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Steady Beat Tapping to a steady beat Teacher Sings/students listening Singing/Speaking 4 voices Four Voices Picture icons for steady beat RhythmMelodyPractice.

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Presentation on theme: "Steady Beat Tapping to a steady beat Teacher Sings/students listening Singing/Speaking 4 voices Four Voices Picture icons for steady beat RhythmMelodyPractice."— Presentation transcript:

1 Steady Beat Tapping to a steady beat Teacher Sings/students listening Singing/Speaking 4 voices Four Voices Picture icons for steady beat RhythmMelodyPractice Songs/ChantsPreparePresentPreparePresentReading/Writing zHickety Tickety zBear Hunt zApple Tree zBeat is Steady zWelcome Back to School; Game Plan zBeat is steady; sing while patting on different body parts zApple Tree; pat a steady beat zWelcome Back to School; keep a beat in different ways zHickety Tickety; students can sing or speak their name zApple Tree zTap steady beat on the board; have individuals go up to the board (Apple Tree) zAll Around the Buttercup zBee Bee zWindshield Wipers; Making Music zPlanting Watermelons zAll Around the Buttercup; pat steady beat zBee bee; take turns bouncing bee puppet to a steady beat around the circle zHickety Tickety; work on singing names zLullaby: Ally Bally zTap on beat chart; Planting Watermelons zRun, Molly, Run; Making Music zSalty Dog zRun Molly Run; keep the beat in different ways zEcho clapping four beat patterns without words zAll Around the Buttercup; tap flower around the circle zReview the 4 voices; this is my speaking voice. zTap on beat chart; Bee, Bee zQuaver Website IWB; trampoline Beat zQueen, Queen Caroline zFlying Man; We’re Orff! zWhen Sheep Get Up in the Moring; Thom Borden zFlying Man; Do body percussion activity & Movement (imitation, Exploration) zQueen, Queen; pat the beat, switch to clapping with the words zWhen I go walking book; When Sheep… zWhisper, Talk, Shout, Sing!; Quaver website zQuaver Website: Shout, Sing, Talk, or Whisper IWB; Students take turns moving the composer to the correct category zTap beat chart; Apple Tree (summative Assessment, videotape) created by Tami Mangusso

2 Echo Play to steady beat Develop Listening skills “Do as I Do” Form: Copy Movement Personal Space Practice Just for Fun Part Work Inner Hearing/Memory Instruments/ImprovisationListening/FormMovement zGood Moring; Denise Gagne zBear Hunt; Janet Sclaroff zDifferent beat; Making Music zWelcome Back; Can you “play” and count to eight? zRoot Beer Rag by Billy Joel; Follow Me, teacher leads (beat buddies) zRead book “Going on a Bear Hunt” zDown by the Bay; MusicK8 version zSalty Dog; Making Music zUse rhythm sticks to tap a steady beat to a song (Run, Molly, Run) zRoot Beer Rag; Student led zWatch first 5mins of Quaver Steady Beat DVD zAncient Airs and Dance; Move It! DVD zAncient Airs; discuss movements as same or different (prepare form AB) zKeep the beat with music, without music; play recording, pause music (students continue to keep a beat) zAll Around the: tap with flower, the last tapped will go to the middle to play steady beat on instrument zListen to different sounds and decide if it makes a beat or not zAncient Airs; without video zAncient Airs; label form A=apples, B= Bananas created by Tami Mangusso

3 Clapping with the words Rectangles & squares for rhythm Fast/slow Use picture icons to read rhythm and beat Four voices Singing voice Picture icons for steady beat Picture icons for rhythm RhythmMelodyPractice Songs/ChantsPreparePresentPreparePresentReading/Writing zFlying Man zApples, Peaches, Pears, and Plums; Making Music zQueen, Queen; PowerPoint zBounce high, bounce low zYellow Butter; Making Music zTap cakes, discuss what do they represent (beat) zTap candles; discuss how the candles go with the words zPat the beat, switch to clapping the words zYellow Butter; discuss tempo zUse PowerPoint; go over beat and rhythm of the song zFlying Man; Speech imitation, use different voices zFour Voices; listen to different voices, circle what you hear (summative assess) zCar Song; Share the Music zDo Your Ears Hang Low? zPass the Shoe; Making Music zEcho clap four beat phrases zRead rhythms using rectangles and squares (review long/short) zCar Song; hold up signs for fast and slow, sing song accordingly zPass the Shoe; pass Hacky Sacks zJeremiah blow the fire; 4 voices zQueen, Queen; use beat chart, individual zRead rhythm on the board zQuaver IWB; Beat Bounce zPresto Largo; MusicK8 15/5 zBounce High, Bounce Low; identify number of sounds per beat zQueen, Queen; use rhythm charts zQuaver IWB; Tempo treadmill created by Tami Mangusso

4 Echo Two groups; one keeps the beat one claps with the words solo Recalling known songs by pictures Play rhythm patterns on nonpitched instruments Play bordun; hands together Identifying the tempo of the song Circle Dance Personal Space Move to fast/slow Practice Just for Fun Part Work Inner Hearing/Memory Instruments/ImprovisationListening/FormMovement zKinderPolkazQueen, Queen; teacher pats beat while students clap rhythm, then switch zNo More Pie zBook; I had a Rooster zQueen, Queen; divide into two groups, one group pats the beat while the other claps the rhythm zNo More Pie zFlying Man; work on classroom Instrument activity zTempo Tantrum; Eric Chappell, hold up fast and slow signs zFast and Slow; Laurie Berkner Band, move fast and slow zNo more Pie; solozIdentify song from the teacher singing on neutral syllable, use pictures zFlying Man; Work on Orff instruments part (bordun) zWatch Quaver DVD; Tempo episode 6:16) zSlow and Fast; Hap Palmer zJeremiah blow the Fire; non-pitched instruments zListening to music with different tempos, clip the correct tempo created by Tami Mangusso

5 Clapping the words Read rhythms with Ta and Ti-Ti Singing voice Loud/quiet voice High/low Singing voice Sol and Mi hand signs Read rhythms with Ta and Ti-Ti Notate rhythms with craft sticks Read rhythms individually RhythmMelodyPractice Songs/ChantsPreparePresentPreparePresentReading/Writing zFiddle Diddle Dee; We’re Orff! zLucy Locket zCharlie Over the Ocean zMother Goose has Rhythmical Rhyme; Hap Palmer zFiddle Diddle Dee; Teacher chants one phrase, students echo zMother Goose; play the way the words goes zRead rhythms using rhythm syllables; introduce Ta and TiTi zFiddle Diddle Dee; Teacher sings one phrase, students echo zLucy Locket; sing song loud and quiet, use signs, play game zTa and Titi zOn board zFlashcards zDoggie Doggie zPeanut Butter and Jelly zforte Piano; MK8 13/1 zRead rhythms using rhythm syllables; introduce Ta and TiTi zDoggie, Doggie; game, voice recognition zPeanut Butter and Jelly; sing song using loud and quiet voices (with signs) zForte/pianozTa and Titi zOn board zFlashcards zUse craft sticks to note rhythms of songs they know zRain, Rain zPumpkin, pumpkin; Making Music zRain, Rain; use PowerPoint, track raindrops as you sing the song, then put hands on head or shoulder (high/Low, prepare Sol- Mi) zPass stuffed pumpkin around the circle, last student reads a rhythm zRain, RainzRain, Rain; hand signs for So and Mi created by Tami Mangusso

6 Echo solo Identifying the words of the rhythm they hear Recalling the rhythm Play the way the words goes Create movements Copy Movement Personal Space Moving slow to fast Practice Just for Fun Part Work Inner Hearing/Memory Instruments/ImprovisationListening/FormMovement zHighway No. 1; Shenanigans zCharlie Over the Ocean; teacher sings students echo zMother Goose has Rhythmical Rhyme; Hap Palmer (non- pitched percussion) zIn the Hall of the Mountain King; Move It! 2 DVD (slow to fast) zIdentify songs from the teacher’s rhythm clapping; using pictures zMother Goose has Rhythmical Rhyme; Hap Palmer (non- pitched percussion) zFiddle Diddle Dee; students copy teacher, perform body percussion pattern for students to copy zErasing game; use songs they know zCharlie Over the Ocean; solo zOld McDondald had a Band; non-pitched percussion zFiddle Diddle Dee; pick a student to create a body percussion pattern, class copies. zCreate movements to a steady beat zCharlie Over the Ocean; solo zclap rhythms from Fiddle Diddle Dee; students guess what the words are zOld McDondald had a Band; non-pitched percussion created by Tami Mangusso

7 Sound/No sound Ta and Ti-Ti Rest Upward/downward High/Low Sol and Mi Read Ta and Ti-Ti Notate rhythms Read rhythms with rest RhythmMelodyPractice Songs/ChantsPreparePresentPreparePresentReading/Writing zLeaves; Making Music zSea Shell: Making Music 2 nd /Aileen Miracle (TpT) zButton You Must Wander zPass button to steady beat zTa and Ti-Ti zGhost conversations; upward/downward zLeaves: use body to show the music scale (downward/upward) zSea Shell; discuss high/low, use PowerPoint zHouse for Rent; high/Low voice zSnail, Snail; identify So and Mi zTa and Titi zOn board zFlashcards zRead Sol-Mi on flash cards zNaughty Kitty Cat zBow, Wow, Wow zUse PowerPoint; identify the beat with no sound zTa, Ti-Ti, RestzDiscuss the bars on the Orff instruments; long=low, short= high, have students roll a dice to see if they should play high notes or low notes; one student at a time zTa, TiTi and Rest zFour beat motives zOn board zFlashcards zNotate rhythms you hear with craft sticks zBow, Wow, WowzUse PowerPoint; read the rhythm of the song zThanksgiving Break created by Tami Mangusso

8 Echo Clap the rhythm of a song Walk the beat and clap the rhythm Identify the rhythm by hearing Playing upward/downward on the Orff instruments ABC: Apples, Bananas, Cherries Copy movements Personal space Practice Just for Fun Part Work Inner Hearing/Memory Instruments/ImprovisationListening/FormMovement zThe wind blew East: Making Music, use scarves. Invite students to move the scarves in the direction of the wind zTongo zRhythm/Beat Sing a song and tap the rhythm Sing song and clap rhythm and walk the beat zPost Office gamezLt. Kije Suite, Op. 60; Move It! DVD zLt. Kije Suite, Op. 60; label form with fruit zChange from beat to rhythm on signal zTongo Books; Feathers for Lunch (Thom Borden), place feathers on different body parts. zLt. Kije Suite, Op. 60; No video zPoison Rhythm; Ta and Ti-Ti zTongo; solozPost Office game zTwo students per Orff instrument; Play “Leaves” on the instrument zLt. Kijie Suite, Op. 60; without the teacher zThanksgiving Break created by Tami Mangusso

9 Ta, Ti-Ti, and rest High/Low Sol-Mi Idenfity Sol and Mi Notate rhythms of known songs Notate Sol and Mi on one-line staff RhythmMelodyPractice Songs/ChantsPreparePresentPreparePresentReading/Writing zMuffin Man; GamePlan zBow Wow Wow zLemonade zSee the Old Witch; game zMuffin Man; remove muffins, say yum on muffins, quiet on empty plates zLemonade; use powerpoint, identify high/low, use shoulders for low, head for high So and Mi zDoggie, Doggie zRain, Rain zLucy Locket zBounce High zLemonade zSee the Old Witch Lemonade; sing using sol-mi hand signs zIdentify So and Mi in known songs; on the board zNotate rhythms to known songs using craft sticks zCumberland Square; GamePlan p58 zIdentify So and Mi in known song; worksheet zNotate lemons on staff (lemonade); individual (assess) zWinter Break created by Tami Mangusso

10 Tap rhythm while someone else keeps the beat Recall the missing words or rhythm Internalize the words Play rhythms with rest AB form Single Circle Mixer Working with a partner Double circle Practice Just for Fun Part Work Inner Hearing/Memory Instruments/ImprovisationListening/FormMovement Holiday Song: zJingle Bells zMy dreydl zMust Be Santa zDance, Freeze, Melt (Mr. Eric) zTwo individual; one taps they rhythms and sings a known song while the other taps the heartbeat and sings the same song zReview known echo songs zHeartbeat zSing-Don’t Sing zPlay and Rest; Hap Palmer zBook; Head to Toe by Eric Carle, singing game Punchinello zBow, Wow, Wow zPoison rhythm; Ta, Ti- Ti, Rest zOne student creates movements for the class to copy (Punchinello) zJingle Bells; label form zErasing gamezJingle Bell Dance zWhile stepping the beat, sing only the first and last words of the song (use known songs) zCumberland; use rhythm sticks with the routine in GamePlan zWinter Break created by Tami Mangusso

11 Movement on strong beats Ta, Ti-Ti, Rest Same/Different Sol and Mi Singing voice Hand signs Sol and Mi Write rhythms with heartbeats Place heartbeats under the rhythm RhythmMelodyPractice Songs/ChantsPreparePresentPreparePresentReading/Writing zPeas Porridge Hot  g h G zwrite rhythms to song under the heartbeats zPeas Porridge Hot; with a partner Same-Different zIdentify that two songs are the same zIdentify that two songs are different zWrite hearts under the rhythm to show where the beats go zReview all known songs, chants, and singing games (will be attending the Colorado Music Educators conference) Two Beat Meter zBounce High zDoggie, Doggie zLucy Locket zRain, Rain Two Beat Meter zStrong-weak motions (swing, hammer, bounce a ball) zSing songs and play games that emphasize the so-mi interval created by Tami Mangusso

12 Ostinato Call-and-response Identify the rhythm by hearing it Rhythm dictation Rhythm conversation Listen to music with Ta and Ti-Ti label form with letters Identify the sequence Remember the sequence Partners Practice Just for Fun Part Work Inner Hearing/Memory Instruments/ImprovisationListening/FormMovement zKnuckles and knees (Jim Gill) zFreeze (MusicK8 14/2) zShortnin Bread; Making Music zPost office game (use different patterns) zHayden; Symphony No. 94, “Surprise” h h h g zFather Grumble; John Feierabend zKinderpolka (Step Lively); individual, no partners zNo More PiezFour beat rhythm dictation over heartbeat pictures zBeethoven; Symphony No. 7 in A Major, Allegretto g h g g zKinderpolka; individual, with listening map, no cues from teacher zRhythm conversation with flashcards zKinderpolka; label form (Apples/Bananas, letters A/B) zOstinato  g g  g G zFour beat rhythm dictation without heartbeat pictures Kinderpolka; with partners zRhythm conversation with flashcards created by Tami Mangusso

13 Identify strong beats Meter Bar lines Double bar line measure Identify the pitches as high or low through body signs New note La Read so and mi while using hand signs Put in missing bar lines One-line staff using pictures One-line staff using note heads RhythmMelodyPractice Songs/ChantsPreparePresentPreparePresentReading/Writing zBounce High zDoggie, Doggie zLucy Locket zRain, Rain zMark strong beats in the rhythm of a known song on the board zJohnny Caught a Flea (Game Plan p79) zNon-pitch instrument families zMark strong beats in the rhythm of a known song on worksheets Two Beat Meter zMeter zBarlines zDouble barline So and Mi zIndicate high and low sounds with body from the teacher playing an instrument (known songs zIndicate bar lines in proper places in known and unknown examples (on board) zSnail, Snail zmeasureSo and Mi zIndicate high and low sounds with body from the teacher playing an instrument (teacher improvisation) zSnail, Snail; use PowerPoint, introduce La zPictures of a known song on lines and spaces (one-line staff) zBobby ShaftoezBobby Shaftoe; PowerPoint, identify La zSnail, Snail; read using hand signs zChange pictures to note heads on lines and spaces (one-line staff) created by Tami Mangusso

14 Solo ostinato Recall hidden rhythm Decode the song through rhythm Instrument families Create rhythms Identify same phrases Identify phrases that are different Single circle mixer Circle dance Practice Just for Fun Part Work Inner Hearing/Memory Instruments/ImprovisationListening/FormMovement zSkinnamarink zBaby Shark; The Learning Station (youtube) zWho has the Penny? (solo singing) zThe Tailor and the mouse; John Feierabend zValentine Dance (making Music) zSneaky snake: known songs zIdentify like phrases in known songs zJohnny Caught a Flea; play rhythms on non-pitched instruments zHunt the Cows zSixteen beat erasing game (teacher erases rhythm grid) zIdentify phrases that are different in known songs  g h (ostinato to known songs) zTa. Ti-Ti, Rest; fill in the empty measure zRhythm song match zSixteen beat erasing game (students erase rhythm grid) created by Tami Mangusso

15 Melodic contour So-La-So-Mi patterns Music staff So and Mi on staff Hand signs Different places on music staff Notate pitches on staff RhythmMelodyPractice Songs/ChantsPreparePresentPreparePresentReading/Writing Form Engine, Engine Lucy Locket zIcka, Backa; GamePlan p80 zSo and Mi on a 5 line music staff/4 spaces in different places zHand signs zRead motives from known songs and fragments in stick notation in many places on the staff Form Bobby Shaftoe Queen, Queen Rain, Rain Snail, Snail zRain On the Green Grass; GamePlan La in a Sol-La-Sol-Mi Pattern Sing songs and play games Show melodic contour with hands Bounce High Lucy Locket Naughty Kittycat Snail, Snail zWrite song fragments on individual staff boards Form Bow, Wow Wow zIckle Okle zWrite sol-mi under rhythms on staff Spring Break created by Tami Mangusso

16 Call-and-Response Remember missing rhythm Create body percussion Create movements Form; known songs Personal space Stop and Go Different movments Practice Just for Fun Part Work Inner Hearing/Memory Instruments/ImprovisationListening/FormMovement z Elephants have Wrinkles zMother Gooney Bird zJohn the RabbitzThe Derby Ram; John Feierabend zShamrock movement activity zTa, Ti-Ti, Rest; sneaky snake, 16 beats, unknown zIrish folk Music with shamrock movement activity zApples; identify songs with A form zTa, Ti-Ti, Rest; erasing game, unknown zCreate body percussion patterns to perform to the poem zApples & Bananas; identify songs with A and B form zMystery Song zApples, Bananas, Cherries; identify songs with A, B, C form zSpringk Break created by Tami Mangusso

17 Body signs Indicate melodic contour So-La-So-Mi ; different places on staff Read So-La-So-Mi Read from stick notation RhythmMelodyPractice Songs/ChantsPreparePresentPreparePresentReading/Writing zIckle Ockle zSugar, Sugar; GamePlan p86 La in Sol-La-Sol-Mi Pattern Body signs: zWith song words zWith s-m-l syllables zBell Horses; own materials & GamePlan p98 La in Sol-La-Sol-Mi Pattern zIndicate melodic contour with body signs from the teacher playing an instrument; known songs zS-L-S-M; flashcards zThere’s Music in Hammer zOh, A Hunting We Will Go; GamePlan p72 La in Sol-La-Sol-Mi Pattern zIndicate melodic contour with body signs from the teacher playing an instrument; teacher improvisation zPlainsies ClapsieszPlainsies Clapsies; PowerPoint, read text, words with rhythm icon, stick/real notation, melodic contour La in Sol-La-Sol-Mi Pattern zOn staff in different places La in Sol-La-Sol-Mi Pattern; read known songs and song fragments in stick notation created by Tami Mangusso

18 Body Percussion Rhythm patterns in two groups Echo solo Recall So-Mi pattern Decode from neutral syllable Dictations with letters only (So-Mi) Identify non-pitched percussion by sight Identify animal by instrument timbre Copy movement Personal space Following directions Practice Just for Fun Part Work Inner Hearing/Memory Instruments/ImprovisationListening/FormMovement zA Sailor Went to Sea zFred the Moose; The learning Station zPerform body percussion as you chant the poem zNo More Pie zSo-Mi; Post OfficezCarnival of the AnimalszCarnival of the Animals; Aquarium, Move it! DVD zStop on a Dot; Kindermusik zTa, Ti-Ti, Rest; two part rhythm exercises (class in two groups) zNo More Pie zSugar, Sugar; play non-percussion instruments zCarnival of the Animals zSo-Mi; echo sing with solfa and hand signs from the teacher singing on neutral syllable zNo More Pie: solo zHunting We Will Go; identify non- pitched percussion zCarnival of the Animals zSo-Mi; melodic dictation without rhythm, letters only created by Tami Mangusso

19 Melodic contour Matching pitch La Read from flashcards Transcribe stick notation to staff RhythmMelodyPractice Songs/ChantsPreparePresentPreparePresentReading/Writing zPlainsies Clapsies zWho’s that Tapping at My Window? zPlainsies; PowerPoint, sing S- M, hum for la, read with solfa using picture icons, on staff zS-M-L; flashcards zTranscribe from stick notation to staff notation; on board zReview songs, chants, and games from the whole year zTranscribe from stick notation to staff notation; staff boards zReview songs, chants, and games from the whole year (last week of school) created by Tami Mangusso

20 Identify song Recall So-La-So-Mi pattern Recall missing rhythm Identify instruments by sound Identify long/short Personal space Props with movement Practice Just for Fun Part Work Inner Hearing/Memory Instruments/ImprovisationListening/FormMovement zHunt the Cows; Share the Music zS-L-S-M; mystery song, song match zReview all known echo songs zTapping at My Window; identify non-pitched instrument by sound zBagatelle “Fur Elise”, Move it! DVD zSixteen beat erasing game (rhythm grid) zFur Elise; label form zReview activities from the whole year. zS-L-S-M; post officezPlainsies, Clapsies; game, each student needs a ball zFur Elise; without DVD zLast week of schoolzFur Elise; without teacher created by Tami Mangusso


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