wdaltman.weebly.com€¦ · web viewthe teacher models the rhyme to the class while keeping the...

MUSE 351 Portfolio

Fall 2017

Created by: Olivia Woolard and David Altman

Olivia Woolard , David Altman

Summary of Contents

List of Rhymes (Alphabetical)

A Funny Man p. 5

Dog Tick p. 11

Engine Engine Number Nine p. 3

Kitty Kitty Casket p. 7

The Train Going off the Tracks p. 13

There was an Old Man Named Greg p. 9

List of Songs (Alphabetical)

Around the Green Gravel p. 23

Bow Wow Wow p. 15

Chicka-ma Craney Crow p. 19

Ida Red p. 21

Sea Shell p. 17

Tideo p. 25

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List of Rhymes (By Grade)

Kinder: Engine Engine Number Nine p. 3

1st Grade: A Funny Man p. 5

2nd Grade: Kitty Kitty Casket p. 7

3rd Grade: There was an Old Man Named Greg p. 9

4th Grade: Dog Tick p. 11

5th Grade: The Train Going off the Tracks p. 13

List of Songs (By Grade)

Kinder: Bow Wow Wow p. 15

1st Grade: Sea Shell p. 17

2nd Grade: Chicka-ma Craney Crow p. 19

3rd Grade: Ida Red p. 21

4th Grade: Around the Green Gravel p. 23

5th Grade: Tideo p. 25

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Title: Engine Engine Number Nine

Source: http://www.gameskidsplay.net/jump_rope_ryhmes/engine_engine_number_9.htm

Author: Unknown

Rhythms used: Eighth notes, quarter notes

Grade (play): K

Grade (read): 1st grade

Form: AA’

Text and Notation:

Introductory material/activity:

“How did everyone get to school today? I came to school on a train!”

Instruction:

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The teacher models the rhyme to the class while keeping the beat on their legs. The teacher begins a call and response with four chunks of the text: “Engine engine number nine,” “Running down Chicago line,” “If the train should jump the track,” and “do you want your money back?” while still keeping the beat with the students. The teacher can repeat certain chunks if necessary. The teacher repeats this process with only 2 chunks. The teacher then performs the whole rhyme, and the students reply back with the whole rhyme.

Transition Technique/Material:

“Now I need one person to start our game in the middle. You’re going to walk around the circle with your arms moving like you’re a train and stop in front of a friend. Then it’s their turn in the middle. I need another person that wants to blow the train whistle! You only get to blow it 2 times when we say the rhyme.”

Musically Meaningful Activity:

Students will sit in a circle and pat the beat on their legs while they say the rhyme. A student will walk around the inside of the circle, moving their arms like a train. When it gets to the end of the rhyme, the student will stop in front of another student and point to them. The student sitting down will go into the middle. The student that blows the whistle will be switched out about every 2 times the rhyme is said. The student that has the whistle will only get to blow it two times to make sure the student doesn’t go overboard. This process repeats several times.

Transition out:

“Let’s all move like trains to our seats!”

Potential Extension of Activity/Concept:

The teacher could add an ostinato to make it more complex, or the teacher can use this song to work on fast verses slow tempo.

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Title: A Funny Man

Source: “Sing a Song of Popcorn: Every Child’s Book of Poems”

Author: Natalie Joan

Rhythms used: Eighth notes, Quarter notes

Grade (play): 1

Grade (read): 3

Form: AA’

Text and Notation:


“I saw a man walking around this morning on my drive to school today. I have a little rhyme about him. Please listen to my rhyme.”

Instruction:

The teacher models the rhyme to the class. The teacher begins a call and response with four chunks of the text: “One day a funny kind of man,” “came walking down the street,” “He wore a shoe upon his head,” and “and hats upon his feet.” The teacher can repeat certain chunks if necessary. The teacher repeats this process with only 2 chunks. The teacher then performs the whole rhyme, and the students reply back with the whole rhyme.


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The teacher would have something to keep the time with, like a drum, some drumsticks, or just clapping. “Let’s spread out in the room. We are going to walk to the beat given by the drum like the funny man. Please say the rhyme with me.” The students will march for a while. “Let’s walk to a picture on the ground!”


The teacher will have pictures of a silly dressed person ready for students. The students will describe the person they see in the picture. The teacher models two for them using the same format each time. (Ex. Shoe on his head. Hat on his feet. Socks on his head. Scarf on his feet.) Then the students look at their silly dressed man and describe him using the rhythmic speech you modeled. Group rehearsal. All say full poem, one group says their "picture", all say poem, 2nd group says picture, etc. until all groups perform. The students will end with the poem.

Transition out:

“How do you think your silly man would walk? Let’s all walk to the beat like that!” The teacher will start a follow the leader by guiding a few students behind him or her to start. The rhyme is still being performed while the follow the leader is forming. The teacher then guides the line of students behind him or her to the learning space.


The teacher could let students be line leaders for the follow the leader before transitioning to the learning space. The overall concept behind the activity was keeping the rhythm of the rhyme while the words change.

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Title: Kitty Kitty Casket

Source: Lib of Congress. Kodaly.hnu.com

Author: Unknown

Rhythms used: Eighth notes and Sixteenths

Grade (play): 2nd

Grade (read): 2nd

Form: AB

Text/Notation:


Hi class, have you met my friend Mr. Feline? (kitty puppet). He’s reallllllly shy so you have to be very nice around him. Can we all say hi?

Instruction: Keep a steady beat and follow my pattern. I will teach this rhythmic poem in WHW format. Once the poem and rhythm is memorized we will learn a simple body percussion to go along with the words and rhythms. This will help connected the speech to hand/body movements that will be used later.

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Transition Technique/Material: Do you guys know what Mr. Felines favorite instrument is to play? It’s the drums! This will lead the classroom over to the drums/percussive equipment. Each student will then choose a drum or other percussion instrument and we will be using for the musical activity.

Musically Meaningful Activity: The meaningful musical activity will be a percussion jam where the bass voice is playing the rhythm of the poem the entire time. We will start out with just the low drums playing the rhythm of the poem while the class says the poem. Slowly and slowly we will add more drums allowing these new voices to improvise over the foundational beat. The students will rotate responsibility of playing the low drum and the improvisation. Rotating will give each student a chance to create as well as follow the rhythm of the line. This will help me to assess the students more individually.

Transition out: “Okay kids, Mr. Feline is reallllllly tired. He wanted to go take a nap in his basket so we have to be quiet and stop playing the drums”. This will prompt the students to move to the lesson area and remain quiet during the transition out.

Extrension/Concept: The extended concept for this song is the “call and response” technique. This will be an area of study for the day after the game is played.

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Title: There was an Old Man Named Greg

Source: Unknown

Author: Unknown

Rhythms used: Triple meter eighth notes, quarter notes, and dotted quarter notes

Grade (play): 3rd grade

Grade (read): 3rd grade

Form: Limerick

Text & Notation:


With the amount of material to learn in this lesson, the introduction would be short and get straight to the point. “My next-door neighbor Greg got in an accident yesterday. I have a rhyme about him. Listen to my rhyme and tell me what happened to Greg.”

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Instruction:

The rhyme will be modeled by the teacher in its entirety. The teacher will do a call and response with the students with the rhyme separated into 4 chunks, repeating any chunks if necessary. The process is repeated with 2 larger chunks. The last time is the whole rhyme as the call and response.


“Your job is to say the rhyme. Pay attention to what I do.”


The musical activity involves creating body percussion to the original rhyme and having the students perform that while speaking the rhyme. The process of teaching the body percussion is exactly like the rhyme itself, in a whole-part-whole fashion. The second part of the activity is incorporating the ostinato that is notated above along with body percussion. The students will first perform the rhyme with the body percussion while the teacher models the ostinato. “What did I do? Did I repeat? We have a word for that in music called ostinato.” The ostinato and body percussion can be taught simultaneously and in one part to the students. The students will perform the ostinato with the body percussion while the teacher models the original poem. The students will perform the original rhyme as a refresher. The students will then be split in half. One half will perform the rhyme and the other performs the ostinato. The roles would then be reversed.

Transition out:

“If you broke your leg like Greg, how would you walk? I would hop on one leg. Let’s walk like that over to our seats.”


An extension of the concept of the ostinato is to have the students create their own verbal and body percussion ostinato for the original rhyme. This can also include writing down their created ostinato in notation that is familiar to them.

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Title: Dog Tick

Source: Library of Congress

Author: Ray Wood

Rhythms used: 8th notes, quarter notes, Syncopation,

Grade (play): 4th

Grade (read): 4th

Form: AbAb

Introductory material/activity: The teacher will tell a short story about a tick and his friend the ‘bacco worm. The bacco worm is a dancer and the dog tick like to dance too. Then you can have the children dance and improvise their own movement to get loose and burn some energy for the class.

Instruction: Students will be taught the rhythm poem and lyrics using a WPW format while keeping a steady beat with their hands. Keeping a steady beat while doing this will help to emphasize the syncopation found in measures 3, 6, 11, and 14. Once the poem and rhythm is

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learned, the students will have an opportunity to learn a rhythmic percussion part to go along with the poem. This body percussion will

Transition Technique/Material: I will ask the students what the Dog Tick wanted to do with the tobacco worm. This will prompt the answer “dance”. This will transition us into the musical acitivity.

Musically Meaningful Activity: The students will sing the song while keeping time with their feet. During the lyrics “…dance like a ‘bacco worm?” the students will be allowed to break out of form and dance how their heart desires. This will allow the students to express themselves through movement and also internalize the pulse so that they can get back in time during the rest of the song.

Transition out: The transition out will be the students moving like a worm (while being safe) back to the learning area of the classroom. This will help them to stay actively engaged and in character for the rest of the lesson.

Potential Extension of Activity/Concept: This poem highlight syncopation as a main function of the rhythm. An extension activity for this would be a rhythm exercise that uses tied notes over bar lines and rhythms that don’t fall on the strong beat. Rhythm flash cards would be good to use during this lesson.

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Title: The Train Going off the Tracks

Source: Kodaly.com

Author: N/a

Rhythms used: 16th + dotted 8ths, 8th notes, two 16ths and an 8th

Grade (play): 5th

Grade (read): 3rd

Form: AB

Introductory material/activity: Do you know how I got to school today? I didn’t want to use a car so I took the train. Who knows what a train sounds like? Yes! CHOO CHOO. Please repeat after me.

Instruction: This is when I will use the sound “Choo” to create different rhythms that the students will echo back to me. While I am modeling these rhythms I will hold rhythm cards up that have the rhythms I am speaking. This will help draw a connection between the sound and the notation. After running through the different rhythms found in the piece I will teach the poem using the WPW format for teaching by rote.

Transition Technique/Material: To transition the teacher will “choo choo” the students into groups of two. These groups will then fall into line on the “train tracks”.

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Musically Meaningful Activity: I will have “Train tracks” on the ground for the students to get on. In various locations around the room there will be different rhythms at “Train Stops”. When the students are reciting the poem they will march around the tracks pretending to be trains. When the poem stops they will have to recite the rhythm at their station in tempo. This will continue until each pair of students has been to each station.

Transition out: There will be a final station where the students will end. This station will be decided by the teacher to ensure that each student has had a chance to visit all the stations. This ending will be rapid so that students are not left unattended to let their minds wander.

Potential Extension of Activity/Concept: The concept activity for this would be accented beats. I would model the poem originally the first way, and then again will accents on different beats. Then I would ask what was different between the two performances. This would lead us into the concept of accents, what they are, and how to perform them.

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Title: Bow Wow Wow

Source: http://kodaly.hnu.edu/song.cfm?id=855 Primary: Steady Beat

Composer: Unknown Range: M6

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

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

Introduction:

“I have a friend named Tommy Tucker, and he keeps losing his dog! Oh no!” *gesture*

Teaching Sequence:

The lesson begins with vocal exploration on the words “Oh no.” I will teach the song 4 small chunks, 2 larger chunks, and then the whole melody using the neutral syllable. The vocals start to center on the specific solfege of the song. The solfege is added to the pitches along with the hand signs for each syllable. The solfege patterns reflect the patterns of the melody. The solfege patterns are taught in 4 small chunks and then 2 larger chunks. The last solfege repetition is the whole melody. “Listen to my song.” The teacher models the song with the lyrics. With the same process as the solfege, the students will participate in a call and response to learn the words to the song.

Transition:

“This is Tommy Tucker’s dog, Spot. He likes to dance to the beat. Can you help him dance? Everyone else do what Spot does!”

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Musical Activity:

The stuffed animal “Spot” starts with the teacher demonstrating how the dog should have a movement to the beat. The dog gets passed around while the students mimic what movements the dog is making to the beat.

Transition out:

“Spot is getting tired from all that dancing! He needs to go to sleep. Goodnight Spot!”

Extension/Concept:

The extension can include emphasis on the major triad in the song or focusing on the rhythm.

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Title: Sea Shell

Source: Kodaly website Primary: Composing rhythm patterns

Composer: Unknown Range: P5

Intervals: P5, M3, m3, M2 Solfege Pitches: do, re, mi, so

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

Notation:

Introduction:

“Over fall break I went to the ocean. I saw my favorite sea animal, a whale! Did you know I can speak whale? Let’s speak some whale together. Repeat after me.”

Teaching Sequence:

The lesson begins with vocal exploration on the sound “Woo.” I will teach the song 4 small chunks, 2 larger chunks, and then the whole melody using the neutral syllable. The vocals start to center on the specific solfege of the song. The solfege is added to the pitches along with the hand signs for each syllable. The solfege patterns reflect the patterns of the melody. The solfege patterns are taught in 4 small chunks and then 2 larger chunks. The last solfege repetition is the whole melody. “Listen to my song.” The teacher models the song with the lyrics. With the same

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process as the solfege, the students will participate in a call and response to learn the words to the song.

Transition:

The teacher starts to speak the names of the pictures that will be used in the activity right after the last repetition of the full song. The students will respond back in rhythm with the teacher. The teacher then shows an example of the activity, says the pattern, and the students respond back. Each example is repeated once. “How many pictures did I use? How many will you use?”

Musical Activity:

The musical activity involves pairs of students creating simple rhythm patterns with images. The images include shell, shark, whale, sea horse, sea weed, and mermaid. The students will use 4 images to create their patterns, and they will say them twice. The pairs of students will travel between other students’ patterns walking like crabs and singing the song.

Transition out:

The teacher will pretend to catch students in their “boat,” which is just a line behind them. The teacher travels around the room catching students throughout the activity. The “boat” then travels back to the learning space.

Extension/Concept:

A possible extension of the concept could be actually notating the rhythms used in the song. A future lesson could include working on the intervals of the song, like P5, M3, or m3.

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Title: Chickema, Chickema, Craney Crow

Source: Kodaly.com Primary: Call and Response

Composer: unknown Range: D4-A4

Intervals: m3, M2, P4 Solfege Pitches: Do, la, sol

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

Introduction: This lesson will start with an interactive story about walking throughout the forest. This story will include my “journey” to school through the woods and across the river. This river will be the Segway into the vocal exploration activity. Keep in mind that the lyrics “What time, old witch?” are changed to “What time is it?

Teaching Sequence: The teacher will start off with a vocal exploration activity using the sound “bloop” to warm up the student’s voices. After this the students will echo imitate the pitches back to me. This will take place before teaching the solfege and rhythms of the song using the WPW method. Once this is learned I will add lyrics which will also be taught using the WPW method.

Transition: Students will be standing in a circle and will be asked to find a number to stand on. These numbers will be laid out on the floor in a clocklike manner.

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Musical Activity: The students will sing the song while keeping the tempo in their feet and moving around the circle like the hands on the clock. One student will be in the middle pretending to be the hands of the clock. When the song ends they will all sing “What time is it?” and the student who the hands are point at will echo back the time that they are standing on. This will go on for a while until most of the student get a chance to participate.

Transition out: The teacher will replace the student in the middle of the game and continue it. When the teacher calls out “What time is it?” and the student echoes back, the teacher will reply with “It’s time to leave” which will prompt the students to move to the new area.

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Title: Ida Red

Source: http://kodaly.hnu.edu/song.cfm?id=507 Primary: Isolating the major triad

Composer: Unknown Range: M6

Intervals: M3, m3, M2 Solfege Pitches: Do, Re, Mi, Sol, La

Grade (sing): 3rd Grade (read/write): 3rd-5th

Introduction:

I have a good friend named Ida. I haven’t heard from her in a while, because she only sends me letters! I’m going to sing a song about Ida, but I would like you to tell me how many times I get a letter from her when I’m finished.

Teaching Sequence:

I would start with a model of the song by the teacher. I would do call and response starting with two bar chunks of the song, repeating any chunk if needed. The process would be repeated, increasing the size to four bar chunks. Lastly, the teacher would model the whole song, and the students will sing it back.

Transition:

“These are the last two letters I got from Ida. I’m going to give them to two of you in the circle. While we sing the song, I want you to give the letter to a friend in the circle. If you get the red letter, you’ll sing back to me ‘Ida red.’ If you get the blue letter, you’ll sing back to me ‘Ida blue.’ Everyone will sing the end of the song with me. It goes like this.”

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Musical Activity:

The students will sing the song as two students, one with a blue letter and one with a red letter, walk around and give their letters to another student. The teacher will sing “Ida red,” and the student with the red letter will sing “Ida red” back. The teacher will also sing “Ida blue,” and the student with the blue letter will sing “Ida blue” back. The rest of the class will join the teacher singing “I got stuck on Ida too.” The process then repeats.

Transition out:

The teacher will have pencils for every student. The teacher will pass out a few pencils each time the song is sung after many repetitions. The students that receive pencils will move to their desks and start writing a letter to Ida. This allows for the students to move to the learning space rationed and efficiently.

Extension/Concept:

The letters allow the students to make a better connection to the song. A few concepts that the teacher could focus on are the use of triads, the sixteenth rhythms, or the pentatonic scale.

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Title: Around the Green Gravel David Altman

Source: English Country Songs Primary: Musical Contour

Composer: Lucy Broadwood Range: B-D

Intervals: M2 and m2

Solfege Pitches: Do-La

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

Introduction: Good morning class! Who knows what day it is? Yes! It is St. Patricks day! Can we all look around for something green and magical? (Green fairies will be the prop used in this lesson) This will prompt this green theme that is in the song. On St. Patricks day we like to find pots of gold. Usually the leprechauns hide the gold but this year the fairies have hidden it! Look around the room for the gold!

Teaching Sequence: Starting off with a vocal exploration on the neutral syllable “yee”. After warming up the vocal range we will practice just the first few notes of the song on the neutral syllable “dee”. This will engrain the tonality before learning the solfege. Once this is ingrained we will transition to solfege with the sign language for each pitch. Learning this in whole part whole will be the format for the rest of the melodic/rhythmic learning. Once the pitches and rhythms are memorized I will introduce lyrics in the same format and with the solfege.

Transition: As a note, I will be changing the lyrics from fair-maids to Fair-ies to make more sense of the musical activity. I will have hidden these green fairies around the room so that the

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students can find them and bring them in for the game. While they are looking for the faires (and golden pots) I will play an irish tune on the recorder.

Musical Activity: The musical activity will involve some of the kids that are holding the green fairies. During the song, the class will all close their eyes and sing, except for the students who are holding the fairies. The students will take the fairies and hide them in different places in the room. After the song, the students who hid the fairies will sing and the students who sang last time will try to find them. This will give me a chance to assess half to the class at a time. Half of the class will be “fairies” and have the chance to move the fairies and hide them while the other half will be the towns people tasked with finding the fairies. Depending on which half is doing the singing, the other half will be performing their task of either finding the fairies or hiding them.

Transition out: I will ask the students who have the fairies last to go hide them near the desks and take a seat when they’re done. The students who don’t have the fairies will have to find them and return them home to me and then take a seat. The game will continue until the fairies are found for the last time and everyone can be done at the same time. This will eliminate the students from losing engagement in the activity.

Extension/Concept: A good extension to this activity would be adding musical phrasing. This song is more lyrical than technical. I would lay the foundation for crescendos and decrescendos and explain musical contour in its most basic tier. I will demonstrate this through the fairy puppet who will show the contour via flying up or down (up being crescendo and down being diminuendo)

Title: Tideo

Source: William A. Owens Primary: Accelerando

Composer: Unknown Range: D4-D5

Intervals: m3, M3, m2, M2, P4 Solfege Pitches: do, Do, Mi, Sol, La, Fa, Re

Grade (sing): 5th Grade (read/write): 3rd

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Introduction: Who knows who Tideo is? No one? Well Tideo is actually Santas helper. During Christmas Tideo will go from window to window jingling Santa’s bells to let you know when Santa is coming!

Teaching Sequence: We will start with a vocal exploration activity using the word “ring” like how the bells will ring. This will help to warm up the students vocal ranges and prepare them for the lesson. The first line of the song will be sung using the neutral syllable “loo”. After this the students will be taught the song using the solfege and sign language. This will be done using the WPW format for teaching songs by rote.

Transition: Each student will be given their own bell or set of bells to jingle during the musical activity. For a few moments I will let the students have their fun with the bells to get it out of their system.

Musical Activity: The musical activity will be a line dance where the students are singing and ringing their bells in tempo during the “Jingle at the window” lyric. The dance will allow each line to take turns in the middle so that I can observe their ability to move in time, maintain tempo, and perform accurate pitches and rhythm. As the dance continues we will get collectively faster and faster until the dance falls apart.

Transition out: The dance will end and the students will return their bells to the teacher before the class collectively takes a seat to continue with the concept extension.

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Extrension/Concept: The concept for this lesson would be the accelerando. This would be demonstrated during the musical activity and explained during this part of the lesson. Proper terminology would be given with definitions.

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wdaltman.weebly.com€¦ · web viewthe teacher models the rhyme to the class while keeping the...

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