GRADE 1 SONGSGrade 1 Alley Alley Oh All Night, All Day, MM ‘Amefuri - Japanese Rain Song, MM Ayliluli, Num Tsipor, MM Bonjour, Mes Amis, MM Charlie Over the Ocean Do Re Mi Down by the Bay, (LP) The Fly and the Bumble Bee, MM Good Morning ‘The Little Green Frog, WOM Hello Everybody, WOM Hello There, SPM Here Comes a Bluebird 1 Know an Old Lady who Swallowed a Fly, MM I've Got a Happy Feeling Jambo, SPM Little Red Caboose, SPM Los Pollitos, MM Miss Mary Mack Mr. Sun My Mama's Calling Me, MM Obo0 Asi Me Nsa, (Let Your Voice) ‘Oh, My Aunt Came Back, (LP) Old John the Rabbit, WOM Over in the Meadow, MM Peanut Butter, MM Riga Jig Jig Six Little Ducks Wind in the Cornasses, 11. Alley Alley Oh tradition The big. «ship stiled onthe AL ley Al Iey Oh, the AY ley Al ley Oh, the Al ley Al ley Oh. The big ship sailed onthe o Al + ley Alley Oh onthe tast_ day of, Sep. = tember Directions: The children begin in a long line with the end child Jeaning his hand against a wall. All join hands and follow the big ship (the child at the unattached end) in a large circle through the window between the end child and the wall, then through the next window, and the next until all the windows have been used. 12. Cuckoo ‘ead Directions: Cuckoo is a singing game. The class sings the question, “Cuckoo, where are you?". One child is seated with his back (0 the class, hiding his eyes. Select one child to sing “cuckoo” on s-m. The child in front has to try ‘and guess who sang the solo. T allow only one guess or the game takes the entire music class and the children become restless. I keep track of who has had turns on my class list and, at the same time, evaluate how well the soloist is, matching pitch. If T don’t finish the game in one class, I know who hasn't had turns in the next class. Enlarge the picture of the cuckoo clock so that you can show your students what a cuckoo clock looks like. Page 7Makedp Nssic See All Night, All Day Calmly VW Pr Pr All eight, all__ day, An ~ gels watching o-ver me,my Lord... All night, all day, — vense Fine Veait = Response ro RP P r An - gels watch-ing o-ver me. 1. Now! lay me down. t0 s€2P, any. gels watch-ing o-ver 2.1f 1 die be - fore— 1 wake, Vou Reprse DG. alFine roe Fp rR Pray the Lord my soul-to keep, «gee watching o-verme Pray the Lord my soulato take, AW?“ 9els watching o-ver f \ as aa: ra 2S f Pr Pr me,my Lord. 1 # iin nh A | 149i Ameturi (Japanese Rain Song) ‘Setoa Song tom pan - ome, fe > me fu - fe KO - san go. ter, fall - ing, fall - ing, Rain is fall - ing down. > + Sy = mo-me de 0 ~«somu-ko - @ w= fe Shi na! = @eomes to bring urmbrel - la, Rain — is fall - ing down. 2. Underneath the drooping willow “2. Kakemashso kaba nwo f" kasan no. ‘Stands a little child. ‘Azo kara yuko yuko. No umbrella, child is weeping, Rain is falling down. Refrain MA, |Ayliluli, num tsipor (Ayliluli, Sleep My Bird) ie nd Ttd by Mls M.Ed ‘Arango by Che ert Cook enery WV. Maha - ra en - cha is’-gor, Hur - ry now and close your eyes. V. V Ayia be Nu = ma num, ru = ma num. lus - Ww Go to sleep;__— sleep. O sleep. Ay - Ii t P 2 Ayia, ben yakir, 2 Ayltull, dearest boy, lina shir I’cha tashir; ‘Mama sings a song for you. ‘Numa num, numa num, Go to sleep; sleep, O sleep, Ayia MA, |~~ ewe we we spuauy yvopxvuguus— (em quar 2 yRaN6 1YBIui Aaya moy aicy ne ou FINGOULN] L = ; = Go — % t 9b L'd , uog Un ‘o Puy ‘spuany —~ fy ‘= a p voor = 40g atu 9 Satu only - a E SSS pu amy a ae ep os ey pu —~ Ay 4 vr tg “Pyaih oo 3 or eH cL son vat 2 =e = SEs ay” 51 Host (spuany AW ‘oyjay) swe saw ‘inofuog $4 spaepuers jeuonen ¢ 22 * ¢ Spiepuers jeuon aseayd piemuimop ped Apojaur 16a aaatao ns smog wow t Buos ojos - | | do PN piacewo wiw WW OF uF Wm ew w a a uy “weocay Song (continued) 2. Comment ga va, mes amis? 2. How are you, my friends, how are you? Comment ¢a va, mes amis? How are you, my friends, how are you? Comment ga va, comment ca va, How are you, my friend, Comment g0 va, cava. How are you, my friends, Comment a va, mes amis? How are you, my friends, how are you? How are you, my friends? 3. Fava bien, mes amis, ¢a va bien, 2 va bien, mes amis, ¢a va bien. 3. fine, my friends, m fine, Go va bien, mes amis, fm fine, my friends, 'm fine €a.va bien, mes amis, tm fine, my fiends, 'm fine, my friends, G0 va bien, mes amis, ga va bien ''m fine, my friends, 'm fine 6a va bien, mes amis. Fan fine, trends, I'm fin. 4. Au revo, mes amis, adieu. ‘Au revoir, mes amis, adieu. 4. Good-bye, my friends, good-bye. ‘Au revoir, mes amis, Good-bye, my friends, good-bye. Au revoir, mes amis, Good-bye, my friends, good-bye, my friends, Au revoir, mes amis, adieu, Good-bye, my friends, good-bye Adieu, mes amis. Good-bye, friends, farewell. D > Listening Have the children listen for the repeated melody patterns as you play the recording of P'tit galop pour Mamou (Giddy-up to Mamou) by Michael “Beausoleil” Doucet. This trad tional Cajun song is about taking a mule to the market, seling it for fifteen cents to buy red candies for “the litle ones” and some sugar and coffee for "the old folks. Cajun music features the accordion, the fiddle, offen a metal tr angle made from pitchfork tines, and sometimes a guitar, In the cold days, a singer would always be one of the musicians. Every other verse of a song would be played just by the instruments im 2 DEVELo Singing ® Play the recording the children sing t melody of each pr them to shape the of the melody wit @ To learn the Frenc! Practice for “Bonjo, recording of “Bonj: song in French, Wi Stereo Performanci singing. Moving D see Dance Directio “Bonjour, mes amis Play the excerpt of have the children p and clap the beat, f the children try a fo Pause, step-step-ste again and invite the Skills Reinforcement 3 CLoseE Suir: SINGING 3 Performance/Ok sing “Hello, My Frier French or in English. child A the second w sing the last verse, w each other. Observe the melodic contour elzcunoLosypiviae i | Sequencing Software Bet sequencing software to sequence { amis.” Have the children sing th | Watching the display using the se } tor. Have them follow the song's |, sing. Ask which lines use diferer fines 1 and 2)we >ecaon 2 © Teaching Music in the Primary Grades Charlie Over the Ocean Traditional Singing Game c oe pe | i Giarcfe over theo - eean, (Char-lie 0 - ver the 0 - caany Coar-tie caught ack-bind, (Char-lie caught a Blackie Echo 6 s co 2 2 —= & SSS Char - lie 0 - ver the (Char - te 0 «ver the seay— Cont cach" (Cant catch pe) Tre oy Mise, Grade 1. © 2008, Macrilan/MeGraw- Hil, Reproduced with permission of ‘The McGraw-Hill Companies Singing Game: Formation: Circle with children seated. Child chosen as “Tt” walks around the outside of cizcle while the class sings the Sg (half of class can sing the leader part and the other half the echo) 2 On Can't catch me,” the child walking around the circle taps the shoulder of S.Skated child. The seated child jumps up and chases the frst child around the 3. The first child sits down in the vacated spot of the new “It.” ‘Teaching Suggestion: sansa’ git other group the echo, they are ready to leam the singing gene Try eethe Engine Same with a model group before involving ll the children. (Song is velobia on Spotl on Music, Grade I [Macmillan/McGraw-Hil Ine, 2008, CD ack 10)Meckeinp Mecoric K Baby Beluga SSS q Ba - by be-lu - ga in the deep blue sea, ‘Swim so wild Way — down___ yonder where the dol - phins play, Where you dive When its dark you're___ home and fed, Curl “up snug Pat = ee +s .—- + >: f + swim so free. Hea-ven_ the sea be. splash all day. Waves, the waves roll wa - ter bed. Moon_ ‘the stars are fn # = Last time to Coda @ = 2 =F = oo a t = lit - tle white whale on the fo, Ba - by be- lu - ga, oh ba - by be wa ter squirtin’ out of your /Apout. Ba - by be\ tu - ga, oh ba - by be. night, little whale, good_ / night Ba - by be-\u - ga oh ba - by be. fe ¢ 2 AP fe et. aS ¢ == £ t. pa Ss So SS SS a] lu = ga, Is the wa- ter warm? 's yourma-ma home with you so hap-py? lu - ga, Sing your lit - tle song; sing “for all your friends. We ike to hear you. lu = ga, With to-mor-row’s sun, anoth-er days be-gun. You'll soon be — wak-ing, Baa ee * —t = + Voc a lit - tewhite whaleDo Re Mi From The Sound of Music: Adapted to teach Curwen Hand Signs Do: a fist balled up tight, Re: is angled from the sun, Mi: a table top lying flat, Fa: “is thumbs down” to our fears, So: a wall with thumb on top, La: is pulling up the note, Ti: is pointing to the top, That will bring us back to Do! Adapted by Krist BishopPees Listening Map Tanspacency Use with pages T3S0-T357 Do-Re-Mi from The Scand of Music by Richard Rodgers and Oscar Hammerstein I ‘UND OF MUSIC card Rodgers and Oscar erstein II Tes tive 1 Move with the steady beat TivE 2 Move toshow the shape of nelody rome ag 129 beat tins melody, tone color, pa UALS, ding Do-Re-Mi from The Sound of wie {istening) e079 index cards (orslips of paper) Ing Map Transparency T*17 ‘op Master LA6 stoning map) MEETING INDIVIDUAL NEEDS EXTRA HELP: Following the Listening Mop Point out the “Start” label near the do at the bottom of the ‘map. Then, aseach pitch syllable name is introduced in the song, point to the name and its corresponding picture on the ‘map_~ going up toward the top do, Return to the bottom do for the next time through, people, Lorenz Hart and Oscar Hammerstein Il. Together, Rodgers and Hammerstein wrote musicals that include Oklahomal, Carousel, South Pacific, The King and I and The Sound of Music. (Oscar Hammerstein Il (1895-1960) was also born in New York City. His father was 2 producer of Broadway operettas, and his grandfather was an opera impresario who builtand88 1949 NOK PIC, A] r Arg ayy Aq usog Fr “bapl apr sy + hoscvg @ Prreag7ee\ Yo™Cl” aidoey GAP] Wey Sey] ou q umog te you ap | C . 9 ©} yong ‘woy Au oy ——— Se ee = “mou suo-JaU-19}-0m a4) 24 ‘seq quo soyg fieg 0yu} fig UMOC Lpsacher Page 364 The Fly and the Bumblebee sat ton ed rg te nee: Liltingly bs Fid - dle - de - dee, Fid - dle - de - dee, The = Fly has mar -tied the Vv 4 == % + SS} & 1. Says the Fly, says he, “Will you mar = ry me And Bum = ble~bee, 2" Says the Bee, says she, “Ill fee ta ger your wing And Vv. tive with me, sweet Bum - ble-bee?” you'll nev- er know 1 car- ty a sting.” Fid - dle - de- dee, Fe | fd dle-de-dee, The Fly has married the Bum - ble - bee. fi a — * == sg: i = & == = 7 + t And when Parson Beetle had married the pair, 4, . And the flies did buzz, and the bells did ring. ney both went out take the air. Did ever you hear so merry a thing? ... MAK, \1. Good Morning cape ; | l i by to = day? sl ways time to play. Time 10 sing, time 10 —_—tearm, Directions: Make a single circle with partners facing each other. Measure | - shake right hands, shake left hands ‘Measure 2 - a wake up stretch Measure 3 - give'S' , your partner gives you 5 Measure 4 ~ take your partner’s hands and circle, exchanging places as you do so. Make a 1/2 tum at the end. Repeat with a new partner ‘The game repeats a half step higher each time your sing 2. Hello Game Hel = Io- Al = ly son, Hel - lo Sta» ey, Hel = lo Sus san. Hel fo Da - vid. Directions: Teacher starts by singing Hello to a student. The student continues the game by singing his own name followed by a classmate's name. The classmate sings his own name followed by a different classmate’s name. Eliminate those who don’t sing on the beat, until there are only a few left, Practise many times before beginning the elimination part of this game. 3. Concentration viv! aap yD Ggse Con-cen-tr2-tion ev - ery-bo - dy ready? When you hear your name the game Directions: All begin by singing the first part of the song. After the line, “When you hear your name, the game begins!” the teacher sings her own name, followed by a student's name. The student continues the game by singing his own name followed by a classmate’s name. The classmate sings his ‘own name followed by a different classmate’s name. Eliminate those who don’t sing on the beat, until there are only a few left. Practise many times before beginning the elimination part of this game. Page 1The Little Green Frog @ Tedlecl eeoour eee Focus Recognizing and singing tones that leap in a song about a frog Concept Objectives, p. xiv “faterials Record 2A, Band 4; Pupil ‘ook, p. 22; bells Vocabulary step, leap 1. Have children take turns imitating an- imal sounds. + Make a sound like a kitten (meow). Like ' cow (moo). Like a donkey (hee-haw). Invite children to suggest other animals to imitate. 2, Blay the recording and ask children to listen for the sound that the frog makes in the song (galump)) +Join in on the frog sound when you can. 3, Turn to Chart 22 and call attention to the illustration. + How is the frog getting from one lily pad to the other—by stepping or by leaping? (By leaping) ‘Then point to the notation for the first galump! * When you sing galump! does your voice step from one tone to the other, or does it leap from tone to tone? (It leaps.) 4, Have children follow the chart as they wing the galump's with the recording. In- {te them to sing the entire sokg when chey are ready. + \ Ga - huimpl went the little green fog one day, ¢ F & x x Ga lump! went the lt -tle green frog: Ga - lump! went the it de green fog one day, And his ayer went ga = imp! strong beat of the:music. Not with an'x in‘the song:notation': anging a greeting song Hello, Ev’rybody ® Objectives, xxiv Words and Music by Bice Holset and Charity Bailey + Record 44, Band 6 r, rhythm pattern aS z € Hel - lo, ev ‘ty-bod - y, yes, in ~ deed; children ither words can you use to say (Hi, howdy, and so on) mn you say hello without using (Wave, nod your head, shake & c and so on) = E jren they are going to hear a oe = saying hello. Then play the Yes, in - deed: — yes, lave children listen to the rec- in, listening to hear which epeated. (Yes, indeed.) Then in clap the pattern for Yes, in- ‘listen again. lildren to move around the reet each other by shaking Lets make _mu__- sie ye, in’ = deed; time the words Yes, indeed jon eo ch'dren an opportunity for Yes, in - deed, my dar - ling. ne phrase Let’ make mu Cor sed 8 mh Mae ntl yt ee Ege brn e children replace this phrase ™ “ ve is Billy and so on, or day, sing Hello Brian and id named answer with Yes, a jivariety to the solo singing. Tana, hoppe Mg PAWL 4 Resources Echo Game Invite the children tobe your Playing an Answer Game Select familiar songs and isten to what you clap and then clap the same sing the first part of a phrase to the children; have them rm, Use patterns such as these. respond with the answer. You can have children answer as a group or have one child answer as a solo. Some suggestions J | for songs follow. + 1 Got a Letter This Morning, p. 84 Teacher: I got a letter this morning, Child: Ob, yes, ‘oes with echo clapping san help to sharpen. Jus rom the Kitchen, p88 7 Teacher: Just from the kitehen, Child: Shoo lie loo, ~ 11% | TELESinging Game Hel - lo, hel - 10, How do you do? How de you do? Howdo you do? —Hel- lo, hel - lo, Howdo you do? 1. yellow, 2. green — 3. red If you're wearing Howdeyou do to “day? o 1. yellow, standup. Ifyou'rewear.ing} 2. green — 3. red — (slower beat) Pat, pat, pat your legs, Pat your legs to day. Pat, pat, pat your legs, 2 Stamp,..feet, 3. Nod,...head, Hello Song 1. Introduce the song CD6:24. Have childven: + Listen t the song, echo-speak, then sing two measure phrases for the first part only. (upto How do you do today?) + Sing the frst part, patting the beat. + Explain the directions inthe second and third parts + Listen and sing again, parting the beat during the first part, and following the directions dur- ing the second and third parts. 2. Practice identifying fast and slow, same and different sections, and create new verses, Have children + Identify the three sections of the song, telling what happens in each section, (1. greeting, 2,tells acolor, 3. gives a direction) + Compare the speeds of euch section. (1 and 2 are the same, 3 is slower) + Decide on new variations of sections 2 and 3, choosing different colors and activities + Sing the song with the new sections, patting fon the frst pact, Reinforcement going to school, friendship, page Ti form, same and different parts, page T/87 fast and slow, pages TIS, 7127 PLAYING INSTRUMENTS: « Create an aduptation of “Hello Song” in which children swearing a certain color go to a certain instrument; For exam- ple: Ifyou're wearing yellow, go to drum. During the third part, give directions on how to play the drum; for example: “Tap, tap, tap the drum, or scrape, scrape, scrape the drum, 1 may wish to suggest different families of unpitched swslruments—woods, metals, and serapers/shakers,aygects he week, Black History Month, fy four different kinds of voices ing, singing, speaking, calling) gs: “Hello, There” Listening—Miniwanka, or The Moments of Water by R. Murray Schafer “Rain” (optional) “Zion's Children” Masters 6-1, 6-2 (optional) SG THE STAGE : "Hello, There.” Have the chil- ‘nto the song and identify the voice they hear (singing). Then think of other things voices can yer, speak, call). Listen to “Hello, gain, singing the echoes each (i USIC TEACHING IDEAS 5 game to practice tone matching > quality identification. Have the sit in a circle. Choose one child and have that child sit in the ‘he circle with eyes closed. Then « 2class sings “Hello, There.” Sanother child to sing the echoes ‘ye end of the song the child 4... fies to guess who sang the The game continues with the yo sang becoming the new “It.” Hello, There! g SSS Isso good (It's so good) c We'll sing and (We'll sing and) ca To see you. (To see you.) Gr be hap-py (be =< ‘That we're all here to - geth-er o a - gai me MR ON HA eH ee H Om: a aAChapter 3 Songs for Games with Arch Forming Here Comes a Bluebird (1-2) Redbird (1-2) Tiede-o (1-2) Go in and out the Window (2-3) London Bridge Is Falling Down (2-3) London Bridge Is Broken Down (3-4) Threading the Needle (3—4) Oranges and Lemons (3~4) PANOVawWNe Here Comes a Bluebird Here comes a blue = bird in through my — win - dow, Hey, dee - dle dum - a - day, day, day. Take a lit - tle part - ner, hop in the = gar. - den, Hey, dee - dle dum +a - day, day, day, ined and raised to form the "wine ‘weaves in and out the windows The children stand with hands dows.” One child, the “bluebi during the first two phrases. On the phrase "Take a little partner, the bluebird takes the hands of the nearest person and they hop together in a small circle until the end of the song. When the song is repeated, both bluebirds go in and out the windows, choose partners, and “hop in the garden.” The game continues until all are chosen. 66 Choksy, L,, & Brummit, D. 120 Singing Games and Dances for Elementary Schools. Prentice-Hall, 1987. 995999 29 ~ ~ e ~ ~ ¢ ~‘Chapter 3 Songs for Games with Arch Forming 1. Here Comes a Bluebird (1-2) Redbird (1-2) Te-de-o (1-2) Go in and out the Window (2-3) London Bridge Is Falling Down (2-3) London Bridge Is Broken Down (3~4) Threading the Needle (3-4) Oranges and Lemons (3-4) PNOVALN Here Comes a Bluebird Here comes. a blue - bird in through my — win - dow, Hey, dee - dle dum - a - day, day, day, Take a lit - tle part - ner, hop — in the. gar - den, Hey, dee - dle dum - a - day, day, day. The children stand with hands joined and raised to form the “win- dows.” One child, the “bluebird,” weaves in and out the windows during the first two phrases. On the phrase “Take a litle partner,” the bluebird takes the hends of the nearest person and they hop, together in a small circle until the end of the song. When the song. is repeated, both bluebirds go in and out the windows, choose partners, and “hop in the garden.” The game'continues unt all are chosen. 66 7feet ts ee, 1 Know An Old Lady eso fee sli Outlandishly V i 1.1 know an old la - dy who swal-lowed a fly; | don’t know why she swal-lowed a fy. 1 guess she't die! 2.1 know an old la - dy who swal-lowed a spi-der that wrig-gled and wrig-gled and tick-fed in - side her; She slowed the spi- der toletters and Names Hane' e 4 . =] a FIA? . ‘ the letter | Sing ,Stancl Up, shadep = Tf HF your rane be-gine wit i bos. lta name, begins withthe, lebar 1 Sag Sted Up aud tebe o- Tre Gok Bet Happy Fealing int ankanss herein my heart, herein MY hott herein nay banat, Tue ge ( 1, Tre gh tret bap py Pebing hoppy fesl-ing beret my hart herein, my hast stay 2, — hata my hands ie. all ever me. — ey Heat Hove children att cthor verses,owe Guos ayy Buys Aayy sv nox Buyoypa ‘waq ayy uo sanyoid puny ary doy 0} warp ysy “yoaq ay} 01 od pu (uUMJoo 19}U~a> 998) ZL:0L aD s1®22YL OTH, 0} uayst] WoupHIeD aavy] ons of | —a Ey oa = 8. el te i es 5 um mu 0 puou gg = peas © UIE “ANH 5 9 Ra SQUVANVIS TVNOLLYN DNILIZIN e) co 5 —oq = uel 3 a & = = Cotsnwy 03 auton) a Jase sasnoso4 5 = = ‘unos rs) sauiog suasp1 thous uaa pale — op = ey yadwiny :6uruaysr a us oquiel oq = wel a iasayy ‘OW = = Spa — maar “sBuprosoy = a {es swat. deny aq Apears e 0} anoW AALLD AITO supquar eng 4q 348m pur spuom, o1rPH ‘uor-inog oquie{ PEEP NEC LET ey tten Se Little Red Caboose INFORMAL ASSESSMEKY. the other half plays the “Do watchers say the words as th OPTIONAL RETEACHING He playing one rhythm repeater claps the steady beat. Then Have each group practice ur playing the rhythm against t ‘Traditional Children’s Song Lit-tle red ca-boose, _it-tle red__ca-boose, D G, Ay PRAGHCE. Tap the stea SING Have children tap te “Little Red Caboose” listen for a word at t that has two sounds D them to sing along c more practice with “ Spotlight on MIDI Ms Invite children to list with One Hammer” + steady beat wi pencil). Invite ch) U after verse 1 or 2. ‘WRAP UP Point to a quarter no many sounds it show beat) Point to two b ask again. (two sound the Squirrel” cD 3:26 time clapping one of shown on p. 39 betwe (Optional: For more p patterns see Resource SPM | 747 Hidatsa sec ne Antti and nie Little red__ca-boose be-hind the train, the train.— ! Az Smoke-stack on its back, go - ing down the track. AZ Little red. ca=boose be-hind the train. Woo - woo- woo! -— Tre Seer TTC SE ee SE Ur lS Oe ASSESSMENT EF Reaching All Learners t Creative Unit Project [part 4 of 7] Have children write Gifted and Talented Separate children ‘mt and play “Double This” using rhythmic notation. First, have ‘one member recite the words to “john children translate each line into rhythm patterns. Then, Hammer" (speaking it, not singing) while the working with a partner, they read and clap each line. Divide claps a steady beat. Then reverse roles. Wher the class into four groups and assign each a line to play and an majority of the class has learned the rhythm, unpitched family. Practice reading and playing the pattern on ‘create a series of hand movements that mate instruments a8 a group. To perform, read the entire poem, the words bncourage children to Use snaps, think the words, play the poem (each group plays its assigned other movements to outline the thvthm. Hav think the words (out dawn inctrimante auiath’ iChick or a Chorus hicks? i J Song : ( AkGea Anon Thinner and hiker } ¢ ay an ostinato accompaniment to . icker texture Los pollites ARTS Reel the story na songs , amatizing it (Baby Chicks) cosy | oi erty Salto Fol Song tom Fut Reo oso]: é = amt eS - tere @ mve3 Se anslation p. 344 Los po- ili - tos di - cen: “Pi- 0, pl- 0, pl- 0,” csi hicks 62 or a Bema thi sed Ninoy, Theyaty*mycohy me =a" al Standards + ¢¢ f 2. La gallina busca 2, Mama ben is digging, eaetd tos, Dagny fortnek te, proprietress een sae thks sevaner Peters espang how sounds Faerie, 3 they con et ir language ats (3. Bajosus dos alas Acutrucaditos 3 Hasiqel otro ofa Duermen fos pllitos. Baby chicks are yawning, Keeping warm and dry there rd thick texture: Till the sun fs dawning, cE eding of “Baby Chicks" CD 5-50, ren to discover the story told by the ( ( 6 4 4 é 6 6 ¢ 3. "Neath their mothers featiers ‘ 6 ¢ 6 § a 5——-— a mm Sounds Point out that just as the words > Improvising Guide the children in building a dramatiza- tthe sounds of the baby chicks, so we tion, one patt at atime: srvents to imitate chick sounds. Play the « Several vobnteess paya FJ J Idd Wl pattern ¢ _ 3 performance of Los pollitos Con sandblocks as the Baby Chicks Walk around the room in tk sounds made by voices or instru- Gime wath ther playing “¢ "by a combination of vocal sounds, with 3 ton of vo : + The children say the pio, pio, pfo pattern as several play it ‘on woodblocks. ‘ Mama hens move onthe J Id I] as several ‘ children nlow it on tambowwinosI: | | Seeuon2 Teching Music inthe Primary Grades ss Mary Mack” (Aftican American Clapping Game Song) Grades: K-1 Integrative Area: Language Aris Rhyming Words Concept: Songs can move with a steady beat and et faster and slower, (Rhythm/Tempo) Standards 116, 6e: Singin a group and maintain a Steady beat; respond to the beat and its tempo changes through movement Objective: 2 identify aurally a song that moves with a steady beat, but changes tempos, and to demonstrate thar recognition in a hand- clapping game ‘Vocabulary: steady beat, faster, slower Materials: D track 18 re _ Miss Mary Mack CDtrack 18 African American Clapping Game Song back, back, 2. She asked her mother, 3. They jumped so high, ‘mother, mother, hig, high, For fifteen cents, cents, cents, ‘They touched the sky, sky, sky, ‘Tosve the elephants, ‘And never came down, lephants, elephants ‘down, down, Jump over the fence, fence, fence. "Tithe fourth of July, ly, iy, COnAananann. _Lesson 13 + Miss Mary Mack 91 probably remember the song, it may be ew to others. Review the words that repeat in each verse (Mack, black, but- tons, back). Then, have children sing the song keeping a steady beat. ‘Step 2. When children are secure singing the song and tapping the steady beat, in- vite them to play a_hand-clapping game. Explain that in this game, they will have a partner and will clap their partner's hands ("pat-a-cake” style) on the repeating words: “Mack, Mack, “Mack,” “back, back, back,” and so forth Demonstrate the motions with a student as your partner, encouraging the chil- dren to help by saying the words. Then, ‘ty out the game with one or two sets of student partners, Step 3. As soon as they are ready, partner the children for the hand-clapping game and allow time for them to practice their motions, Then, have them either sing the song with the recording or without as they perform the game. When they perform with the recording, encourage them to match their hand-clapping game with the fast and slows in the music. CLOSE. Step 4. Compliment the children on what a great job you did singing, keep- ing a steady beat, and playing our hand-clapping game with "Miva Mary Mack”! 4 ———eVSV ST \VASSESSMENT Note how succes cln ae eping a sedy betand moving ase and oer wi ending of Ms Nay Nea f Teaching Tips 4. Tapping and singing simultaneously may be challenging for some children as hr they leam the song. Do one or the other ifnecesary, i 2. To help those children who may have difficulty performing the motions with a partner have students pretend that they have an imaginary careven a Background Information: Hand-Clapping Games Ideas for Follow-Up J: Help children create new verses with new rhyming words forthe class to sing. 2. Challenge children to play the three-note melody (by ear) on a keyboard. ves. ‘nator bars, or any barred instrument. (Achievement Standard 2a) 3: Older children will enjoy playing a more challenging hand-clapping game to go ith the song, Have students stand and pretend that they have an imaginary past ner Slowly teach the motions of the hand-clapping game calling out key words such #8 “cross,” “pat,” “clap,” “right,” “clap,” “left” “clap,” and “both” Then. demonstrate the motions with a student as your partner, followed by trying out the game with one or two sets of student partners, and finally the entire clase (nrMr. Sun sun, Mister Gold-en Sun, please shine down on me, (Oh Mister Sun, Oh Mister Sun, Sun Mis-ter Gold-en Sun, hiding behind 2 vee. These lit = tle chil dren are ask ~ ing you out so we can play with you. OMi-ter Suny SUN, Mis-ter Gold-en Sun, to please come oS _—O TR please shine down on pleaseshine downon me. —— please shine down on, plebse shine dawn on, MR. SUN TIPS 1, Find Mr, Sun recorded on If You're Happy ané You Know It, Along with BOB #1 (Golden Music) Alond "plain that Mr. is the abbreviation for Mistex- 2. page 1: ‘Talk about how your children enjoy playing outside on 2 sunny day- Have children pantomime “hiding” behind their hands- page 2: Draw attention to the rabbit and the bird. Page 3: How do the children feel when they see it's raining outside? page 4: Will the little girl catch the ball? re instruments only on the cassette- notation is the way we "read" music. My class likes to pantomime playing the saxophone 2S they whistle or hum the melody. Talk about these they wheats and listen for them on the tape. Identify the Xylophone, banjo, saxophone and violin. these two phrases Explain that music Page page 7: Is the little girl happy to see the sun again? Find The End. See how pleased the children are to be in the sunshine. Page his song lends itself well to actions created by your children to tell the story-Teacher Page 257 ean aera i Game ‘Ararged ty ER Cook = My ma - ma’s call - ing me. SSS My Mama’s Calling Me With a strong rhythm % all Response att = My ma - ma's call - ing me. You can’t get out of here. | Ves er SSS = You can't. get out__of here. What shall | do? Pat your A i & 9 ty faa SSS —— - 4 SS SS What shall dor Pat your twos to_your knees. — *- f= =———- =| BEE ——- —= z SS pret — oe —F SSS - SSS —— =i 3 ] pat your threes to.——_«your knees, pat your all MM | 3BOO ASI ME NSA ‘An Akan Stone-Passing Game Pexing OT P Pastern:@ X x = x x ‘D-bo> asi me ms 5 boo asi me nia (Oh-bwah see mee sab 7 P TP e x t x na D- bor asi me D+ bor asi me mse ma + etal. Let Your Voice be Heard: Songs from Ghana and Zimbabwe. Adzenyah, A. K., Edition, World Music Press, 1996. 10 Anniversary © 198611996 World Music Press Let Your Voice Be Heard 39‘oseryd pea og, (sdry wo spuey—suopow tye doys) os mno39 aug 1007 Aug amp wos, yoeq aurea june Au ‘YQ “9 Gnoygnonp Suppor pur Sureiny ‘Surddqus “uquUey Sunde, anunu09) eye Bupypor 291 IH 3yN079 24 carey Ayunog oi wos 3peq atteo june Aur ‘yO “¢ Gnowinonn Suen pur Bunddqus Bujuues Sunday anuu0d) ‘dooy emmy y 8111914 noTg aug “adnoapeng wong yor ates tune dur HQ, “p Gnoysnonp Suiddrus pue Sunny ‘Sunddoy anuxyu03) “sieays jo sed y 291 YU YBNI aug “srafity plo wr01 sjorg our une Au "uQ “g Gnoyinonp suruuey pu Sutddey smusu0) “wey Buaca y ou tp. 8N079 3H “uvdes pjo wong 494989 rma une Aur YO °Z Gnownonp aieddey onumu03) ‘sfoeq ourvo june Aur ‘YQ —Sjoeg aurea yume Aur “YO {nos ox yuu “rey Buryoor “dow eam \ ° on 2 sreaqs Jo.red “apy Buran “2ous uapoom (203 dey), 204s uo - poom y ‘edys ue = peony + ee f = = J Toy UNE YBNOFg oNg Joy YEH yYSNOIg oyg a * ——= sj ‘m= amg = wey wong ‘my = yng - un, wor SS Sg oO v ‘yoeq aus june Aur “yo “yYoeq ett yuMP AU! YO “T oe oe Se SS cya oper] Ob Sue juny fir -uO Ov ” a pep PeTrarAEgiy ow tt i Old John the Rabbit (African American Singing Game) Chorus Solo Chorus Solo — SSS A — - Od Joh the rab - bit, OR, yes! Got a Old John the web dit, Oh, yes! Chorus Solo Chorus Solo s wehcy bed mb Oh yest Of evcigtomny gar ~ den Chorus Solo Chorus Solo a == & Sas —= oad Ce SSS = es eats ing upamy peas, Gh yest And—catetingdownmy cab ~ bege, Ob, yest He > Chorus Solo Choris Solo — Ge iS = = = = oo — i rates Oh ye! And gnectpovte= es, Oh, yest And HF FIN Chorus Solo Chorus ‘Solo Chorus Solo bo bu th th 2b Wb Lb Sy Lh = To see next fall, Oh, yest 1 won'thave, On, yest Oh, yest! A gar-denatall! epadced wth peo fom Woof Mase, Gade (apr NJ Siber Baret in, 1972) Music EXAMPLE 5.1 “The following early childhood (ages three to four) strategies enhance discrimination and contour awareness: “4 Use the words same or different to deseribe repeated or contrasting melodic patterns. + Play the same/different game in Making Music I by Morton Subotnik. —— 4 Shape contours of melodies in the air while singing and have children imitate. “+ Draw various continuous lines on board or paper and have children trace the lines using their voices on “oo” to swoop upward, downward, or across. + Dance with scarves to recorded music, downward with the rise and fall of melodies. moving them upward and phat Sal hosner scree Hn AB ner @ Schirmer 228 105, cuapren 5 / prvch AND THE CHILDWeeks af Maciel Chart 46 Lesson Plan Repeated Tones Focus Recognizing repeated tones in a eee Sing and play the repeated tones. John the Rabbit ¢ Concept Objectives, p. xxiv Amis Pak Ga Sng Materials Record 3B, Band 5; Pupil Book, pp. 46, 47; bells, sticks (optional) Vocabulary staff, repeated tones, score, rhythm, solo, chorus ‘Note: The song “John the Rabbit” is no- tated in the Special Resources box at the E bottom of this pege. Old John the rabbit, Oh, yes 1, Play the recording and ask children to listen to a story about a rabbit who gets into mischief. E + Whois tling the story? he fimper F : 3 it do? (He eats veg- nn et Se nemesis (Old John the rabbit, Oh, yes! + How does the farmer feel? (Unhappy; he’s afraid he won't have any garden left.) 2, Turn to Charts 46 and 47 and have the class follow along as they listen to the re- cording again. Invite them to join in with the children’s voices when they can. = What do you notice about the notes on each Oh, yes? (They're both in the same place on the staff; they both have the same sound.) * Is there a place in the song where you thought there might be an Oh, yes! but there wasn't? (Yes, at the end) 3, Have children try singing the song while following the score on the charts. Lead them to show the repeated tones each time they sing Oh, yes/ by moving thelr hand in the air, in the rhythan ofthe words. 4, When children know the song, divide the class into two groups. One group sings the parts that the man sings on the re- cording (solo); the other group sings the parts that the children sing (chorus). Got a mighty bad habit, SOF going to my garden, ‘And eating up my peas, ‘And cutting down my cabbage, Oh, yes! Special Resources CL. Mgt/Sp. Learners 12; Multicultural 14 John the Rabbit ; ‘noerean Pll Gasie Boog See coat ‘Od So Bn rab, Ob, yes Cid Jo 90 Understanding Music « Repeated Tones 205F Over in the Meadow 1..O- ver in the meadow in the 2.O-Vver in the meadow in an 3 Over in the meadow in a nest in a tree, 7. Over in the meadow in a tree of heaven, ‘Uved an old mother bird and her little birdies three, Lived an old mother owl and her little owls seven. “Sing,” said the mother, “We sing,” said the three, “Hoot,” said the mother, "We hoot,” said the seven, ‘And they sang and were happy in the nest in the tree, ‘And they hooted and were happy in their tree of heaven, ‘4. Over in the meadow in an old apple core, 8. Over in the meadow in an old packing crate, |ived an old mother worm and her little worms four, Lived an old mother duck and her little ducks eight. Rim” said the mother, “We Squirm,” said the four, “Quack” said the mother, "We quack,” said the eight, And they squirmed and were happy ‘And they quacked and were happy {in thelr old apple core. in their old packing crat 5 Overin the meadow in an old bee hive, - 9. Over in the meadow in a ball of twine, . {ved an old mother bee and her little bees five. Lived an old mother mouse and her little mousies nine. ‘B.zz," said the mother, “We buzz,” said the five, “squeak,” said the mother, "We squeak,” said the nine, 403 they buzzed and were happy in their old bee hive. And they squeaked and were happy in their ball of twine. ‘Svar In the meadow in a house made of sticks, 10. Over in the meadow in a cozy little den, “2d an old mother dog and her little dogs six, Lived an old mother spider and her litle spiders ten. 2°” said the mother, "We bark," said the six, “spin,” said the mother, “We spin,” said the ten, *hey barked and were happy ‘And they spun and were happy in their cozy litte den, > ed eran MM,Peanut Butter rin two ‘psn a camp Song in using ” £ Phas he sequence of 9 Camp Song Wish acving KELP G® = Pea - nut, pea-nut but - ter, __ jel-lyt ss VERSE ain oss ; tg 1. First you dig the pea-nuts and you dig ‘em, you. dig ‘em. 2 Then you pick the berries and you pick'em, Jou pek’em, 3. Then you Bite the sandwich, and You bite ity you Bite te beats x tandards ooo tate interpretation >ereusin and “found” sounds 2 to show prominent feature other school subjects LO. You dig ‘em, dig ‘em, dig ‘em, then you crush’em, you crush ‘em, You pick’em, pick‘em, pick'em, then you crush’em, you crush ‘em. You bite it, bite it, bite it, and you munch it, You munch it OA yo ‘You crush ‘em, crush ‘em, crush em, then you spread ‘em, you spread ‘em. You crush ‘em, crush‘em, crush ‘em, then you spread ’em, You spread ‘em, You munch it, munch it, munch i,’ then you swal - low, you swal - low. ‘meter in two: re T tavorite foods are. Ask them You spread ‘em, spread ‘em, spread deanut butter sandwich and You spread ‘em, spread ‘em, spread ‘em: Oud the poem “Peanut Butter You swallow, —Swal = low, swal - low. dence of events in the poem 4. Call the children’s attention and then that help them ve events happened. MAL 0 cae ars sea MEETING INDIVIDUAL NEE! 2_know aboitt one of our favorite > Including Everyone Extend the activity of predicting Butter (Fiow It's Made) by verses about making a sanduich to predicting and practicing The book has wonderful photo- actions in classroom routines. Use any familiar classroom routine, ton, from peanut fields to jer such as playing instruments. Have the children practice saying all = of the steps for one routine, then ask them to think about each + eahitiking, hie io iia step in another routine. Children should tll the stops in order, Bag sing: have the childs using the same words. (move quietly to the instrument shelf, J careuly lift the instrument) Some children may need to hear the ~ lu frst step and then tell or show the next step in the routine. Have ss allchtren practice saying the steps aloud as several children eu! demonstrate.LESSON 3 contin from previous page 2.Introduce “Ronde Dance” CD3:24, Moveiin Pairs and alone. Have children: * Listen to “Ronde rand) Dance,” “walking” {wo fingers across their laps or desks when they ‘hear walking musi and patting with the beat On their laps when they hea gelloping music. ‘+ Walk by themselves when you play quater ‘youplay J) OBsECTIVE 2 Informal Assessment tento “Ronde Dance,” walking by them- selves during the walking musi and galloping With apariner when the music changes. Ejperty fie “Rig Jig "C0095, Walk on verse and gallop on refrain, Have children > +Listen tothe song, “walking” hands on laps during first section (verse) and patting both ‘hands on laps during the second section (refrain), De Echo-speak the verse as hands “walk” the ‘beat on laps, then eche-speak the rerain as ‘hands “bounce” the beat on laps. > +Sing the song. >» Sing the song again, walking by themselves ‘through shared space on the verse and gallop ing with parmer onthe refrain. > +Play the game. (See Movement below.) » 1-2. AS Iwas walling down the street, down the street, down the tee, A. pret A. nice young man Refrain ‘notes ona drum and gallop witha partner when S Rig a jig ig anda - way wego, a- waywego, @ Rig a jig figand a - way wego, Hi- O! Hi-O!_ Hi - of M Rig a Jig Jig English Ftk Song 7 c MS meet mee = rMLOIM- OF o 6 way we go, or c FINN NO AAP AND i ALTERNATE TEACHING STRATEGY i onsterive 2 To help children altemate between walking and galloping, have them pretend to be & pony lost in the | forest. The pony walks cautiously, then gallops to safety ‘hen frightened by aloud noise in the underbrush, BIOGRAPHY: Tielman Susato ‘The German composer Tielman Susato (tf man su za to) lived from about 1500 to 1563. Around age 30, he moved to ‘Antwerp (@en tworp), where he was town trumpeter for 20 | ‘years He also ran a music printing business. T164 teuon3 WAIK AND GALOP Se MEETING INDIVIDUAL NEEDS MOVEMENT: Game for “Rig og lig” rcle with “It” standing outside "Te" walks around the outside ofthe circle 3s those in circle walk in opposite direction, stopping when the las sings A preity girl or nice young man. The child clos- est to “It” on these words prepares to gallop side by side with him or her during the B Section. Beseetion: “Ie gallops with the child chosen as children in circle clap hands. A section: “It” and partner change places, andthe new “I” ‘walks around outside of cirle. Asan alternate, both walk what lalla SSSI!‘moving in groups.” Have children: Play and sing movement and Catches enyone moving, al the children in hs or |: : E E + way tomove did you leam today?” (galloping) “Someti sgilloped by yourself. How else did you gallop?” (witha partes)" >-+Form groups of four each group finding a way to move inthe forest. “We Are Playing inthe Forest,” each group doing their chosen freezing” into Gees when the wolf tums around Ifthe Wot er group line up at the door. | LESSON SUMMARY | normal Assersment in hislesson, | Site | autenve 1 Galloped to show recount | Beier alopngrhusic Waking and | Salona | eaten» Movesto show dstton ‘rating ard galopng sound |_ Ronde SPY ne [MORE MUSIC: Reinforcement “Five Fat Turkeys” (speech piece), page T246 (meter) “Charlie Over the Ocean,” page T289 (gallop ing rhythm) “Gallop” from The Comedians, page 7326 (gallop) around outside of circle and each picks anew pertner for tzalloping. By the end of the game all are galloping through shared space. MOVEMENT: Skipping or Galloping ‘Some children willbe able to skip during the refrain of “Rig. ‘aig Jig.” Others will only beable to gallop. Skipping is ‘developmentally harder and comes with practice. Encourage those who know how to skip by allowing them to skip in- stead of gallop. Have those children who are ready to eam to skip do step-hop on one foo, then onthe other. The step- hop becomes skipping when te sep lasts longer and covers a greater distance than the hop. Make sure they can distin- gush skipping from galloping and work toward performing either movement when asked. MOVEMENT: Golloping with 0 Partner If more practice is needed in galloping with «partner, have a volunteer walk alone for sixteen beats and quickly choose a partner for galloping forthe next sixteen beats. When the ‘walking sounds repeat, both children walk separately, each choosing a new partaet for galloping. Continue until all children are involved. Provide rhythmic suppor by using a hhand drum to play quarter notes for walking and long-short sounds for galloping. Unis terSaE FRENDS T165190 Section 3 + Collection of Songs for Classroom Music Animals Six Little Ducks Game Song from the United States He Tet the others with “quack, quick, quack, quack, quack, quack c7 F el fe othe with quash, quick, gic, quick, quick, quack ‘3. Home from the river they would come, Wibble, wobble, wibble, wobbie, ho-hur-hum, From Soliton Mase, Grade 1. © 200 Macrilan/MeGraw-HUl. Reproduced with permission of Te MeGrave-Hill Companies, ene Seatestion: With the citron create a dramatization of the song. Encourage a specific movement that all children Facaten ng tack Quack, quack” and the “wibble, wobble” (Ihe song le seebie Spotlight on Music, Grade 1 (Macmillan/McGraw-Hill Ine, 2008), CD 2, rack 33) Sciene/anguage Arts: Share one or more of the lowing books with the dass, gaging ‘them in learning about ducks AILNight Near the Water by J. Arnosky (Paperstar, 1999) ‘Angus and the Ducts by M. Flack (Farrar Straus & Giroux, 1997) Do Like « Duck Does by Hindley and I, Bates (Candlewick, 2002) ‘Make Way for Ducklings by R. McCloskey (Puffin, 1999) CA Lindemane, lererial, QbSdeor © Re Lice tek4 = Playing the Tambourine / ‘y Pop, Pop, Pop! Jon and Jacque Negus (Sustained tone) (Low agitated sounds) (Individual popping sounds) (Active popping sounds) (Individual popping sounds) (Sustained tone) Wind in the Com E Minorle’ Emin | hear the == wind Music Lesson 1 1.Can Mat GF * Wit children seated a the singing circle, give each an opportunity to play the tam- bourine, Suggest that they play a sizzling sound (gently shaking) and a popping sound (tapping) «Tell the children you think they are ready to move with some special popping music. Ask them to listen carefully to know what is hap- pening to the popcorn. Begin with the children crouched on the floor as tiny as they can be. «Tell a story similar to the one below as you 63._listen to the music. The little kemels of com lay still. Slowly, slowly they begin to sizzle and wiggle in the pan. A few kernels begin to pop! There they go! Popping, popping everywhere! Now, they are almost finished popping. Look how big and fluffy they are Tet they'll ste so000 good! * Gather at the singing circle and sing the song for the children as you gently sway with your arms above your head. Amin Emin blow- ing in the com. Amin___Emin Bmin Emin Bmin Emin