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Grade: Second Subject: General Music Focus: Pitch- Higher and Lower Lesson adapted from: Share the

Music, 1, pg. T1G Objective: Students will choose to speak or sing a line from a song and raise and lower hands to show higher and lower pitches Standards: Creating, Performing, and Participating in the arts Materials: · · Song Time (write words on board) Kye Kye Kule

Differentiation: If children have not experiences enough vocal exploration to know the four ways to use the voice (whisper, sing, speak, shout), you may wish to take time to explore them. Have children say their own names each of the four ways, touching hands gently to their throats and feelings the change in vibration each way. (There will be no vibration for whispering, ad only a little for singing.) Remind children that the calling voice is used primarily in outdoor settings, and that they must be careful to avoid damaging their vocal cords by misusing them. (for example, straining the voice or breathing improperly) Lesson: Get Set: “Experiment with saying your name. Say it several different ways.” Have children: · Listen as several children demonstrate. (Compare and contrast differences such as louder/softer, higher/lower, speaking/singing etc.) · Tell children, “Today you will use your voice to make higher or lower sounds. This will help you know when sounds re higher or lower than one another. Develop: 1. Review song “Song Time”. Experience speaking and singing voices. Have children: · Say the words to the song

· Discuss which voice was best for “Kye Kye KUle” and which was best for “Song Time”. Introduce “Higher and Lower Sounds”.· Sing the words to the song · Discuss the differences between speaking and singing voices. Give volunteers a chance to lead the song. · Say the words to “Song Time” in heavier and lighter voices and sing the song in a lighter voice. Make a list on the board.) · · · Practice the pronunciation for “Kye Kye Kule” Echo sing the song Learn the traditional Akan movements to the song Close: Experience heavier and lighter registration in “Kye Kye Kule”. . Then another person or group “echoes” the same part of the song. in groups. identifying it as an echo song. · Informal Assessment: Have children choose to speak or sing a line of “Song Time” (This may be done individually. · Ask children “How does a lighter voice sound different than a heavy voice” 3. Experience heavier and lighter vocal registration. describing why each voice fit the song. or as a class) 2. Have children: · Decide which voice registration they used during the song · Sing the song again. (One person sings a segment of the song. Have children: · Listen to the song. Introduce “Kye Kye Kule”. Learn the song. Have children: · Listen to “Higher and Lower” Sounds · Discuss what the children hear and have them describe the differences.