Text Set

Sarah Haigh

Standard
Essential Question: How do performers choose
repertoire?
Performers interest in and knowledge of musical works, understanding of their own technical skill, and
the context for a performance influence the selection of repertoire.

Select varied musical works to present based

on interest, knowledge, technical skill, and
context.

Yankee Doodle
Bangs, E. (1976). Yankee Doodle. New York, NY: Four Winds Press.

This book adds pictures to a song that is

already known, tapping into the readers prior
knowledge. By adding pictures to the music, it
is giving readers context for the song.
Flesch-Kincaid Reading Ease: 76.8
Suitability - Elementary

Pete the Cat: Twinkle, Twinkle, Little Star

Dean, J. (2014). Pete the Cat: T. New York, New York: Harper Collins.
Pete the Cat sings Twinkle, Twinkle, Little star
based on his interest in and knowledge of the
song. Pete improvises his own lyrics that speak
to his wonderment about the stars.
ATOS Book Level: 2.7
Suitability: Elementary

Olivia Forms a Band

Falconer, I. (2006). Olivia Forms a Band. New York City, New York: Atheneum
Books for Young Readers.
When Olivia finds out there will not be a band
performing at the event that night, she decides to
create her own band. Olivia improvises music using
her interest in and knowledge about music and
instruments. Improvisation is a form of repertoire.
ATOS Book Level: 2.4
Suitability - Elementary

If I Stay
Forman, G. (2009). If I Stay. New York, New York: Penguin Group.

There are many musical references in If I Stay. In one

instance, Mia chooses repertoire for an audition in order
to show of her technical skill. In another instance, Mia
improvises music which shows her interest in playing and
knowledge of style context.
Readability: ATOS Book Level - 5.3
Suitability - Middle School

I Know a Shy Fellow Who Swallowed a Cello

Gariiel, B. (2004). I know a Shy Fellow Who Swallowed a Cello. Honesdale,
Pennsylvania; Boyds Mills Press, Inc.
This book is a spin off of I know an Old Lady Who
Swallowed a Fly. With the readers prior
knowledge of the original song, the author adds
new lyrics in order to add new context. In this
context, the character doesnt die at the end.
Flesch-Kincaid Reading Ease - 94
Suitability - Elementary

Good King Wenceslas

Henterly, J. (1988). Good King Wenceslas. Boston, Massachusetts: E.P.
Dutton.
This book adds pictures/context to a traditional
Christmas carol. The illustrator relies on the readers
prior knowledge of the song for understanding of the
book. Henterly also provides music in the back of the
book for reference.
Readability: ATOS Book Level - 3.7
Suitability - Elementary

The Remarkable Farkle McBride

Lithgow, J. (2000). The Remarkable Farkle McBride. New York, NY: Simon &
Schuster Childrens Publishing Division.
In The Remarkable Farkle McBride, Farkle is given
repertoire based on context and interest - which
instrument he is playing. Farkles interests change
many times. He goes through many different
instruments until he ends up the conductor.
Readability: ATOS Book Level - 4.4
Suitability - Elementary

Papas Song
McMullan, K. (2000). Papas Song. New York :Farrar, Straus and Giroux (BYR).
It is time for baby bear to go to bed. Grandma
bear, Grandpa bear, and Mommy bear all try to
sing baby bear to sleep with a lullaby, but baby
bear stays awake. Finally, Daddy bear comes
along and uses his knowledge to lull baby bear
asleep.
Readability: ATOS Book Level - 2.3
Suitability - Elmentary

The Little Drummer Boy

Rodanas, K. (2001). The Little Drummer Boy. New York, NY: Clarion Books.
This book adds pictures/context to a traditional
Christmas carol. The illustrator relies on the
readers prior knowledge of the song for
understanding of the book. Rodanas also includes
music in the back of the book for reference.
Readability: ATOS Book Level - 1.4
Suitability - Elementary

Three Pebbles and a Song

Spinelli, E. (2003). Three Pebbles and a Song. New York, NY: Dial Books for
Young Readers.
In Three Pebbles and a Song, Moses uses his
knowledge of sounds and interest in singing to
improvise music to go with it. Moses would waste
time singing and not gathering. However, when it
came time to stay inside for winter, he knew how
to keep from being bored.
Readability: ATOS Book Level - 2.3
Suitability - Elementary