Fun Ways to Teach Note Names

This post is all about fun ways to teach children the letter names of the notes.  When you play an instrument, it’s a very useful skill to know the name of the note on the staff so that you know which of the bars you should play!  To be a good sight-reader, you need instant recall.  You can’t be counting the lines and spaces on your hand staff if you want to be a fluent sight reader.  So how do we get kids to develop fluency in reading music?

There is a great staff lesson in lesson one of Musicplay 4.

The Staff: Music is written on a 5 line staff. Notes can be placed on lines or in  spaces. The lines and spaces are numbered from the bottom to the top. At the beginning of a staff, a clef is given. The treble clef circles the note G, and is used for treble, or higher notes. A high pitch is shown by placing a note high on the staff. A low pitch is shown by placing the note lower on the staff.

Hand Staff

I like to start by introducing the lines with the hand staff.  Draw a staff on the board about the size of your hand.  Then, hold your hand up to the staff and point out that you have five fingers, just like there are five lines on the staff.

Hand Staff: Show the students the hand staff. Hold your hand in front of you with your fingers spread apart and the thumb up. Number your fingers 1-2-3-4-5 from the bottom to the top. Tell the students that they have five fingers, just as there are five lines on the music staff. To show the spaces on the hand staff, place the index finger of your right hand between two fingers. Spaces are also numbered from the bottom to the top. Call out a line or space and have the students point to the correct one. For example:  line 3, space 4, line 1, space 2

My hand fits nicely on my cookie sheet staffs, so kids see the relationship between your hand and the staff.  If you don’t have cookie sheet staffs, draw the lines on the board.
Cookie sheet 1 cookie sheet 2

Some teachers like to have the students practice naming notes on lines and spaces. Make up poems or sayings to help them remember the names of the notes. For example: The notes on the lines spell, “Every Good Boy Does Fine.” Kids can make up their own sayings.  Some of the best I’ve heard are “Elvis’s guitar broke down Friday” or “Empty Garbage Before Dad Flips.”  The notes in the space, spell “face.”

I like to move from notes on lines and notes on spaces to the full staff quickly.  They won’t be fluent readers by practicing lines only or spaces only.  When they understand that the notes go step by step from letter to letter, CDEFG, they are on their way to fluent reading.

I introduced the staff, taught the hand staff, practiced notes on my cookie sheet with a grade 3 class, then had them play the first 7 songs from Teach Music Reading with Boomwhackers.  In a 30 minute lesson, they were able to begin to read the notes and to play Jingle Bells on Boomwhackers.  The projectable for Teach Music Reading with Boomwhackers includes an introduction to the staff and the songs include a version with alpha-notes or kids notes:  the letter name is imprinted on the note AND a version with colored Boomwhacker notation.  Even so, I was very pleased that the students  were able to read simple songs in just one lesson.

Link to Teach Reading with Boomwhackers USA site         Link to Boomwhackers Canada site

Floor Staff Games: Use painter’s tape to put a giant staff on the floor. Painter’s tape won’t hurt the carpet and will last for a week or two until you’ve taught the staff games to all your students. If you have funding available, you can purchase a music rug to go on the floor that has a staff built into it. Visit www.musicplay.ca to see a music rug. Additional staff games are given  in the publication “Staff and Symbol Games.”
floor staff game copy
Link to Staff and Symbol USA site                   Link to Staff and Symbol Canada site

1. Staff Jump
An elimination game to learn the names of the lines and spaces. Have half of your students stand on line one. Call out a line for them to jump to – line three! line four! The last student to get to the correct line is eliminated. Have the other half of your students jump to the spaces. When you introduce the letter names of the lines and spaces, repeat the game using letter names.

2. Letter Names Jump
Group one will jump the lines on the music staff. The teacher calls out a line note – E, G, B, D, F – and the students jump to the line that she calls. To play this as an elimination game (optional), the last child to land on the line that is called is out. The last child left after the eliminations is the winner. Group two will jump the spaces on the music staff. The teacher will call out a space note name – F, A, C, E. If groups are small, repeat the note names and jump as needed until all the children have had a turn. When the students are very confident jumping lines or spaces, have each group jump to the note name that is called using both notes that are on lines and in spaces.

3. Staff Relay
Divide the class into two-four teams. On small paper plates write a letter name of a note – A B C D E F G. Each team is given a pile of notes. Teams race to place their notes on the correct line or space of the floor staff. The first team finished with ALL notes correctly placed wins.

When beginning recorder, you can introduce the notes one at a time.  This really helps the students to “get it.”  After introducing BAG, I have start having the students complete mad minutes to practice just those notes.  Isolating the notes I want them to practice helps them become fluent reading those notes.

MAD MINUTE SAMPLE
Mad Minutes 1 file
Mad Minutes are included in the Recorder Resource Kit, with a new mad minute for each new note that is introduced.  The note name mad minutes are used for the same reason that teachers use math mad minutes. Children will only learn to read music well if they have instant recall of note names. I shrink the pages 50% so I can fit two on a page, and double-side them to save paper. We do each mad minute twice before going on to the next level. For evaluation, I cut the tops off the mad minutes so that the answers are removed. I also drill note names with the class sized flashcards. I begin the mad minutes before the students have their recorders. I allow three minutes to complete each mad minute. I time the students, and they try to beat their own best time – not race each other. When they finish, they call “done” and I tell them how many seconds they took. If a student needs more than three minutes to complete the sheet, I give them a sheet for practice at home. Several teachers have told me that they put the mad minutes into sheet protectors and the students write on them with whiteboard markers and erase and reuse when completed.

  • apps:  Note Name Match Game, Note Name Squish
  • Pop Quiz
  • Solfa/Note Challenge
  • Note Name Bingo,
  • Note Name Battleship
  • Music Centers

I’ve helped in the design of two apps for practicing note names:  Note Name Match Game and Note Name Smash.
Note Name MatchScreen Shot 2016-02-21 at 4.37.39 PM

Note Name Match Game is a memory game with 10 levels – spaces, lines, staff, ledger lines – in both treble clef and bass clef.  In Note Name Smash you can choose the notes you want to practice.  Each note that’s correctly named smashes a hole in the wall.  When all notes are correctly names, the wall crumbles – fun!!!

Our new online resource, www.musicplayonline.com has several interactive ways to practice naming notes.  Musicplayonline is free to use until Aug.1 and then it will be a low cost subscription.  If you or your school has purchased the Musicplay Digital resources, you will be eligible for a pro-rated credit to use the site at no cost.  There will be an application posted on the site in August when it goes to the paid model and you can request free access.  Each situation will be different, so every application will be looked at individually.

Pop Quizzes – these are fun and funny when the balloon pops!  Students drag the correct letter to the balloon (that has the note) and each correct answer makes the balloon bigger.  When all notes are correctly named, the balloon pops.  Students drag letters to name the notes; then they drag notes to name the letters.
pop quiz lines pop quiz space pop quiz staff 1a (notes to letter) pop quiz staff

Note Name Challenge Activities
In this interactive activity, students drag a basketball to the net or a soccer ball to the net to name the notes in a reading song.  If using this for the first time, be aware that the programmer made the upper left corner of the net the anchor for the note.  As long as you have the correct note, and you touch that upper left corner, the note “sticks.”  If it’s the wrong note, it flies away.
note challenge Rocky Mtn note challenge soccer Cheki

Music Centers
If you do centers in your classroom, the Music Center Kits 1 and 2 each include a note naming game.  These colorful board games are easy to set up as centers and provide students with yet another way to practice naming notes.
Music center note name game
Note Name Battleship
Have you played the battleship game?  If you have, then note name battleship works the same way.  On the top of the board place the notes that are your ships.  On the bottom half of the board, you mark where you’ve guessed your opponents notes are placed.  An incorrect guess turn the note over – a correct guess you mark with note facing up.  The note name version of battleship goes a lot faster than the traditional game which is great when you have 30 minutes music classes.
Battleship sample
Note Name Bingo
Note name bingo includes both treble and bass clef – great for teachers who want to teach both.

Know Your Note Names
This collection of 56 reproducible worksheets will give you a wealth of activities for practicing letter names.  I like to make booklets of activities for my sub tub.  It’s also great to have booklets made for when you do recorder testing.  It’s also an alternative activity when a child is not able to participate in regular activities in music classes.
Know Your Note Names samples_Page_1

St. Patrick’s Day

Lucky Leprechaun

Lucky Leprechaun

Game Directions: Have the class form a circle. Choose one child to be a leprechaun. The leprechaun marches around the inside of the circle. At the end of the second phrase the leprechaun stops in front of a child. They join hands and they “jig” – left heel forward, right heel forward, etc. The children in the circle should do a “sailors hornpipe” at the same time (fold arms and jig in place). Now two children march in the inside circle. They choose two more partners and jig again. Continue with four, then eight, until the entire class has had a turn.

 A video of the St. Patrick’s Day Jig that is played the same way is included in the Musicplay Digital Resources and on www.Musicplayonline.com.   Use the search engine to find St. Patrick’s Day Jig.

 John the Leprechaun
John John the leprechaun
Went to school with nothing on.
Teacher said, “That’s not fair!
Give him back his underwear!”

 Suggestions:  Have the children take off one shoe and step the beat while they say the leprechaun poem. The foot with the shoe on will make a louder noise, and will emphasize that that beat is accented.Have the children take off one shoe and step the beat while they say the leprechaun poem. The foot with the shoe on will make a louder noise, and will emphasize that that beat is accented.

Create accompaniment for a poem:

1.  Create accompaniment with an Ostinato:

– Have the students think of an ostinato to say with the poem

For example:  Will you please be fair?  or  Leprechaun had nothing on!

– Choose non-pitched instruments and have a small group play the ostinato on instruments while the rest of the class says the poem.

 

2.  Create an Accompaniment for the Poem with Word Highlights:

1. Teach the poem.

2. Play the poem on non-pitched percussion instruments. (Play the rhythm of the poem as shown above.)

3. Review families of classroom instruments: metals, woods, drums, shakes and scrapes Try playing the poem on each instrument family. Try playing one line 1 on metal, 2 on woods, 3 on drums, etc.

4. Have the class circle or underline words in the poem that they feel are the most important. In your class, students could use different colored markers to underline words.

5. Choose rhythm instruments, found sounds or body percussion for each highlighted word. Play and say the poem using all the rhythm instruments that you’ve chosen.

6. Just play the poem – think the words.

7. Decide on a final form. You could say the poem, say the poem with all instruments, say the poem with highlighting instruments, just play the poem with the highlighting instruments. The creators should decide on the form. As an extension to this activity, create a simple song using the lyrics. When students have tried either rhythm ostinatos with a poem or word highlighting a poem as a class, it will be easier for them to try doing this with a group

Class set of iPads?  You can get discounted prices on apps!
Paid apps and free apps on the App Store and Mac App Store are available for purchase in volume through the Volume Purchase Program. The client who would like to purchase the apps needs to enroll in the Volume Purchase Program. For more information please review the following link: https://developer.apple.com/programs/volume/

www.musicplayonline.com
Our new online resource is coming along really well.  It’s free to use until Aug. 1, 2016, so try out the games, songs, activities while it’s free!

Musicplayonline Includes:
– 700+ song movies, with both lyrics and notation movies
– hundreds of children’s demo movies of action songs, singing games and performances
– hundreds of name the note activities and solfa note naming activies – included for every reading song
– POP Quizzes to practice terms, symbols, dynamics, tempo, note names
– Games to learn comparibles:  fast/slow, loud/quiet, beat/no beat, beat/rhythm
– solfa practice movies:  echo, poison melody, read handsigns, read note names, listen and sing and assessment
– rhythm practice movies:  11 levels of rhythm to practice using echo, poison rhythm, read, listen and say, assessment

Still to be added
– lesson plans and teacher notes
– printable arrangements for every song:  piano, ukulele (C and D), guitar, Orff and Boomwhacker
– printable worksheets, class big book templates, for many, many songs!
– dance, theory,
– guitar is coming soon!

 

Great Choral Music for Elementary Choirs

Bubble Trouble by Stephen Lawrence, published Alfred is a fun selection with great choreography possibilities.  I like that it tells kids that they shouldn’t chew gum in choir – one of my pet peeves.  Here’s a fun performance  https://www.youtube.com/watch?v=nFMqfjtMPrc
L
ink to OCTAVO.

For a lyrical ballad, A Wish for Peace is really nice.  It was originally written for Christmas (A Christmas Wish), but only 3 words need to be changed and you can do it for any time of year.  Instead of “this Christmas time” sing “all these things.” Lovely performance here by York House School:  https://www.youtube.com/watch?v=cbRwA8qW6ZE  By Denise Gagne and Craig Cassils.  This is available as a single song kit, so you can get music into all your students hands for just $15.  Link to Single Song Kit Download on US site.   Here is the link for Canadian teachers.

Amani Utupe, Sally Albrecht, pub. Alfred
I first used this when it was part of MENC Music Monday.  Have used it many times since.  It’s a great piece.  This is a wonderful vocal performance.
https://www.youtube.com/watch?v=x2844ORtcAo  Other YouTube performances show the choreography.
Link to Octavo

Donkey Riding is a good fun selection – it’s in Musicplay 3 (and a single song kit). BCMEA Honor choir performed it a few years ago.   Donkey Riding is quick and fun.  It’s got some interesting articulations in it – I use it to teach staccato and accent.  https://www.youtube.com/watch?v=0PDHkPq8Hdo  Here’s a link to the single song kit for Canadian Teachers.  Here’s the link for teachers in USA.

Two Canadian Folk Songs is a lovely partner song that uses Land of the Silver Birch and Two Canadian Folk Songs.  It’s in the Musicplay curriculum in 4th grade, and is also available as a single song kit.  See a movie of the song at www.musicplayonline.com .  Link to Single Song Kit for Canadian Teachers.  Link for US teachers.

Ghost Ship, from Reflections of a Lad at Sea, Don Besig
This is a piece with great story telling in it.  The students loved it, the audiences loved it and we got a recommendation to provincials with it – and we weren’t the only choir doing it at provincials.
YouTube:  https://www.youtube.com/watch?v=PwPAyCtzKxA
Link to Octavo

Don Gato, Ray Doughty – Plymouth Music Co. Inc.
https://www.youtube.com/watch?v=eue6p8RdMX8
Don Gato, arranged by Ray Doughty, is a favorite Mexican folk song children love to sing. Doughty has written this song for two-part treble voices and piano. The voices sing in unison for much of the piece. The middle section on pages four and five has the voices singing in brief two-part harmony, as well as in the final few measures. Don Gato is a Mexican cat who falls in love with a fluffy, white female kitten. When she agrees to marry him, he happily jumps in the air, falls off the roof breaking his ‘solar-plexus,’ and dies. However, by the end of the story he is reincarnated, comes back to life and all ends happily. There is a dramatic piano accompaniment that assists in creating the dramatic quality of this piece. Don Gato could be performed with a brief dramatic skit as the chorus sings. There are a couple of tempo changes but nothing too difficult for an elementary chorus. A few Spanish words are included. This piece is great fun for children to sing and audiences will truly enjoy listening to it. The tempo changes and dramatic dynamics make this an excellent ‘teaching concept’ piece. “Ole!”
LINK to Octavo.

Humpty Dumpty by Dave and Jean Perry is fun – several choirs did it last year in our Symphony Kids concert last year.   It tells the story of Humpty Dumpty with some dramatic touches.  I love pieces that have lots of contrast and this one has great contrast.  https://www.youtube.com/watch?v=YYmxVGDAnfU   Link to Octavo.

Goliath, Joseph Martin is another fun favorite.  My students have always really enjoyed this.  It tells a great story and has many contrasts.  https://www.youtube.com/watch?v=-U_T9e7mHXI
L
ink to Octavo.

Child of the Universe, Craig Cassils
This is a lovely lyrical piece with a beautiful message.  The range gets your students into head voice.  There are a few places where students might mix up words, but with enough rehearsal it’s a stunning performance piece.
https://www.youtube.com/watch?v=0KxW_JYzj8I
L
INK to Octavo.

When I Believe in Me, from Musicplay 5 is another really good message song for kids, from Musicplay 5 – very easy 2 part.  It’s a great selection for an Olympics year, a Dare graduation, or an elementary graduation.   Link for Canadian Teachers.  Link for teachers from USA.

Make a Difference, Denise Gagne – Musicplay 2
https://www.youtube.com/watch?v=RGjlkIkQiVs       
This selection is in unison, and  is easily learned by a primary choir.  The message is meaningful even to young children – they can make a difference in the world.  The included choreography enhances the performance of the song.   It’s part of the Musicplay curriculum, and is available as a single song kit from Themes.  (www.musicplay.ca – select country – select song collections – select single song kits)  Single song kits include the piano/vocal score, vocal reproducible score, MP3s of performance and accompaniment, and if available a PPT or PDF projectable.   Link for USA teachers.  Link for Canadian teachers.

Jabulani is a Zulu word meaning “rejoice.” It is often used as a first name, and in that context is often shortened to “Jabu.” Although the word comes from Africa, the song could be used anywhere in the world – sort of a universal celebration. You could this song as your opening song for a multicultural concert or you could use the song to celebrate Heritage Day – a South African public holiday celebrated on September 24th.  The performance is by a school in Ontario, and the looks on the children’s faces as they perform shows their love of the song.  It really makes a connection with the audience.  The song is available (print/download) in the collection Celebrate Around the World (US link) Canadian Link to collection, and is also available as a single song kit.   Link for Canadian Teachers.  Link for teachers in USA.  YouTube performance:  https://www.youtube.com/watch?v=xQjhhuVxq5I

Siyahamba – Musicplay 6
This arrangement of the familiar South African hymn is given in Zulu and in English.  I’ve performed this very successfully with a grade 4-5 choir, accompanied by drummers.  It’s very appealing to the kids and audiences both.   It’s part of the Musicplay curriculum, and is available as a single song kit from Themes. Single song kits include the piano/vocal score, vocal reproducible score, MP3s of performance and accompaniment, and if available a PPT or PDF projectable.  Link for Canadian Teachers.
Link for teachers in USA.

Share your favorite choral performance pieces in the comments!  There will be a follow up post with more choral pieces from Musicplay that are available as single song kits.  And be sure to try out www.musicplayonline.com – you can access all the choral pieces from Musicplay mentioned in this blog online!



 

Ukulele in the Classroom – Part One

Ukulele in the Classroom – Part 1
By Denise Gagne

If anyone was listening to Q on CBC radio Feb. 27, 2015 they heard the great debate between the ukulele and the recorder in the elementary classroom.  CBC interviewed me in defense of the recorder, and James Hill in defense of the ukulele.  Both of us were in agreement that if schools have funding, time, space that teaching BOTH the ukulele and the recorder would be the best possible option.

The recorder is inexpensive, it doesn’t have to be tuned every 10 minutes, and it’s relatively easy to learn.  When played well, the recorder is a beautiful instrument and there is authentic music written for recorder by Bach, Handel, Telemann and Vivaldi!  I play in an adult recorder consort in Red Deer and play bass, tenor, alto, soprano and sopranino and really enjoy it.  I think that students who learn to play recorder have an easy transfer from recorder to any woodwind instrument.  Students who use my recorder method, The Recorder Resource or the Learn and Play Recorder App are successful, because it’s carefully sequenced.

One of the benefits of teaching ukulele is that it can be used as a melodic or harmonic instrument.  Students can play and sing at the same time.  Students in Grade 4-5 can become reluctant singers, but with a ukulele or a guitar in hand, they are often motivated to sing while they learn to play.

There are four main sizes of ukulele: soprano, concert, tenor and baritone.  My preference is to use the concert size in the classroom.  The soprano is quite small and the frets are really close together.  Many children in Grade 5-6 have bigger hands than I do, and I find it hard to play some of the chords on the soprano uke because the frets are so small.  The concert is not a lot more expensive, and it has a fuller, richer sound.  If I’m going to spend the money for a baritone uke, I’d just as soon get a set of classroom guitars.

When teaching ukulele, the biggest frustration is tuning the ukes.  Spend the money to get a better quality instrument that stays in tune.  I recently used West Music’s Kala wooden ukulele, and it held it’s tuning well and sounded good.  For $44.95 US, it was a nice uke.  In Canada, Themes sells a Vidar concert ukulele that is a great quality instrument with excellent quality tuning pegs.  ($65-85 depending on quantity)  If you pay $30 for a uke, you’ll have tuning problems – pay a little more and get an instrument that stays in tune.  I can’t believe there are still some vendors selling ukuleles with wooden tuning pegs – avoid them!  Get a uke with good machine heads.

uke storage Sherri PedrickIf you store your ukuleles on the classroom wall (see pinterest for ideas) it’s easy for you to tune them before school.  If that’s not possible, have the students line up and tune each of them.  I do the tuning by ear – we have a ukulele tuner at www.musicplayonine.com and I play the “G” over and over, tuning each uke.  I can do a class set in about 5 minutes.  One problem that can occur is kids playing or talking in the line-up.  I can’t tune the uke if I can’t hear.  I tune the first student’s uke, then that student becomes the “monitor” and writes names on the board of anyone who’s making sound.  The noise makers have to come in at recess or lunch for a minute of “quiet practice.”  I set a timer and they have to be completely silent for 60 seconds.  They make a sound, the timer starts again.  They don’t usually need quiet practice more than once – it’s effective.

Chords or Picking? What should you teach the students?  Should you teach them to chord and sing, or should you teach them to read and play melodies.  Some methods teach both chords and melodies at the same time, but I’ve found that children love being able to strum and sing along on the very first day.  ALL children can be successful if you sequence carefully. 

EUKETG_AutoGenImg_Medium

In my book, Easy Ukulele Songs,  I’ve got 15 one chord songs, and then 15 easy two chord songs.   Changing chords is the big challenge, so if you start with one chord songs, everyone is able to keep up.  When I first start two chord songs, I divide the class in half, and have one half play one chord and the other half the other.  There may be a few students who can change chords, and I encourage them to do the change if they can.  I do a lot of practicing the chord changes before asking the class to try – play 8 C chords, rest for 4, then play 8 F chords.  I have them try doing the change with their eyes closed to help develop the tactile memory.

Screen Shot 2016-02-21 at 4.16.02 PMTo introduce the ukulele, Easy Ukulele Songs includes a PDF, “Introduction to the Ukulele.”  It illustrates a brief history of the uke,  the parts of the ukulele, how to hold, how to strum, how the fingers are numbered, how to read a chord chart, and how to play the first chord, C.  Simply project and read it through with the students.

Screen Shot 2016-02-21 at 4.16.45 PMEasy Ukulele Songs includes a projectable PDF of the lyrics and chords AND the song notation and chords.  The PDF is big, clear, easy to read and we’ve embedded the audio.  You can play with or without accompaniment tracks.  I like to use the audio for songs that are less familiar, and have the kids play the songs that are more well known. 

Screen Shot 2016-02-21 at 4.16.27 PMPop Songs: In the Projectable PDFs we also included links to pop songs on YouTube that are easy to play!  Lime in the Coconut uses just the C7 chord!  It’s a super easy chord, and your students will be able to play a pop song on the very first day.  There are 30+ pop songs that your students will enjoy playing along with.  Remember that with YouTube sometimes links disappear – some of our Beatles songs got pulled from YouTube, but you can usually search the title and find a substitute.

This is too long, so I’ll be continuing Ukulele in the Classroom next week!  if you have tips or tricks to share, email denise@musicplay.ca or post in our Musicplay Teachers Group on Facebook.

Classroom Management Tips

One of the biggest challenges every teacher faces is classroom management.  Your most challenging class might be a kindergarten class with many behavior challenges or it might be a Grade 5 class with attitude.  In this newsletter, I’m sharing some tips that have helped me with classroom management.

  1. Seating Plan

Structure and routine can help children learn to behave appropriately in your classes.  One of the easiest ways to introduce routine is teach the children how to enter and exit your classroom and where they should sit. 

In my friends classroom, she assigns her students to one set of Wenger Flip Form risers.  She has 5 colors, so they know which color they are on, and dismisses them or directs them to activities by color.  The students with shakier behavior sit on the bottom of the riser.  They have to earn the right to move to the top row of the riser.

I like to sit my students on risers or on the floor.  I usually have 2 boys, then 2 girls.  If someone is causing issues, I’ll switch the pattern for that child to 1 boy – 1 girl. 

2. Make sure students know the rules – these are mine
Music Room Rules, Denise Gagne
Make good choices, always be responsible
Use good manners, be nice and be kind
Speak when acknowledged, always put your hand up
In the music room, always try your best
Care for the instruments and all of the equipment

I’ve made them into posters that you can put up in your room as a bulletin board and refer to often.  They are in the Teaching Aids section of our website.

Link to Canadian site:  http://shop.musicplaytext.ihoststores.com/category.aspx?categoryID=55
Link to US site:   http://shop.musicplaytext1.ihoststores.com/category.aspx?categoryID=64

Music Rules #3_Page_2

Music Rules #3_Page_3 Music Rules #3_Page_4

Music Rules #3_Page_5Music Rules #3_Page_6

3. Time Out
If you have many behavior problems in your school, you may need to designate a time out area.  If a behavior is disruptive enough to warrant a time out, have the student fill out a time-out reflection (older students) or for your youngest students, note the problem and have them draw a picture of what they should do the next time.  Copy it, keep a copy and send a copy home with students for parent’s signature.   I use a time out only when absolutely necessary – a last resort.  Most often, a gentle reminder is all that’s needed.  (I’ll post these in the Musicplay Teacher’s Group on Facebook – email denise@musicplay.ca if you don’t have Facebook)

Behavior graphics time out Behavior graphics time out2 Behavior graphics time out3

4. Learn names
It’s really hard to manage classroom behaviors if you don’t know all the students names. 

Beat Beat
Beat, beat, feel the beat.
Say hello to those you meet.

Teacher says:  Hello Jason. Students echo Hello Jason.  Say the names high/low, loud/quiet, fast/slow, speaking, whisper, shout, sing, sing the names using a variety of tone sets:  smsm or mrdd.  Don’t just use sol and mi.

Name games are included in Musicplay.
Musicplay 3 – Number Concentration
Musicplay 5 – Concentration
To find these games, visit our online resource:  www.musicplayonline.com

5. Quick Pace
Maintain a quick pace in your activities, and make sure to have movement activities to use between seated activities.  Engage the students – When students are engaged, they aren’t causing problems. When are students engaged?  When they are “doing!”   The teacher needs to remember to talk less and do more!

6. A quiet teacher has a quiet class
This was one of the truisms that Lois Choksy taught, and she was so wise.  If you try to talk over top of the noise level in your class, students won’t hear and you’ll lose your voice.  Wait for quiet to begin. 

When I play “Johnny Caught a Flea” (#37 Musicplay 2) or #96 Old Dog Full of Fleas (Musicplay 1) I have pretend conversations with the flea.  I call my flea Florence and she whispers in my ear.  I hold the flea up to my ear, then say, “Florence just said that this grade 2 class sang really well in tune – good work!”   “Florence says that ______ was listening really well. (insert name)

7.Praise the Positive  A pat on the back goes a lot further than a kick in the pants.  Catch someone in the class doing something right and make a positive comment.  It will often encourage the rest of the students to behave more responsibly.  I do this when we get out instruments and sing/play Play and Stop.  It works so well from preK – Grade 4 that I use this every time I get out instruments.  When we sing “stop” I praise the first child that I see who has stopped.

8. PLUS POINTS is a way to reinforce good behavior. In PLUS POINTS, you keep a score of when the students do something well.  If students do something poorly, erase a point. For example:  Students enter the room quietly and go to assigned seats. I’d say, “Well done 4B – you came in quietly and found your seats.  Point for you.” As the class continued, each time I’d observe them doing something well, they’d earn a point. However, if a child was talking when I was talking, erase a point.  

 You have to decide what the magic number is before they get a class PLUS POINT.  If you decide on 5 points, if a class gets to 5 points in one period, they get a PLUS point (+).  On my chart with all the classes listed, I’d mark a +.  

 When my classes reached 10 PLUS POINT days, they’d earn a game day.  On the game day, (or at the end of the period in which the game day was earned), we’d brainstorm the list of games or activities that they’d like to play:  singing games they really liked, Beat Boards, Orchestra Bingo, Head and Shoulders Knees and Toes (In the Hall of the Mountain King), Rhythm Dice, or Music Centers.  The Game Day is a reward, but there is still great learning going on.

Share your classroom management tips by commenting or share with us at www.facebook.com/musicplaycurriculum.  (If you’ve avoided facebook for privacy reasons, consider signing up with your first and middle name – your students will never find you!)

Be sure to visit www.musicplayonline.com – we’re taking the Musicplay K-6 curriculum online!  While the site is under construction it’s FREE to use!  (no credit card required)  We’ll eventually have all the Time Out behavior reflections posted on this site. 

Boomwhackers? What do you do with them????

LINK TO New Online Resources!     Musicplayonline will be free for the rest of this year and very affordable when we go to a subscription model.  Try it now!  If you have any trouble registering, be sure to let me know so we can get signed up. denise@musicplay.ca Link to site: www.MusicplayOnline.com 

Artie and Denise – Shakin’ it Up in Chicago July 6-8, 2016     Join Artie Almeida, Denise Gagne, Thom Borden and Dan Fee for a 2 day elementary music conference that will give you a wealth of ideas and inspiration for teaching elementary music classes. Close to Chicago airport – affordable hotel-GREAT workshop! LINK TO REGISTER USA SITE         LINK TO REGISTER – CANADIAN SITE

Teach Music Reading with Boomwhackers

I remember the first time I saw Boomwhackers – it was at an MENC conference in Phoenix almost 20 years ago.  They looked like fun – and they are!  But what do you do with them?

Teach Music w Boomwhackers coverTeach Music Reading with Boomwhackers is a new resource, that includes Rhythm Challenges to review rhythms, an introduction to staff and alpha-notes (note names right on the note head, colored Boomwhacker notation, and notation with no hints to have your students reading music quickly and competently!  Best of all, projectable PDF files are included. We’ve formatted the projectables to fit the screen – like all of our Digital Resources, the music is large and easy to read.  The PDF is interactive:the audio is embedded in the file so you just click on the play button.

 Begin with the Rhythm Challenge to review or reinforce rhythm reading.  First rhythms are echoed, then the students read them. Students echo rhythms, then have an improvisation section to create their own rhythms.   Fun tracks accompany this!

Rhythm Challenge

Introduce the staff to the students and how to name notes.

Introduce Staff

The song is given the first time with alpha-notes: the letter name is printed on the note.

Soft Kitty alpha notes

The second time the song is given with colored notes.

Soft Kitty colored notes

All students can be successful!

What a great way to introduce note reading before you begin teaching recorders!

Try it out!  We’ve posted free samples at www.musicplay.ca – click the links below to download samples.

Canadian site                    USA site

You can download Teach Music Reading with Boomwhackers or order the print copy.  With each shipped order, we’re given a set of note squares – this helps cover the shipping cost!

COMPOSING WITH BOOMWHACKERS

You can teach melodies, chords, or rhythms with Boomwhackers. When you use the pentatonic set (CDE GA C’) you can use the Boomwhackers as a rhythm instrument, and improvise and compose rhythms with them.   

There are many ways that you can have students improvise. Play a steady beat on a hand drum and ask all the students to improvise rhythms. Change meters. Play the beat in 2/4, 3/4, 4/4, and 6/8 meters. Try some improvisation in 5/4 and 7/4. Encourage the students to play the Boomwhackers® in a variety of ways – on hands, feet, shoes, desks, the floor, or elbows. They should use common sense when playing Boomwhackers on their body. I draw the line at playing the Boomwhackers on another student. (They are only allowed to play on their own body.) In the beginning, have everyone play at the same time. Then have students sit down and ask only those whose color is shown, to play. This is detailed in the collection, Composing with Boomwhackers.  In this collection several songs are given with places in the song to have students improvise.  This is one of them:

One One Time for Fun

Composing with Boomwhackers includes note squares to help students begin composing rhythms.  I’ve used these for many years – they are easy rhythm manipulatives to make (unlike lego rhythms which take hours and hours!) The book includes the note squares to copy and cut out.  Make up sets of notes for various grade levels.  I use ta, ti-ti and rest for K-2, and add more note values as students improve reading and writing abilities.

note squares 8

If I use half note note squares, they are two squares in length.  A whole note is 4 squares long. 

Once students have created the rhythm using squares, they transfer to a beat chart, then to a staff.  The templates for beat charts in 4/4 and 3/4 are included in the resource.

beat chart

Two, three and four part ensembles are included for students to play, then students write their own.  Some melody reading and playing is included in the resource – three note melodies, then pentatonic melodies to play and to create. The final activity in the resource is to have students create their own song.

Recorder Tips:

Teach Music Reading is a great unit to use to introduce notation to your students BEFORE beginning recorder.  I like to start beginning recorder in January of 4th grade.  The students have better fine muscle co-ordination by 4th grade, and they progress as quickly in 2-3 classes as they would have in 5-6 lessons (or more) in 3rd grade.   My 5th grade students played recorder in 4th, and in 5th I like to start them on ensembles.  I use the Recorder Resource Kit 1 for 4th, and the Recorder Resource Kit 2 for 5th.  The Recorder Kit 2 has 24 songs for 2 part soprano with optional alto.   Themes & Variations publishes many additional collections for recorders.  The Big B-A-G Book has 19 songs using just BAG, including a theme and variations on Hot Cross Buns.  It’s great for years when students have trouble reading more notes than just BAG.

Recorder Links Canada      Recorder Links USA

MUSICPLAY K-6 ELEMENTARY MUSIC CURRICULUM

Screen Shot 2016-01-11 at 7.56.18 PMMusicplay is an award winning music curriculum for elementary schools. Musicplay is a sequential curriculum with lessons that follow the calendar year. The weekly lesson outlines the new concepts that will be taught, those that will be reviewed, and include seasonal and holiday repertoire. The planning is done for the teacher!

Important concepts are taught through play. Each week in Grades 1-5 a new singing game is featured. Children love music games. This is a text that will have your students really excited about learning music! The songs and games are chosen to teach musical concepts, to teach children about cultures around the world, and to provide songs for special days and performances throughout the school year. The most important factor in selecting songs for this series is that songs appeal to children!  In addition to printed teacher’s guides and Digital Resources Disks, there is now an online resource.  The online resource is free to use until June, 2016 and will be an affordable subscription ($149/year) after that.  There is a wealth of materials on this site.  LINK TO MUSICPLAYONLINE.COM

Elementary Music Report Card Comments

Some of my American teacher friends are already finished school, but for many teachers you are into the home stretch and looking forward to the end of the school year.

Report cards are not anyone’s favorite job, but it’s important to communicate how the students have progressed in music.  If we don’t assess, evaluate and report on what we’ve taught, it’s possible that parents will look at music as a “frill” or “something extra” that we do if we have time, and not as a subject area that’s really valuable to our students.

 A teacher in the Musicplay Teacher’s Group on Facebook asked for samples of report card comments, so I’ve gathered some samples for you to peruse.  Every district (and sometimes every school) has a different reporting policy.  Some allow and encourage lengthy comments, and some limit you to just 1-2 sentences.  Here are some categorized comments:

 Attitude

The student:

  • is an enthusiastic learner who seems to enjoy music class.
  • exhibits a positive outlook and attitude in the music classroom.
  • is a positive influence on other students in music class.
  • participates with enthusiasm when singing
  • participates with enthusiasm when playing instruments
  • shows enthusiasm for music classroom activities.
  • volunteers ideas and suggestions in musical activities
  • strives to always do their best in music class.
  • is committed to doing their best in music class
  • enjoys problem solving and challenges in music class.
  • takes responsibility for their learning in music class.

Behavior

The student:

  • cooperates with the teacher and other students.
  • participates appropriately when playing musical games
  • transitions easily between musical activities without distraction.
  • is courteous and shows good manners in the classroom.
  • follows music classroom rules.
  • conducts themselves with maturity.
  • responds appropriately when corrected.
  • remains focused on the activity.
  • resists the urge to be distracted by other students.
  • is kind and helpful to everyone in the classroom.
  • sets an example of excellence in behavior and cooperation.
  • shows respect for teachers and peers.
  • treats the instruments with care and respect.

Participation

The following comments are leveled.

1 – Developing

  • Beginning to participate appropriately and actively in music class.  Requires frequent teacher reminders.

2 – Satisfactory

  • Sometimes participates appropriately and actively in music class.  Requires teacher reminders.

3 – Proficient

  • – Participates appropriately and actively in music class.  Occasionally requires teacher prompts.

4 – Excellent

  • Participates appropriately and actively in all music classes.

Skills

The following comments are leveled.

1 – Developing

  • Beginning to perform some instrument and singing parts with teacher support

2 – Satisfactory

  • Can perform some instrument and singing parts with teacher support. 

3 – Proficient

  • Can perform instrument and singing parts.  Requires prompts from the teacher.

4 – Excellent

  • Can perform all instrument and singing parts independently.

 Concepts

The following comments are leveled.

1 – Developing

  • With teacher support, beginning to read, write, and identify some grade level beat and rhythm concepts.

2 – Satisfactory

  • With teacher support, reads, writes, and identifies some grade level beat and rhythm concepts. 

3 – Proficient

  • With teacher prompts, reads, writes, and identifies all grade level beat and rhythm concepts. 

4 – Excellent

  • Independently reads, writes, and identifies all grade level beat and rhythm concepts.

 

Great Apps for Elementary Music Classes

Whether you have a class set of iPads, just a teacher iPad or your personal iPhone or Android phone, you can make use of many different apps to enhance your PreK – Grade 6 music classes.

If you have a teacher iPad, you can use iDoceo as your grade book, planner, seating plan.  It takes time to set up, but once it’s done, it really helps with organization.   https://itunes.apple.com/ca/app/idoceo-teachers-assistant./id477120941?mt=8

A great app for vocal warmups is “Vocal Warmups for Singers or Choirs.”  This app has 5 different sets of warmups that each include a physical warmup, breath awareness, breathing, range, diction and a jazz warmup.  Each warmup begins with a female and male vocal model who drop out after 3 or 4 repetitions.  Your students then continue the warmup with the accompaniment only.  It’s available for iTunes and Android devices.

iTunes  https://itunes.apple.com/ca/app/vocal-warm-ups-for-singers/id597200553?mt=8

Google https://play.google.com/store/apps/details?id=com.singsys.vocalwarmups

Rain Rain Story app, is a sound story that uses a rain poem and the song, “Rain Rain Go Away.”  Students add accompaniment to the poem creating a rain soundscape, then accompany and sing the song each time it occurs in the song.  Interactive activities include 4 rhythm instruments to try out with the poem – students can decide which sound they like the best.  There is an ear training section where students hear a so-mi-la pattern from the song have to choose the correct pattern from three that are shown.  The last interactive activity is a xylophone, on which they can learn to play the song.  This app is great for teachers to project the story.  Students would benefit from doing the ear training on individual iPads.

iTunes  https://itunes.apple.com/ca/app/the-rain-rain-story-app/id638746145?mt=8

Google   https://play.google.com/store/apps/details?id=com.denisappstore.rainraingoaway&hl=en

Learn and Play Recorder is an app that is a complete beginner recorder program.  Students are introduced to the recorder, taught the letter names and note values and can practice them in an interactive activity. There are 39 songs with accompaniment that can be paused or stopped.  A fingering chart is included.  This is an excellent and carefully sequenced beginning recorder program.  A lite version of this app – Learn and Play Recorder Lite – will be available very soon.  Kids will get the first 8 songs for free, and if they want more, there’s an in-app purchase.

iTunes    https://itunes.apple.com/ca/app/learn-and-play-recorder-2/id850408047?mt=8

Google    https://play.google.com/store/apps/details?id=com.learn.play.recorder

Learn and Play Recorder 2 is an extension to the Learn and Play Recorder program.  Students review the notes learned, using 2 part soprano recorders with an optional alto.  This program introduces F# and Bb.  There are 24 songs for 2 part soprano, and the full score with 3 parts – 2 soprano and alto – is also included.  The accompaniments are included and can be paused or stopped and rewound.

iTunes    https://itunes.apple.com/ca/app/learn-and-play-recorder-2/id850408047?mt=8

Google  https://play.google.com/store/apps/details?id=com.recorder.v2&hl=en

There are some fun apps for practicing the names of the notes.  Flashnote Derby is great – https://itunes.apple.com/ca/app/flashnote-derby-musical-note/id453126527?mt=8  I bought it when it was .99 – it’s up to 2.99 now!  Note Squish is also fun!  https://itunes.apple.com/ca/app/note-squish/id381536270?mt=8  Note Name Match Game is a memory game – students match the letter name to the note on the staff.  There are 10 levels for treble clef and 10 levels for bass clef.  It starts with just space notes, then just line notes, then notes on the staff, then extends above and below the staff.

iTunes   https://itunes.apple.com/ca/app/note-name-match-game/id693109355?mt=8

Note Name Memory Game – Google   https://play.google.com/store/apps/details?id=com.deniseAppStore.notename

Garage Band is an app that is excellent for students from about Grade 4 and up.  Students can create their own compositions.  It’s an incredible buy for $4.99!  https://itunes.apple.com/ca/app/garageband/id408709785?mt=8

Planning your Holiday Concert

Musicplay Holiday Newsletter – Dec. 2003

As many of you are finishing preparations for your holiday concert, it seems like a good time to give you some ideas for making that holiday concert FUN instead of just STRESS!

Planning and Delegating Responsibility: At a staff meeting early in the fall, discuss how the holiday concert will be handled. Administration should make it clear to staff that this is a school event – not the music teachers big show. All staff should be expected to help with planning, and all should be expected to attend. A coordinator for the concert is required – usually the music teacher – , but if the school is supportive, the music teacher in the school isn’t burdened with doing everything. The following tasks could be delegated:

Backdrop: One teacher or parent can take responsibility for preparing and putting up the backdrop. Simple backdrops are good. You can purchase white tarps from Home Depot. If you make your backdrop somewhat generic, you can recycle them. We painted “Happy Holidays” on half of the white tarp and stapled garland around the edges. The garland probably won’t last forever, be we don’t have to redo the sign each year. If you don’t want the same backdrop every year, create 3-4 different ones and cycle them through. We don’t have to reinvent the wheel each year!

Sound System: One teacher or parent is responsible for locating a good quality sound system, with 4 mikes: 2 for the choir, and at least 2 for soloists. If the school doesn’t have a good sound system, try renting one. If you’re in a rural location without rentals, a local dance band may have a PA system they would loan you or rent to you. Have a backup plan! Borrow a karaoke machine to have on stage so you have a backup in case your sound system crashes in the middle of your concert.

Risers: One teacher or parent should be responsible for borrowing and/or setting up risers.

Stage Helpers: A couple of stage hands for the night of the concert should be found. There is always something that needs to be adjusted, and the concert co-ordinator doesn’t have enough hands to do it all. I often have a few responsible fifth graders become my stage hands. Some of the kids that really don’t like speaking parts, make great stage helpers! The stage helpers should remember to bring some emergency supplies in case of accidents:

* paper towels (vomit, leaky bladders)

* big garbage can, big garbage bags

* clorox wipes, rubber gloves (vomit)

* broom and dustpan (broken flashlight candles)

  • kleenex (bleeding noses, runny noses)

Scene Rehearsal: Even when there is a music specialist every classroom teacher should provide extra rehearsal time for their own classes. The music specialist can make a CD of the class’s song or a YouTube video, for rehearsal purposes so the classroom teachers can help. (Themes & Variations Christmas programs allow you to do this – please check copyright regulations on other publications before copying anything!)

Classroom teachers can use music or phys-ed time to rehearse songs and dances. When they have them learned, bring in the concert coordinator to help with entrances, exits and staging. Ask all staff members to prepare the children for the “what if’s” that can happen. If you are the music specialist, allow time to go through this with all children who will be in the concert.

* “What if – you have to puke?” (Get to the garbage can at the side of the stage if you can!)

* “What if – you have to go the bathroom?” (Use bathroom before show. Don’t drink pop!)

  • “What if – you feel woozy?” (If you feel woozy when on stage, just sit down and put your head between your knees.) At least they won’t fall off the top riser!

Costumes: Meet with the concert co-ordinator to plan costumes for each group. The co-ordinator or the classroom teacher should determine determine what costumes and props are needed. Decide who will be sending notes home to parents with details of what their child should wear. Keep it simple! The easier the better. Sometimes just a hat will give the class the look you want.

Program: One teacher or parent should take responsibility for printing the program and for handing it out at the door (or choosing students to do this) at the actual concert.

Publicity: One teacher or parent should take responsibility for sending notes home giving the date, time and location of the concert.

Supervision Backstage: The concert coordinator will be in the wings, coordinating entrances and exits. Two teachers will be needed backstage to ensure that groups are ready to go on, on cue. All classroom teachers will be needed to supervise their children off stage. This is probably going to be the toughest hour of the school year. I had 90 children backstage one year. I played Concentration, Stella Ella Olla, and Topnotcher with them and managed to have fun while we waited. Directions for those 3 games are in “Singing Games Children Love” Volume 1 and 2, published by Themes & Variations. Videos don’t work well, unless you have a very large screen and a loud sound system. Taking children back to their own classroom and playing board games seems to be a good solution also.

Concert Setup: The concert coordinator will need some release time from regular classes to organize the setup of the stage area. Be sure to ask in your newsletter for parent volunteers to help with this. The backdrop needs to be put up, and all student art work that you can display, should be put up. A final check needs to be made that all props are ready to be taken on stage from the wings. There are 2 things that parents hate at a Christmas concert – not being able to see their child, and not being able to hear what is being said and sung. Check and double check your sound system, and use risers so your students are all seen!

Photos/Videotaping: Ask a staff member to find a parent volunteer to take photos and videotape the concert. You might have a staff member that takes great photos and give her the job.

Cleanup: One year I forgot to delegate a clean up crew, so guess who ended up cleaning up? Don’t forget to have teachers and parents who are responsible for taking down the backdrop and art work, loading instruments and props into vans, and returning them to school or to classrooms.

Concert Co-ordinator: You still need a concert co-ordinator to bring the whole show together. Email makes communication with the staff a lot easier than it use to be, so use it frequently so that all staff knows what is going on. This is the co-ordinators checklist:

Concert Date: ____________________________________________

Location: ____________________________________________

Time: ________________________

Grades Involved: _________________________________

Staff Member in Charge of: Verified/Done:

Backdrop: ____________________________________________ ____________

Sound System: ____________________________________________ ____________

Risers: ____________________________________________ ____________

Stage Helpers: ____________________________________________ ____________

Costumes: ____________________________________________ ____________

Program: ____________________________________________ ____________

Publicity/Notes to Parents: ____________________________________________

Supervision Backstage: ____________________________________________

Concert Setup: ____________________________________________ ____________

Photos/Videotaping: ____________________________________________

Cleanup: ____________________________________________ ____________

Concert Etiquette: Sometimes parents need a little education about concert etiquette. This may be especially true in schools where parents rarely attend concerts. Talking during performances, leaving the concert early, having CEL phone conversations are not infrequent complaints about parents in school concerts. To help to educate your parents, you might consider having a couple of students or the first class on stage read a poem at the beginning of the concert.

Concert Etiquette Rap    by Denise Gagne and Denese Odgaard

Welcome to our concert – we’re really glad you came.                                                                    We will listen carefully – we hope you do the same.

Some of us are really small – our voices aren’t too strong.                                                                If you’re really quiet – you’ll still hear – you won’t go wrong.

We have a few suggestions to make this fun for all.                                                                     Please turn your CEL phones off so they don’t ring inside the hall.

If you really have to go, please leave when there’s applause.                                                      You may enter once again – when there is a pause.

Save the hoots and hollers for when you’re at the game.                                                              When you’re at a concert, it isn’t quite the same.

If your baby’s crying and it’s really, really loud,                                                                             Please take them out until they’re calm – this time it is allowed!

We hope that you will stay and watch until the very end.                                                                We really will appreciate this – our thanks to you we’ll send!

When the concert gets closer, the stress level in the school rises. Remember who we’re doing the concert for – it’s all about giving the children a chance to perform! Ask someone in their 20’s what they remember from the second grade. The chances are really good that they’ll remember doing a Christmas concert. This is an event they will remember for a long, long time. It doesn’t matter if the choir on the risers is a little off centre or if one child sings the wrong words – what matters is that it’s a positive experience for every child.

Preschool Music Lesson, May 6, 2014

This class was taught to 3, 4, and 5 year old students in a Montessori school.   This was the second in  a series of 5 lessons that I’ll be doing with them.

Beat/Name Chant:  We started the class with our beat and name chant. I reviewed the beat chant.  Beat, beat, feel the beat.  Say hello to those you meet.

I kept the beat with the castanets today.  I have the plastic ones that pop open after you click them, so could keep the castanets on my hand and have the children tap them.  I told the children what the instrument is called and that they used to be made of wood, but now are sometimes made of plastic.  I showed them how to play it and told them that they’d all get to try it when they said their name. I held the castanet in the palm of my hand and the children played the castanet when they said “ My name is ____” and the class echoed “Your name is _________.”  At this point with the 3-4-5 year olds, I’m modeling how to keep the beat as we chant.  A few of the children are correctly tapping the beat, but many are not.  After 4 children, we said the 4 names in a row, partly to keep the beat, but also so I have a better chance of remembering the names!     (5  min.)

Vocalise with pipe cleaners:  – hold the pipe cleaner and move from top to bottom, saying ah as you move. – make the pipe cleaner into V and say Vvvv as you move ver the V shape.   – add a pipe cleaner across the upside down V and make A.  Say Aaaa as you show how to print the letter.  Be sure to show the formation of the letters in the same way that you print them.  (1 min.)

Short Letter A song – review from last week.  (30 sec)

Alligator Alarm song – review from last week.  Invite the children to children to choose new body parts for Alligator Al to eat.  (many squeals and excitement)  Some of the kids wanted to blurt out the body parts.  I found a child who had a hand up, and thanked them for having their hand up and asked them what they’d like Alligator Al to eat.  We ended up eating clothes, shoes, ears.

Vegetable cards – Mistake.  I gave each child a card and we spent more time discussing what the vegatables were than making music with them.  Suggestion for next time:  Put 4 cards in the pocket chart, and name them, then chant them with body percussion or instruments.  I wanted to have the children suggest sounds for their vegetable, but we’ll have to do this as a class this week.  (tomorrow’s lesson)

John the Rabbit:  I took vegetables from 4 kids, and we sang John the Rabbit substituting the vegetables chosen from the ones in the song..  I skipped the end of the song – it’s a little morbid.  I just shooed the rabbits out of my garden and picked out some new vegetables.

One Green Jellybean song:  I sang the song for the kids, then played the recording and doing all the movement.  They needed the jumping after getting all excited playing John the Rabbit and jumping in the garden.  (3 minutes)

Little Rabbit Foo Foo – Last week we sang the song.  This week, I brought in the storybook, and we modified the words of the song to match the pictures.  I kept to the words of the song as much as possible thought.  (3 minutes)

Rain Rain Go Away – I played the song on my mini-glock.   I talked about the weather – it had rained and snowed all weekend, so we sang both Rain, rain, go away and Snow, snow, go away.     (1 minute)

Egg Shakers – I explained that when I give out the eggs, I wanted everyone to wait until everyone had one before anybody picked them up.  One child started before they were all given out and a gentle reminder was given to wait.  As soon as everyone had an egg we chanted:

Shake the eggs quickly, quickly, quickly.  Shake the eggs quickly, quickly,stop!                                2.  slowly     3. Quietly    4. Loudly

I found one child who stopped when they were supposed to, and complimented her on stopping right away.  This really helps improve the behaviour of all the other children!

We said the poem, Chorus:  Shakin’ Eggs.  Shakin’ eggs.  Shakin’ eggs.  I got no bacon I got shaken’ eggs. (repeat)  Shake it up high.  Shake it down low.  Shake it real fast.  Shake it real slow.                       Chorus:  Shakin’ eggs.  Shakin’ eggs.  I got no bacon I got shaken’ eggs. (repeat)                                                        Shake it real quiet.  Shake it real loud.  Shake it any way that you’re allowed.                                 Chorus:  Shakin’ eggs.  Shakin’ eggs.  I got no bacon I got shaken’ eggs. (repeat)

When we put the eggs away, I sing, “bum bum” to so-do.

Goodbye ________, See you next week. Is our goodbye song, but because they gave me a muffin for Mother’s day, we didn’t have time.

Happy music making with your preschool students!  If you have some great lessons, send them to me and I’ll post them.