Category Archives: Lesson Plans

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

Try www.musicplayonline.com for free for a month!  This is an amazing online resource!  Just $149.95/year USD!

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!

Get Them Listening!

We are surrounded with sound all day every day.  But are our students actually listening?  Every teacher in your school would like to have students in their classes that are better listeners.  Here are some ways that music teachers can really help the students improve their listening skills.

Make students more aware of sounds in their environment.  The first activity in the Listening Resource Kit 1 is listening to sounds around us and identifying them.  This activity is now a movie at www.musicplayonline.com.  (The Listening menu is on the left-hand tool bar, and this movie is in Kit 1)  The movie is only 90 seconds long.  Students hear five sounds and they point to the sound they hear.  The answers follow.Sounds Around Us

Follow this actitvity with a classroom listening exercise.  Have them close their eyes for 30 seconds, then write down all the sounds that they can hear in the classroom. 

I do a lesson on long and short sounds with preK – Gr. 2 using unpitched instruments.  Play a sound on a  finger cymbal and then play a sound on rhythm sticks.  Ask the students which instrument made the short sound and which made the long sound.  The finger cymbals produce a sound that sustains for a long time!  Ask the children to close their eyes, and tell them not to open their eyes up until the sound of the finger cymbal has disappeared.  Play the finger cymbal and watch to see how long your students keep their eyes closed.   

There are 4 additional “sound” identification movies at musicplayonline.com.  These are:

What Keeps a Beat, Fast/Slow, Loud/Quiet and High/Low.  After watching these movies, start a classroom list of sounds that keep a beat and sounds that are fast/slow etc.  Give the students a homework assignment.  Ask them to listen at home for sounds that keep a beat and add them to your list the next time you see them.  My little ones in PreK don’t fully understand these concepts, especially high/low, even after 10 lessons.  Revisit this often so that all your students understand these basic concepts.

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Another resource that will help your students be more aware of sounds around them, is the first of the So-me stories by Stuart Manins – So-Me Goes Missing.  In this story, the main character, So-me, can’t be found.  His mother, father and brother look for him all around the house and the neighbourhood, but he can’t be found.  As they look, they hear many sounds such as a clock ticking, a dripping tap, the wind in the leaves, and a fly caught in a spider’s web.  In the end, So-me wasn’t lost at all – he was laying behind the couch with headphones on listening to music.

So-me 2

Stuart Manins has very graciously given permission to post movies of the So-me stories on www.musicplayonline.com.  We’ll be posting the movies in the Listening section next week.  If you prefer to have a print copy of the stories (and they really are a treasure) we still have them available.  Go to musicplay.ca, then scroll down the left menu until you see Storybooks.

We are still doing final edits to the Listening Kit 1 movies that are on musicplayonline.com, but the 41 listening selections that are posted provide you with a wealth of listening activities to use with PreK – Grade 3.  For each selection there are 1-7 movies:  Listening Map, Composer, Movement, Play Along and Kids Demos.  All movements from Carnival of the Animals, the themes from Peter and the Wolf AND the entire story, and 12 additional selections by Mozart, Handel, Chopin and more!  The movies teach and reinforce many concepts.  One of my favorites is “Galliard Battaglia” that teaches call and response using finger puppets!  Enjoy using these movies at www.musicplayonline.com and get your student’s listening!

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Ostinato Lesson using Musicplayonline.com

 I’ve been doing a music residency with a grade 1 and 3 class at Grandview Elementary in Red Deer for the past week.  I’ve seen the children every day for 35-45 minutes, and have had an amazing time with them!  One of the lessons that went really well was a lesson on ostinato using the singing game, Musicplay 3, #6 Plainsies Clapsies.  

 I taught the song by rote.  This is a traditional ball bouncing game, but to make it a little more useable in the grade 3 classroom, we did the moves with beanbags.  We played the game the way Leise Warner from Ontario showed me. 

Plainsies: toss beanbag and catch
Clapsies: toss, clap and catch
Twirl about: Toss, do arm rolls and catch
To backsies: toss, touch both shoulders and catch
Right hand: toss and catch with right hand
Left hand: toss and catch with left hand
Toss it high: toss higher in air and catch
Toss it low: toss low and catch
Touch your knees: toss, touch your knees and catch
Touch your toes: toss, touch your toes and catch
Touch your heels: toss, touch your heels and catch
And under you go: toss under your leg and catch it

The students were excited to try out the moves themselves!  The first day there were just a few students who were able to do all the moves, but by the second day, most were successful.  On the second day, we tried several of the ostinato patterns on the slide, chose one of them, and decided on body percussion.

This activity will be an interactive activity at www.musicplayonline.com

The students chose Run!  Run away!  and decided on this body percusion:  pat rest clap clap clap for it.  We decided to do the ostinato twice, then the ostinato with the song, then the ostinato twice.  They were very successful!  (Videos will be posted soon on www.musicplayonline.com)

We discussed what the form of their composition was.  Ostinato 2x  – ostinato+song – Ostinato 2x  I used the form tool at www.musicplayonline.com (on the left hand menu) to illustrate the form.

In the next few lessons they perfected the game, and used the song to practice reading and writing and creating with la-so-mi and ta ti-ti.

 This is one of the lessons that I’ll be sharing at the Artie and Denise workshop in Chicago!

 July 6-8, 2016

Artie and Denise are Shakin it up in Chicago!   Join Artie and Denise for the 7th annual summer symposium!  Two days of fabulous workshops and a day of sightseeing.

Register Online    Click this LINK

 Musicplayonline.com

This amazing site is free to use until August 1st, and will be a low cost subscription after that.  Our programmer now has the games fully accessible by iPhone or iPad!  The entire site can now be utilized by devices.  We are currently working on the Listening section, and will have some wonderful listening movies posted next week, including Carnival of the Animals!

 What’s on the site?
Musicplay K-6 song movies:  notation, lyrics, kids demos (700+ songs)
* Interactive Form Tool is now online – left hand menu!
* Recorder Resource 1-2 are available on the site!
* The Easy Ukulele unit and Easy Guitar Songs are online!
* Beat and Rhythm interactive activities for Snail Snail, Follow Me, Cuckoo, Rain Rain, See Saw, Walk to School, Pumpkin Fat, Teddy Bear, Curly Joe, Old Mother Brown, Little Airplane, Kangaroo, Tisket a Tasket, Burnie Bee, Four in a Boat, Bubble Gum, Easter Bunny, Old Mr Rabbit, on a Log, Scie le Bois, Los Pollitos, Naughty Kitty Cat, The Mill.  These are amazing interactive tools!
* Ask Me take home printables for songs in Musicplay for Kindergarten.
* Xylophone and Metallophone with removable bars     – search engine
* Solfa practice movies   – rhythm practice movies (Like flashcards, but made into movies!)
Solfa challenge for all reading songs – name the solfa notes OR letter names
* high/low, loud/quiet, fast/slow, etc games
* pop quizzes to practice note names, dynamics terms/symbols, tempo terms, Fun!

 LINK TO MUSICPLAYONLINE.COM

Winter Rhythms Lesson Plan

Target Concept:   – notate the rhythm of the words

Grade Level:  Grades 2-5

In this activity, the students sort the words into the rhythm that they match. This is a great way to have them begin notation of their own poems and songs.  Have them add some words of their own.  I think I should have added cough, cold and flu to the list!  Try to steer them away from words that use a pickup or anacrusis, as these are more difficult to notate correctly.  (eg.  Diwali)

When the students have sorted all the words into the correct rhythm column, alone or in groups, they should choose 4 or 8 of the words and create a word chain with them.  They could say the word chain, and add rhythm instruments to create sound effects, or they could play the word chain on the instruments.  I like it when the students say it once, and then play and say it.

You could create a theme to introduce the word chain compositions:   Winter time is snowman time, Winter time is fun.  (ss mm ss m, ss mr d)  Then, have each student or pair of students perform their word chain as a variation.

If you teach elementary music, get information on the Musicplay K-6 curriculum at www.musicplay.ca.

Winter rhythms