We met to learn great songs appropriate for all ages. Many of these songs are traditional folk songs that we have just forgotten by the side of the road.
Rhona Brink gave us a great handout with many concept teaching ideas for many grade level extensions for older students.
Did You Feed My Cow
She'll Be Coming Around the Mountain
Here Comes a Bluebird
Kintergarden
- action game
- melodic phrases of different length
- always mirror the actions for students so that you are doing the actions backwards, correctly for the students
- use clapping motions for short and long sounds [K]
First Grade
- movement does engage and oxygenate the brain and makes the vocalizations better
- always sing and hand sign first and have students copy your motions - use the melodic phrases to transition into another song.
- when playing the "Bluebird" game - have the "old" bluebirds sit down after "hopping in the garden" and it is an easy visual clue to who has not had a turn yet- only standees have not been chosen to hop yet.
- Write all beat lines on the board, then, in small [4beat] phrases teacher sings melody and students sing back rhythm names on correct pitches.
Second Grade
- Teacher:"What do you do if you have two pieces of string and you want one long piece of string?
Students: "Tie them together." (intro into half note)
Whose Head {show heads of George Washington and Abraham Lincoln}- Presidents Day
- Social studies
- Part Work
- using the basis of the song, pick out more presidents and have students improvise or write
new verses for the new presidents. Good writing experience.
- Using this song in Pre-K and Kintergarden it will introduce the presidents and give them two names for presidents. also a good penny/quarter/dollar money tie in to math.
Car Song
Fast/Slow
- Action song, adds motions
- Maybe taking a car trip out into the country to see "Aunt Rhody"
Rhythmic Content
- good way to change the tempo of the car trip [and the musical temps} is to get off the paved road and drive on a slow, bumpy road.
- slower paced tempo can be used to introduce ta-dimi
- draw 4 beat lines and have students find which beat line has the ta-dimi as you sing the phrases of the Car Song
Question/Answer
- Using the first phrase Car Song as a question, have students improvise the answer.
Map of United States
- when you stop on blue states you can sing "Old Blue"
- When you stop on Colorado, sing "Rocky Mountain:
- When you stop on Alabama, sing Alabama Gal
- When you stop in Louisiana, sing Great Big House in New Orleans
Old Blue
- m-d-m r r d transition into Dinah from tone set
- text is A A'AB refrain
- using the form, have students improvise different
- Every day I eat too much - so my toes I cannot touch
- have students improvise different rides for Miss Mary Jane [K]
- improvise text - Riding in a car . . . truck . . .plane . . .
- First Grade: verse only; tuneful singing, limited-range sone; sing last phrase on neutral syllables,
- Second grade using m r m d. lead into m r d then m m r d d {go tell Aunt Rhody}
- Take words away and sing on neutral symbols
- discern d-r-m tone set; read from tone ladder; transition to to other d-r-m songs
- Teacher: "When I give you a number, put it on your shoulder [with your fingers]"
- Game:
Form two circles, one inner, one outer. Partners take right hand and shake, other left
hands hold crossed over right hands. During verse partners promenade in circle to right.
During refrain, turn toward partner and pat, clap own hands, push-clap partners
hands, clap own hands on four beat pattern throughout refrain. at end of refrain, outer
circle moves one partner to right and have new partner. repeat all actions with next verse.
Great Big House in New Orleans
Pre K and K
- Use {Oh My- no more pie} as a lead into Great Big House
- use a slide of a house shape with 6 boxes and 6 pies in it. Sing every verse
- Lemon pie, lemon pie, how I love my lemon pie as a vocal chant in between verses
- Pat lap keeping a steady beat.
- text improvizations with kinds of pies
First Grade
- rhythm reading
- rhythmic phrase form
- Instruments: sticks/drums [beat v. rhythm]
- Using a flipchart or powerpoint - subtract phrases and have students fill in the blanks
- Bu the time the rhythms are being subtracted students should be able to read the whole song from memory.
- Teacher can click in the answer as a check to see if rhythms are correct as students are singing the song rhythm syllables.
Second Grade
- for the magnetic colored line/space work you can use unifix cubes and strip tape magnets
get the unifix cubes from your first grade teachers and the magnetic tape from Jo-Ann
Fabrics
- put the rhythmic stick notation on the overhead and the melodic magnets on the staff on your white board. Teacher writes the solfege under the staff and students put the pitches on the staff.
- Point to students and assign each student a certain melodic pitch and have students construct the melody on the whiteboard.
Third Grade
- Transposition [move staff position]
- Ledger lines [in C-do]
- Play the game!
- Instruments
Fourth Grade
- Part work, ostinato; augmentation (2nd part] diminution [ 3rd part]
Fifth Grade
- Part work; canon; partner songs
- Great Big House In New Orleans, Alabama Gal, Lil Liza Jane, Rocky Mountain, Dinah
- Form abac pick four students, let students pick rhythms
- Improvisation' creativity; composition
- Curriculum integration, American history, social studies, weather
- Using If You Dance, sing "a" sections on du du du and "b" sections on "Baa" Delightful
To sum it up in a few words, stretch the songs you teach to bring them back for spiraled concepts as students grow.
Three reasons for choosing Songs in Our Curriculum:1. Occasional/Seasonal
2. Pedagogical [make sure that they are quality songs- passing the test to provide enjoyment
and/or aesthetic experience.
3. Songs for Fun [emotional/musical value, rich in cultural tradition]
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