of a trip to the market to sell what little
the singer has. The sales trip is not very successful. You can learn more about ackee at:
http://wwwchem.uwimona.edu.jm:1104/lectures/ackee.html
Have the students listen to the song and tell you which part is melody and which part is harmony. Teach the song by rote
one part at a time. When the students know the parts well, try dividing the class and singing it in two parts. (1)
Playing, Improvising, Creating: Allow the students to choose rhythm instruments and create accompaniment patterns to
play with the song. (2, 3, 4)
Listening: Ask the students to suggest what style this song is in. Ask them if they can think of any other songs they have
learned in this book that are in a similar style. Listen to the accompaniment patterns created by the students. Decide which
accompaniment patterns you prefer and have the students tell why they prefer them. (6, 7)
Social Studies: Find Jamaica on a map of the world and learn some interesting facts about the country. Learn about ackee,
the national fruit of Jamaica. (9)
Standards: 1, 2, 3, 4, 6, 7, 9
page 56
www.musicplay.ca
16. Linstead Market
Sample CD 21
&
7
&
##
##
c
2
Rote
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Car- ry me ac - kee go to
Car - ry me ac - kee, go to
## j
j
& œ œ œ œ œ
Car - ry
me ac - kee,
## j
& œ œ œj œ œ
car - ry
me ac - kee,
car - ry
me ac - kee,
car - ry
me ac - kee,
j
œ œ œj œ œ œ
not a
quat
me ac - kee
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down to
23
&
##
Car-ry
&
&
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car- ry me ac - kee,
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##
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page 57
j j
œ œ œ œ œ
œ
˙
Œ œ œ
œ
œ œ œ
˙
Œ œ œ
œ
œ œ œ
No!
No!
me ac - kee,
Not a
Not a
œ œ
Lin - stead Mar - ket,
j
œ œ
Car - ry
car - ry me
car - ry
me ac - kee,
mite, not a bite,
mite, not a bite,
Œ
Œ
Œ Ó
sell.
j
œ œ Jœ œ œ œ œ
œ
ac - kee
down to the Lin-stead Mar-ket.
j
œ œ œj œ œ œ
not a
quat - ty worth
j
j
œ œ œ œ
car - ry
me
œ
ac - kee
j œ œj œ œ œ
œ
œ
sell.
Œ ˙
Oh,
œ Œ ˙
down.
Oh,
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what a
Sat
-
ur - day
night.
Oh,
what a
Sat
-
ur - day
night.
Oh,
j œ œj œ œ œ
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www.musicplay.ca
Div.
down.
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j
j j
j
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27
j
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sell.
Œ Ó
œ Œ Ó
me ac - kee
# #Part1
j
& œ œ œ œ œ œ œ œ œ œ œ œ œ œ œj œ œ œ
# # Part2j
& œœ
œ
the Lin-stead Mar -ket.
j
j
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car - ry
sell.
j
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J
19
Car-ry me ac - kee go to Lin- stead Mar - ket,
œ Œ Ó
j œ œj œ œ
œ
j
j
œ œ œ œ œ
15
Car - ry
Lin - stead Mar - ket,
j j
œ œ œ œ œ
11
Jamaican arr. by D. Gagne
Lin-stead Mar-ket,
œ œ œ œ œ œ œ œ œ œ œ œ
j
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&
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what a
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j
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what a
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Car-ry me ac - kee go to Lin - stead Mar - ket, not a quat - ty worth
##
Car-ry
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me ac - kee,
j
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car- ry me ac - kee,
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## j
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me ac - kee,
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j j
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43
Not a quat - ty worth
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page 58
car - ry me
œ
ac - kee
œ
sell.
Œ
Ó
œ ‹J ‹
down. Not one!
‰Œ
œ
ac - kee
ur - day
night.
ur - day
˙
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œ
sell.
j
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down to the Lin- stead Mar - ket.
‹ ‹ ‰Œ
œ J
car - ry me
œ
ac - kee
j
œ œ œj œ œ œ
sell. Oh no!
Car - ry me
www.musicplay.ca
œ
ac - kee
œ Œ
down.
Not a quat - ty worth
j j
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Ó
night.
j
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j j
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j
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## j
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39
œ
œ
Ó
‹ ‹ Œ
sell. Oh no!
œ ‹ ‹ Œ
down. Oh no!
Tempo: Fast and Slow
Tempo in music tells us how fast or slow to sing or play.
Italian words are used to describe different speeds or tempos.
Slow
adagio slow
lento
slowly
largo
very slow and broad
Medium
andante
moderato
slow, at a walking pace
moderate pace
Fast
allegro lively and quick
vivace fast and lively
presto very quick
prestissimo as quick as possible
17. Ronald MacDonald
Sample CD 22
Ronald MacDonald - a biscuit.
Ronald MacDonald - a biscuit.
Oh, shoo shoo wa wa - a biscuit.
I’ve got a girlfriend - a biscuit.
She’s so sweet - a biscuit.
Sweeter than a cherry treat - a biscuit.
Ice cream soda with the cherry on top.
Ice cream soda with the cherry on top.
Down down baby, down by the roller coaster.
Sweet sweet baby, I don’t want to let you go.
Shimmy shimmy coco pop, shimmy shimmy pow!
Shimmy shimmy coco pop, shimmy shimmy pow!
Rote
Playground Chant
Learn the Ronald MacDonald chant and the actions. Try it at different tempos.
adagio - andante - moderato - presto - prestissimo
Sing other songs at a variety of tempos.
Game Directions: Form a circle with all the players. Pat and clap own hands as shown on the score, but instead of clapping
right and left hands with your partner, clap both hands sideways with the people on either side of you in the circle.
Sing the first time slowly, increasing the speed each time you play. Use correct tempo terms.
Teaching Purpose/Suggestions: Listen to the song on the CD. Teach the game as per the directions in the teacher guide.
Try it at a variety of tempos. Read the tempo definitions on page 14 of the student book or make a chart using the definitions
given in the teacher guide. As you try “Ronald MacDonald” at different speeds, name the tempos using the Italian musical
terms. (1)
Music Reading: Review tempo terms. Read the theory note that is given in the student book on page 14. If you have a
word wall in your room, add the new tempo terms your students have learned. There is a musical word wall kit available
from Themes & Variations. Visit www.musicplay.ca for information on this kit. (5)
Standards: 1, 5
page 59
www.musicplay.ca
17. Ronald MacDonald
Rote
Sample CD 22
#
Playground Chant
r
œ
œ
Œ
‰
≈
c
.
&
‹ ‹ ‹
œ œ œ
pat pat
clap clap
clap to side 2x
Ron - ald Mac - Don - ald,
hitch-hike
a bis - cuit.
clap clap
shoo shoo wa
wa,
a bis - cuit.
clap to side 2x
Ron - ald Mac - Don - ald,
pat clap clap
# ˙pat pat œ clap clap. œ œclap. œto sideœ2x. hitch-hike pat
˙
œ œ. œ
œ
&
‹‹ ‹
Oh
Playground Chant
r
œ
œ
Œ
‰
≈
.
‹ ‹ ‹
œ œ œ
pat pat
I've
got
a
&
&
#
pat pat
#
#
&
page 60
sweet,
a bis-cuit.
hitch-hike
œ
œ.
‰ ≈ ‹r ‹ ‹
girl
-
friend,
clap clap
clap to side 2x
put thumb in fist
Ice cream so - da with the
cher - ry on top.
make roller coaster arms
œ
ba - by, down
œ œ.
don't want
by
œ nœ .
to
œ œ
let
you go.
fake punch
‹. ‹ ‹. ‹ ‹ Œ
shim - my shim - my pow!
clap clap
a bis-cuit.
put thumb in fist
‹ ‹ ‹. ‹ ‹. ‹ ‹. ‹ ‹ ‹ Œ
Ice cream so - da with the
cher - ry on top.
hug self and sway side to side
œ
the rol - ler coast - er.
œ nœ œ . œ
Sweet, sweet
ba - by,
shimmy lean forward and backward
œ.
Shim
-
œ œ.
my shim
shimmy lean forward and backward
œ . œ œ . œ nœ . œ œ
Shim - my shim - my co - coa pop,
hitch-hike
.
œ
œ
œ.
‹‹ ‹
clap to side 2x
œ œ œ . œ nœ . œ œ . œ
œ nœ œ . œ
Down, down
pat pat
a bis - cuit.
clap to side 2x
Sweet -er than a cher-ry treat,
‹ ‹ ‹. ‹ ‹. ‹ ‹. ‹ ‹ ‹ Œ
& œ.
#
so
a bis - cuit.
clap to side 2x
clap
clap to side 2x
hitch-hike
pat pat
clap clap
# pat˙ pat œ clap
.
.
.
œ
œ
œ
œ
œ
œ
œ œ œ
œ. œ œ.
&
‹‹ ‹
J J
She's
hitch-hike
www.musicplay.ca
-
œ nœ .
my
co
-
I
œ œ
coa pop,
fake punch
‹. ‹ ‹. ‹ ‹ Œ
shim - my shim - my pow!
Song
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
Musicplay for Middle School (Musicplay 6) List of Songs / Concepts Taught
Barges
Why Shouldn’t My Car
Rufus Rustus
SK8ER BOI
Mango Walk
Now We’ll Make
Love my Baseball
Bat Boy
Cello Concerto
Syrinx - flute
I Love This Country
Song for the Mira
Telemann Sonata 1
Telemann Sonata 2
Telemann Sonata 3
One Bottle of Pop
Complicated
Joy
Dollar
Dry Bones
Above a Plain
Scarborough Fair
Greensleeves
Oh My Darling
Dona Nobis Pacem
La Bamba
In Flanders Fields
Minuet - Mozart
A Song of Peace
Hanky Panky
Suo Gan
Hagdalena
Raga 7
Raga 19
Wild Mountain Thyme
Mary Mac
Round and Round
Angels
Who Did
Haydn String Quartet
Hineh Ma Tov
Il est né, le Divin Enfant
Snowflakes
Christmas at the Hop
Christmas Line Dance
COFFEE
Here’s a Song that’s Really Neat
It’s a Whacky Kind of Sound
Paper Scissors
Missus Murphy’s Chowder
De Colores
Hockey Song
Eine Kleine
She’s Like the Swallow
A Great Big Sea
Oh My Love
Love Somebody
Hi Ho the Rattlin’ Bog
Tell my Ma
A Wuni Kuni
page 61
Melodic
Rhythms
Other Elements
C scale *read
D scale
qr q h
descant
round
partner song
pop song projects
1st & 2nd endings
F scale *read
e q e
qr q h
triplet
C scale *read
qr q h
F scale *read
3/4 read
round
q h h. H
F scale *read
G scale *read
q. e
qr q h
G scale *read
q;.u
G scale *read
F scale *read
6/8
qr q h
qr q h eq e
F scale *read
3/4 read
3/4 read
qttt qrt
2 part choral, dynamics
3/4 conduct
beat, game
form: AABA
tone color
tone color
mood
mood
round
repeats
theme & variations
create movement, round
recorder
partner song
echo harmony, create movement
line dance
round
improvise
rhythm composition
qr qrt
beat
Baseball
Baseball
Patriotic
Thanksgiving
Halloween
Halloween
Peace - Remembrance Day
Rhythm Instrument
Czech
Renaissance
Renaissance
Spanish
Classical
Welsh
India
India
English
Irish
Orff
Black American
Peace - Hanukkah
Christmas
Christmas
Christmas
Christmas
Boomwhacker
Boomwhacker
Sports
Valentine’s Day
Valentine’s Day
Valentine’s Day
www.musicplay.ca
Baroque
Baroque
Baroque
Baroque
Baroque
related arts
staccato, legato, trills
mood
mood
major/minor, round
Historical/
Cultural
West Indies
listen to cello, monophonic
listen to flute, monophonic
2 part choral
unison choral
conduct 3/4
conduct 4/4
conduct 2/4, polyphonic
3 part partner, I V chord
pop song projects
unison choral
6/8
Theme
Orff
compare to other arts
create movement
Orff
recorder
recorder
q. e
Instruments
Classical
Hebrew
French
China
Irish
Spanish
Classical
Irish
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
Song
Hymn to Freedom
Wai Bamba
Wade In The Water
John B. Sails
Arupusu
Beethoven String Quartet
Fillimiooriay
Black Socks
Celtic 1
Celtic 2
Gypsy Rover
OO’Kat
Found A Peanut
Entendez Vous
Tumbalalaika
A Ram Sam
Build A Bridge
She Waded In The Water
Corner Grocery Store
Backporch Blues - Long
Cosmopolitan Blues - Long
Cosmopolitan Blues - Short
Lay Around Blues - Short
Backporch Blues - Short
Ramsey St. Blues - Short
Bat Rap - Long
Rappin’ With The Animals - Long
Hoppin’ Hops - Short
Tone Loco - Short
Hopalong Rapsody - Short
My Heart Will Go On (Titanic)
Gerakina
Tsiftelli
Tzamiko
Zembekiko
Shanty Boys
Jubilate
Senviak
Laugh Ha Ha
Sippin’ Milkshakes
Take Time In Life
Siyahamba
Samba
6/8 Afro 1
Shekres
2/2 Bata
Calypso
Squid Jiggin’
Nova Scotia Song
De Ump
Do Run
Mi Gallo
Take Time
My Landlord
She Sailed Away
Cockles And Mussels
Un Élephant
Mary Had A Little Lamb
Blood On The Saddle
Home On The Range
Farewell
O Canada
page 62
Melodic
C scale *read
Rhythms
qr qrt
F scale *read
qr q h
6/8 *read
F scale *read
qr q h
3/4 *read
qr q h
q;.u
7/8
6/8
F scale *read
Instrument Theme
Black History Month
3 part choral
F scale *read
F scale *read
Other Elements
qr q h
qrt qTq
qr q. e eq e
Orff
rote song
game song
St. Patrick’s Day
round
create movement
create movement
vocal interpretation
tone color, repetition
I V accompaniment create
round
St. Patrick’s Day
St. Patrick’s Day
round
piggy back song
compose verse
composer blues
composer blues
composer blues
composer blues
composer blues
composer blues
composer rap
composer rap
composer rap
composer rap
composer rap
pop song
F scale *read
qr q h
beat
q. e e q.
*read pentatonic
qr q h h.
Japan
Classical
Irish
Celtic
Celtic
English
Blackfoot Native
Blues
Titanic - April 12
bazouki, guitar
bazouki, guitar
bazouki, guitar
6/8 part round
Greece
Greece
Greece
Greece
Renaissance
20th Century
round
echo
Orff
drum
vocal timbre
vocal timbre
round, game
2 part choral, dynamic/tempo markings
game
terms, fermata
vocal expression
game
styles, change an element
www.musicplay.ca
62
African
French
Orff
tone color
3/8
Black History Month
Historical/
Cultural
South Africa
Brazil
Cuba
Cuba
Cuba
Trinidad
Newfoundland
Baseball
Baseball
Mother’s Day
Spanish
French
Cowboy Songs
Cowboy Songs
Graduation, Retirement
Patriotic
Patriotic
Sample Lesson - October Week 1
The detailed lesson plans that were given in grades 1-5 are not given in the Musicplay for Middle School. Instead,
detailed teaching suggestions are given for each musical selection in the binder. The activities that make up your
lesson plan will depend on the attitudes, skill level, and experience of the students in sixth grade. This will vary
greatly from school to school. In this binder, we’ve offered enough material that you can choose the repertoire that
will meet the needs of your students. If your students will not participate when singing choral arrangements, but
will sing fun songs, you will choose more of the fun songs until your students are more accepting.
Opening: Get Their Attention! Rhythm reading activity
There are 18 different activities suggested above. You can choose a different activity for 18 lessons. You’ll extend
the students reading ability and you’ll have many opportunities to assess their reading ability.
In September, the outline suggests reviewing the following: qr q h eq e
Place these cards in the pocket chart:
qr q qr q stamp stamp clap stamp stamp clap
qr qr h
pat
e q e q q clap
q Q q Q
stamp
Read and create a body percussion canon.
Decide with the class what body percussion to use for each pattern. Practice the body percussion until it is secure.
Divide the class into two groups and perform it as a round.
Review Song: Review a song that has been learned well. In September, the song “Barges” was learned. Hand
out student books and review the descant, having the students sing either the letter names or solfege. Ask a small
group to sing the descant while the larger group sings the melody. If you have Orff instruments, this could be the
point in the lesson when you start to teach the arrangements to a song that they have learned to sing.
New Song: Introduce the new song “One Bottle of Pop”. Teach each part by rote. When you come to the third
part, teach the students about triplets. Ask the students to clap “the way the words go”. On the board draw four
hearts to represent four beats. Ask them to listen and tell you how many sounds are on each beat.
One
bot-tle of
pop.
Two
bot-tle of
pop.
q
qrr
q
q
qrr
q
ta
tripleta
ta
ta
tripleta
ta
Listening: Draw 2/4, 3/4 and 4/4 conducting patterns on the board. Have the students conduct while they listen
to one movement of the Telemann Sonata. There are many listening activities given in each month. Not all are
classical music. Many of the listening examples used are from around the world.
Game: Play the “Dollar” game.
The closing activity could be a game, movement activity or a fun song.
You may choose to have students work on lengthier projects such as the pop song project or the composing projects. You won’t teach a formal lesson like this during those times.
page 63
63
www.musicplay.ca
Concept to teach: 13. Telemann Sonata First Movement
14. Telemann Sonata Second Movement
15. Telemann Sonata Third Movement
16. Fish and Chips
October Week 1
time signature review, conduct 3/4 conduct 4/4 Texture
conduct 2/4
triplets, 3 part partner song
Worksheet 10
Worksheet 14
Worksheet 23
13. Telemann Sonata
Sample CD 23-24-25
Worksheet 10, 14
Teaching Process/Suggestions:
Georg Philipp Telemann was born in Magdeburg in 1681 - four years before Bach and Handel were born. His
father was a Lutheran clergyman, his mother the daughter of a clergyman, and his elder brother also became a
clergyman. Telemann might have become a clergyman if it had not been for his exceptional musical talent. By the
time he was ten he had mastered the violin, flute, zither and keyboard. Despite his family’s disapproval, he wrote
his first opera when he was 12. He studied law at Leipzig University, but was such a capable musician that he
gave concerts, wrote operatic works and was appointed church organist. In 1705 he became a Kapellmeister and
he worked as a musician and composer the rest of his life, traveling widely, and becoming friends with Handel.
As a composer Telemann was prolific, writing 1043 church cantatas, and settings of the Passion for each year that
he was in Hamburg - 46 in all. In Leipzig he had written operas, and he continued to involve himself in public
performances in Hamburg, later taking on additional responsibility as musical director of the Hamburg opera. He
was also commercially active in publishing and selling much of the music that he wrote. A musical form which
Telemann made popular was the orchestral suite — the Overture and its succession of dance movements.
For a more detailed biography of the composer and sound samples visit the following site:
www.baroquemusic.org/bqxtel.html
Listen to each movement and have the students try to tell what the time signature of the movement is. Draw the
conducting patterns below on the board. Teach the students the conducting patterns for 2/4, 3/4 and 4/4 time. Have
them try to determine which conducting pattern fits each movement.
Movement 1: 3/4
Movement 2: 4/4
Movement 3: 2/4 (begins with an upbeat)
2/4
page 64
3/4
www.musicplay.ca
4/4
16. Fish and Chips (One Bottle of Pop)
Sample CD 26
b 3 1.
b
& b 4 œ.
Fish
b
& b b œ.
b
&bb
Fish
2.
œ
Don't
b
&bb œ
&
bbb
&
bbb
Don't
3.
j
œ œ œ
and chips and
j
œ œ œ
œ
Five
in
my
œ
œ œ œ œ
throw your junk
3
bot - tle of pop,
3
œ œ œ œ
bot - tle of pop,
in
œ
Two
vin - e - gar,
my
œ
œ
œ
œ
back - yard,
back - yard,
œ
my
œ
my
3
œ œ œ œ
bot - tle of pop,
œ
Six
3
œ œ œ œ
bot - tle of pop,
œ
Three
Camp Song
vin - e - gar,
œ
pep - per, pep - per, pep - per,
œ
œ œ œ œ
œ œ ˙
œ œ œ œ œ œ
vin - e - gar,
throw your junk
œ œ ˙
vin - e - gar,
œ œ ˙
and chips and
œ œ œ œ œ
One
œ œ ˙
Worksheet 10, 32
œ
œ
œ
œ
salt.
œ
back - yard,
my
3
œ œ œ œ
bot - tle of pop,
3
œ œ œ œ œ œ
Sev - en bot - tle of pop;
full.
œ
Four
Œ
œ
œ
Œ
Œ
back - yard,
œ
back - yard's
Œ
3
œ œ œ œ
bot - tle of pop,
œ
pop.
Œ
Œ
Teaching Process/Suggestions:
This song may have been introduced in the previous lesson if the students completed Worksheet 10. If not, teach the three short songs by
rote. Try dividing the class into two groups and sing two of the songs at the same time. If successful, divide into three groups and sing
all three parts at the same time.
Review what polyphonic music is: music with two or more melodies played or sung at the same time. This is explained on page 13 of
the student books. This song is a simple example of polyphonic music.
Boomwhackers: If you sing this song in the key of F instead of Eb as written, you could easily add boomwhackers on the third part: One
bottle of pop. Instead of singing this part, play on the Boomwhackers® the following:
F F F | F F F | C C C | F F F | F F F | F F F | C C C | F ||
Guitar or Ukulele: This would be an easy song to accompany with guitars or ukuleles. Only two chords are used. If you sang this in
the key of D, you would need to accompany the song with a D and A chord. This would be a good time to review I and V chords with
students.
I and V chords: A I chord is a chord built on the first note of the scale. A V chord is a chord built on the fifth note of the scale. In the key
of D the D scale is: D E F# G A B C# D The chord built on I is a D chord. The chord built on V is an A chord.
Rhythm: The triplet rhythm is used in the third melody “Fish and Chips”. This is an excellent opportunity to teach about triplets.
Triplet: Three notes that are played or sung in the time of two. You can say triple-ta or tri-pl-et when saying the rhythms.
page 65
www.musicplay.ca
65
Workshops ~ Newsletter ~ Email Support
Support is available on an ongoing basis to districts that adopt the Musicplay program.
When Musicplay is adopted in multiple schools, free inservice on the program will be provided.
There are Musicplay workshops held annually in several cities, and an inservice can be
booked at any time of year with one of our presenters. Workshops are always active learning
experiences for participants. They are a lot of fun!!!
The Musicplay Newsletter is sent twice a month and highlights for teachers one of the
lessons in Musicplay, or offers suggestions on discipline, classroom management, helping to
develop the singing voice, beginning the recorder or other topics of interest to music teachers.
Email support is available to teachers using the program. Simply send a question to
[email protected] and an answer will be sent within a day.
About the Author: Denise Gagné is a music specialist with 35 years of experience teaching band,
choir and classroom music from pre-school to university. She has degrees in music and education,
as well as Level 3 training in both Kodály and Orff. Her choirs and bands have won many awards
at music festivals and have performed for local and national sporting events, on national radio and
even for the Queen. She has been a workshop presenter in every Canadian province and territory
and more than 40 states. She presents regularly for Orff and Kodály chapters, music educators
conferences and preschool and kindergarten conferences in Canada, the USA, Asia, Europe and
Australia! Denise is currently the managing editor of Themes & Variations. Denise is the author
or editor of more than 150 publications for K- 6 music teachers including the Musicplay K-6
Elementary Music Curriculum.
page 66
www.musicplay.ca
Practical Supplementary Resources
Songs Include:
1. Elephants Have Wrinkles 2. Monkeys 3. One Green Jelly Bean 4. Clap! Stamp! Shake!
5. Skateboard Rider 6. Statue Game 7. Napoléon 8. Easter Bunny Boogie 9. I Can Do the Bunny Hop Too!
10. Sam the Robot Man
page 67
www.musicplay.ca
How do I use Musicplay?
* Use as your curriculum and follow the weekly lessons (substitute freely!)
* Use as a thematic resource choosing songs to reinforce themes and units
* Use as the framework of a Kodaly or an Orff program
* Use the songs for performances and programs
* Teach the singing games - kids love them!
Why Musicplay?
* Easy Planning - lessons are written
* Sequential curriculum
* CD recordings for songs and for listening are included
* Music reading is incorporated into every lesson
* Orff arrangements, Kodaly worksheets
* Literacy supplements ~ integrate music into curriculum
* Practical supplemental resources
* Powerpoints, Smart notebook files and QuickTime Movies for every song
* MENC standards based and aligned
* Affordable - $1625 K-5 School
Note: Grants are available to assist with funding. www.musicplay.ca
page 68
www.musicplay.ca

the Musicplay Curriculum Overview Book

Transcription

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