Simply Music Rhapsody

Transcription

Young Musicians Make Music: Lessons 21-30
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Contents
Lesson 21:
Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 3
Lesson at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 5
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 6
Lesson 22:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 10
Lesson 23:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 15
Lesson 24:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 19
Lesson 25:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 24
Lesson 26:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 28
Lesson 27:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 32
Lesson 28:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 36
Lesson 29:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 40
Lesson 30:
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 45
Lessons 21-30: Song Notation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 46
(011713)
Simply Music Rhapsody: Young Musicians Make Music: Lessons 21-30 | © Licensed to Simply Music. All rights reserved.
Page 2 of 59
21
Young Musicians Make Music
Lesson Plan 21
Activity
Gathering
Drum
Title
Kangaroos,
from Carnival
of the Animals
by Camille
Saint-Saëns
Tideo
Comments
What’s
Needed
Kangaroos:
Find different ways to play the drum in response to the music.
Gathering Drum
Track
Tideo:
• When it’s time to sing hello using the child’s name, the child plays their
Guitar/Ukulele
own way on the rhythm of “ti-de-o.” Everyone sings that child’s name
again and copies the way he played.
• Continue with the next child until everyone has a turn.
Ballade
(SM Piano)
Ballade:
• Invite everyone to listen to the piano music written by Burgmüller while
Vocabulary:
Accent
• Repeat the music and ask everyone to play their “drum piano.” Play a little
Track
you play on the gathering drum. Ask them to listen for accents.
louder on the accents.
The Ship
Goes Sailing
New)
The Ship Goes Sailing:
• “The ship …”: Steady drum beat, stop on “me”
• “The waves go up,… down”: Raise arms, lower arms
• “The waves go rolling…”: Circles on the drum
• “Lightning flash”: Clap hands
• “Thunder crash”: Tremolo on the drum
• “The ship”: Lean to one side, then the other
• “She sank”: Fall backwards on the ground
[Track]
Movement
Love
Somebody
• Repeat from last week, patting on “love,” clapping on “yes I do.”
• Encourage the children to suggest other movement ideas for “yes I do.”
Track
Instrument
Kit –
Cymbals
Tone Blocks
Love
Somebody
• Ask students to take the finger cymbals and tone blocks out of
Cymbals
Tone Blocks
Teacher’s Live
Instrument
•
•
•
•
(011713)
their backpacks.
Instruct them to sing the song and play the finger cymbals on “love.”
Sing again and ask them to play their tone block on the three beats, “yes I
do,” when we clapped before.
Split into two “teams,” woods and metals. Metals play on “love” and
woods play on “yes, I do.” Switch parts.
Play the parts without singing the song as the teacher plays the melody
on an instrument (recorder, glockenspiel, violin, etc.).
Page 3 of 59
21
Lesson Plan 21, Cont.
Activity
Title
Orff
Instruments
in C
Pass the Heart
Other
Percussion
Vocabulary:
Metallophone
Xylophone
Glockenspiel
Comments
• Use a transition song to make a circle. Children should be seated closely
•
•
•
•
•
•
with knees almost touching.
Play a drum beat as the children pass the heart. Explain that they need to
keep passing the heart to the beat without dropping or throwing it, as if
it’s expensive glass.
Review the names of the Orff and percussion instruments you will use.
Review rules if necessary.
Whoever holds the heart when the song ends sings the instrument they
will play. They sing the descending pitches “so, fa, mi, re, do” using the
words “I will play the ______.”
The singer now plays the beat on the big F and small C as the passing
game continues. The game ends once all children are playing an instrument.
If the next soloist wants to play an instrument that another child is playing,
both children will sing a solo. This adds to the fun since the children don’t
know if they will have to move to another instrument. It also provides
more solo singing.
After the last child sings their solo, ask everyone to play the low C and G
on the beat.
What’s
Needed
Heart
Drum
[Track]
Orff in C
Assorted
Percussion
or Kits
Tips: If it is a large class, you can use two hearts. Allow each new player a bit
of playing time before passing the heart again.
Orff
Instruments
in C
Goodbye
Song
Love
Somebody
Love Somebody:
• Play on any bars when singing “love” and tap the mallets for each “yes I do.”
• Using speech instead of singing, ask the children to make up their own
melody for “yes I do” and “you, you, you” after the teacher plays the
rhythm for “love somebody” on the sopranino or another Orff instrument.
• After everyone has tried the parts together, stand next to the child who
should play solo for the “yes I do.”
IF TIME
Tideo
Tideo:
Have the lowest instruments play the beat on big C and G. The
highest instruments play the “ti-de-o” rhythm. IF TIME, sing a “time
for woods” verse, having just the woods improvise at the end of the
verse. Repeat with “time for metals.”
Echoes
Echoes:
Play an easy rhythm and have the students echo the pattern.
Come, My
Friends
Vocabulary:
Adagio
Ask if anyone remembers the cat’s name and what it means. Adagio
the cat comes for a visit to hear the students sing the goodbye song.
Orff in C
Sopranino
Finger Cymbals
Tick-Tock Block
Cowbell
[Track]
Cat Puppet
Guitar/Ukulele
Track
Next Week’s Fun
Announcements & Hand outs
(011713)
Page 4 of 59
21
Lesson Plan 21 - Lesson at a Glance
Kangaroos
Tideo
Ballade
The Ship Goes Sailing
Love Somebody
Love Somebody (Cymbals, Tone Blocks)
Pass the Heart (Orff)
Love Somebody (Orff)
Tideo
Echoes
Come, My Friends
(011713)
Page 5 of 59
21
Lesson Plan 21 - Lyrics
Kangaroos
Pass the Heart
(No Lyrics)
Pass the heart around the circle
Steady as you can
Tideo
When the song stops you will find the
Heart in someones hand
Time for music Tideo
Jingle at the window Tideo
Jingling, jingling, jingling Joe
Ballade
(No Lyrics)
Come, My Friends
Come, my friends
And gather ‘round
So we can sing goodbye
We’ll sing and dance
Another day
So long, farewell
Goodbye
The ship goes sailing on the sea
It sails for you, it sails for me
The waves go up
The waves go down
The waves go rolling all around
And the lightning flash
And the thunder crash
And the ship
The ship...(begin again)
Love Somebody
Love
Love
Love
Love
somebody, yes
somebody, yes
somebody, yes
somebody and
I
I
I
I
Love
Love
Love
Love
somebody, yes
somebody, yes
somebody, yes
somebody and
I do
I do
I do
it’s you, you, you!
(011713)
do
do
do
won’t say who!
Page 6 of 59
22
Lesson Plan 22
Activity
Gathering
Drum
Title
Debka Kurdit
(Exploration)
(New)
Tideo
Comments
What’s
Needed
Debka Kurdit
Gathering Drum
Track
Tideo:
• When it’s time to sing hello using the child’s name, the child plays their
Guitar/Ukulele
own way on the rhythm of “ti-de-o.” Everyone sings that child’s name
again and copies the way he played.
• Continue with the next child until everyone has a turn.
Ballade
(SM Piano)
Vocabulary:
Accent
Ballade:
Track
louder on the accents. Ask if anyone would like to try performing the
piece for the class on their own or with a friend.
Movement
for
Parent’s Day
The Ship
Goes Sailing
•
•
•
•
•
•
•
Instrument
Kit –
Scarves
Cymbals
Drums
Tone Blocks
for Parent’s
Day
The Ship
Goes Sailing
•
•
•
•
•
•
“The ship …sails for me”: Shake the scarves to the beat
“The waves go up,… down”: Move scarves up, down
“The waves go rolling”: Move scarves any way they like
“Lightning flash”: Play finger cymbals
“Thunder crash”: Play hand drum with mallet
“The ship”: Scrape tone block as everyone leans the same way, repeat
leaning the other way
• “She sank”: Lay on the floor
Scarves,
Cymbals,
Drums,
Tone Blocks
Solo Singing
for Parent’s
Day
Down by the
Ocean
(New)
• Sing a verse to the children as you accompany with ukulele or guitar.
• On the B section, indicate when they should echo your singing.
• Ask if they can think of other sea life. Use visuals or puppets and let them
Guitar/Ukulele
Ocean
Puppets or
Visuals
(011713)
“The ship …”: Pat the steady beat, stop on “me.”
“The waves go up … down”: Arms go up, arms go down
“The waves go rolling”: Rotate hips
“Lightning flash”: Clap hands
“Thunder crash”: Stomp feet
“The ship”: Hands out and lean to one side, then the other
“She sank”: Hold nose, put one arm up, and wiggle down to a squatting
position until you fall backwards on the ground
help make up the verse, encouraging them to say what the sea life is
doing (jumping, eating, swimming, etc.).
• Explain that when the puppet comes to see them, it will be their turn to
sing the echo alone. Encourage each child to match your singing and let
them know if they were the same, higher or lower than you.
[Track]
Page 7 of 59
22
Activity
Orff Rules
Orff
Instruments
in C
Title
Love
Somebody
Comments
• Before the children go to the Orff instruments, play the first five notes on
•
•
•
•
•
•
Goodbye
Song
Come, My
Friends
one of the instruments, starting with the low C. Count as you play.
Explain that we will use these notes to make up new melodies for “yes I do.”
Demonstrate playing “yes I do” using repeats, steps and skips and
encouraging the children to describe what you played.
Show that after we sing the last phrase, everyone plays E, D, C (or 3, 2, 1
or me, re, do).
Ask everyone to play the first five notes of their instrument, starting with
the lowest note. Count as you play.
The teacher stands next to a child and sings or plays the “love somebody”
part. The child answers “yes I do” by playing any of the first five notes.
After the last phrase, all children play “you, you, you” on the low E, D, C.
Sing with the recording.
What’s
Needed
Orff in C
Sopranino
[Track]
Guitar/Ukulele
or Track
Next Week’s Fun
(011713)
Page 8 of 59
22
Debka Kurdit
Tideo
Ballade
The Ship Goes Sailing (Kit)
Down by the Ocean
Come, My Friends
(011713)
Page 9 of 59
22
Debka Kurdit
Love Somebody
(No Lyrics)
Love
Love
Love
Love
somebody, yes
somebody, yes
somebody, yes
somebody and
I
I
I
I
Love
Love
Love
Love
somebody, yes
somebody, yes
somebody, yes
somebody and
I do
I do
I do
Tideo
do
do
do
won’t say who!
Come, My Friends
Ballade
Come, my friends
And gather ‘round
(No Lyrics)
The waves go up
The waves go down
And the ship
Another day
So long, farewell
Goodbye
Down by the Ocean
The river is up and the channel is deep
The wind is steady and strong
Oh won’t we have a jolly good time
As we go sailing along
Down
Down
Down
Down
Down
Down
(011713)
the
the
the
the
the
the
river, oh
river, oh
river we go-o-o
river, oh
river, oh
O-hi-o
Simply Music Rhapsody: Young Musicians Make Music: Lessons 21-30 | © Licensed to Simply Music. All rights reserved. Page 10 of 59
23
Lesson Plan 23 - Complete lesson available, Parent’s Day (last 15 min of class)
Activity
Orff
Instruments
Title
Tideo
Comments
Remove the F and B bars from the Orff instruments.
• If students arrive early, invite them to freely play on the Orff instruments.
Review the posture for playing the instruments.
What’s
Needed
Orff in C
Sopranino
Cowbell
• The beat is played on the big C and G on the lowest instruments.
• All others play the rhythm of “ti-de-o” on any notes.
• For the “time for metals” verse, ask only metals to play on “ti-de-o” and
during free play time with the sopranino.
• Repeat with the woods.
• Use the cowbell to play four-beat rhythms and have the children play them back.
Practice
For Parent’s
Day
Orff
and
Instrument
Kits
Students stand in a line. Tape on the floor can help students keep in a
straight line.
The Ship
Goes Sailing
The Ship Goes Sailing—Movement:
• “The ship …”: Pat the steady beat, stop on “me.”
• “The waves go up … down”: Arms go up, arms go down
• “The waves go rolling”: Rotate hips
• “Lightning flash”: Clap hands
• “Thunder crash”: Stomp feet
• “The ship”: Hands out and lean to one side, then the other
• “She sank”: Hold nose, put one arm up, and wiggle down to a squatting
[Track]
position until you fall backwards on the ground
The Ship
Goes Sailing
The Ship Goes Sailing—Instrument Kits:
• “The ship …sails for me”: Shake the scarves to the beat
• “The waves go up,… down”: Move scarves up, down
• “The waves go rolling”: Move scarves any way they like
• “Lightning flash”: Play finger cymbals
• “Thunder crash”: Play hand drum with mallet
• “The ship”: Scrape tone block as everyone leans the same way, repeat
Kits
Orff in C
leaning the other way
• “She sank”: Lay on the floor
Note: Listed above are kit suggestions; however, this can also be a
student led activity with the children choosing what to play, including Orff
instruments.
Love
Somebody
Love Somebody—Orff:
• Ask everyone to play the first five notes of their instrument, starting with
the lowest note. Count as you play.
• The teacher stands next to a child and sings or plays the “love somebody”
Part. The child answer “yes I do” by playing any of the first five notes.
• After the last phrase, all children play “you, you, you” on the low E, D, C.
(011713)
Add the
largest F and
remove the
largest A
23
Lesson Plan 23, Cont. - Complete lesson available, Parent’s Day (last 15 min of class)
Activity
Practice
For Parent’s
Day
Title
Down by the
Ocean
Comments
Down by the Ocean—Solo Singing:
• Sing a verse to the children as you accompany with ukulele or guitar.
• On the B section, indicate when they should echo your singing.
• Ask if they can think of other sea life. Use visuals or puppets and let them
Orff
and
Instrument
Kits
help make up the verse, encouraging them to say what the sea life is
doing (jumping, eating, swimming, etc.).
• Explain that when the puppet comes to see them, it will be their turn to
sing the echo alone. Encourage each child to match your singing and let
them know if they were the same, higher or lower than you.
Gathering
Drum
IF TIME, bring in the gathering drum for some activities before the
parents arrive.
IF TIME
Wipe Out
(Exploration)
Ballade
(SM Piano)
Vocabulary:
Accent
Parent's Day
What’s
Needed
Ocean
Puppets or
Pictures
Guitar/Ukulele
Gathering Drum
Track
Wipe Out:
Ballade:
louder on the accents.
Welcome parents!
Explain that we experience music making in many different ways
and we will demonstrate many of them today. We use unpitched
percussion and also the Orff instruments. We usually work on a song
for three to four weeks, experiencing it in different ways.
Tideo
with Echoes
Tideo:
• Demonstrate keeping the beat, playing the rhythm of “ti-de-o,” and
improvising with metals and woods.
• Demonstrate echo playing.
• Point out that in the Young Musicians class, we use recordings much less
often than the younger classes, and instead the children accompany
themselves.
The Ship
Goes Sailing
The Ship Goes Sailing—Movement:
Explain we use movement to feel the beat and experience melodic
direction, phrasing, and other musical concepts. This is important
before learning how to read and write music.
The Ship
Goes Sailing
The Ship Goes Sailing—Instrument Kit:
• Repeat the rhyme using the instrument kit and Orff instruments,
Orff in C
Kits
demonstrating the children’s creative choices to accompany the text.
• These types of activities in our classes lead to improvisation and
composition in the future.
Love
Somebody
Love Somebody—Orff:
• Explain that these short motives demonstrate the process of beginning
composition and improvisation.
• We have discussed steps, skips, and repeats, and we play the mi, re, do at
the end of the song.
(011713)
Add the
largest F and
remove the
largest A
[Track]
23
Lesson Plan 23, Cont. - Complete lesson available, Parent’s Day (last 15 min of class)
Activity
Parent’s Day
Title
Down by the
Ocean
Comments
Down by the Ocean—Solo Singing:
• Every week we work on our listening and singing skills through pitch
What’s
Needed
Ocean Puppets
Guitar/Ukulele
matching games.
• We have expanded the children’s vocal range and improved their ability
to imitate specific intervals and to sing a song in tune.
• To create new verses, the children suggest a sea creature and decide what
that creature will do. They are beginning to compose and improvise lyrics.
TIP: Make sure each child singing several solos.
• Discuss the future of the program including the piano program.
• Thank the parents for the opportunity to teach their children.
Goodbye
Song
Come, My
Friends
End with the goodbye song. Ask the children to tell the parents the
four instruments they hear at the beginning, the composer name, and
the name of the song. We are developing discriminate listening.
Guitar/Ukulele
Track
Next Week’s Fun
(011713)
23
Tideo
Love Somebody
Down by the Ocean
Wipe Out
Ballade
Tideo with Echoes (Kit)
Down by the Ocean
Come, My Friends
(011713)
23
Tideo
Down by the Ocean
The river is up and the channel is deep
The wind is steady and strong
Oh won’t we have a jolly good time
As we go sailing along
The waves go up
The waves go down
And the ship
Love Somebody
Love
Love
Love
Love
somebody, yes
somebody, yes
somebody, yes
somebody and
I
I
I
I
Love
Love
Love
Love
somebody, yes
somebody, yes
somebody, yes
somebody and
I do
I do
I do
(011713)
do
do
do
won’t say who!
Down
Down
Down
Down
Down
Down
the
the
the
the
the
the
river, oh
river, oh
river we go-o-o
river, oh
river, oh
O-hi-o
Ballade
(No Lyrics)
Come, My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
24
Lesson Plan 24
Activity
Orff
and
Instrument
Kits
Title
Comments
Rhymes in the
Rain
(Exploration)
Rhymes in the Rain:
Encourage the students to play the Orff instruments in response to
the music.
Tideo
Tideo:
• Suggest that some play the beat while others play the rhythm of “ti-de-o”
on Orff instruments or instruments in their kit.
• Ask for the children’s ideas for instrument verses such as “time for metals,
time for woods, time for skins, etc.”
• Include opportunity for free play with sopranino and for echoes (playing
back the teacher’s rhythm).
Movement
Sopranino
Cowbell
Kits
The Ship Goes Sailing:
Since the children know this rhyme very well now, ask them to
accompany using Orff instruments or their own kit. Some children may
also want to do the movement.
[Track]
Lobster
Quadrille
(New)
Use a parachute or the gathering drum to represent the island. This
will keep the children in a large circle.
Shark Puppet
(Parachute)
Track
Five
Handsome
Sailors
(New)
• Explain that we will swim around an island using strokes such as
forward crawl, back stroke, breast stroke, etc. We will start with a
tempo called adagio.
• Use the recording and “swim” around the island.
• When the tempo changes to double time, yell “Shark! Allegro swimming!”
The teacher can use a hidden shark puppet during the fast sections, or
use a biting motion with your arms.
• When the original tempo returns, declare that all are safe and return to
adagio swimming.
Five Handsome Sailors:
• Start by saluting like soldiers.
• Keep the beat on the drums until “blew their hats away.”
• Everyone pretends to throw their hats away and makes circles on the drum
•
•
•
•
Bishop Street
Blues
(New)
(SM Piano)
(011713)
Orff in C
Track
The Ship
Goes Sailing
Vocabulary:
Adagio/Allegro
Gathering
Drum
What’s
Needed
Gathering Drum
Track
for the wind sound.
After “so the sailors had to chase them,” play fast tremolos.
Play two accents after “gone the hats” and “and that was that.”
For “march 2, 3, 4 ...” use alternating hands to keep the beat.
Start the recording and repeat the above playing techniques.
Bishop Street Blues:
Play the I (closed), IV (open) and V (flip) on the drums. The students
listen for the teacher’s call to play the chord progression.
Track
24
Activity
Solo Singing
Title
Scuba Man
(New)
Comments
• Teach the song by singing through it, then asking the students to sing
with you.
• Explain that we will sing the song together as we raise our hands as
if looking through goggles. Gradually bend the knees, following the
melodic direction of the song. Rise up when the melody ascends.
With Sea Life Felts:
• Place the scuba man on the felt board. Talk about what he might find or
see under the water.
• Put the sea life felts on the floor where everyone can see them. Sing the
What’s
Needed
Sea Life Felts,
Treasure Box
with Assorted
“Treasures“
or
Treasure
Visuals
[Track]
Snorkel or
Pretend Mic
song and use a snorkel or a mallet as the “microphone” to indicate who
should sing “I found a ____.” After singing, place the felt on the felt board.
• After a few solos, repeat the song, then return to solos.
With Treasure Box (shoe box, cardboard box, etc.):
• Display a treasure box (filled with fun items like ocean animals, shells,
pirate clothes, costume jewelry, coins, keys, a shoe and a sock, etc.). Ask
what might be in this treasure box the scuba man found.
• Place the box in front of two children. Sing the song as everyone goes
down and the two children choose something out of the treasure box. The
two children sing what they found.
• Repeat until all children sing a treasure solo.
Sing-a-Long
IF TIME
Down by the
Ocean
Sing our favorite verses, add movement, or IF TIME, create new verses.
Guitar/Ukulele
[Track]
Goodbye
Song
Come, My
Friends
• Ask them if they remember the music word for loud—forte.
• Listen for the four instruments during the introduction and ask them to
Guitar/Ukulele
Track
Vocabulary:
Forte
sing forte when we sing it the third time.
• Listen for the orchestra playing forte too.
Next Week’s Fun
(011713)
24
Rhymes in the Rain (Orff and Kit)
Tideo
Lobster Quadrille
Five Handsome Sailors
Bishop Street Blues
Scuba Man
Down by the Ocean
Come, My Friends
(011713)
24
Rhymes in the Rain
Rain, rain go away
Come again another day (repeat)
The waves go up
The waves go down
And the ship
Rain on the green grass
Rain on the trees
Rain on the housetops
But not on me!
It’s raining, it’s pouring, the old man is snoring
Went to bed and he bumped his head
And he couldn’t get up in the morning
It rained on Ann
It rained on Fran
It rained on Arabella
It did not rain on Mary Jane
She had a big umbrella!
Doctor Foster went to Gloucester in a shower of rain
He stepped in a puddle right up to his middle
And he never went there again
No, he never went there again
Tideo
(011713)
Lobster Quadrille
(No Lyrics)
Five handsome sailors
Standing in a line
Waiting for their orders
Before their shipping time
Along came a wind and blew their hats away
And they sailors had to chase ‘em
Gone the hats
And that was that
March 2, 3, 4
March 2, 3, 4
24
Lesson Plan 24 - Lyrics, Cont.
Bishop Street Blues
Come, My Friends
(No Lyrics)
Come, my friends
And gather ‘round
Scuba Man
Scuba man diving down
Scuba man what have you found?
I found a treasure box
I found some jewelry
I found a sunken ship
I found some gold
I
I
I
I
found
found
found
found
Another day
So long, farewell
Goodbye
a jelly fish
a seashell
a turtle
some clams
Down by the Ocean
Seagulls swooping down by the ocean
Down by the ocean
Seagulls swooping
Oh, how I love to go
Down by the ocean
Down by the ocean
Seagulls, (seagulls) Swooping (swooping)
Swooping, (swooping) Seagulls (seagulls)
Oh, how I love to go
Down by the ocean
Down by the ocean
Additional verses:
Sandcrabs hiding
Lobsters pinching
Dolphins diving
People swimming
(011713)
25
Lesson Plan 25
Activity
Gathering
Drum
Title
Comments
Debka Kurdit
(Exploration)
Debka Kurdit:
Find different ways to play the drum
Gathering Drum
Track
Bishop Street
Blues
(SM Piano)
listen for the teacher’s call to follow the chord progression.
Track
Tideo
Tideo:
Everyone plays their own way on the rhythm of “ti-de-o” as we sing
their name for the hello song.
Guitar/Ukulele
Matilda
(New)
(Concert Song)
Matilda:
• Introduce Matilda and tell the students that she loves to sing.
• Start with the chorus, having the students perform monkey-like gestures
in rhythm; bend at the elbow with hands under arms for “ooh, ooh, ooh,
ooh” and wave arms above head for “ah-ah-ah,” just like a gorilla.
• For the verses, ask the students to imitate Matilda’s movement. She can
clap her hands, tap her head, wave her arms, roll her arms, etc.
• If no puppet is available, show a picture of a gorilla and explain that you
will be Matilda and the students will copy your motions.
Movement
Lobster
Quadrille
Vocabulary:
Adagio/
Allegro
Solo Singing
Scuba Man
• Use the gathering drum to represent the island. This will keep the children
in a large circle.
• Using the recording and reviewing from last week, pretend to swim
around an island. Remind them the tempo is called adagio.
• When the tempo increases, yell, “Shark! Allegro swimming!”
When the original tempo returns, declare that all are safe and return
to adagio swimming.
• Repeat activity from last week using felts of sea life and a treasure box.
• Use a pretend microphone to indicate who is singing the solo.
• Sing the song together as we pretend to look through goggles. Gradually
bend the knees, following the melodic direction of the song. Rise up when
the melody ascends. Assist with singing in tune if needed.
Instrument
Kit –
Children’s
Choice
(011713)
What’s
Needed
Five
Handsome
Sailors
• Review the song as everyone taps their legs on the beat and claps on the
“quiet” beats (the rests).
• Ask for the children’s suggestions for instruments from their kit to
accompany the song.
Gorilla
Puppet
or Picture
Track
(Gathering
Drum)
Shark Puppet
Track
Sea Life Felts,
Treasure Box
with Assorted
“Treasures”or
Treasure Visuals
[Track]
Snorkel or
Pretend Mic
Kits
Track
25
Activity
Orff Rules
Orff
Instruments
In F
Goodbye
Song
Title
Comments
What’s
Needed
Five
Handsome
Sailors
• Ask the children how we could accompany this song on the Orff
IF TIME
Echoes
Echoes:
IF TIME, use the cowbell to give a four-beat rhythm, asking the
children to echo.
Cowbell
Come, My
Friends
• Ask if anyone remembers the music word for loud—forte.
• Listen for the four instruments during the introduction and ask them to
Guitar/Ukulele
Track
Vocabulary:
Forte
• Listen for the orchestra playing forte too.
instruments. Once parts are established, switch instruments between
verses so children can play several parts.
• The lowest instruments keep the steady beat, and the highest instruments
play the “quiet” beat at the ends of phrases.
• Bars can be added so the “wind” verse is played on an instrument with no
bars removed.
• On “march 2, 3, 4 …” you can have the children march to a different
instrument part.
Orff in F
Track
(Cymbals)
(Tick-tock
Block)
sing forte when we sing it the third time.
Next Week’s Fun
To prepare for upcoming lessons:
Purchase the book Five Little Monkeys Sitting in a Tree By Eileen Christelow
From www.musicrhapsody.com, a book store or borrow from a local library.
(011713)
25
Debka Kurdit
Bishop Street Blues
Tideo
Matilda
Lobster Quadrille
Scuba Man
Five Handsome Sailors (Kit)
Five Handsome Sailors (Orff)
Echoes
Come, My Friends
(011713)
25
Debka Kurdit
Scuba Man
(No Lyrics)
Scuba man diving down
Scuba man what have you found?
I found a treasure box
I found some jewelry
I found a sunken ship
I found some gold
Bishop Street Blues
(No Lyrics)
Tideo
Matilda
In the jungle I saw a gorilla
And her name was Matilda
Matilda loved to sing songs everyday
And this is what Matilda the gorilla would say
Ah-ooh, ooh, ooh, ooh
Ah, ah, ah, ah-ooh, ooh, ooh, ooh
Ah, ah, ah, ah-ooh, ooh, ah-ooh, ooh, ah, ah ah!
Lobster Quadrille
(No Lyrics)
I
I
I
I
found
found
found
found
a jelly fish
a seashell
a turtle
some clams
Standing in a line
Gone the hats
And that was that
March 2, 3, 4
March 2, 3, 4
Come, My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
(011713)
26
Lesson Plan 26 - Complete lesson available.
Activity
Gathering
Drum
Title
Comments
Hungarian
Dance No.5
(Exploration)
Hungarian Dance No. 5:
• Listen for the dramatic changes in dynamics and tempos.
• Find different ways to play the drum in response to the music.
• Explain that this song was written by Brahms.
Tideo
Tideo:
Each child is given an opportunity to make up a verse using “time for
_________.” Choose a word to indicate a way to move or play the drum.
Bishop Street
Blues
(SM Piano)
listen for the teacher’s call to follow the chord progression.
Repeat the song asking the children to make the chord changes
without you saying anything (you’ll still do the movements).
Matilda
(Concert Song)
Matilda:
• Bring out the gorilla puppet and ask the students to imitate her movement.
• Review the monkey-like moves she does when she sings “ooh” and “aah.”
• If no puppet is available, you can be Matilda.
• For the verses, Matilda can clap her hands, tap her head, wave her arms,
What’s
Needed
Gathering Drum
Track
Guitar/Ukulele
Track
Gorilla
Puppet
or Picture
Track
roll her arms, etc.
Movement
The Butterfly
(Concert Song)
(New)
Before using the recording, explain that students can move any way
they like during the short story but they cannot touch the walls, the
instruments, or each other. They can move through space and can
touch the floor. This is a child led activity.
Track
Some suggestions if needed:
-- “Way up in the sky…”: Fly like a butterfly
-- “When way down below…”: Crawl like a caterpillar
-- “He munches and munches …”: Pretend to eat leaves
-- “I’m so full and fat”: Rub tummy
-- “I’ll spin a cocoon …”: Spin
-- “Curl into my bed…”: Pretend to sleep
-- “Not sound did we hear…”: Lay is quietly as possible
-- “The weeks soon passed by…”: Get up and fly like a butterfly
(011713)
26
Lesson Plan 26, Cont. - Complete lesson available.
Activity
Title
Instrument
Kit –
All
Instruments
The Butterfly
(Concert Song)
Comments
The Butterfly—Kits:
Use the scarf and instruments from the kit to create accompaniment
to the rhyme. Ask for the children’s ideas, acknowledge their
contributions, and give suggestions if needed; for example:
-- “Way up in the sky…”: Play cymbals, holding them high
-- “When way down below…”: Drums
-- “He munches and munches …”: Scrape tone blocks
-- “I’m so full and fat”: Drums
-- “I’ll spin a cocoon …”: Place mallet inside tone block and spin
-- “Curl into my bed…”: Scrape tone block for a soft snore
-- “Not sound did we hear…”: Quiet
-- “The weeks soon passed by…”: Play cymbals
What’s
Needed
Kits
[Track]
The Butterfly—Solo Singing:
Ask the children to sing a solo about what color butterfly they would
like to be. They can also add to their song if they’d like to tell more
about their butterfly such as where it is going, what he likes to eat, etc.
The children can improvise their pitches.
Movement
Orff Rules
Run, Run
• Ask students to guess who is finally back to visit them. Present the cat
Vocabulary:
Allegro/Adagio
(Adagio) and the mouse (Allegro) and review the vocabulary.
• Review the story of the cat and mouse.
• Ask them to play the part of Adagio the cat or Allegro the mouse.
• Perform movement with the recording.
The Old Gray
Cat
The Old Gray Cat:
• Place the cat puppet in front of the metals and the mouse in front of
the woods.
Orff
Instruments
In F
Goodbye
Song
• Using the recording, indicate which group of instruments plays by holding
up the puppet. The last verse, hold up both puppets, indicating they all
play the running music.
IF TIME
Five Handsome
Sailors
Play in response to the music.
Come, My
Friends
Sing the goodbye song with the recording.
Cat & Mouse
Puppets
Track
Orff in F
Cat & Mouse
Puppets
Track
Track
Guitar/Ukulele
Track
Next Week’s Fun
(011713)
26
Hungarian Dance No. 5
Tideo
Bishop Street Blues
Matilda
The Butterfly
The Butterfly (Kit)
Run, Run
The Old Gray Cat (Orff)
Come, My Friends
(011713)
26
Hungarian Dance No. 5
The Old Gray Cat
(No Lyrics)
The old gray cat is sleeping
Sleeping, sleeping
In the house
Tideo
Bishop Street Blues
(No Lyrics)
Matilda
The Butterfly
Way up in the skies, a butterfly flies
When way down below
A caterpillar goes slow
He munches and munches
On a jungle leaf lunches
“I’m so full and fat,” he says with a pat
“I’ll spin a cocoon by the light of the moon
Curl into my bed and sleep,” he said
Not a sound did we hear
Till the special moment was near
The weeks soon passed by
And out flew a butterfly!
(011713)
The little mice are creeping
Creeping, creeping
In the house
The old gray cat is waking
Waking, waking
In the house
Now everyone is running
Running, running
In the house
Standing in a line
Gone the hats
And that was that
March 2, 3, 4
March 2, 3, 4
Come, My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
27
Lesson Plan 27
Activity
Gathering
Drum
Title
Comments
What’s
Needed
High Five
(Exploration)
High Five:
Gathering Drum
Track
Tideo
Tideo:
• Do a quick version this week with everyone playing their own way on the
Guitar/Ukulele
rhythm of “ti-de-o” as you sing each name once in the song.
Jungle Beat
(New)
Jungle Beat:
• Introduce two little monkeys. Explain that we will keep the beat with the
monkeys during the song.
• There will be a part to shout “Hey!” and then play two accents on the
drum. Practice that part several times.
• After singing and playing as described, everyone can play as they would like.
• The instrumental accompaniment is used so just the skins verse is used.
Movement
and
Solo Singing
The Butterfly
(Concert Song)
The Butterfly—Movement:
Before using the recording, explain that students can move any way
they like during the short story but they cannot touch the walls, the
instruments, or each other. They can move through space and can
touch the floor. This is a child led activity.
Monkey
Pictures or
Puppets
Track
Track
Some suggestions if needed:
-- “Way up in the sky…”: Fly like a butterfly
-- “When way down below…”: Crawl like a caterpillar
-- “He munches and munches …”: Pretend to eat leaves
-- “I’m so full and fat”: Rub tummy
-- “I’ll spin a cocoon …”: Spin
-- “Curl into my bed…”: Pretend to sleep
-- “Not sound did we hear…”: Lay is quietly as possible
-- “The weeks soon passed by…”: Get up and fly like a butterfly
The Butterfly—Solo Singing:
• Pass out butterfly felts/visuals to each child.
• Have them sing the color of their butterfly for a solo, making up their own
Felt Board
Butterfly Felts
little song. They can also sing something else they know about butterflies.
• IF TIME, you can have them find a partner and see if their two butterflies
can sing to each other, matching their singing voices.
Movement
(011713)
Fluff Pie
(SM Piano)
(New)
• Explain that the butterflies will dance to the piano music. The butterflies
will dance how they want for three phrases. Then we will dance the last
phrase all together by spinning in a circle, then sitting down.
• Demonstrate with the music and then have the children dance.
• Repeat.
• Place felts on felt board when finished.
Butterfly Felts
or Pictures
27
What’s
Needed
Activity
Title
Comments
Instrument
Kit –
All
Instruments
The Butterfly
(Concert Song)
Use the scarf and instruments from the kit to create accompaniment to
the rhyme. Ask for the children’s ideas, give suggestions if needed;
for example:
-- “Way up in the sky…”: Play cymbals, holding them high
-- “When way down below…”: Drums
-- “He munches and munches …”: Scrape tone blocks
-- “I’m so full and fat”: Drums
-- “I’ll spin a cocoon …”: Place mallet inside tone block and spin
-- “Curl into my bed…”: Scrape tone block for a soft snore
-- “Not sound did we hear…”: Quiet
-- “The weeks soon passed by…”: Play cymbals
Kits
[Track]
Orff Rules
Free Play to
the Sopranino
(Exploration)
Free Play to the Sopranino:
Play when the sopranino plays, stop when the sopranino stops.
Orff in F
Sopranino
Echoes
Echoes:
Use the cowbell to give a four-beat rhythm, asking the children
to echo.
Orff
Instruments
In F
Cow Bell
The Old Gray
Cat
Vocabulary:
Allegro/Adagio
The Old Gray Cat:
• Play quickly when Allegro is out, play slowly when Adagio is out.
• Woods play when the mouse is out. Metals to play when the cat is out.
• Use track and puppets to indicate when it’s time to play each part.
Movement
IF TIME
Run, Run
Ask them to play the part of Adagio the cat or Allegro the mouse.
Cat & Mouse
Puppets
Track
Goodbye
Song
Come, My
Friends
Guitar/Ukulele
Track
Cat & Mouse
Puppets
Track
Next Week’s Fun
(011713)
27
High Five
Tideo
Jungle Beat
The Butterfly
Fluff Pie
The Butterfly (Kit)
Free Play to the Sopranino (Orff)
Echoes
The Old Gray Cat
Run, Run
Come, My Friends
(011713)
27
Tideo
The Old Gray Cat
Sleeping, sleeping
In the house
Jungle Beat
(No Lyrics)
The Butterfly
When way down below
Fluff Pie
(No Lyrics)
(011713)
Creeping, creeping
In the house
Waking, waking
In the house
Running, running
In the house
Come, My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
28
Lesson Plan 28 - Complete lesson available.
Activity
Gathering
Drum
Title
Comments
High Five
(SM Piano)
(Exploration)
High Five:
A puppet friend can give ideas on how to play.
Tideo
Tideo (Movement):
• Ask the children to think of a jungle critter and show how it might move,
but only when we sing the “tideos.”
• Sing each child’s name, asking them to move like their animal on “tideo”
and see if we can guess. Remind them to sing.
Five Little
Monkeys
(Concert Song)
(New)
Five Little Monkeys:
Clapping Game with Partners
• Encourage everyone to keep the beat on the drum as you play the ukulele
and sing the song.
• Discuss which beats we played on the drum but didn’t sing.
• Sing the song and clap hands on the quiet beats at the end of each phrase.
• Ask two children to face each other, tapping the beat on their legs and
clapping their partner’s hands on the quiet beats.
• Ask those two children to choose a new partner and repeat the activity.
• Ask those four children to choose a new partner. If it is a large class, have
What’s
Needed
Gathering Drum
Track
Guitar/Ukulele
Guitar/Ukulele
Book:
Five Little
Monkeys
Sitting in a
Tree
By Eileen
Christelow
[Track]
everyone find a partner and repeat the movement with the song.
Vocabulary:
Crescendo/
Accent
Gathering Drum
• Practice playing a crescendo as you introduce this new vocabulary word.
•
•
•
•
•
Instrument
Kit –
Cymbals
Tone Blocks
Drums
Jungle Beat
(Concert Song)
Solo Singing
Walking
Through the
Jungle, What
Do You See?
(Concert Song)
(New)
(011713)
Review accent and explain that our story will have a time for us to play a
crescendo and an accent.
Show the picture on page 3 of the book and ask the children to count the
monkeys as they play on the drum.
Read pages 3-5 and have the children alternate their hands on the drum
for “walking” and swish their hands on the drum to “spread” the blanket.
Keep the beat as you sing each verse, clapping on the rests (this happens
four times, one at the end of each phrase).
Play crescendos for each “along comes Mister Crocodile” and accents for
each “SNAP.”
On page 25 we find out all the monkeys were just hiding. Have the
children laugh and move like monkeys and then “high five” each other.
• Review the skins verse from last week while students play their hand drums.
• Demonstrate shouting “Hey!” followed by two drum accents.
• Discuss what instrument you’ll use for metals and woods and practice the
above part using those instruments.
• Remind the children that after each verse, the featured instrument can be
played however they would like.
• Display the butterfly felts or jungle pictures.
• Sing the question in a minor key and have each student sing a response
describing the butterfly or jungle picture they choose.
Cymbals,
Tone Blocks,
Drums
Monkey
Pictures or
Puppets
Track
Butterfly Felts
or Jungle
Pictures
[Track]
28
Lesson Plan 28, Cont. - Complete lesson available.
Title
Movement
Fluff Pie
(SM Piano)
• Ask if they remember how the butterflies danced to the piano music. The
Orff Rules
Five Little
Monkeys
(Exploration)
(Concert Song)
Explain that some children will want to play the beat, some will want
to play the quiet beats at the end of the phrases, and some will think
of other ways to play. Ask the children to play along in response to the
recording. Show them that the best notes for the beat are big C and G.
Orff in C
Track
Free Play to
the Sopranino
(Exploration)
Play when sopranino plays, stop when it stops.
Sopranino
Orff
Instruments
In C
The Butterfly
(Concert Song)
Comments
What’s
Needed
Activity
butterflies will dance any way they like for the first three phrases. Then
they will dance the last phrase all together by spinning in a circle.
• Perform with the recording and repeat the song at least once.
The Butterfly:
Find a way to play the instruments for each phrase. Ask for the
children’s ideas, and give suggestions if needed; for example:
-- “Way up in the sky…” : Glockenspiels play quickly
-- “When way down below…”: Lowest instruments play low notes
-- “He munches and munches …”: Quickly tap the mallet sticks together
-- “I’m so full and fat”: Play one time after fat and pat
-- “I’ll spin a cocoon …”: Glissandos up and down
-- “Curl into my bed…”: Play a quiet lullaby
-- “Not a sound did we hear…”: No playing
-- “The weeks soon passed by…”: Glockenspiels play quickly
Movement
IF TIME
Matilda
(Concert Song)
Do the motions, imitating the teacher or Matilda puppet.
Goodbye
Song
Come, My
Friends
Sing with the recording, pointing out the flute and other
orchestra instruments.
Butterfly Felts
Felt Board
Track
[Track]
Track
Guitar/Ukulele
Track
Next Week’s Fun
(011713)
28
High Five
Tideo
Five Little Monkeys
Jungle Beat (Kit)
Walking Through the Jungle…
Fluff Pie
Five Little Monkeys (Orff)
Free Play to the Sporanino
The Butterfly
Matilda
Come, My Friends
(011713)
28
Tideo
Fluff Pie
(No Lyrics)
Five Little Monkeys
Five little monkeys
Sitting in a tree
Teasin’ mister crocodile
You can’t catch me
Jungle Beat
Two little monkeys silly and neat
Said, “Let’s find the jungle beat!”
They found some sticks and they tapped the
ground and said
“Hey! That’s a mighty cool sound!”
Said,“Let’s find the jungle beat!”
They found some skins
and they tapped ‘em with their hands
And said, “Hey! That’s a mighty cool band!”
They found some metals that were left by a king
And said, “Hey! That’s a mighty cool ring!”
All the little monkeys at the end of the week
Get together for the jungle beat
They play all the instruments that they have found
And say, “Hey! That’s the coolest sound around!”
The Butterfly
When way down below
Matilda
Come, My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
Walkin’ through the jungle
What do you see?
I see a _____looking at me
(011713)
29
Lesson Plan 29
Activity
Gathering
Drum
Title
Jackson Blues,
Ballade & High
Five (SM Piano)
(Exploration)
The Lion
Sleeps Tonight
(New)
(Concert Song)
Five Little
Monkeys
(Concert Song)
Comments
Jackson Blues, Ballade and High Five:
Freely play the drum to these piano favorites.
The Lion Sleeps Tonight:
Explain that there are three sections. Ask the children to choose a way
to play the beat for each section. Find different ways to play the drum
in response to the music.
What’s
Needed
Track
Track
• Repeat story from last week.
• Review crescendo and accent.
• Show the picture on page 3 of the book and ask the children to count the
monkeys as they play on the drum.
• Read pages 3-5 and say “I wonder what happens?”
• Start the recording and show them the pages on the book to go along
with the music.
• Play crescendos for each, “along comes Mister Crocodile” and accents for
each “SNAP.”
• On page 25 we find out all the monkeys were just hiding. Have the
children laugh and move like monkeys and then “high five” each other.
• After the song ends and you turned off the recording, read pages 26-32.
Instrument
Kit –
Cymbals
Tone Blocks
Drums
Tideo
Vocabulary:
Ostinato
• Discuss what instrument will be played for the skins, metals and woods verses.
• Explain that each type of instrument will play when they hear it in the
Movement
and
Solo Singing
Fluff Pie
(SM Piano)
Fluff Pie/Walking Through the Jungle, What Do You See?:
Learning the Parts
• Have the children sit in a line along the wall.
• Discuss jungle animals, bugs and critters.
• Remind them of the four phrases from the SM Piano piece, “Fluff Pie,” and
Walking
Through the
Jungle, What
Do You See?
(Concert Song)
lyrics. While singing each verse, students will play only on the rhythm of
“ti-de-o.” Then, while the sopranino plays, they will improvise their own
rhythmic patterns.
• Give examples of “random banging” compared to specific patterns that
could be played and repeated. Introduce the word ostinato.
Book:
Five Little
Monkeys
Sitting in a
Tree
By Eileen
Christelow
Track
Cymbals,
Tone Blocks,
Drums
Guitar/Ukulele
Track
how we moved with our butterflies in previous weeks.
• Think of a jungle creature and don’t tell the children what it is. Using the
“Fluff Pie” recording, demonstrate moving like that creature, changing
direction at the end of each phrase, and running back to the line on the
fourth phrase.
• Then sing the question, “Walking through the jungle, what do you see?”
See if one child can sing what they think the animal was. Then tell them
what it was.
(011713)
29
Activity
Movement
and
Solo Singing
Orff Rules
Orff
Instruments
In C
Title
Fluff Pie
(SM Piano)
Walking
Through the
Jungle, What
Do You See?
(Concert Song)
Free Play to
the Sopranino
(Exploration)
The Butterfly
(Concert Song)
Jungle Beat
(Concert Song)
Comments
Fluff Pie/Walking Through the Jungle, What Do You See?:
Students’ Turn to Play and Sing
• Using “Fluff Pie” recording, invite everyone to move like something in the
What’s
Needed
Track
jungle, running back on the fourth phrase.
• Next, ask if anyone would like to be a creature for everyone else to guess.
Then repeat “Fluff Pie” and “Walking through the jungle… ” with one
child moving like a creature, you singing the question, and another child
soloing their guess.
• If a child is unable to match the pitches of the song, change the key of the
question to try to match the child.
• Repeat with other children taking turns as the creature and the soloist.
Play when sopranino plays, stop when it stops.
The Butterfly:
Find a way to play the instruments for each phrase. Ask for the
children’s ideas, and give suggestions if needed; for example:
-- “Way up in the sky…” : Glockenspiels play quickly
-- “When way down below…”: Lowest instruments play low notes
-- “He munches and munches …”: Quickly tap the mallet sticks together
-- “I’m so full and fat”: Play one time after fat and pat
-- “I’ll spin a cocoon …”: Glissandos up and down
-- “Curl into my bed…”: Play a quiet lullaby
-- “Not a sound did we hear…”: No playing
-- “The weeks soon passed by…”: Glockenspiels play quickly
Jungle Beat:
• Discuss what instrument will be used for metals and woods.
• Remind them how we shout “Hey!” and then play two accents. Practice
Orff in G
Sopranino
Track
Track
that part several times on each instrument.
• Explain that after singing the verse, the featured instrument can be played
however they would like, but they should make up a song that includes
some rests, steps, skips and repeats.
Movement
IF TIME
Matilda
Do the motions, imitating the teacher or Matilda puppet.
Goodbye
Song
Come, My
Friends
Track
Guitar/Ukulele
Track
Next Week’s Fun
(011713)
29
Jackson Blues
Ballade
High Five
The Lion Sleeps Tonight
Five Little Monkeys
Tideo (Kit)
Fluff Pie
The Butterfly
Jungle Beat
Matilda
Come, My Friends
(011713)
29
Jackson Blues
Fluff Pie
(No Lyrics)
(No Lyrics)
Ballade
(No Lyrics)
Walkin’ through the jungle
What do you see?
I see a _____looking at me
Wi-mo weh a wi-mo weh
A wi-mo weh, a wi-mo weh
In the jungle
The mighty jungle
The lion sleeps tonight
In the jungle
The mighty jungle
Wee-ee, ee um, um away
Five Little Monkeys
Five little monkeys
Sitting in a tree
The Butterfly
When way down below
Tideo
(011713)
29
Lesson Plan 29 - Lyrics, Cont.
Jungle Beat
Come, My Friends
They found some sticks
and they tapped the ground and said
“Hey! That’s a mighty cool sound!”
Come, my friends
And gather ‘round
Said,“Let’s find the jungle beat!”
They found some skins
and they tapped ‘em with their hands
And said, “Hey! That’s a mighty cool band!”
Another day
So long, farewell
Goodbye
And said, “Hey! That’s a mighty cool ring!”
All the little monkeys at the end of the week
Get together for the jungle beat
And say, “Hey! That’s the coolest sound around!”
Matilda
(011713)
30
Lesson Plan 30
Activity
Gathering
Drum
Title
Drum Groove
with Recorder
(Exploration)
Jungle Beat
Chant
(New)
(Concert Song)
with Echoes
Instrument
Kit –
Cymbals
Tone Blocks
Drums
Comments
Drum Groove with Recorder
Freely play to the drum.
Jungle Beat Chant:
• Say the rhyme once and ask the children to listen for when you play the drum.
• Help them figure out that there are always two sounds after each “jungle beat.”
• Ask them to join you in drumming after “jungle beat.”
• See if they remember the word for soft in music and ask them to play
What’s
Needed
Track
[Track]
piano this time. Repeat with forte.
Vocabulary:
Piano/Forte
• Elicit ideas from the children for playing the two sounds after “jungle
The Lion
Sleeps Tonight
(Concert Song)
The Lion Sleeps Tonight:
• Choose a way to play for each of the three sections.
• Find different ways to play the drum in response to the music.
• Encourage them to sing along.
Track
Tideo
Tideo:
• Discuss what instrument will be played for the skins, metals and
Cymbals,
Tone Blocks,
Drums
Guitar/Ukulele
Sopranino
beat.” For example, play with just index fingers, with your elbows, palms
down and then up, scratch twice, etc.
• Play some four-beat echoes in between the rhyme.
woods verses.
• Explain that each type of instrument will play when they hear it in the
Vocabulary:
Ostinato
Echoes
Für Elise
(SM Piano)
(New)
lyrics. While singing each verse, students will play only on the rhythm of
“ti-de-o.” Then, while the sopranino plays, they will improvise their own
rhythmic patterns.
• Give examples of specific patterns that could be played and repeated.
Review the word ostinato.
• Say “My turn first; play af-ter me!” Play a four-beat rhythm for the children
to echo. Play patterns to prepare for the next activity.
Für Elise:
Explain that we are learning to play our tone blocks to a beautiful
piano piece they may learn to play on the piano in the future.
• First the teacher performs, then the song is repeated with everyone
Track
encouraged to participate.
• Use the following words while playing: “Tap and tap and tap and now you
scrape, and you scrape and you scrape. (repeat) Then you roll, and you
roll, and you roll then you roll, tap, tap, tap … (repeat).”
Movement
and
Solo Singing
(011713)
Cheki Morena
(New)
• Pass out shakers.
• Dance to the recording, responding to the differences in tempo.
• After the song, sing a short phrase in the style of the song and ask the
Shakers
Track
children to echo the same pitches
30
Activity
Orff Rules
Orff
Instruments
In C
Title
Comments
Free Play to
the Sopranino
(Exploration)
Play when the sopranino plays, stop when it stops.
Five Little
Monkeys
(Concert Song)
• Ask one child to play the introduction music for our story.
• Have the children play “climbing music” as each monkey climbs the
•
•
Vocabulary:
Crescendo
•
•
•
•
•
•
Sing-a-Long
IF TIME
Matilda
Goodbye
Song
Come, My
Friends
tree. Remind them to alternating their hands for walking to the river and
climbing the tree.
Play glissandos up and down for spreading out the blanket.
Sing the song as the largest instruments play the beat on C and G. The
other instruments play at the end of the phrases.
Ask “How many monkeys?” Students play any two notes together as
they count.
Invite ideas how to play for the sneaky crocodile and discuss crescendo.
Ask the children how to play “snap” (a loud clap, hitting the floor, tapping
the mallets together, high five with parents, etc.).
After “snap” switch instruments.
Continue the song with two monkeys, then one, switching instruments
after the verse.
End with monkeys laughing (see ending in book).
Encourage singing the words without the recording. Do the motions
during the chorus.
What’s
Needed
Orff in C
Sopranino
Book:
Five Little
Monkeys
Sitting in a
Tree
By Eileen
Christelow
[Track]
Gorilla Puppet
or Picture
[Track]
Guitar/Ukulele
Track
Next Week’s Fun
(011713)
30
Drum Groove
Jungle Beat Chant
Tideo (Kit)
Echoes
Für Elise
Cheki Morena
Five Little Monkeys
Matilda
Come, My Friends
(011713)
30
Jungle Beat Chant
Five Little Monkeys
Jungle beat, jungle beat
Let’s all get together for the jungle beat!
Five little monkeys
Sitting in a tree
Wi-mo weh a wi-mo weh
A wi-mo weh, a wi-mo weh
In the jungle
The mighty jungle
In the jungle
The mighty jungle
Tideo
Für Elise
Matilda
Come, My Friends
Come, my friends
And gather ‘round
Another day
So long, farewell
Goodbye
(No Lyrics)
Cheki Morena
(No Lyrics)
(011713)
Young Musicians Make Music: Lessons 21-30
Notation, A-Z
w w w.simplymusicrhapsody.com
21-30
Notation
Come, My Friends
Melody by Ludwig Van Beethoven
Lyrics by Lynn Kleiner
#6
& #8
D
œ
Come,
#
&# œ
sing
(011713)
j
œ
œ
my friends,
j
œ
A
œ
and dance
j
œ
œ
and
gath
j
œ
j
œ œ
-
D
œ
a - noth
-
j
œ
er 'round
so
œ
j
œ œ
we
can sing
j
œ œ
j
œ
G
A
œ
j
œ œ
er day.
So
long,
fare - well,
j
œ
G
œ™
œ
good - bye.
j
œ
We'll
D
j
œ
j
œ œ
œ™
good - bye.
21-30
Notation, Cont.
Down By the Ocean
Peter and Ellen Allard
A
(Capo I)
E¨
(D)
A¨
(G)
b4
& b b4 œ
œ
œ
œ
Sea - gulls swoop - ing
œ
œ
œ
œ
down
by
the
E¨
(D)
b
&b b œ
B¨
(A)
œ
œ
œ
œ
ocean,
down
by
the
A¨
(G)
œ
œ
œ
sea - gulls swoop - ing.
œ
œ œ œ œ œ
Oh,
how I love to go
œ
œ œ œ
down by the
œ
œ
ocean,
B¨
(A)
œ
˙
ocean, down
œ™
j
œ
by
the
B
E¨
(D)
b
&b b œ
(optional) Leader:
Œ
˙
o - cean.
E¨
(D)
b
&b b œ
œ
A¨
(G)
œ
œ
Child soloist:
œ
œ
E¨
(D)
œ
œ
œ
B¨
(A)
œ
œ
œ
œ
œ
Sea - gulls, (Sea - gulls,) swoop - ing, (swoop - ing,) swoop - ing, (swoop - ing,)
œ
œ
A¨
(G)
œ
œ œ œ œ œ
œ
œ œ œ œ
sea - gulls, (sea - gulls), Oh, how I love to go down by the
B¨
(A)
˙
ocean, down
E¨
(D)
j
œ™ œ œ ˙
by
the
Œ
o - cean.
Additional verses:
2.
3.
4.
5.
(011713)
Sandcrabs hiding
Lobsters pinching
Dolphins diving
People swimming
21-30
Notation, Cont.
Lynn Kleiner
4
& b4 œ
F
Five
œ™ œ
œ
hand - some sail - ors,
& b œ™ œ œ™ œ
fore
stand - ing in
‰
œ
∑
a line,
j
œ
œ
came a wind
and
Ó
œ
œ
So
the
¿
(running music)
¿
¿
Œ
¿
œ
œ
sail - ors
œ
œ
had
œ
œ
Œ
to chase 'em
‰ j
¿ œ œ™ œ œ
Gone the hats!
be -
Œ
œ œ œ
œ
temple block,
tone or wood block
Œ
their or - ders
blew their hats a - way,
C
Œ
œ™ œ
F
œ
œ œ œ
œ
Ó
∑
Wait - ing for
C7
(wind music)
&b
œ™ œ œ™ œ œ
C
A - long
it's ship - ping time.
&b
Œ
œ™ œ œ™ œ œ
œ
Œ
¿
Ó
¿
œ
œ
œ
March, 2,
3,
4.
low-pitched drum
And that was that!
F
&b œ
(011713)
œ
œ
œ
March, 2,
3,
4.
œ
œ
œ
œ
March, 2,
3,
4.
œ
œ
œ
œ
March, 2,
3,
4.
œ
™™
21-30
Notation, Cont.
Five Little Monkeys
Arranged by Lynn Kleiner
Inspired by Anna Song
Leader: How many monkeys? Group: One, two, three, four; five!
4
&4 œ
Five
& œ
teas
-
œ
œ
lit
œ
œ
in’
mis
-
tle
œ
- ter
j
œ
œ™
mon - keys
œ
croc
œ
-
o
-
œ
dile
œ
œ
œ
sitt
- ing
in
œ
a
œ
œ
œ
you
can’t
catch
Œ
œ
tree,
œ
Œ
me.
Speech (crescendo):"" Along comes Mister Crocodile…….and SNAP!
Leader: How many monkeys? Group: One, two, three, four!
(Repeat verse with "four" little monkeys)
(011713)
21-30
Notation, Cont.
Jungle Beat
Valerie Johnson
#4
& 4œ
Two
#
& œ
jun
#
& œ
tapped
œ
lit - tle
œ
œ
the
œ
œ
œ
mon - keys
œ
gle
-
œ
œ
sil - ly
œ™
beat?”
œ
ground
¿
¿™
and said,
œ
¿
œ
œ
and
˙
œ
neat
œ
said, “Let’s
œ
œ
find
the
j
œ
œ
œ
œ
œ
œ
They
found
some
sticks
and
they
Œ
“Hey"!
Œ
œ œ
That’s a
œ œ œj œj
might - ty
cool
˙
sound!”
Verse 2: Two little monkeys silly and neat,
Said, “Let’s find the jungle beat.”
They found some skins and they tapped ’em with their hands
And said, “Hey! That’s a mighty cool band.”
Verse 3: Two little monkeys silly and neat,
Said, “Let’s find the jungle beat.”
And said, “Hey! That’s a mighty cool ring.”
Verse 4: All the little monkeys at the end of the week,
Get together for the jungle beat.
And say, “Hey! That’s the coolest sound around.”
(011713)
21-30
Notation, Cont.
Love Somebody
Traditional
4
&4 œ
C
Love
G
œ
œ
some - bo - dy,
C
& œ
Love
(011713)
œ
œ
œ
œ
Yes,
I
do!
G
œ
œ œ
some - bo - dy,
Œ
œ œ œ
Yes,
I
do!
Œ
C
œ
Love
C
œ
Love
Love
G
œ
œ
œ
œ
œ
œ
Yes,
I
do!
C
G
C
œ
œ œ
œ
œ
but
and
I won't
it's you,
say
you,
who.
you.
some - bo - dy,
G
œ
œ œ
some - bo - dy,
some - bo - dy,
Œ
Œ
Matilda the Gorilla
Mary Rice Hopkins
Not too Fast
21-30 mfYoung Musicians Make Music
& bc œ Notation,
œCont.œ
œ
1. In
2.
&b œ
the
Ma
œ
jun - gle
til - da
œ
œ
I
is
as
œ
œ
œ
saw
ha
a
-
go
py
-
j
œ
œ
ril
as
can
Matilda the Gorilla
-
œ
œ
œ
œ
œ
œ
œ Œ
œ
her Not
name,
she was a Ma - til
too Fast
eats her
ba - nan - nas and swings from the
mf
& bc
œ
b
& œ œœ œ œ œ Œ
‰
j œ
œ
œ
j
œ
Œ
‰
œ
œ
a,
be.
and
She
œ
œ œ
Mary Rice Hopkins
Ma - til - da loved to
Now
with her
da.
trees.
j
œ
sing
songs
friends
j
‰
j Œ
œ œ
œ œ
œ
œ œ œ œ œ œ œ œ œ œ™
œ œ
‰œ œj œ œ œ œ
j
œj
œ
and
1. In
the
jun - gle
I
saw
a
go
ril
a,
ha Ma
- - tilpy- da. theas go can
ev -2.er - y Ma
day - til - da andis this as is what
would say.
- ril - Iabe.
you will
see,
the sing - ing Ma
til
da
fam - i
ly.
-
&b œ
&b œ
œ
œ
œ
œ
œ
œ œ
œ
œj
œ
œ
œj œ Œ
œ œ™
œ
‰
her name, she was a Ma - til
da.
eats
her
ba
nan
nas
and
swings
from
the
trees.
ooh,
ooh,
ooh,
ooh,
ah,
ah,
ah,
j œ œ œ œ œ œ œ
œj œ
œ
œ
œ
œMa - til - da loved to sing songs
ah - Now
ooh,
j
j
&bb œJœ œ œ œ œ Œ œ ‰ œ™œ œ œ œ j œ œœ œ œ œœ
&
œ
day
see,
ev - er ah,
- y
ah,
you will
ah, ah,
ah,
ooh,
ooh,
ooh,
& b œJ
ah,
& b œJ
ah,
œ œ
œ
j
œ
ah,
ah,
œ
J
ah,
ah,
œ
œj
œ
ooh - ooh - ah
ooh,
ah,
œ
œ
with herooh, friends
ooh,
ooh,
œ œ œ œ œ œœ™
j
œ
and this is what
go - ril - Iaooh,
would say.ooh,
- da. the ooh,
ah Ma
ooh,
- - til
the sing - ing Ma
til
da
fam - i
ly.
-
ah,
œ œ
& bb œJ œ
& œ
œ J œ
She “Ah
œ
œ
ooh,
ah,
œ™
œj
œ
ooh,
ah,
j
œ
ah
œ
œ
œ
ooh - ooh - ah
-
œ™
j
œ œ
ah -
j
œ
j œ ˙ œ
œ ah!”
ah,
ah - ooh,
ooh,
“Ah -
Ó
œ
œ
ooh,
ooh,
œ
œ
œ
œ
ooh,
ooh,
ooh,
ooh,
œ
œ
j
œ œ
j
œ
ooh,
ooh,
ah - ah,
ah!”
˙
Ó
© 1980 BIG STEPS 4 U, Administered by MUSIC SERVICES, INC.
All Rights Reserved Used by Permission
(011713)
21-30
Notation, Cont.
The Old Gray Cat
Traditional
6
& b 8 œj
1. The
&b œ
old
F
j
œ œ
œ
old
gray
j
œ œ
gray
cat
cat
j
œ
œ™
is
sleep
j
œ
œ™
is
sleep
B¨
-
œ™
œ™
-
ing,
F
sleep
-
œ™
œ™
ing,
sleep
B¨
C7
œ™
œ™
œ™
ing
in
the
F
œ™
-
œ
j
œ
ing.
The
Œ
house.
2. The little mice are creeping, creeping, creeping.
The little mice are creeping, in the house.
3. The old gray cat is waking . . . in the house.
4. Now everyone is running . . . in the house.
(011713)
21-30
Notation, Cont.
Pass the Heart
#4
& #4 œ
Pass
##
&
(011713)
œ
œ
the
heart
œ
œ
œ
œ
a - round
the
œ
œ
œ
˙
Stead - y
as
you
can
œ
cir - cle
œ
œ
œ
œ
œ
œ
œ
œ
When
the
song
stops
you
will
find
the
œ
œ
œ
heart
in
œ
œ
some - one’s
˙
hand.
21-30
Notation, Cont.
Scuba Man
Lynn Kleiner
4
&4 œ
All:
œ
Scu - ba
Solo 1:
& œ
1. I
2. I
Solo 3:
& œ
I
I
œ
man
œ
œ
found
found
a
a
œ
œ
div - ing
œ
œ
trea - sure
jel - ly
œ
œ
œ
found
found
a
a
sunk
tur
œ
- en
-
œ
down.
œ
œ
Scu - ba
œ
œ
œ
œ
œ
man
what
have
you
found?
Solo 2:
œ
œ
box.
fish.
I
I
Solo 4:
œ
ship.
tle.
œ
found
found
œ
some
a
œ
jewel
sea
œ
œ
œ
œ
I
I
found
found
some
some
gold.
clams.
-
œ
ry.
shell.
Œ
Solos are improvised.
(011713)
Arranged by Paul Cummings
Words and Music by George David Weiss,
Hugo Peretti, and Luigi Creatore
21-30#
™ œ œ ™ œCont.
œ™ œ œ™ œ ™
œ™ œ œ™ œ œ™ œ œ™ œ
& C œ Notation,
œ œ œ™ œ œ™ œ œ™ œ
Wi - mo weh - a wi - mo weh - a
Freely
#
mf
& œ™ œ œ™ œ œ™ œ œ™ œ ™™ œ
In
œ
3
œ œ œ
œ
3
œ
œ
œ œ œ
œ
œ
œ
Arranged by Paul Cummings
Words
and
Music
David Weiss,
the jun - gle the migh - ty jun - gle theby George
Ii - on sleeps
to Hugo Peretti, and Luigi Creatore
3
3
# #C ™
œ
œ
œ
™
™
™
w œ œ œ œ œœ œ œœ œ œ ™ œ œ ™ œœ œ ™ œœ œ œ™ œ œ œ ™ œ œ ™ œ œ œ ™œ œ œ ™ œ
& &
weh- -gle
a Wi
weh -- atywi - mo
- a wi
- mo weh
night! Wi - mo wehIn- a wi
the- mo jun
the- momigh
jun weh
Ii weh
sleeps
to -- a
- gle- a theWi - mo
- on
U
#
3
œ mf œ œ œ3
™™ w
œ
& #w
& œ™ œ œ™ œ œ™ œ œ™ œ ™™ œ œ œ œ œ œ œ œ œ œœ œ œ œ œ œ wœ
night!
Wee
ee
ee - um um
a
way
Freely
#
& w
night!
#
& w
night!
œ
œ
In
the
™™ w
Wee
In
the
3
œ
œ
œ
jun - gle
œ
jun - gle the migh - ty
œ
the
œ
ee
œ
œ
œ
3
œ
migh - ty
jun - gle the
jun - gle
œ
œ
œ
the
Ii
œ
um
a
œ
œ
™™
Ii - on sleeps to -
-
œ
œ
œ
on
sleeps
to
œ œ œ œ œ
ee - um
D.C.
U
w
D.C.
™™
way
© 1961 FOLKWAYS MUSIC PUBLISHING, INC.
© Renewed 1989 by GEORGE DAVID WEISS, HUGO PERETTI, and JUNE CREATORE
© Assigned to ABILENE MUSIC INC., c/o THE SONGWRITERS GUILD OF AMERICA
All Rights Reserved
(011713)
21-30
Notation, Cont.
Tideo
Traditional
Arr. Lynn Kleiner
C
(G7)*
2
&4 œ
œ
œ
œ
œ
œ
Time for
mu - sic
Hel - lo (child's name)
œ
œ
œ
Ti - de - o,
Ti - de - o,
œ
œ
Time for
mu - sic
œ
& œ
œ
œ
œ
œ
œ
œ
œ
C
œ œ œ
œ
Jing - a - lin'
Joe.
U
œ
Ti - de - o.
U
œ
œ
œ
œ œ œ
œ
Ti - de - o,
Ti - de - o,
Optional Ending:
œ
œ
F
œ
Jing - lin', Jing - lin',
& œ
œ
(G7)
Time for
mu - sic
C
œ
Ti - de - o.
Ti - de - o.
C
& œ
C
Jin - gle
the
œ
win - dow,
œ
œ œ œ œ
Jin - gle
at
the
œ œ œ
Jin - gle
at
œ
win - dow,
C
œ
win - dow,
œ
the
œ
œ
œ
Ti - de - o.
(G7))
œ
Ti - de - o.
at
œ
œ
C
œ
œ
Ti - de - o.
œ
œ
œ
™™
Ti - de - o.
Suggestions for Instrument Verses:
& œ
Time
Time
Time
Time
Time
(011713)
œ
œ
œ
for
for
for
for
for
sha woods
drums
me instru -
kers
now
now
tals
ments
œ
œ
Ti
Ti
Ti
Ti
Ti
-
de
de
de
de
de
-
œ
œ
œ
o,
o,
o,
o,
o,
Time
Time
Time
Time
Time
for
for
for
for
for
œ
œ
sha - kers
woods
now
drums now
me - tals
instru - ments
œ
ti
ti
ti
ti
ti
œ
-
de
de
de
de
de
œ
-
o.
o.
o.
o.
o.
21-30
Notation, Cont.
Walking Through the Jungle,
What Do You See?
4
&4 œ
Walk -
& œ
I
(011713)
œ
in’
œ
see
œ
œ
through
the
œ
œ
a
œ
jun
-
œ
œ
gle,
œ
œ
what
do
œ
look
œ
-
ing
you
œ
at
Œ
œ
œ
see?
œ
Œ
me.

Simply Music Rhapsody

Transcription

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