Lesson 4
CD 1: tracks 37–59
Sing Hello with handsigns and solfa, then with rhythm names. Sing Hey, Hey / See-Saw / Cherry Pie in solfa with handsigns and with rhythm
Summary:
names; write the tune in stick notation. Revise the Bobby Bingo body percussion and circle game. Recognise Listen, Listen from its written rhythm; perform pulse and rhythm simultaneously in two groups. Perform pulse of Bounce High; learn new slap/clap pulse actions.
Whiteboard or blackboard. Ball for Cherry Pie. Rhythm cards nos. 1 and 2 (p.138).
Materials:
1
Hello
p.144
• Sing Hello with handsigns for children to copy • Volunteer and class sing Hello with singing names and handsigns • Volunteer and class sing Hello with rhythm names and tap rhythm
Sing Hello, everyone, showing the pitches 1: 37 with the so and mi handsigns. The children answer in the same way. Ask if anyone could sing the tune with the singing names and handsigns. s
s m
s m
Ask the class to do the same. Ask if anyone could sing the tune using the rhythm names (ta ta ti-ti ta) and tapping the rhythm with two fingers on the palm of the other hand. Ask the class to do the same.
2
Song: Hey, Hey Song: See-Saw Song: Cherry Pie
p.174 p.161 p.161
songs with singing names and handsigns. Ask the class to copy this.
26
Lesson 4
s
m
s
m
s
s m
s
m
m
Ask the children if they know another way that they could sing the tune. (With rhythm names.) Invite a volunteer to sing the tune with rhythm names, tapping the rhythm with two fingers on the palm of the other hand. Ask the class to repeat this. Remind the children how they wrote the song in the last lesson (in stick notation). Draw four hearts on the board. Invite four volunteers to come and write the stick notation for the songs under the hearts: two to write the rhythm sticks for each line, and two to write the solfa letters.
• Volunteer sings the tune with singing names and handsigns; class copy Volunteer sings the tune with rhythm names, tapping rhythm; class copy • Volunteers write stick notation for tune • Class sing tune from notation
Ask the children which songs they can sing with singing names and handsigns. (Hey, Hey, See-Saw and Cherry Pie.) Invite a volunteer to sing the tune of these
s
s
s s
s
m
s
s
m
m m
s
s
m
All sing the song with singing names to check if they have been written correctly. The Music Handbook: Level 2
3
Song: Cherry Pie
p.161
• Volunteer sings song • Work on passing ‘pie’ in time with pulse with group(s) of eight children • Play Cherry Pie circle game
Invite a volunteer to sing Cherry Pie with the words. Remind the children that last time they learned to play the Cherry Pie circle game. Ask them if they remember how they have to pass the pie. (In time with the pulse.) Explain that you are going to work on doing this before they play the game today. Ask eight children to come and stand in a line next to you. Remind the first person in the line to be ready to take the pie (ball) from you and pass it to the next child. Sing the song, changing the name of the pie 1: 38 When you finish, the if you like. class immediately copy what you sang. On their first word (I) you pass the pie to the first child. The pie is passed down the line in time with the pulse while the class sing. Encourage the children to place the ball into the hands of the next child exactly on the pulse. The last child should get the ball on the last beat of the song. Discuss whether the group passed the pie in time with the pulse. You may need to repeat the activity, either with the same 1: 38 .) group or a different one. (Repeat Without the words, sing: Stand up! Come and make a circle. Sit down! 1: 39 p.148–9 Play the Cherry Pie circle game, as in the last lesson, several times, with you as the first 1: 40 leader.
4
Song: Hey, Hey Song: See-Saw Song: Cherry Pie
p.174 p.161 p.161
• Volunteers sing words from all three songs to fit rhythm card ti-ti ti-ti ti-ti ta (no. 2) • Volunteers sing words from all three songs to fit rhythm card ta ta ti-ti ta (no. 1)
Without the words, sing: Come and sit with me. 1: 41 The Music Handbook: Level 2
p.148
Show the children 2 the rhythm card ti-ti ti-ti ti-ti ta. Ask a volunteer to sing the words from Cherry Pie that match this rhythm (How I love that cherry pie.). Ask two more volunteers to sing the words from SeeSaw and Hey, Hey that match this rhythm (In the air and on the ground / I am singing, can you see?). Show the children 1 the rhythm card ta ta ti-ti ta. Ask a volunteer to sing the words from Cherry Pie that match this rhythm (I, I, me oh my.). Ask two more volunteers to sing the words from See-Saw and Hey, Hey that match this rhythm (See-Saw, up and down / Hey, hey, look at me).
5
Song: Bobby Bingo
p.151
Remind children of song; volunteer and class sing song • Remind children of body percussion actions • Sing song with actions and letter ‘B’ in thinking voice; repeat, adding one more letter in thinking voice each time • Play Bobby Bingo circle game
Ask the children if they can think of any other songs or rhymes that have the rhythm ta ta ti-ti ta in them. (They may remember Bobby Bingo and Engine, Engine; they might also recognise that it is the rhythm of Hello and Goodbye and is also in Cuckoo, Where Are You?) Hum the first two lines of Bobby Bingo 1: 42 for the class to recognise. Invite a volunteer to sit on the singing chair and sing the song. If no-one can remember it, sing it to them with the words. ( 1: 43 ; skip if not needed.) Ask the class to sing the song. Lesson 4
27
Rhythm Picture Templates
Crotchet (ta) rest
z
Simplified crotchet (ta) rest
132
Templates
The Music Handbook: Level 2
Traffic Light Template
1. Make the top light red in one template, and the bottom light green in the other. Stick one template onto a piece of card and cut around it. Attach a lolly (popsicle) stick to the other side of the card. The Music Handbook: Level 2
2. Stick the second template to the back of the first, making sure that the red light is at the top and the green at the bottom. Turn the card on the stick to make the lights change. Templates
133
Copy Cat
CD 7: track 30
Activities Discriminating between pulse and rhythm Play the ‘Odd One Out’ game. You will lead the song, and whenever your action is in time with the pulse the children are to copy you (song and action) immediately you have finished. When your action goes with the rhythm, however, they are not to copy you, but to fold their arms immediately. Try very hard to catch the children out! Lessons 5, 6 Tell the children that you are going to play the ‘Odd One Out’ game a different way. You will lead the song and whenever your action is in time with the pulse they are to copy you. When your action goes with the rhythm, however, they are to copy the action but sing in their thinking voices. (This may take a bit of work!). Lessons 5, 6, 14 Creating and using visual representations of rhythm Tell the children that you are going to draw the hearts and crosses rhythm picture for Copy Cat. Draw eight hearts on the board in two rows of four. Invite a volunteer to sing the song and tap the pulse on the heartbeats. Invite another volunteer to sing the song and tap the rhythm onto the heartbeats. Ask a child to come and draw the rhythm crosses in the first line, and another child to draw the rhythm crosses in the second line. Invite one or more volunteers to sing the song and tap the rhythm onto the heartbeats.
XX
X
XX
X
[ti-ti
ta
ti-ti
ta]
XX
XX
X
X
[ti-ti
ti-ti
ta
ta]
Ask a child to come and write the rhythm sticks for the first line under the heartbeats, and another child to come and write the rhythm sticks for the second line under the heartbeats. Ask the class to sing the song with the rhythm names, tapping the rhythm with two fingers on the palm of the other hand. Lessons 5, 11 Clap the rhythm of Copy Cat for the children to recognise. Ask them to sing the song with words and to tap the rhythm. Invite a volunteer to sing the song with the rhythm names, then ask the class to do the same. Draw four hearts on the board. Ask a child to come and write the rhythm sticks for the first line under the heartbeats, and another child to write the rhythm of the second line underneath. Ask the class to sing the song with the rhythm names, reading the rhythm sticks on the board. Lesson 6
[ti-ti
ta
ti-ti
ta]
[ti-ti
ti-ti
ta
ta]
Using rhythm names / Performing the rhythm Tell the children you are going to add some body percussion. Ask them to sing the song with rhythm names again, this time clapping every ta note and tapping their heads for the ti-ti notes. Repeat this a few times, inviting different body percussion ideas from the children. For the last repeat, ask the children to perform with their eyes shut! Lesson 6 Recognising the same rhythm in different contexts Following work on On a Log, invite four children to come and stand at the front of the class and give each child one of the following four rhythm cards to hold. Ask the class which of the cards 168
Resources
The Music Handbook: Level 2
shows the rhythm that fits the first phrase of On a Log. Tell the children that they know another song that starts with the same rhythm. Hum the first phrase of Copy Cat while tapping the rhythm for the children to recognise. (If they cannot recognise the song from the first phrase, hum the whole song, tapping the rhythm.) Lesson 14
4
2
1
3
Using rhythm names and symbols Following work on Hello tune B (m–s–mm–s), ask a volunteer to sing the tune with singing names and to clap the rhythm. Ask a volunteer to sing the new hello tune with rhythm names (ta ta ti-ti ta). Ask the class if the rhythm is the same as for the original Hello tune A. (Yes.) Write the rhythm sticks on the board. Ask the children to close their eyes. Tell them that while their eyes are closed you are going to change the rhythm and they are to try to spot the difference. On the board, change ta ta ti-ti ta into ti-ti ta ti-ti ta. (Encourage the children to describe the change in words rather than pointing – that is, ‘You changed the first ta into a ti-ti’.) Ask the children if they know a song that starts with this rhythm. (Copy Cat) Ask a volunteer to sing Copy Cat with the rhythm names for the class to copy. Ask a volunteer to come and write the rhythm sticks for the second line underneath the first. Have the class sing the song with rhythm names several times, using body percussion ideas suggested by individual children. Lesson 7 Show the children the hearts and crosses rhythm picture of Copy Cat (see p.136) for them to recognise. Ask the whole class to sing the song with the rhythm names, tapping the rhythm. Lesson 12 Learning about phrasing Ask the children how many phrases are in Copy Cat. (Two.) Divide the class into two groups. Ask one group to sing the first phrase of the song with words and the other group to sing the second phrase. Swap the groups over and repeat. Lessons 11, 12
The Music Handbook: Level 2
Resources 169