Category Archives: Lesson Plans

Engaging Activities for Gr. 4-6 Music Classes

Every music class is different. The song that might be the favorite of one class of Grade 4 students, another class might not like. If I introduce a song or activity and the students really dislike it, I’ll put it aside for another year.

What do I do with the (fortunately very rare) student who says that they don’t like music. Does every student like math? reading? art? Music is a required part of the curriculum, just like math, reading, and art. There are skills that they are expected to learn, even if it isn’t their favorite subject. As a teacher, I’m expected to write report cards, do outdoor supervision and attend staff meetings — even if those aren’t my favorite things to do. This is life.

What do you do with the kids who want to listen to pop songs and don’t want to sing folk songs? In language arts do the students read Archie comics? No – they read literature that has been selected because it’s “quality” literature. In music class will I teach pop songs? Sometimes, for a specific purpose, I will. But I would never teach just pop music, any more than I would feed a child junk food for breakfast, lunch and dinner. Folk songs have survived for hundreds of years because there is something in them that is timeless and they teach us not just musical skills, but teach us about our past.

There are some games and actitivities that are always favorites! If you start the year with activities that the students really enjoy, you’ll have more success introducing new activities.
Find all of the singing games listed below at www.musicplayonline.com . There will be song videos AND there will be kids demo videos available to help you learn how to play the game.  Get more information on the Musicplay curriculum at http://musicplay.ca/.

 

Favorite Games
Musicplay 4
* Wake Me! Shake Me!  – create a B section
* Good Morning (#5) – what my students liked most about the game was introducing themselves
* Cut the Cake (#28) – every student I’ve ever taught loves chase games
* Sarasponda (39) – kids love the stick game, especially the toss
* Ma Ku Ay (#22) – kids love the stick game – they’d borrow rhythm sticks at recess to practice
* Pass the Pumpkin (26) – the challenge of doing the rhythm chain keeps kids engaged
* Stella Ella Olla (#34) – my students would play this game every music class from Sept – June! Loved it!
* Categories (#64) – this game took a few classes until they “caught on” but we’d often use it after that.
* My Bonnie (#35) – going up and down each time there’s a B is fun!

Musicplay 5
Concentration (#2)
Ickle Ockle (#8) – the song is simple, but the kids love the chase!
Four White Horses (#10) – the clap pattern is tricky to teach, but not really that hard and the kids like the challenge.
Button (#13) always engaging – they have to see if they can guess
Our Old Sow (#28) my students favorite game!
Green Sally Up (#33) – this is a clap game with a handshake. The creating was fun too!
Old Maid (#46) – fun stealing partners
Waddally Acha #88 – fun with the Boomwhackers

Musicplay 6
Dollar #19 – played like Button, it’s an engaging game
COFFEE #46 – try the tennis ball routine with the round – fun!
Hanky Panky #30 – this is played like Stella Ella Olla
Un Elephant #117 is the same kind of game with French words.

Creating Activities – Using the singing game song as a theme, have students create a B section.  If you have Orff instruments, teach the Orff arrangement, then have students improvise melodies using a tone set from the song as a B section.  If you don’t have Orff instruments, create ostinatos using ideas from the song and try song + ostinato.  Or, create word rhythms with ideas from the song, transfer to body percussion or unpitched instruments as an introduction/ending to the song or as a B section.  The Orff Source vol. 1-2-3 (or the Orff arrangements at musicplayonline.com) have many creating ideas for most of the singing games listed above.

Listening Activities
Listening Logs A teacher from St. Michael’s boy school once wrote and told me that her 5th grade classes favorite activity was to do listening logs. It wasn’t what I would expect, but it was this class’s favorite!
Cup Games – In the Listening Kits 3-4-5 (also listening section at musicplayonline) there are cup games. I like to teach one or two patterns, then have the students make up their own. The only patterns they can’t use are ones that they’ve learned somewhere else – has to be brand new!
Rhythm instrument play alongs – kids love to play rhythm instruments!
Head and Shoulders Knees and Toes – From Listening Fun book.
– kids loved this when we did the videotaping. They really liked all the tennis ball routines as well!

Favorite Songs
Musicplay 4:
This Little Light of Mine – this is familiar, so is easy to teach. I find a sing along song at the beginning of the school year gets the kids singing. It might be that it’s familiar, and they have confidence singing it.
Bats – Kids love the balloon sound effects in this song
Chester – Kids love the challenge of doing the actions as tempo increases
Scotland’s Burning – this is a round that is easy enough for your students to have success in 2 parts. I found adding the actions made it even more appealing.

Musicplay 5
Little Tommy Tinker (#3) – very successful round
Ronald McDonald #17 – fun action song
We Love to Sing #95 – great warmup – stand up each time you sing “We love to sing!”
Shalom #23 – great for Remembrance Day, we added sign language for part 1.
Jack was every Inch a Sailor – #14 – this is a fun folk song and easy to accompany with I and V chords.  There are lots of songs in Musicplay 5 that use just two chords – accompany with ukelele, guitars or . Boomwhackers!   There are too many favorites to list them all! Same with Musicplay 6 – lots of excellent choral pieces!

Activities
beat/rhythm with sticks – Yankee Doodle Stick Game in Musicplay 4 works well If you’ve found other favorite songs in 4-5-6 for doing beat/rhythm switch, please let me know!
Beat Boards – drumming along with pop songs. Get the students to create their own pop song playalongs!
Review note values: draw a whole, half, quarter, eighth on the board. Kids play what you point to.  Do this with a fun pop song in 4/4 time – Sugar Sugar works well. Try this with tennis balls!
Creating rhythm compositions – use the note squares that are in Musicplay 6, or give students a template and have them create their own rhythm compositions. Turn the composition into 2 or more parts by adding an ostinato or playing it as a canon.
Composing piggyback and raps – this unit is part of Musicplay 6. Rap tracks are on CD#4. If you haven’t tried this unit, copy the reproducibles (in the back of the binder worksheets 17-22) and get your kids creating rhythm compositions, verses, then piggyback songs, then raps and rhythm and blues songs.
Pop Song Assignment – Musicplay 6 pg 6-7
Guitar or Ukelele – Many of the songs in Musicplay can be accompanied with instruments. Musicplay 5 includes many songs that can be accompanied with just 1 or 2 chords.
1 chord minor #20, 21, 33,
1 chord major #6, 8, 24, 62,
I-V #2 Concentration, 3 Little Tommy, 10 Four White Horses, 15 Alabma Gal, 25 El Torojil, 26 He’s Got the Whole world, 27 Peace is FLowing, 28 Our Old Sow, 38 Winter is Here, 45 Early to Bed, 54 I’ve a Car, 75 Funga Alafia, 77 Old Woman, 79 John Kanaka, 89 Play that Rhythm, 91 Clementine, 92 I Let Her Go, 96 Boll Weevil .  If you don’t have guitars or ukeleles, you can accompany with Boomwhackers.

Create accompaniments for poems or simple songs: Use word highlights or ostinato to create accompaniments for poems or simple songs

Does music class have to be fun? Practicing scales on the piano or a trumpet isn’t something that I’d call “fun” but I know that I have to do the technique to improve my skills on my instrument. I think that students get a great deal of satisfaction from doing something well – singing well, accurately playing a part on their instrument, creating a movement that looks neat, learning to read a new rhythm. It’s not always “fun” – but it’s very satisfying – and that makes me want to keep doing an activity.

Coming Soon – Ideas for Earth Day!

 

Artie and Denise – in Dulles, VA .  July 17-18, 2018

Join Artie Almeida, Denise Gagne, and Katie Grace Miller for a 2 day elementary music conference that will give you a wealth of ideas and inspiration for teaching elementary music classes. Close to Dulles airport – -GREAT workshop and close to Washington DC for sightseeing! Workshop registration includes a one year subscription to musicplayonline.com – it’s like a free workshops!!!   Register: http://musicplay.ca/

 

Easter Dynamics and Composition Lesson

Find the Easter Basket

A fun lesson for the week before Easter, would be to teach your classes, Find the Easter Basket.  This has always been a favorite lesson for me to teach before Easter.  It’s a great opportunity to review dynamics, including crescendo and decrescendo or diminuendo.

Process:

  • if teaching to K, teach the song by rote
  • If teaching to Gr. 1-5, read the rhythms for the song by projecting the digital resource or musicplayonline.com, read from the student books, or write them on the board.
  • Teach the melody by rote, or if your students can read la so mi, have them read the melody.
  • Explain how the game is played. Don’t let the students shout. If the sound is harsh, have them clap the rhythm of the song softly and getting louder to show where the basket is, instead of singing.
  • Play the game.

Game Directions: Choose one child to hide the Easter basket and another child to look for it. The child who is going to hunt for the basket leaves the room while the “hider” hides it. When the finder returns, the class sings the song, singing softly when he/she is far away from the basket, and singing louder as he gets closer to the basket. The basket must be hidden in plain sight. The game continues until everyone in the class has had a turn to hide the basket or to find it.
If you have a really large class, and kids are getting wiggly waiting for their turn, play the game over two classes. Keep track on your class list of all the students that have had a turn to hide or find the basket. In my classes, the kids get to hide OR find — not both.

Teaching Purpose/Suggestions: This song is included to teach or review dynamics.  Show the dynamics projectables.  (These are in the digital resources, or at musicplayonline these are in the concept slides.  If purchasing as a TPT activity, the slides will be a projectable.)
Older classes still like playing games!

  • For an older class, show them how a simple game song like Tisket a Tasket can be turned into a jazz classic.  Search on YouTube for Ella Fitzgerald’s version of the song.
  • Discuss how the Ella Fitzgerald version differs from the game song given here.
  • Make a Venn Diagram that shows how the versions are similar and how they are different.

Extension:  Create an EASTER RONDO
1.  Teach the Orff arrangement, starting with the bass part and adding as many parts as your students can handle.

This arrangement is from The Orff Source by Denise Gagne
2. Have the students make a pattern using Easter icons
K-1-2:  For the little ones use one sound/two sound cards:
Bunny Chick Bunny Chick.  Bunny Bunny Bunny Chick

2-3-4: For older students use two beat rhythms:
Easter bunny, Easter Bunny, Basket, Chick . (ti-ti ti-ti,, ti-ti ti-ti, ta ta ta rest)

3. Have them play the patterns on body percussion or non-pitched instruments.  Or, improvise melodies based on the rhythm of the patterns on barred instruments. Use the patterns as an introduction to the song, or as an interlude between repetitions of the song.

For the little ones, make a pattern with one and two sound cards.  With your older students, give them cards with two beat rhythms.  I use white CD envelopes to store my cards – then I can easily see with set of cards I have in them.  A tip from Christie Noble and Tracy Stener (authors of Making Music Fun series)- copy sets of cards onto different colored cardstock. (that’s why I used black and white drawings) . Then the kids are less likely to mix up the sets.   I’ve made the cards so they are quick and easy to cut out – make a set of cards for your class in minutes.
I’ll post the word rhythm cards at musicplayonline.com in the printables for Gr. 2 #75 Find the Easter Basket song tomorrow when I have my technicians to help me.
To view The Orff Source visit www.musicplay.ca
To view the printables visit: musicplayonline.com

Obwisana Lesson Ideas to Teach Ties

In this newsletter I’m going to share the process I use to teach ties, using the song Obwisana.  When first writing and recording songs for Musicplay in 1999, the internet wasn’t the wealth of information it is today.  I asked everyone I knew in Red Deer, Alberta (not a very multicultural city in 1999) if they know someone from Africa who would teach me some African children’s songs.  I finally was able to connect with “Nana” who was a health inspector in Olds.  I had some songs in secondary sources, but wanted some that came right from the source.  Nana had been born in Ghana, lived in Botswana, then emigrated with her family to Canada.  She remembered singing Obwisana as a child.  She didn’t have a literal translation for the song, but remembered that it meant, “Grandma, the rock hit my finger.  It hurt.”

Process:
1.  Teach the song, and tell the students what the words mean These projectables are from the Concept Slides in the Musicplay Digital Resource PowerPoints.  They are also in the Concept Slides section at www.musicplayonline.com .

Play the Game!!!  The traditional game is a stone passing game.  I’ve done it that way with students, but when I turned the game into a stick passing elimination game, it because a requested activity!  When doing passing games with grade 2, I start with the pile of sticks in front of me, and pass them out one at a time to my right.  I say, “Pick up, set down” and the child on my right does that.  Then there are 2 children who pick up, set down, then 3, then 4 until the whole class has a stick.  This is the way to get kids to all go in the correct direction when passing!  I mark one stick with tape.  The pattern we used was:  tap, tap, set down (in front of the person on their right), pick up. (pick up the new stick) . We sing the song and at the end of the song, the child with the marked stick is “out” and starts a new circle in the center.  I go into the circle with the first out.  They change sticks so the marked stick stays in the outer circle.  Once you’re in the middle, you’re just playing for fun.  There’s a kids demo video of this in the Musicplay Digital Resource, and at www.musicplayonline.com .

2.  Show where Ghana is on a world map, and show the students what life is like in rural northern Ghana.  My friend, Marilyn Pottage, took these photos on one of her many trips to Ghana.  She runs a foundation that helps provide secondary and university education for girls.  These photos are in the Concept Slides of the Musicplay 2 Digital resources and are in the Concept Slides of musicplayonline.com.

3.  Have the students pat the beats in the song.  I like to have them count the beats, then check if they have them right, on a beat chart.

4. Then I have the students clap the rhythm – the way the words go.  Then we figure out how many sounds are on each beat.

There are a series of beat/rhythm interactive activites at www.musicplayonline.com .  The interactive activities follow the same process.

The interactive activities at www.musicplayonline.com  are awesome BECAUSE they are interactive.  When you press PLAY on “Point to the Beat” – the beats pulse as the song is sung.

3.  Pat the Beats as you sing the song        4.  Clap the words as you sing the song

5.  Be sure your students understand the difference between beat and rhythm.

You can use “Is the drum playing beat or rhythm” to assess formally if students can tell if it’s beat or rhythm.  If you have student iPads or chromebooks, students can use the student login for www.musicplayonline.com . and they can complete the One sound, two sounds or more than one beat activity on their device.

6.  Clap a phrase of the song, and have students figure out how many sounds are on each beat.  In this song, they’ll be figuring out if there are some sounds that last more than one beat.

If you prefer to have hands-on manipulatives for your students, printable manipulatives of the same activities are given in the printables section of www.musicplayonline.com .

The Beat Pointing Page could be used in place of the interactive “Point to the Beat.”

The Rhythm Pointing Page would be in place of “Clap the Rhythm.”

For some songs, I like to give the students a set of the rhythm cards (#3-4) and ask them to re-create the rhythm of the song.  Easy sets include the words of the song, but if I want to challenge the students, I’ll take out the words!    We’ve made the rhythm cards so it’s very quick to copy onto cardstock, then cut out.  I store them in CD envelopes so I can see through the envelope window and know what song the set is for.  The Rhythm Sort worksheet is a written version of an online rhythm sort activity.  Write the Rhythm would be a great assessment.

Should you do every activity for this song?  Of course not.  I’ve given the wealth of activities at musicplayonline so you can choose the activity that meets the needs of your students.  If your 2nd grade are amazing readers, challenge them with a rhythm sort.  If you have a challenging class, or this is the first year you’ve taught these children, they may still need a beat pointing page.

How many lessons will this take?  That also depends on whether your students are struggling or strong readers.  But, I would allow more than one lesson, especially when you want to get kids creating their own music!

Create and Perform:  Whether your students are amazing readers or still struggling, all students should be encouraged to create their own music.  One of the ways that works well, is to have them create with word rhythms.  Two ways to create are given at www.musicplayonline.com .  The first is creating with words or just use the notes.  When class time is really limited, do this as a teacher led activity.

If you have more time, students could do either of these activities on devices, or you could print out rhythm cards or word cards for them to use to create an 8 beat rhythm.

Teacher can model with the interactive projectable above – then it’s easy for students in pairs or small groups to create their own word rhythm, or note rhythm using the cards pictured below.

Assessment:  As with all new concepts, you may want to assess if students understand.  The Rhythm Sort and Rhythm Erase activity at www.musicplayonline.com . are both great.  I might do the rhythm erase first.  Note that we haven’t included the song title.  We did that so you could use it as a mystery song.  The Rhythm Sort is a great activity to do as your assessment of the “Obwisana Unit.”  There is a printable version of the rhythm sort in printables online.

Rhythm Sort worksheet     Create a word rhythm:      Accented Beats

Obwisana Lesson Ideas Screen Cast:  I created a screen cast to show teachers in a video the materials in this newsletter.  I made a mistake though – and didn’t include in the video the Concept slides about Ghana.  So be sure if you teach this lesson, you include the cultural context.   You can watch the video at: https://www.youtube.com/watch?v=TLB99FyylsA&t=5s .  The video includes the kids demo of the game.

Hope you enjoy the screencast and newsletter with lesson ideas on Obwisana!

Denise

Denise Gagne
denise@musicplay.ca
www.musicplayonline.com
(blog) www.denisegagne.com
Musicplay Teachers Group on Facebook!

Next Blog PostChinese New Years lesson and ideas!
If you want a sneak preview, visit www.musicplayonline.com and go the first 4 songs of Musicplay 3.  We’ve removed those songs and replaced them with songs and lessons on Chinese New Years!  (Our programmers are working on a “New” Songs section)

10 Easy Assessments for K-5 Music Classes

If you only see your K-6 music students for 30-60 minutes/week, you have very limited time to assess student progress. In this article, I want to give suggestions that will help you make the most of the limited time that you have.

You should plan your assessments when you create your year plan. If in the first term of your year plan, you decided to focus on steady beat, then your assessments for term one should focus on steady beat. You can’t assess every musical skill and concept each term.

When planning assessments, find out what your school or districts allows or requires on the report card. If you can only report on 3 outcomes, don’t assess 20 outcomes.

In planning assessments, you will want to assess both skills and mastery of concepts. Skills include singing, playing, moving, listening, reading/writing and creating. Concepts include beat/rhythm, pitch, expression (dynamics, tempo, articulation), tone color (timbre), form.

Not all skills and/or concepts have equal importance. The skills that I feel are the most important in K-6 music are singing in tune, and keeping a steady beat. I might assess thost skills every term, and assess the other skills/concepts during the times that I’ve focussed on them.

Ten Easy Assessments:

 1. Outcome: Students sing independently, on pitch.

To Assess: Sing “hello student” on so-mi, so-mi.

Student responds by singing “Hello Mrs. Gagne” back to you.

  • 1.  Developing does not always use singing voice, rarely matches pitch
  • 2.  Beginning occasionally sings in-tune
  • 3.  Proficient Sings in tune most of the time.
  • 4.  Excellent Consistently sings in tune independently.

2.  Outcome: Students sing in the group, on pitch.

To Assess: Play a recording of a song that you’ve worked on that the students should know. For example: The National Anthem or in Musicplay 2, Ridin’ That New River Train. Have the students stand in class list order. Walk down the rows listening to each child sing for 2-3 seconds. Record your assessment in your grading program or on your class list.

  • 1.  Developing:   Beginning to use singing voice
  • 2.  Beginning     occasionally matches pitches.
  • 3.  Proficient      Sings in tune almost all of the time.
  • 4.  Excellent      Consistently sings in tune.

3.  Outcome: Students keep a steady beat when moving to music.

To Assess: Play the song, “Time for Music.” It’s song #1 in Musicplay PreK part 1 and in Singing Games children Love Vol. 3. (also available on iTunes and/or at www.musicplayonline.com) In this song children keep a beat, clapping, patting, tapping, flapping, and drumming on their knees. Have the students sit in class list order, observe and assess as they sing and move to the song. Another way to assess steady beat when moving to music is to play a listening example and have the children find their own way to keep a beat.

  • 1.  Developing:   rarely keeps a steady beat
  • 2.  Beginning     occasionally keeps a steady beat
  • 3.  Proficient keeps a steady beat almost all of the time.
  • 4.  Excellent Consistently keeps a steady beat

4.  Outcome: Students keep a steady beat when playing instruments

To Assess: Sing and play an instrument song such as, Play, Play, Play Along in Rhythm Instrument Fun.  (This is also in Musicplay PreK, and is found online at www.musicplayonline.com)  Have the students sit in class list order and give each child a pair of sticks. Observe and assess as they sing and play to the song. Alternately, play along with a piece of classical music or a folk tune. Find a piece of music that has a tempo approx.. 120 beats per minute.

  • 1. Developing:   rarely keeps a steady beat
  • 2. Beginning     occasionally keeps a steady beat
  • 3. Proficient keeps a steady beat almost all of the time.
  • 4. Excellent Consistently keeps a steady beat

5.  Outcome: Students tap a steady beat on a beat chart

To Assess: Sing a short, familiar simple 16 beat reading song or chant such as Engine #9, Lucy Locket. While they sing, have the children tap the beat on a beat chart. (Download a beat chart for the songs listed above from musicplayonline.com – printables) Have the students sit in class list order, observe and assess as they sing and tap the beat.

  • 1. Developing:   rarely keeps a steady beat
  • 2. Beginning     occasionally keeps a steady beat
  • 3. Proficient keeps a steady beat almost all of the time.
  • 4. Excellent Consistently keeps a steady beat

6. Outcome: Students can read a 4 (or 8) beat rhythm pattern using ta, ti-ti, rest

To Assess: Create a set of 10 or more rhythm flashcards. Go down your class list, having each child read one or two flashcards. Gr. 1-2 – use 4 beat rhythm cards   Gr. 3-5 first report card, have students read 8 beats.

Have the students sit in class list order, observe and assess as they sing and tap the beat.

  • 1. Developing:   rarely keeps a steady beat
  • 2. Beginning     occasionally keeps a steady beat
  • 3. Proficient keeps a steady beat almost all of the time.
  • 4. Excellent Consistently keeps a steady beat

Themes & Variations publishes a set of 100 rhythm flashcards that are printed on colored cardstock.  The color coding indicates the patterns included in the set and helps you to quickly find the set that each class is working on.

Link to Flashcards – Canada   http://shop.musicplaytext.ihoststores.com/category.aspx?categoryID=26

Link to Flashcards – USA   http://shop.musicplaytext1.ihoststores.com/category.aspx?categoryID=62

In www.musicplayonline.com, we’ve taken the flashcards and made this into a very quick and easy to use movie – just press play.  There are 25-35 patterns in each set.   There are fewer patterns for very easy sets as younger classes are usually smaller (we hope!) and more patterns in the harder or longer sets for your older students.  In the easier sets, we’ve given you both 4 beat assessments and 8 beat assessments. You can choose the set that you want to assess.

7. Outcome: Students can notate a rhythm pattern that they hear (ta, ti-ti, rest)

To Assess:   To do music Dictation using cardstock flashcards, I choose five cards at the level I want to assess.  I give the students a piece of paper (I use paper from the recyling in the school) and a pencil (I keep a class set in a container by the door)  and an old hard cover text to write on.  They write their name at the top and number 1-5.  I clap a pattern – they clap it back, then write it down.  I’ll give it a second time if they need it.   I write down my patterns as I go or keep my flashcards in order. Students exchange papers and correct them in class, so I don’t have to take home bags full of marking.  Yay!

Music Dictation at www.musicplayonline.com is done the same way.

Five questions are given.  Pause the movie between questions.  Immediately following the five questions are the answers.  Exchange papers and mark.

 

8. Outcome: Students can sing at sight a melodic pattern

To Assess:   If you use solfege in your music classes, assessing the students ability to read and sing melodic patterns may be an outcome that you choose to assess. In my classes, in first term I might assess the following patterns in term 1: Gr. 1 – so-mi,   Gr. 2 – la-so-mi   Gr. 3 – so-mi-re-do Gr. 4-5 – low la, do-re-me-so-la   Every teaching situation is different, so this may not be an assessment that is relevant to your teaching.  Create or purchase melody flashcards to assess the tonal patterns that you have taught. Melody flashcards are available to purchase from www.musicplay.ca. OR you can use the Solfa Reading videos at www.musicplayonline.com.

9. Outcome: Students can identify singing, speaking, whisper, shouting voices

To Assess:   The Types of Voices lesson in Musicplay for Kindergarten, song #7, This is My Speaking Voice, includes a printable assessment. In this assessment, the teacher uses one kind of voice, and the students circle the type of voice that they heard.

  • 1. Developing:   few answers are correct
  • 2. Beginning     some answers are correct
  • 3. Proficient most answers are correct
  • 4. Excellent all answers are correct

10. Outcome: Students can identify when music is fast or slow

To Assess:   #29 in Musicplay PreK is called Fast or Slow. Eight musical examples are played for the students and the students tell if they are fast or slow. You could use 4-6 of these examples in an assessment.

  1. Mary Had a Little Lamb     slow
  2. Mary Had a Little Lamb fast
  3. Twinkle Twinkle   fast
  4. Twinkle Twinkle   slow
  5. Ring Around the Rosie   fast
  6. Ring Around the Rosie   slow
  7. Eensy Weensy Spider   slow
  8. Eensy Weensy Spider   fast

Give each student a piece of paper (I use paper from the recyling in the school) and a pencil (I keep a class set in a container by the door)  and an old hard cover text to write on.  They write their name at the top and number 1-4 or 1-6. Play the movie to use the musical example but don’t project it.  Pause to allow children to write slow or fast. (or make up a worksheet so they just have to circle slow or fast.) If you prefer, you could play your own examples on a keyboard. Mark the students work for your assessment.

  • 1. Developing:   few answers are correct
  • 2. Beginning     some answers are correct
  • 3. Proficient most answers are correct
  • 4. Excellent all answers are correct

These are just a few possible assessments, but I hope this gives you some ideas for easy assessments that you can do in your music classes, without taking up all of your limited teaching time!

Halloween Music Lesson – Old Mother Witch

Toronto Musicplay Workshop – Nov. 5-6, 2017
Would you like additional lessons like this one?  If you’re in the Toronto area, Denise is doing 2 workshop days:  Sunday, Nov. 5th and Monday, Nov. 6th where she’ll share lessons like this where the students sing, play, read/write, create, listen and move.
REGISTER for Toronto Workshops – Nov. 5 and/or 6th.   Participants will get 2 free months subscription to the online site AND will get great lessons to use in your classrooms.

Halloween Lesson – Old Mother Witch

by Denise Gagne

This is a great lesson for the weeks leading up to Halloween, for Grades PreK – Gr. 4.  It’s found in Musicplay 2, but because the game is fun, and there are many extensions, you can use it with younger and with older students!  When the game is fun, your 4th grade students will still enjoy playing it, especially if you take them outside where they can run.  In the kids demo of this game, there were students in Grades 1-5 playing the game.  If you are in a school that doesn’t talk about witches, change the word “witch” in the song to “Fitch.” Old Mother Fitch fell in a ditch. Picked up a penny and thought she was rich.
There are many extensions given at www.musicplayonline.com!  If you have 4 lessons until Halloween, choose 4 of the extensions.  Use some of the extensions with K-1, and some are better suited to Gr. 2-3 or Gr. 2-3-4.  There is nothing wrong with playing the same game with multiple grades – saves you planning time!
The interactive activities are found at www.musicplayonline.com.  If you don’t subscribe to the online site, you can do the same activities without the interaction.  Many of us have taught before technology and with technology – you can teach all these suggested activities very successfully without technology.  It’s just easier for you and may be more engaging for your students with the technology.
If you haven’t used the online site .  www.musicplayonline.com, you’ll get a free month when you subscribe.  If you tried it before these activities were created, and would like to try it again now, email denise@musicplay.ca to get a free month to try again.  The beat and rhythm activities illustrated below, have been created for over 150 reading songs in Gr. K-6.  New activities are created each week!

Process:
Game Directions:
Formation: The children are lined up on one side of the gym. One child (or the teacher) is chosen to be the “witch” and is in the middle of the gym.
Directions:
The children sing the song.
The witch asks “Are you my children?”
The children reply softly “No we’re not!” (piano)
The witch asks “Are you my children?”
The children reply in a louder voice “No we’re not!” (mezzo piano)
The witch asks “Are you my children?”
The children reply in a loud voice “Yes we are!” (forte)
The children try to run past the witch to the other side of the gym without being tagged. When they are tagged they become “witches” also, and try to tag the rest of the children as they cross the gym. This game works best
in the gym or outside between soccer goal posts. In a small room I restrict the witch to tagging only one child each time, and instruct the witch to tag a child who’s really trying to get away. If you are in a school that doesn’t talk about witches, change the word “witch” in the song to “Fitch.” Old Mother Fitch fell in a ditch. Picked up a penny and thought she was rich.
Interactive Beat and Rhythm Activities
We’ve created interactive beat and rhythm activities for more than 150 songs in Musicplay k-6.  Use these activities to teach, practice or assess your students understanding of beat and rhythm.
1.  Beat Pointing Activity:  Press Play – as the song is sung,
point to the Beat and the beats pulse.
2.  Clap the Rhythm Activity:
Press play – sing and clap the words.  This is the “rhythm.”
3.  Beat and Rhythm switch game.  Use this game to observe and assess if your students understand the difference between beat and rhythm.  Students pat or step the beat when you point to the heart.  When you point to the hands, they clap the rhythm.
4.  Beat or Rhythm Differentiation / Assessment Activity
In this activity press play, and you’ll hear a drum playing either the beat or the rhythm.  If you answer correctly, the box goes green.  You could do this as a written assessment of student understanding of the difference between beat and rhythm.
5.  Sounds on a beat:  Is it one sound or two?  (Icons).  Do as a class activity, or have students do it individually on iPads or Chromebooks.  (email denise@musicplay.ca if you’re a subscriber to the site and don’t know the student login)
6.  Sounds on a beat – notes:
Is it one sound or two?  (notes and rest) . You notate the rhythm of the song.
Rhythm Sort:  This is another way for students to figure out the rhythm of a song.  You can do this as a class activity OR individual activity on devices.
 
Rhythm Erase:  I like to do this a few weeks after I’ve taught the song.  No song title is shown, so after you’ve completed the Erase activity, ask the students to identify the song.  I call this “Mystery Song.
Halloween Word Rhythms:  This activity can be used with any Halloween song.  With student input, create a word rhythm with Halloween words.  Then, transfer the word rhythm to body percussion or unpitched instruments.  When you decide how to play it, you can use it as an introduction to the song. You could use the song as your A section, the word rhythm as a B section – then decide how to perform the song:  ABA or AB, or ABAB.  You could use the word rhythm as an ostinato.  These extensions turn a simple song into a springboard for many creative activities.
Tone Ladder:  The song Old Mother Witch uses only the notes so and mi. Select those notes on the tone ladder, and point to so and mi as the students sing the song.  (Click on a letter to make it disappear)
Note Name Challenge:  Drag the letter to the basket to name the note.  The “basketball” needs to touch the upper left edge of the basket to “stick” there.  If you teach letter names, do this activity.  If you teach solfa notes in K-3, do the Solfa Challenge instead.
Solfa Challenge:  Name the solfa notes in the song.  If you haven’t learned solfege, press Play Song, and the song will be sung in solfa notes
Orff Arrangement:  The Orff arrangement is found in the Printables Box online.  Teach the Orff arrangement, and create B sections using the Halloween word rhythms.  If you don’t subscribe to the online site, the Orff arrangement is available in the collection, “The Orff Source.”
This assessment is in printables of the online site.  It’s intended to use as a quick so-mi practice exercise.  The Checkup can be used to assess if your students can identify a rhythm pattern and/or a solfa pattern that you play for them.  Don’t use this assessment until you’ve taught your students la, so, mi – so grade 2-3-4, not gr. 1.

The piano arrangements for every song are given in the “Arrangements” section of the online site.

If you don’t subscribe, the arrangements for all of Musicplay are available in 7 volumes:

Canada – http://shop.musicplaytext.ihoststores.com/productinfo.aspx?productid=PA7

USA – http://shop.musicplaytext1.ihoststores.com/category.aspx?categoryid=115

The ukulele and guitar arrangements are online for every song in the program.  If you don’t subscribe, the arrangements for all of Musicplay are available in 7 volumes:Canada – http://shop.musicplaytext.ihoststores.com/productinfo.aspx?productid=797USA – http://shop.musicplaytext1.ihoststores.com/productinfo.aspx?productid=797

The interactive activities illustrated in this post are found at www.musicplayonline.com.  If you don’t subscribe to the online site, you can do the same activities without the interaction.  Many of us have taught before technology and with technology – you can teach all these suggested activities very successfully without technology.  It’s just easier for you and may be more engaging for your students with the technology.
If you haven’t used the online site .  www.musicplayonline.com, you’ll get a free month when you subscribe.  If you tried it before these activities were created, and would like to try it again now, email denise@musicplay.ca to get a free month to try again.  The beat and rhythm activities illustrated below, have been created for over 150 reading songs in Gr. K-6.  New activities are created each week!

Outdoor Music Classes

We’re down to the last 2 weeks of school for Canadian teachers, and this can be a tough 2 weeks to get through. Taking your classes outside can give you some welcome sunshine and fresh air, and give you an opportunity to do some activities that don’t work as well inside.
I’d suggest that outside to save your voice from vocal strain, you use a portable microphone. You can order a Chattervox online – http://www.chattervox.com. (Themes doesn’t sell them any longer) .  If you don’t wear a microphone, consider taking a coach’s whistle with you and develop some hand signals with your class.

Singing Games, especially the chase games, are more fun outside than indoors. If you use www.musicplayonline.com you’ll notice that some of the kids demos were done outside.

These are some of the chase games I’ve played very successfully outside.
Lucy Locket – Musicplay1

Lucy Locket Chase Game

 Other favorite Chase Singing Games includes:
Cut the Cake – Musicplay 4
Ickle Ockle – Musicplay 5


Our Old Sow – Musicplay 5
Let Us Chase the Squirrel – Musicplay 2, 4
Hill Hill – Musicplay 2
Directions, music and kids demo movies for all the games is found at www.musicplayonline.com.
OR – purchase the Singing Games Children Love collections:
USA – http://shop.musicplaytext1.ihoststores.com/category.aspx?categoryID=59
Canada – http://shop.musicplaytext.ihoststores.com/category.aspx?categoryID=116

Recorder Composition .  30 recorder players composing at the same time could drive you crazy in the classroom. But outside, students can improvise and compose melodies in their own space and using the template in the Recorder Resource Kit, they will create compositions that are playable and musical.

Recorder Composition Template

Boomwhacker Composition    Divide your students into groups, give them pentatonic Boomwhackers and invite them to create a rhythmic composition with movement. (Melodic composition is possible, but takes longer) My students really enjoyed this and all groups were on-task, engaged, and successful. We did this for 2 periods, then groups performed for each other.

Boomwhacker Composition

Drumming or Bucket Drumming .  I’ve been teaching bucket drumming in several elementary classes this month. It’s tons of fun, but would be fun to teach outside. You wouldn’t have the ability to project music to teach, so you’d have to plan to teach everything by rote.

Summer Workshops 2017

Artie and Denise #8 in Las Vegas – workshop to be held at University Methodist Church.  There’s still space in this workshop, and flights are still cheap!   Our hotel rooms at Treasure Island are just $59 (+25 resort fee).  We’ve got great sessions planned, and you’ll get a certificate with 16 hours of PD

Edmonton – August 24, 2017
Calgary – August 28, 2017
Toronto – August 30-31, , 2017
Langley, BC – Oct. 20th, 2017
Register online at www.musicplay.ca

Get Kids Moving, Learning, Behaving

July 24-25, 2017 – Artie and Denise Workshop #8 in Las Vegas, NV
REGISTER online!  USA teachers .                 Canadian Teachers

Get Kids Moving, Learning, Behaving
Music teachers have always known that movement is an essential part of our music classes.  Dalcroze Eurhythmics teaches concepts of rhythm, structure, and musical expression using movement. (as is common in Orff and Kodaly approaches)  In this article, I’m going to give examples of music to teach concepts, and movement to “get the wiggles out.”   Kids today have a much harder time staying focussed and attention spans are really short.  Giving kids in your music classes a quick movement break is great for moving to the beat AND great for getting the wiggles out.  As the countdown to the end of the school year progresses, behavior worsens.  A fast paced music lesson, with frequent movement breaks to wear them out, will help to manage the behaviors in your classroom.

Researcher Terrence Dwyer is one of many who have conducted multiple studies suggesting that exercise supports success in school. His research found that exercise improves classroom behavior and academic performance (Dwyer, Sallis, Blizzard, Lazarus, & Dean, 2001).  An excellent article – Move Your Body, Grow Your Brain – is found here:  https://www.edutopia.org/blog/move-body-grow-brain-donna-wilson.

A very quick exercise that can help focus your students is Superbrain Yoga. In research doing this simple exercise improved test scores of ADHD children by more than 20%.  It takes about 3 minutes of class time – a small amount of time if it will help your students to pay attention! Find Info Here

 In Musicplay, there are many movement activities.  I added many new movement activities to Musicplay for Kindergarten in the 2013 revision.  (Updated lessons are online at www.musicplayonline.com.  If you have a pre-2013 version, send a photo of your guide and I can send you the new guide as a PDF.  email denise@musicplay.ca)

 Movement Activity 1 – Move and Stop     (Musicplay for Kindergarten)
Objective: beat/no beat, same/different, quiet/loud, fast/slow
This is an example of a movement activity to teach concepts.  In this movement activity, the students will explore moving when the teacher plays the woodblock or drum. When the teacher stops playing, the students stop and freeze. Tell the students, “Make your feet do what the drum plays. When the drum stops, you stop.” Each pause should be a different length. Students love the anticipation that builds while they wait for you to play a new pattern. Ask the students to tell you when there is a beat and when there is no beat. Mix up the patterns. Sometimes play the same pattern twice. Vary the length of the patterns. Play the patterns at different tempos. Try playing with different dynamic levels and observe if the students respond with movement to show the different dynamics. Repeat this activity frequently. Later, try playing a piece of instrumental music and have students move when you play it, and stop when you pause.

The Jig Jig Jiggles is a great movement break and is great for reinforcing steady beat, and for teaching about fermata.


I got the jig jig jig jig jiggles. I got the jig jig jig jig jiggles.
My momma and my daddy want me to be still….. But I love the jig jiggles and I always will!
I got the wig wig wig wig wiggles. I got the wig wig wig wig wiggles
My momma and my daddy want me to be still….. But I love the wig wiggles and I always
Ooo feeling fine.  I can’t get the jiggles out of my mind.
Oo oo feeling fine.  I love the jig jiggles, do them all the time.

I got the hop hop hop hop hoppin. I got the hop hop hop hop hoppin.
My momma and my daddy want me to be still….. But I love the hop hoppin and I always will!
I got the bop bop bop bop boppin. I got the bop bop bop bop boppin.
My momma and my daddy want me to be still….. But I love the bop boppin and I always will!
Ooo feeling fine.  I can’t get the jiggles out of my mind.
Oo oo feeling fine.  I love the jig jiggles, do them all the time

WATCH a MOVIE of Jig Jig Jiggles
Source: Primary Dances and Singing Games – available as print book/CD or download .

  USA Site:            CANADA Site
(This song will be posted to musicplayonline.com as part of Musicplay PreK)

MUSICPLAYONLINE.COM – NEW MOVEMENT SONGS
There are some new movement songs at www.musicplayonline.com
Musicplay PreK Pt 1 – #6
SHAKE IT TOGETHER
Shake and shake and shake it together.  3x
Everybody shake!  Doo doo doo, Doo doo doo, Doo doo doo doo doo.
2.  Jump and jump and jump it together, 3x
Everybody jump!     Doo doo doo, Doo doo doo, Doo doo doo doo doo.
3.  Twist and twist and twist it together, 3x
Everybody twist.    Doo doo doo, Doo doo doo, Doo doo doo doo doo.
4.  Hop and hop and hop it together, 3x
Everybody hop!     Doo doo doo, Doo doo doo, Doo doo doo doo doo.

 

WATCH a MOVIE of SHAKE IT

There are some great movement songs for older students in Musicplay!    Some of my favorites:

Musicplay 3 #37 We Come From Pluto.   (Also in Action Songs Children Love Vol. 2)
Musicplay 4 – # 6  Chester   (Also in Action Songs Children Love Vol. 3)
Musicplay 4 – #35 My Bonnie    (Also in Action Songs Children Love Vol. 3)
Musicplay 5 – #95 We Love to Sing. (Also in Action Songs Children Love Vol. 2)
Musicplay 6 – #76 A Ram Sam Sam  (Also in Action Songs Children Love Vol. 3)        ACTION Song Download – USA site         Canada site – Action Songs

 Movement Songs Children Love is an old favorite collection of movement songs. – some of the songs are in Musicplay – if you don’t have Musicplay, this is a collection you’ll love!  One Green Jellybean is a great song for Easter.
Source: Movement Songs Children Love – available as print book/CD or download           USA Site:                CANADA Site:  

 Movement to Classical Music
Listening 1 #29 – play the Copycat Game or lead the students in different ways to keep the beat.
– a kids demo is available at www.musicplayonline.com “Keep Beat Kids”
Listening 1 #36 Gigue – there is a kids demo of the Copycat Game
Listening 1 #37 Gigue – there is a kids demo of the Copycat Game
There are many movement activities in the Listening Resource Kits (and the online site) that will get the kids exercising, keeping a beat, and helping their brains grow!

 Moving to music is an essential part of your music classes.  Use movement breaks to help the kids maintain focus and to wear them out enough that they’ll sit and listen for you.

The online resource is www.musicplayonline.com
Create an account and get one month free!

Current subscribers – To thank you for subscribing, we are going to give you an extra month on every one year subscription!  (online renewals only)  When you’re ready to renew your yearly subscription, email denise@musicplay.ca for your discount code.

  New at www.musicplayonline.com .
*  Beat/Rhythm Activities for Gr. K-1-2!   Coming soon, beat/rhythm for Gr. 3.  
* Did you know we have an EXTRA Listening section?  Go to Listening on the left menu.  Select the Extra tab.  There are instrument demo movies, So-me Storybook movies (all 12 stories!) and for band teacher, movies explaining how to care for your instrument.

New activities are being posted every week at    www.musicplayonline.com

Dynamics Lesson Plan for Spring

Dynamics Lesson Plan for K-5 Music Classes

Lesson is from the Musicplay 2 curriculum.  For info visit www.musicplay.ca

Materials:
1.  Find the Easter Basket  Song #75 Musicplay 2
2.  Dynamics printables, Pop Quiz, Sort the Dynamics activities at musicplayonline.com

Objectives:
1. The students will identify when the music is quiet and when the music is loud
2. The students will define crescendo and decrescendo

Songs can be taught in one of three ways: rote, reading, or immersion. Choose the best method for teaching your students and teach the song and play the game.

ROTE: When teaching by rote, you teach the song phrase by phrase. You sing a phrase – the children echo. You sing the next phrase, the children echo. Then you combine phrases: you sing two phrases – the children echo. Finally, you sing the entire song, the children echo.

IMMERSION: When teaching very young children, teaching by immersion is effective. You have the children listen while you sing the song several times. They might listen and pat the beat, listen and move like you do, listen to answer a question you’ve asked. You might choose to teach Sleepy Bunnies by immersion with your youngest students.

READING: When children are able to read rhythms and/or solfege, you can begin having them sight-read a song. What a great skill for them to have! Many adults can’t look at a piece of music and sing how it goes, but if taught carefully, our children can do this.
Have the children read the rhythms using whatever rhythm names you use.
Sometimes after reading the rhythms I divide the class into two groups and have one group read the rhythms while the other groups reads the words of the song. This helps some children “connect” that rhythm in music is the way the words go.

In Musicplay, reading songs are indicated by a small staff on the upper right hand corner of the song. In the song “Find the Easter Basket” the pitches indicated are s, m, l that stand for so (or sol), mi and la. If children have learned these solfa notes, do some solfa warmups that use so, mi and la. On musicplayonline.com, you can use the Solfa Practice Section and have kids echo patterns, play poison melody, Read and Sing, or Listen and Sing so-mi-la patterns. If you don’t use musicplayonline.com you can purchase melody flashcards and do the same kind of solfa warmups with flashcards. LINK to Flashcards on USA SITE               Melody Flashcards Canadian Site

Give the students a starting pitch for the song and have them sing the song

Whether you use reading or rote to teach your students a song depends on If you’ve labelled the rhythms and solfa with your students. If you haven’t taught so-mi-la yet, you’ll introduce the song as a rote song. If you have labelled so-mi-la, then you can have the students sight-sing the song.

Teach the song and play the game.
Game Directions: One student is the “hider” and one is the “finder.” The “finder” closes eyes while the “hider hides the Easter Basket in plain sight. (not under or in something). The “finder” opens eyes and is guided to the basket by the dynamics in the singing. If children sing quietly he is far away. If the children sing loudly, he’s closer.

2. After playing the song, discuss the dynamics that were used in the song. There is an excellent interactive activity at www.musicplayonline.com attached to song #11. John Jacob Jingleheimer Schmidt in Musicplay Grade 2.   Sort the rhythms from quietest to loudest.

You can also play the Pop Quiz activities on Dynamics at www.musicplayonline.com to teach or practice dynamics terms.

3. Talk about what it’s called when the singing starts quietly but gets louder. (crescendo) or when the music starts loud and gets quieter. (decrescendo)

 

There are dynamic symbols printables with song #11. John Jacob Jingleheimer Schmidt in the teacher’s guide and musicplayonline.com that you can print out and package for your students to use. I package these in paper CD holders. It’s quick and easy to make a class set of them, and then I can use them for assessments of dynamic awareness with Gr. 2-6.

Give out a set of cards to each child.
Have them sort them from quietest to loudest. Check answers.
Quiz them on the dynamics shown.
For Example:
hold up the card that means quiet
hold up the card that means very loud
hold up the card that is the symbol for mezzo forte
Have the students be leaders, and come up with questions for the class.

Follow this activity with a listening activity that has students listen and point to the dynamic card they hear in the music. In the Listening Resource Kit 1, #29 Contradance is a great example to use to have children respond to dynamics.   The Listening Resource Kits are now online at www.musicplayonline.com.  The Listening Section is found on the left side menu

Select Kit 1, then scroll down to #29.  Select the Listening Map.  (Many choices are available so you can use the same example in several lessons)Hand out the dynamics cards, and play the recording.  The students point to the dynamic  Level (card) that they hear. Other good examples to use would include Listen 2 – #26 Summer, Vivaldi or #24 – Hornpipe. Listen 3 – #5 Entry March of the Boyars or $10 Bouree is very good or #17 Intrada, Listen 5 – March of the Dwarfs.

This lesson is from Musicplay 2.  Musicplay is a standards based K-6 music curriculum with songs and activities that students LOVE! Musicplay is an award winning music program for K-6 schools. Each grade level includes 40 weekly lessons that clearly outline concepts and skills taught in each grade. Musicplay includes seasonal songs, fun songs, rounds, partner songs, folk music, multicultural music and choral music. In the Musicplay curriculum students sing, play instruments, move to music, listen, create and learn to read and write music. Important concepts are taught through play. Each week in Grades 1-5 a new singing game is taught. Children love music games making this a text that will have your students really excited about learning music! The program uses Kodàly and Orff sequencing, with lessons that have students creating their own music. Students are taught to read and write music through careful sequencing of activities. Orff arrangements are included for many songs. Extensive listening lessons, maps, activities, cup games and intercom scripts are included in the Listening Resource Kits 1-5, and the included listening examples in Musicplay K and 6. Reproducible song storybooks and Alphabet songs for K-1 teachers integrate with and support early literacy programs.

The Digital Resources replace and greatly enhance the material that is in the student books. The music and lyrics are specially formatted to fit a computer/projector screen. Quicktime movies and  PowerPoints of the music and lyrics for each song are included as well as slides to teach note names, solfege, beat, rhythm, dynamics, tempo, form, and cultural context. Smart notebook files are included for teachers with Smartboards. Our new online resource, www.musicplayonline.com includes all the material in the Digital Resources, plus many interactive activities. Purchasers of packages will receive a 1-3 year subscription to the online resource.

For Information visit www.musicplay.ca

 

 

 

Musicplay K-5 Synopsis – What Does Musicplay Teach?

I had an email question from a teacher this week. She needed to give a synopsis of what she teaches in each grade to her principal. She asked if I had a synopsis of what’s taught in Musicplay, and I had never written it in this format. So here’s the synopsis. Of course how much you’re able to teach depends on the time allotted for music, the experiences your students come with, and a myriad of other factors. With Musicplay you treat the teacher’s guide like a menu – choose the song, choose the activities. If you do all the “core” activities, you will complete what’s in the synopsis with your students.

For information on the Musicplay K-5 curriculum: www.musicplay.ca

Musicplay Kindergarten: Sing, Play, Move, Listen, Read/Write, Create

In kindergarten music classes students will learn poems and songs from many different styles and cultures in English, Spanish, French and other languages. They’ll learn seasonal songs, songs to enhance the themes in their classroom, and will learn songs that reinforce basic skills that they learn in kindergarten such as colors, numbers, shapes, and alphabet. They’ll sing and play many action songs and singing games. They’ll practice keeping a steady beat using non-locomotor and locomotor movement with body percussion and with instruments. Students will begin to read rhythms that are one, two or no sounds on a beat. Students will accompany simple songs with borduns on barred instruments, and will use non-pitched rhythm instruments to create accompaniments for poems, songs and stories. Students will create and play new verses, new rhythm compositions and B sections. They will learn about form in music by moving, listening and creating new compositions. Students will listen and move to the beat of the teacher’s drum, and will listen and respond to the music of Bach, Handel and other classical composers. Students will learn to identify high-low, loud-quiet, fast-slow, in sounds around us, through movement and through listening. Students will identify timbre such as speaking voice, singing voice and classroom instruments.

Musicplay 1: Sing, Play, Move, Listen, Read/Write, Create

In Grade 1 music classes students will learn poems and songs from many different styles and cultures in English, Spanish, French and other languages. They’ll learn seasonal songs, songs to enhance the themes in their classroom, and will learn songs that reinforce basic skills that they learn in Grade 1 such as beginning consonents and vowels. They’ll sing and play many action songs and singing games. They will sing simple songs in two parts by adding melodic or rhythmic ostinato. They’ll practice keeping a steady beat using non-locomotor and locomotor movement and using body percussion and instruments. Students will learn to read rhythms that include quarter notes, pairs of eighth notes, quarter rest. They will read simple melodies using the solfa syllables so, mi, la and do. Students will accompany reading songs with simple Orff arrangements, and will use non-pitched rhythm instruments to create accompaniments for poems, songs and stories. Students will create and play new verses, new rhythm compositions and B sections. They will learn about form in music by moving, listening and creating new compositions. Students will listen, move, respond and begin to use critical analysis when listening to the music of Bach, Handel and other classical composers. Students will identify loud-quiet as forte and piano, fast-slow as allegro and largo. Students will identify music that is smooth sounding and music that sounds separated. Students will identify timbres such as speaking voice, singing voice and classroom instruments. Students will use a variety of expression when they sing and speak to show that they understand the meaning of the text.

Musicplay 2: Sing, Play, Move, Listen, Read/Write, Create

In Grade 2 music classes students will learn poems and songs from many different styles and cultures in English, Spanish, French and other languages. They’ll learn seasonal songs and songs to enhance the themes in their classroom. They’ll sing and play many action songs and singing games. Students will learn a few simple rounds. They will sing simple songs in two parts by adding melodic or rhythmic ostinato. They’ll practice keeping a steady beat using non-locomotor and locomotor movement and using body percussion and with instruments. Students will read rhythms that include quarter notes, pairs of eighth notes, quarter rest, half and whole notes and rests. They will learn to read tied quarter notes. They will identify accented beats, and tell how many beats are in each group. (time signature) They will read simple melodies using the solfa syllables do, re, mi, so and la. Students will accompany songs with Orff arrangements, and will use non-pitched rhythm instruments to create accompaniments for poems, songs and stories. Students will create and play new verses, new rhythm compositions and B sections. They will learn about form in music by moving, listening and creating new compositions. They will define rondo form and AB form. Students will listen, move, respond and begin to use critical analysis skills when listening to the music of Bach, Handel and other classical composers. Students will identify a variety of dynamics and tempos using musical terminology. Students will identify articulation in music. Students will identify timbres such as speaking voice, singing voice, families of classroom instruments and families of orchestral instruments. Students will use a variety of expression when they sing and speak to show that they understand the meaning of the text.

Musicplay 3: Sing, Play, Move, Listen, Read/Write, Create

In Grade 3 music classes students will learn poems and songs from many different styles and cultures in English, Spanish, French and other languages. They’ll learn seasonal songs from many cultures. They’ll sing and play many action songs and singing games. Students will sing songs with ostinato, many rounds and begin singing partner songs. They’ll practice keeping a steady beat using non-locomotor and locomotor movement and keeping a beat with body percussion and instruments. Students will read rhythms that include quarter notes, pairs of eighth notes, quarter rest, half, whole notes, groups of four sixteenth and the corresponding rests. They will identify accented beats, and will read music in 2/4, 4/4 and 3/4 time signatures, explaining that the music is in groups of 2, 3, or 4. They will read simple melodies using the solfa syllables do, re, mi, so, la, high do, low la and low so. Students will accompany many songs with Orff arrangements, and will use non-pitched rhythm instruments to create accompaniments for poems, songs and stories. Students will create and play new verses, new rhythm compositions and B sections. They will learn about form in music by moving, listening and creating new compositions. They will identify and define rondo form, ABA form and theme and variations. Students will listen, move, respond to and use critical analysis skills when listening to the music of classical composers from the Baroque, Classical, Romantic and Modern eras. Students will identify dynamics, tempo and articulation (stacatto, legato) using musical terminology. Students will identify the timbres of classroom instruments and orchestral instruments and be able to classify/sort them into families. Students will use a variety of expression when they sing and speak to show that they understand the meaning of the text.

In grade 3 students may learn to read absolute note names (ABCDEFG) and play songs using BAG E on the recorder.

Musicplay 4: Sing, Play, Move, Listen, Read/Write, Create

In Grade 4 music classes students will learn poems and songs from many different styles and cultures in English, Spanish, French and other languages. They’ll learn seasonal songs from many cultures. They’ll sing and play many action songs and singing games. Students will sing songs with ostinato, many rounds, partner songs and two-part songs. They’ll practice keeping a steady beat using non-locomotor and locomotor movement and keeping a beat with body percussion, instruments and cups. Students will read rhythms that include quarter notes, pairs of eighth notes, quarter rest, half, dotted half, whole notes, groups of four sixteenth, eighth-sixteenth note combinations, syncopated notes and the corresponding rests. They will identify accented beats, and will read music in 2/4, 4/4 and 3/4 time signatures, explaining that the music is in groups of 2, 3, or 4. They will read simple melodies using the solfa syllables do, re, mi, fa, so, la, ti, high do, low la and low so. Students will learn to read absolute letter names – ABCDEFG. Students will accompany many songs with Orff arrangements, and will use non-pitched rhythm instruments to create accompaniments for poems, songs and stories. Students will create and play new verses, new rhythm compositions and B sections. They will learn about form in music by moving, listening and creating new compositions. They will identify and define rondo form, AB, ABA form and theme and variations. Students will listen, move, respond to and use critical analysis skills when listening to the music of classical composers from the Baroque, Classical, Romantic and Modern eras. Students will identify dynamics, tempo and articulation (stacatto, legato) using musical terminology. Students will identify the timbres of classroom instruments and orchestral instruments and be able to classify/sort them into families. Students will use a variety of expression when they sing and speak to show that they understand the meaning of the text.

In Grade 4 students will learn to play songs that may use BAG ED C’D’ F on the recorder. They will create their own recorder compositions using BAG E (D). Students may learn to accompany one and two chord songs with the ukulele.

Musicplay 5: Sing, Play, Move, Listen, Read/Write, Create

In Grade 5 music classes students will learn poems and songs from many different styles and cultures in English, Spanish, French and other languages. They’ll learn seasonal songs from many cultures. They’ll sing and play many action songs and singing games. They’ll practice keeping a steady beat using non-locomotor and locomotor movement and keeping a beat with body percussion, instruments and cup games. Students will read rhythms that include quarter notes, pairs of eighth notes, quarter rest, half, dotted half, whole notes, groups of four sixteenth, eighth-sixteenth note combinations, syncopated notes and the corresponding rests. They will identify accented beats, and will read music in 2/4, 3/4, 4/4 and 5/4 time signatures, explaining that the music is in groups of 2, 3, 4 or 5. They will read simple melodies using the solfa syllables do, re, mi, fa, so, la, ti, high do, low so, la, and ti. Students will learn to read absolute letter names – ABCDEFG. Students will accompany many songs with more complex Orff arrangements, and will use non-pitched rhythm instruments to create accompaniments for poems, songs and stories. Students will create and play new verses, new rhythm compositions and B sections. They will learn about form in music by moving, listening and creating new compositions. They will identify and define rondo form, ABA form and theme and variations. Students will listen, move, respond to and use critical analysis skills when listening to the music of classical composers from the Baroque, Classical, Romantic and Modern eras. Students will identify dynamics, tempo and articulation (stacatto, legato) using musical terminology. Students will identify the timbres of classroom instruments and orchestral instruments and be able to classify/sort them into families. Students will use a variety of expression when they sing and speak to show that they understand the meaning of the text.

In Grade 5 students will learn to play songs that may use BAG ED C’D’ F on the recorder. They will create their own recorder compositions using BAG E (D). Students may learn to accompany one, two and three chord songs with the ukulele or the guitar.

For information on the Musicplay K-5 curriculum: www.musicplay.ca

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Peter and the Wolf Unit

Peter and the Wolf Lessons

Peter and the Wolf is a timeless classic.  There are many musical concepts to teach using this wonderful composition.  If you’re done teaching for this school year (lucky you!) this is a great time to plan your units for next year.  If you’re still in class, these movies could be your lessons for the last month!  Visit www.musicplayonline.com to find all these wonderful ideas!

Identify the instruments

In Peter and the Wolf, Prokofiev uses different instruments to represent the characters.  This is a great opportunity to teach children about the instruments of the orchestra.  In the Listening Resource Kit 1, Denise wrote words to sing with many of the themes.  Stacy Werner illustrated them in the Listening 1 Digital Resource, and Shannon Machtans has turned them into short movies that are now part of the musicplayonline.com resource!

In the movie “The Duck” the little song teaches about the tempo of the music, and the instrument that plays the theme.

Duck song 1

Duck song 1

Duck song 3

Identify the Expressive elements

The duck theme is played by the oboe.  It’s a very short listening example.  The students are asked to listen and point to slow-medium-fast, pitch: high-medium-low and dynamics: quiet-medium-loud.

Duck quiet-med-loud

Duck high-med-low

Duck fast-med-slow

Students are asked what instrument represents the duck, and information about the oboe is given.

Duck what instrument?

Duck what instrument? Oboe

The Cat song is one of my favorites.  The melody is memorable (gets stuck in your head) , and the melodic contour is illustrated as the students sing.

Cat song1

Cat song 2

Cat song 3

Cat song 4

The Wolf is used to teach about crescendo.

Wolf crescendo

wolf cymbals crescendo

The entire story of Peter and the Wolf is given on the musicplayonline.com website.  After you’ve taught all the themes, the story will be much more meaningful to the students than it would be without the preparation!

This worksheet comes from the Listening Kit 1 and will be made into an interactive activity on the musicplayonline.com website.  Use it to assess how well the students have learned which instrument represents which character.

Peter and Wolf worksheet

We are still editing the listening movies and creating interactive activities to accompany them, but even as a work in progress, the listening selections on the musicplayonline.com website are a wonderful resource for teachers!

New at musicplayonline.com

  • Staff tool for writing melodies!  1, 2, 3 and 5 line staff
  • Rhythm composition tool
  • Form Tool – outline ABA or rondo form
  • Peter and the Wolf listening themes and story!