Author Archives: Denise Gagne

Summer Reading for Music Teachers

iBooks List

We have been creating iBooks versions of some of our favorite books.  You can project iBooks for your students from your iPad.  If students love the So-mi storybooks, they can get them at home.  The following is a list of the iBooks from Themes that are available.
 

Action Songs Children Love 1 https://books.apple.com/us/book/id1426029074
Recorder Resource Student Book https://books.apple.com/us/book/id1365835536
1. So-me Goes Missing https://itunes.apple.com/us/book/id1420678863
2. So-me and the Spider https://itunes.apple.com/us/book/id1420684226
3. So-me Meets the Boss https://itunes.apple.com/us/book/id1420760899
4. So-me… Oh and Romeo https://itunes.apple.com/us/book/id1420774870
5. So-me at the Pole https://itunes.apple.com/us/book/id1421424313
6. So-me in Space https://itunes.apple.com/us/book/id1421479405
7. So-me and the Dance https://itunes.apple.com/us/book/id1421481424
8. So-me and his Secret https://itunes.apple.com/us/book/id1421490839
9. So-me Goes to the Party https://itunes.apple.com/us/book/id1421485904
10. So-me and the Monster https://itunes.apple.com/us/book/id1421488195
11. So-me Finds ‘Dough’ https://itunes.apple.com/us/book/id1421492086
12. So-me and the Princess https://itunes.apple.com/us/book/id1421495093

 
Summer Reading for Music Teachers

There’s been a thread on the Musicplay Teachers Group on Facebook about how to help a child who is profoundly deaf.  I think it would be inspiring and very probably give us good teaching ideas to read Evelyn Glennie’s autobiography.  Evelyn Glennie is the British percussionist who has had an amazing career despite being profoundly deaf.  LINK to “GOOD VIBRATIONS” BY Evelyn Glennie.

Good Books for Teachers

I’ve borrowed this list from Reader’s Digest – Inspiring Books for Teachers
https://www.rd.com/culture/inspiring-books-for-teachers/

‘1.  Teach Like Your Hair’s on Fire: The Methods and Madness Inside Room 56’

If you’ve ever doubted the impact a single teacher can have on a group of children, you need to read this book. For more than 30 years, author Rafe Esquith was a fifth-grade teacher at Hobart Elementary in central Los Angeles, one of the most impoverished school districts in the country. In this book, Esquith shares his techniques for building trust, respect, and passion for education among his students—techniques that have not only earned him numerous awards and international recognition, but have helped droves of students succeed beyond expectation.
 

‘2.  The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them’

Published in 1999, this book is a collection of writings by the students of Erin Gruwell, a then 23-year-old new teacher at Long Beach High School in Long Beach, California, who was assigned a class of so-called “unteachable” students who were trapped by gang violence and racial tension. To reach them, she assigned literature they could relate to, brought in speakers who could engage them, and gave each of them a blank composition notebook where they could share, anonymously, their thoughts and experiences. Despite the odds against them, all 150 of her students graduated from high school, and some went onto college and established rewarding careers. The book also spawned a 2007 movie, Freedom Writers, starring Hilary Swank.
 
 

‘3. The First Days of School’

New and veteran teachers alike sing the praises of this book by education experts Harry K. and Rosemary T. Wong, now in its fourth edition. Revered by thousands of school districts and in hundreds of countries, this book walks teachers through proven strategies for classroom management and organization that can be applied to students in any grade, from preschool through college. As the title suggests, the book reinforces the idea that the methods teachers establish during the first days of school will define whether they fail or succeed, and can help teach even the most experienced educators a few new tricks.
 

‘How to Win Friends and Influence People’

Whether you’re dealing with five-year-old kids or 30-year-old adult learners, teaching is, at its core, a people profession. Considered one of the most influential self-help books ever published, this book is widely praised by teachers across the country. Published in 1936 by American writer and lecturer Dale Carnegie, the book provides a series of simple yet effective strategies for improving one’s self-confidence, developing leadership skills, and reducing the cycle of stress.
 

‘The Hidden Lives of Learners’

This book, which is the result of four decades of research by New Zealand Emeritus Professor and author Graham Nuthall, investigates the three powerful aspects that dictate a student success: teacher-student interaction, peer influence, and a student’s personal home life. His research into how low-ability students can learn as well as high-ability students is nothing short of groundbreaking, and has major implications when it comes to the vexation of standardized testing and education reform.

‘Outliers: The Story of Success’

This best-selling book by esteemed journalist Malcolm Gladwell will resonate with anyone who wants to understand how people ultimately achieve greatness. In the book, Gladwell investigates numerous factors that contribute to extreme levels of success, such as that achieved by professional athletes, influential business people, and celebrities. The book explores how factors like birth month, practice, culture and hidden advantages can shape the lives of extraordinary individuals who excel beyond any reasonable understanding. \\
 

‘I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban’ 

In modernized counties, we sometimes forget that for many children around the world, education is not a right—it’s a privilege. Perhaps no one understands that more than Malala Yousafzai, who, at age 15, was shot point-blank in the head by the Taliban, simply because she wanted to attend school. Miraculously, she survived, and went on to become a Nobel Peace Prize winner and a powerful voice for girls’ education. This inspiring memoir, which she penned in 2013 with British journalist Christina Lamb, highlights the strength of a family’s love and reminds readers of the never-ceasing power of education.
 

‘What Teachers Make: In Praise of the Greatest Job in the World’ 

In 2002, former teacher Taylor Mali crafted a poem called “What Teachers Make.” He had written the poem in response to a condescending lawyer who had asked him, “Be honest. What do you make?” The poem went viral on social media, and is the basis for this witty and inspiring book of the same name. Through a series of anecdotes and poems, Mali shares his experiences as a classroom teacher and helps to remind teachers why their job is so important.
 

‘Teaching Outside the Box: How to Grab Their Students by Their Brains’

This book by teacher-turned-author LouAnne Johnson considered by some educators as one of the most influential strategy guides even written for teachers. In it, Johnson, who is best known for her book My Posse Don’t Do Homework (renamed Dangerous Minds after it spawned the movie in 1995), shares her honest and effective methods for improving classroom management, engaging students, and advancing critical thinking.
 

‘Today I Made a Difference: A Collection of Inspirational Stories from America’s Top Educators’

This collection of stories, compiled by editor Joseph Underwood, serves to answer two essential questions: why teachers teach, and why they decided to make teaching a career, despite the low pay and long hours. The book is based on the real-life stories of all 28 of Disney’s 2004 Teacher of the Year Nominees, and will inspire new and experienced teachers alike with its honest, inspiring and refreshing look at the obstacles teachers overcome on a daily basis.
 
 

Taming the Anthill 

This is one of my favorite books on teaching elementary music.  Here’s an excerpt from “Taming the Anthill” by Jean Spanko to give you some fun reading to do this summer.
 
Taming the Anthill, by Jean Spanko
If you’ve never read this book, you should.  If you have read it, read it again. It’s been around for a while, but the experiences of this teacher who got thrown into Junior High General Music will speak to you, whether you’re a brand new teacher, or have been teaching 30 years.
Click to Link to Canadian Site               Download Book from US SITE
 

Chapter 3 –  LISTENING OVERVIEW 

I Heard That Before
 
IT’S BORING!
 
Beethoven was a musical genius whose music touches our very souls. Yet eight out of ten junior high/ middle-schoolers will tell you that his music is boring. Why? The answer is complex, but it probably is influenced
by all the stuff muddling around in kids’ heads.
“I’ll bet everyone notices my nose.”
“I’ll just die if dad makes me get my hair cut.”
“I wonder if we’ll beat Hillside today?”
“I’m starved. Oh yuk, this is pizza-dog day.”
Some texts suggest making the initial presentation of a listening lesson an uninterrupted playing of the music. I did. I also referred a jabbing match, confiscated enough cosmetics to start my own discount store, and watched helplessly as The Flying Dutchman Overture lost to the fidgets. Bad idea.
It’s unfair to yell at your students for not listening properly if you don’t help them learn how to listen. Test yourself first. Play a recording of an unfamiliar piece in a style you are not terribly fond of. See how long you can sit perfectly still and concentrate. How long before your mind drifts and your body needs to move? Divide that by five and you’ll be close to the attention span of your students.
 

 
 
 
 
 
 
 
 
 
 
 
 

CASUAL LISTENING

On the first day you plan to present a listening lesson, have some music playing at a moderate volume as the class comes in. Anything middle-of-the-road will do. You’ll hear a few questions or remarks, but play deaf. Later in the period, when you’re ready to begin the listening lesson, ask a few questions about the music.
“Did it have a synthesizer bass or an electric guitar bass?”
“Can you hum the melody?”
“What instruments were featured?”
 
Let them sweat for a few seconds then announce that they were listening correctly; they were listening casually. The music was just a background for whatever they chose to do–visit, get out books or look out the
window. Ask the class to give examples of situations in which they listen casually. (Talk on the phone, do homework, ride in the car, shop at the mall.) Does it matter what song plays on the radio as you have your teeth worked on? Not really. Casual listening is barely listening at all. It is more a sound blanket to make us feel OK.
 

MOOD LISTENING

“Can you think of some situations where the music is designed to get us in a specifi c mood or feeling?”
 
Answers may come a bit slowly, but before long your list will include TV shows, movies, dancing, skating, maybe even church! We may not know it, but we are listening more carefully to this kind of “mood” music. If we weren’t, we wouldn’t get the variety of feelings we do from these activities.
 
Now it’s time to ask:
“What are some of the things music can do to give us different feelings as we watch TV, dance or attend a church or temple service?” Make a list of the answers for later use. Don’t announce it, but make your list in categories such as tone color, dynamics and tempo. Demonstrate mood
listening/feeling/responding by playing a march. Tell students to “let your
fingers do the marching–on your desk, not on your neighbor, thank you.” After a half minute of this tell them, “Let an arm and a foot join in.” Then, “Let’s see if your whole body can follow the beat.” Lead a spirited single fi le march around the room. (Be prepared to escort the fi rst few students out of their seats.) As the march nears the end lead students back to their seats. Follow with a discussion about why this was good march music.
 

CONCENTRATED LISTENING

We can also listen to music to enjoy it all by itself. Just listen. (This will come as a revelation to a few.)
Listen to what?
Start simply, no Beethoven yet. Name a Top 40 song and ask the kids to write as many of the lyrics as they can remember. (Offer a plus to any kid who brings in the complete lyrics the next day.) Next, play the fi rst verse
and chorus of the song and watch the concentration as they scribble away!
Here’s another approach. Play an excerpt from Tomorrow from the musical Annie. Ask the kids to count the number of times “tomorrow” is sung.
“That’s not very musical,” you say. True. We’re taking it in very small steps. But look what’s next.
 
Play Tomorrow again. Ask students to draw the melodic contour of each “tomorrow” they hear. (Show them how.) When the excerpt is over, ask them which “tomorrows” have the same shape and which ones are
different. Ask if the difference was caused by the pitch or the rhythm or both. Now we’re getting somewhere.
 
Here are a few follow-up projects to go with your introduction of casual, mood and concentrated listening.

Casual

Carry a note pad around with you for one day. Make a list of every casual listening event that happens. Note the approximate length of each event.

Mood

Choose two events that will have mood music. Give examples of how the music helped you to have the specific feelings or moods you had.

Concentrated

Listen to two radio stations you do not usually listen to–fifteen minutes each. List the names of the stations, the names of the pieces and the style of each (country, gospel, classical, rock, pop or jazz, for example).
Give three reasons you think the pieces are in the styles you say they are.

TIPS FOR SUCCESS

• Make your first listening session thirty seconds long. Have students time it.
• Keep the focus on musical sounds. A little historical perspective goes a long way in junior high.
• Make the “pleasure connection.” Connect listening sessions to a recall of pleasant and familiar feelings
whenever possible:
“I heard one of those on MTV last night.”
“That bass line goes just like the one in . . . .”
“They play that on the TV-5 weather. What is it?”
“It sounds like Star Wars but not quite. What’s different?”
• Do a few selections in depth. A big attraction of pop music is its familiarity. If Sam listened to Mozart as often as he does Van Halen, Mozart wouldn’t sound a bit strange. Choose a few quality pieces and use them several times each, with differing focus. By the end of the term these selections will be settled in.
• Beware of overload. When the papers start rattling, the desks begin to squeak and the noise level crescendos, stop! Don’t preach your favorite sermon, just stop. Switch to some other activity and resolve to make the next listening lesson shorter and clearer.
• Avoid the rock versus classical debate like the plague. You’ll lose. When they’re ready, the debate is one of preference for and comparison between rock and classical (or gospel or country or anything).
• Troubleshoot your disasters. Be honest. Had it been a rotten day anyway? Were you fully prepared or did the class have a chance to get distracted while you hunted for the record or sent Jane dashing to the office to run off worksheets? Junior high/middle-schoolers are little noted for their unmerited respect of the teaching profession. If you ask for trouble, they’ll give it to you! You can fool some of the people some of the time, but never an anthill full of seventh or eighth graders

COMING UP

The next three chapters feature examples of concentrated listening preparation and listening projects focused on tone color, form, and style.
 
Download Taming the Ant Hill in Canada           USA – Taming the Ant Hill
 
 
What are you reading this summer – share your favorite books for music teachers at Musicplay Teachers Facebook Group!

Review, Request and Song Logs

Review and Request

The last week of school, I really enjoy doing review and request.
I ask the students to brainstorm a list of their favorite songs, singing games and activities from the school year.   If they forget what songs they’ve done, scroll through the song list at Musicplayonline.com to help them remember — or if you’ve kept a song log (see below) use the song log to help them remember all the songs/activities learned.

We write them on the whiteboard.  If I have enough classes left in the school year to be able to do all the songs/activities we can work through the list.

If time is limited, you might have to do a poll to see how many want to do each song/activity.   I suggest having students close their eyes when voting so they aren’t influenced by their peers.   Say – “Hands up if this is your very favorite song.”  And remind them that they’re only supposed to have one favorite. Work through the list and you’ll have a good indication of what their favorite songs/activities through the year were.   And they can’t argue about the results because their eyes were closed.

EVEN BETTER – As children propose their favorite songs/activities go to
https://wheeldecide.com and type the choices in the list.  Spin the wheel and it randomly selects a song.  No arguments or votes needed!

I’ve discovered by doing this that kids don’t remember songs we did back in September very well.  So review and request time is a really great review of the year’s work.  It’s also a really good way for you as the teacher to learn what your students really enjoyed, and it’s an informal way to assess some of what they’ve learned in the year.

Each year is different – and I always get some surprises, like the Kindergarten class who’s favorite song of the year was “Germs.”  Who would have thought?

Song Logs

A song log can be a useful tool, for keeping track of all the songs that your students have learned.   It can help the teacher remember which songs the Grade 2s have learned, and if one class gets ahead or behind, it can help remind you of the songs they’ve missed.  If you have space to post a chart for each of your classes, you could do this as part of a bulletin board.  If you don’t have space, you could keep the song log on your class computer, project it to show the students and have them help enter the new songs as they have learned them.

This is the information that I like to have on the song log:
Song Title
Where from?   The second column could include the country or continent that a song comes from or the composer if it’s a composed song.
Purpose or context – tell why or where this song was used.
Date – or month when you learned it.

I’ll make the song log available as a fillable form in the Musicplay Teacher’s Group on Facebook.

Review and Request Classes are FUN – share your ideas, photos and videos  at Musicplay Teachers Facebook Group!
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Campfire Songs

Lots of your students will spend some time in the summer camping.As the weather warms up and you’re thinking about summer, campfire songs make a nice unit.  In my view, campfire songs are songs that are familiar, that you may have sung at summer camp, and that are easy for all ages to sing along with.  There are lots and lots of songs at www.musicplayonline.com to use as campfire songs. And don’t hesitate to use Kumbaya in K, with a Grade 3 class.  These songs are timeless and ageless.

There are many songs in Musicplay that you could use as part of a campfire songs unit.  And it’s even better, if your students can accompany their singing on ukulele or guitars.

ALL of the songs in Musicplay are arranged for Ukulele and Guitar, so youdon’t have to go hunting for arrangements.

If you don’t subscribe to the online site, the Musicplay Ukulele/Guitar arrangements are available in print as well!

Make a fake campfire to add even more fun to your unit!

Musicplay K

6. You’ve Got to Sing
42. Kumbayah
77 Sailor Song
99 If You’re Happy
113 Michael Finnigan
150 Old MacDonald
152 Peanut Butter
157 Listen to the Water
165 A Boy and A Girl
174 She’ll be Comin’ ‘Round the Mountain

Musicplay 1

11 Apples and Bananas
18 Ten in the Bed 1 chord F
26 Today is Monday
38 Goin on a Bear Hunt
42 Down by the Bay
62 Miss Lucy
67 Aikendrum
106 Five More Days till Vacation

Musicplay 2

3 Ridin’ that New River Train
9. I’ve been Working on the Railroad
19 I am a Fine Musician
31 Peace Like a River
35 On Top of Spaghetti
50 Boom Boom
53 Haul on the Bowlin’
59 The More We Get Together
61 Ham and Eggs
62 Cat Came Back
63 I’se the B’y
70 Ain’t Gonna Rain no More
81 Oh My Aunt Came Back
87 Row Row Row Your Boat
93 Swimming
94 Goin’ on a Picnic
98 Christopher McCracken

Musicplay 3

9 Rocky Mountain
25 Nothing But Peace
29 I’m an Acorn
51 Cindy
62 Austrian Went Yodelling
69 Old Blue
74 Alouette
77 I Love the Mountains
81 Waltzing Matilda
99 Feller From Fortune

Musicplay 4

2 Hey Lidee
3 This Little Light of Mine
6 Chester
30 Land of the Silver Birch
51 We’re on the Upward Trail
53 My Gal’s a Corker
59 Nobody Likes Me
60 Grandpa’s Whiskers
84 Flunky Jim
95 Camping Song

Musicplay 5

1 Mama Don’t Allow
26 He’s Got the Whole World
68 Click go the Shears
83 Drunken Sailor
84 Ship Titanic
87 Neath the Lilacs
91 Clementine
93 Take Me Out to the Ball Game

Musicplay 6

1 Barges
16 Fish and Chips
24 Oh My Darling
32 Hagdalena
39 Who Did
58 Hi Ho the Rattlin Bog
71 Gypsy Rover
78 She Waded in the Water
79 Corner Grocery Store
120 Home on the Range

Campfire Songs are FUN – share your ideas, photos and videos at Musicplay Teachers Facebook Group!

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Outside Games & Recorder Composition

Outside Music Classes

For those of you in the south, you’ve had nice weather for a while now.  But up north in Alberta, the last snowfall was May 5th.    After a long winter, when nice weather finally arrives everyone wants to be outside – students AND teachers.  
 
I really enjoy taking music class outside.  Singing games, especially chase games, are better played outside than inside.  Inside, you have to find ways of slowing down chase games, but outside you can let the kids run!

Singing Games – Chase Games in Musicplay

Lucy Locket
Mouse Mousie
Charlie Over the Ocean
Tisket a Tasket
Let Us Chase the Squirrel
Cut the Cake
Ickle Ockle
Our Old Sow
Hill Hill Come Over the Hill
Kye Kye Koolay
Turkey Lurkey
King’s Land
Frog in the Middle
I Like Turkey
Built My Lady
John the Rabbit

Frog in the Middle 

This is a seriously fun game!  And if your students are finding frogs outside, this is a great game for spring!

 

Game Directions: The children form a circle. Choose one child to be the frog in the middle. The “frog” stands with eyes shut and arms outstretched. While the children sing the song, the “frog” turns. At the end of the song, the two children closest to the frog’s hands step out of the circle and race in the same direction. The first one back to tag one of the frog’s hands, wins. 

Teaching Purpose/Suggestions: This song is great preparation for low la and low so.  Your students should be able to read the rhythms in the song. 

Ickle Ockle

Musicplay 5
Fun chase game – and so much more fun outside than inside.
Great reading song – ls m and ta, ti-ti
View the kids demo video at www.musicplayonline.com
 

  
Hill Hill

Musicplay 2
View the kids demo video at www.musicplayonline.com
We played the game outside because it’s way more fun outside where you can run, than inside.
Teaching Purpose:  great reading song – so-mi, and introduces half notes.
 

Directions, music and kids demo movies for all the games are found at www.musicplayonline.com.

All of these songs can be found in Musicplay and in the 

Singing Games Children Love Collection!

 

Volume 1 with lots of chase games

Volume 2 clap games, movement

 

Volume 3 games for K-3     

 

Volume 4 games for Gr. 3-6

 

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.
 
Limit students to the rhythms ta, ti-ti, rest
Limit the notes the students can use to BAG or BAG E or BAG ED (depends on their playing ability) . If using BAG E they should end on G or E.  If BAG, end on G.
1.  Have students create a rhythm pattern under the hearts.  Check it.
2.  When rhythm is successful have them improvise melodies on that rhythm using the notes BAG or BAG ED.  When they have a melody they like, write the letters in.  They should then play their melody for you.  If it’s successful, they should write the notes on the staff.
3.  Accompany melodies that end on G with a G-D bordun on a bass metallophone or xylophone.  Accompany melodies that end on E with an E-B bordun.
 

This is the template that I use for composition.  It’s in the Recorder Resource Kit 1.  it’s also in the files at Musicplay Teachers Group on Facebook.

 

This is an example of a 4th grade student composition – ends on E, so accompany with E-B bordun, sounds great!

 
 
 
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.  

 
 
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.  More bucket drumming ideas will be coming to musicplayonline.com
Easy Bucket Drumming is an excellent resource.
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Playground Balls

Plainsies Clapsies

This is the best game ever with playground balls.  In the classroom, I use beanbags, but this game would be fun to try with playground balls.  Are you old enough to remember playing with playground balls in elementary school?
View the kids demo video at www.musicplayonline.com
This game is way easier to figure out from the kids demo than directions.
Great teaching piece:  ls m and ta, ti-ti
And kids LOVE it!!!
 

 
 

Skipping Rhymes in Singing Games Vol. 1

Cinderella
Bluebells
Had a Little Crate
On a Mountain
Miss Lucy
Oliver Twist
Skipping is another playground activity that might be lost unless music and PE teachers encourage it.  Miss Lucy and Oliver Twist are in Musicplay and are traditional skipping rhymes.

 

Outside Music Classes are FUN – share your ideas, photos and videos  at Musicplay Teachers Facebook Group!

Watch this week’s teaching tip:

 
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Performance Assessments

Are you doing assessments for your end of the year report cards?  One of the areas that I want to assess is how well children perform music in choirs, Orff ensemble, on unpitched instruments, recorder, ukulele or guitar.

Assess a Choral Performance

When you’re conducting a choir, it’s almost impossible to assess the performance of an individual child during the performance.  But you can video the performance, and use it to assess some aspects of performance.
* are students watching the conductor?
* do students use good posture in performance?
* are students singing with an open mouth?

Discuss the Performance with your Students:  (Musicplay 3, song#1)

– “Did we use good diction?”
  “What could we do to help the audience hear our words more clearly?”
– “How can we sing softly and stay in tune?”
– “Did we all breathe in the same places?”
– “Did we sing the phrases the same way?”  “Did we start and end phrases together?”
– “Did we match pitch?”
– “Did the voices sound nicely blended, or were there individual voices that you could hear?”
– “Were the vowels pure?”
– “ Was the tone pleasant, open and resonant or was it sometimes “shouty”?”
– “Did the class maintain a steady beat and perform rhythms accurately?”
– “Could you hear the dynamic contrast at the end of the song?”
Ask the students to think of compliments and comments about their own performance.   

I NOTICED………..    I WONDER……….

Brian Burnett suggests the use of the words “I noticed” and “I wondered” when making comments about performances.   I liked this because it frames statements in a positive way.

THREE STARS AND A WISH

Another way to assess performances that I like is 3 stars and a wish.
If a group has performed in class, invite students to share 3 things they liked (3 stars) and a wish for what they might do differently.
* . ______________________________________
* . ______________________________________
* . ______________________________________
I wish ____________________________________

Quick self assessment for students:

Show me your fingers.  Ask them to hold them against their heart, so it’s just between you and them.
4 fingers – I did an awesome job
3 fingers – I did pretty well
2 fingers – I tried my best, but made mistakes
1 finger – I could have tried harder and could have done a lot better
 
Part of an assessment or a performance can be a student self-evaluation:

Student Self-Evaluation of Choral Performance

 

3 Second Listen

Part of the Assessment might be done in rehearsal. I use the 3 second listen for large groups or for a very quick assessment.  I have the class line up in class list order. (alphabetical).  Then I have them sing as a group, often with a recording.  I walk up and down the rows listening to each child for about 3 seconds, and record their grade on my class list.
X = excellent
VG = very good, with a few pitch slips
S = satisfactory – somewhat close, but is not fully in tune
NY = not yet – the child is wildly out of tune, speaking or not trying

 

Teacher Assess Orff Ensemble

I’ve used this rubric to assess performance in an Orff ensemble.
If possible, video the performance, then assess each child.
 

 
And you can have students do a self-assessment.

Student Self-Assessment in Orff Ensemble

 

Recorder Solo Assessment

This is a very detailed assessment.  I’d probably only use this once in a term.

 

To the Teacher: Since it is very time consuming to assess a complete performance of a solo by every child, assess one skill in isolation every week and assess only 1-3 solos or parts of solos per term.  I seat my students in alphabetical order, and grade directly to my class list.  Instead of calling attendance, I identify the skill to be performed, and give them a short exercise to perform it on.  For example, I assess tonguing on a short rhythm pattern:ta ta ta ta | too-oo too-oo    I can assess legato connections at the same time.  I assess rhythm reading by holding up rhythm flashcards and having each child read one. Pencil and paper exercises are given in the kit and should be marked and grades recorded.  Use the mad minutes as a  tool to assess note names by cutting off the top part and having students complete them in a given time (I use 3 minutes).

This is a much quicker rubric to use:

Rubric for Assessing Student Playing:

1 – Plays correct notes and rhythms with excellent tone, legato tonguing, breath control, and posture
2 – Plays correct notes but is missing one or more of the following: accurate rhythms, excellent tone, tonguing
3 – Plays most of the notes correctly but is missing two or more of the following: accurate rhythms, excellent tone, tonguing
4 – Plays few of the notes and rhythms correctly
 
Assessment is a big topic and these are just a few of the ways that you might use to assess performance.  Share your ideas, rubrics and videos on the Musicplay Teachers Facebook Group!
 
 

Purchase our great set of Melody Flashcards

USA and International – Melody Flashcards

Purchase the Print version of Match the Melody, with many printable assessments and projectables:

Match the Melody – USA

Purchase our great set of Rhythm Flashcards

TeachersPayTeachers – Rhythm Flashcards
Order Cardstock Flashcards – USA   

Purchase Which Rhythm Do You Hear?

Which Rhythm? Print Version – USA
 
 
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Timbre Assessments

Are you doing assessments for your end of the year report cards?  One of the areas that I want to assess is how well children perform music in choirs, Orff ensemble, on unpitched instruments, recorder, ukulele or guitar.

Types of Voices:  Speaking, Singing, Whisper, Shouting, “Thinking”

In most music curriculums, children in K-1-2 are expected to be able to:
1. use each of the types of voices
2. identify each of the types of voices.
I really enjoy teaching about timbre – types of voices, timbre of classroom instruments and timbre of orchestral instruments and orchestral instrument families.  For an informal assessment, put the posters on the ledge and say a phrase using one of the voices.  Have the children point to the type of voice they hear.
 

Song #9 This is My Speaking Voice 

This is a great lesson in Musicplay for Kindergarten on types of voices.   The lesson includes many opportunities to assess informally if children perceive and understand speaking, singing, whisper, shouting and thinking voices.
In the activity, children learn a simple poem, and then say the poem using two kinds of voices – one voice for the first two lines, and another voice for the last two lines.  You can do this activity with the PDF printables (the posters shown above) as manipulatives.  Or with the Interactive activity below. 

The posters are printables on MusicplayOnline (song #7 in Kindergarten)

To purchase:
– Order them in the Vocal Exploration Card Set on TPT.    
– Order Vocal Exploration Cards Canada
– Order Vocal Exploration in USA

 

You can do the activity interactively from the SMART Board

If you want to do a formal assessment,
this is a printable assessment on types
of voices In Musicplay K (This is My
Speaking Voice)  – or Musicplayonline,
song #7 in Musicplay K

 
 
Timbre of Classroom Instruments

In most music curriculums, children in K-1-2 are expected to be able to:

  1. Identify classroom instruments visually
  2. Identify classroom instruments aurally
  3. Classify rhythm instruments as woods, metals, drums or shakes/scrapes
 

In the Instruments Unit at www.musicplayonline.com there are interactive activities:

 
Rhythm Instrument Assessments are also available in the following print 
products:    Rhythm Instrument Fun  and   Classroom Instrument Bingo   

Both of these print products have really fun activities to teach children the timbre of classroom instruments! 

Classroom 

Instrument Bingo

 
 
 

Rhythm 

Instrument Fun

 
 
 

 
 
Timbre of Orchestral Instruments

In most music curriculums, children in Grades 2-6 are expected to be able to:

  1. Identify orchestral instruments visually
  2. Identify orchestral instruments aurally
  3. Classify orchestral instruments as woods, woodwinds, brass, strings and percussion

In the Instruments Unit at www.musicplayonline.com there is a fantastic unit on Instruments of the Orchestra, and many accompanying worksheets to teach and assess the instruments.
 

 
Orchestra Bingo 

This resource is a great way to learn about instruments of the orchestra and instrument families.  (There is a version of the game at www.musicplayonine.com.) . This game has always been my last lesson before a holiday.
 

Order either print/disk Or download version

 
Order in Canada

Order in USA

 
 

Assessment is a big topic and these are just a few of the ways that you might use to assess performance.  Share your ideas, rubrics and videos on the Musicplay Teachers Facebook Group!
 
 
 

Purchase Classroom Instrument Bingo Order in USA    Order in Canada
 

Purchase Orchestra Bingo   Order in USA  – Order in Canada
 

Purchase our great set of Melody Flashcards
Canada – buy Melody Flashcards
USA and International – Melody Flashcards
 
Purchase the Print version of Match the Melody, with many printable assessments and projectables:
Match the Melody – Canada .   OR .   Match the Melody – USA
 
Purchase our great set of Rhythm Flashcards
TeachersPayTeachers – Rhythm Flashcards
Order Cardstock Flashcards from Musicplay Canada     
Order Cardstock Flashcards – USA   
 
Purchase Which Rhythm Do You Hear?

Which Rhythm Do You Hear? Print Version – Canada
Which Rhythm? Print Version – USA
 
 
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Talent Shows

The Grandview Elementary School talent show was an annual event that had the most amazing array of talent.  We had a 12 year old world champion double baton twirler, and a young world class tumbler, who worked with Cirque de Soleil after he graduated.    We also had many karate kata performances, dance solos, and one spectacularly cringe worthy recorder performance.  We had piano solos, including one seven year old that could play Mozart piano sonatas.
This school had about 350 children, and the entire school attended the performance in the gym.
 
In our school the talent show was held on one of the last days of school.  There was no time limit on it, but if it was longer than 90 minutes the children in the audience would get restless.
 

Notes were sent home with the children.

 

The classroom teachers were supposed to do the screening of applications.  We had guidelines, and most teachers did a great job.  But there were a few that let any child that brought a permission form participate.  To limit performances to the more serious and better prepared acts, I’d suggest that you hold auditions after school hours.  Then, you can include several teachers of TAs from your school as audition judges.  It’s a good idea to hold auditions on Wed. Or Thurs. and post the results list on Friday at the end of the day.  You should also send notes home with successful applicants so that they have all the information on date, time of show.

 

Here is one possible Audition Rubric

 
 
 

Send home the audition list.

At the auditions, if you are able to, make copies of  any mp3s that students use, so you’ll have it on the day of the performance. 
 
After the auditions, judges need to make up the list of acts that will be in the talent show.
 
Post the list of acts that made the cut, late Friday afternoon, and give all students who auditioned a note of congratulations or sorry, please try again next year.  I try to accept as many acts as possible.  We have a 2 hour time frame, but try to keep the show to no more than 90 minutes.
 
Create your program from the list of acts that you’ve approved.  You can use student MCs, but it will be easier if you have an adult MC.  Sometimes the local radio station will send an announcer to be your MC, and this is fun for the kids.  Often, our principal will be the MC.  If you’re using student MCs, give them the program of acts that will be in the show so they can write introductions.  You’ll have to work with them before the show to be sure they’re ready to do this.
 
A dress rehearsal is really great if you’re able to do it.  But at Grandview Elementary, we never had a rehearsal because that last week of school was crazy and there were always lots of field trips and special activities.
 
If you’re able to get the music needed for the show on your computer, it will make the running of the show much smoother.
 
On the day of the talent show, check with all your performers to be sure they have their music, costumes, etc.  Set up and test out your sound equipment.   Set up video equipment – if you have classes after the talent show, they always love to see a re-run. 
 
Call the students who are in the who to the gym about 20 minutes before your start time and seat them in order, with all their props that they need. 
 
Have FUN!!! 
 
I’ll post fillable PDF versions of my parent letters at Musicplay Teachers Facebook Group!
 

Talent shows are fun – share your ideas for making talent shows a success at Musicplay Teachers Facebook Group!

Purchase Classroom Instrument Bingo

Order in USA    Order in Canada
 

Purchase Orchestra Bingo   

 

Purchase our great set of Melody Flashcards

Canada – buy Melody Flashcards
USA and International – Melody Flashcards
 

Purchase the Print version of Match the Melody, with many printable assessments and projectables:

Match the Melody – Canada .   OR .   Match the Melody – USA
 

Purchase our great set of Rhythm Flashcards

TeachersPayTeachers – Rhythm Flashcards
Order Cardstock Flashcards from Musicplay Canada     
Order Cardstock Flashcards – USA   

 

Purchase Which Rhythm Do You Hear?

Which Rhythm Do You Hear? Print Version – Canada
Which Rhythm? Print Version – USA
 
 
 
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Assess Melody Reading and Writing

Are you doing assessments for your end of the year report cards?  One of the areas that I want to assess is how well children can read, write, hear and transcribe melodic patterns using solfege.  I use solfege only for note reading in Grades 1-2-3, then transition to a combination of solfege and absolute pitches in Grades 4-5-6.

It’s magical when you can show a song to your students and they can sing it or play it at sight.  That’s a skill that many adults don’t have, and it requires some very high level thinking skills.  Musicplay is sequenced to teach the following solfege patterns:
K – prepare so-mi (Some K classes are ready to label so-mi, but that depends on the class.)
1 so-mi, la-so-mi and prepare so-do
2 mi-re-do, so-do
3 la-so-mi-re-do, low la, low so
4 fa, ti
5 scale

Just as when children learn to read, sequencing the skills and breaking them down into small steps will help more children to be successful readers.

I think (and this is just my own opinion) that you could compare the sequence of reading solfa patterns to the way that children learn to read.

Read and name the solfa notes = recognizing and naming the letters of the alphabet and knowing the sounds that each letter makes
Circle the melody pattern that you hear = seeing the word cat, hat, mat and circling correct
Read and sing the solfa pattern = sounding out the word c-a-t
Write the solfa notes on the staff =  writing C-A-T with help sounding out letters
Write the melody pattern that you hear = writing the word cat independently
Create and perform a new melody pattern = write the word in a sentence

If you agree with my sequence, then you’ll want to assess each of these steps, informally in your classes to determine if children are ready to move to the next step.  And you may want to do some formal assessments of these skills for grades or portfolios.  Opportunities for all of these assessment of these skills are on www.muiscplayonline.com and we have print versions available for many for those who don’t subscribe.

Solfa Note Challenge – use to Read and Name Solfa Notes:

This was one of the first interactive solfa activities that we created for the online site.  In this activity, students drag the soccer balls  (the notes) to the net to show that they know which note is so and which note is mi.  Almost every reading song in Musicplay has a Solfa Challenge activity.  If you do not have Kodaly training and are unsure what the answers are, each challenge includes a play button and a singer sings the song in solfege, giving you the correct answers.  (Another great way to learn to read solfege yourself is to use the Note Highlight videos, part 2)

Match the Melody Game – use to circle the pattern that you hear:

The Match the Melody Game is online at www.musicplayonline.com and is also a print product if you don’t subscribe or if you want a print version.

In Match the Melody, you choose the level you’ve been working on.  There are 14 levels in the online game.

The Print version has been divided into Level 1 and Level 2.

Level 1 includes sm, ls m, smd, mrd and ls m d patterns.

Level 2 includes:  s mrd    ls mrd,
mrd l,  mrd l,s,   drm sl d’   drmfs  drmfsl d’ sltd’   t’drmfsltd’

You can choose to have the melody sung in solfege (voice) or you can choose to have the melody played on a keyboard.  The keyboard version is great ear training in classes with teachers who don’t use solfege.  If you’re assessing the solfege, play the solfa pattern and have students choose the pattern that they heard.  We were careful in creating this activity to use the same rhythm pattern for each answer, so students are assessed on their melody reading ability – not solfa.

Additional printables and assessments are included in the print version – Match the Melody 1-2

This is a printable assessment of the Circle the Melody Assessment.

 

This is another additional printable included in the print version of Match the Melody.  The starting pitch is given, then students write the rest of the melody on the line.

If you’re using the online game, give the students a piece of paper and pencil and have them number 1-5.  Then play the pattern that you want them to write down, and they write it using letters.  For example:  ss m ss m

Teaching music reading using solfege is more difficult than teaching children to read rhythms.  When teaching time is very limited, teachers may have to leave out this aspect of the music curriculum.  (And some teachers choose to teach letter names.) But the reward of having a 6 year old look at a simple so-mi song like, “Hey Hey Look at Me!” Or “Bye Lo Baby Oh” and be able to sing it at sight, is to me well worth the time I invest to teach solfege.

Quick Solfa Teaching Tips

This newsletter is about assessment, but you can’t assess unless you’ve taught, and those who see their students once a week or less, need strategies if you want to teach this.

  1. Start every class with a solfa activity.  The Solfa Practice section at www.musicplayonline.com has enough activities you could do a different one every class for the whole year.  Start with echo, then poison melody, then read flashcards, then read handsigns, then Listen and Sing, then Assess.  Five minutes every class, and your students will read solfa by year end.
  2. If you don’t start your class with solfa, use solfa flashcards as an exit-ticket activity.  That’s where the printed cardstock flashcards are great.
  3. When you teach a reading song, have the students read it!  I have them read rhythms first, then words in rhythm, then solfa pitches, then sing.
  4. Use solfa and simple reading songs as a part of your music class – not the entire class!  Lois Choksy said that reading songs should comprise 1/3 of the repertoire in music classes.  They should be experiencing folk songs and other songs that use a wider range of pitches than just so-mi.
  5. Remember that there are 3 ways to teach a song:  rote, reading, immersion.  If your students USE their solfa reading skills to learn new songs it will be more meaningful.

In Musicplay, some songs have a small staff on the upper-right hand side above the composers name.  This staff indicates the solfa pitches used (in K-3) and in Gr. 4-6 both the solfa pitches and the absolute note names are indicated.  These songs are the songs I use for teaching melody reading.  Sometimes they’ll be in the sequence early to prepare the students.  Children should always experience sound before symbol.  So they should play many singing games and sing many songs in new tone-sets before they can read and write them.

This graphic illustrates where I think that rhythm assessments fall on Blooms taxonomy.  Naming the rhythm as ta or ti-ti would be remembering.  Reading rhythms with a steady beat would fall into understanding/applying.  When you do rhythm dictation, this is even higher up the taxonomy – this is applying/evaluating.  When you have students create their own rhythm compositions, you’re at the highest level.

Purchase our great set of Melody Flashcards

USA and International – Melody Flashcards

Purchase the Print version of Match the Melody, with many printable assessments and projectables:

Match the Melody

Purchase our great set of Rhythm Flashcards

TeachersPayTeachers – Rhythm Flashcards
Order Cardstock Flashcards – USA

Purchase Which Rhythm Do You Hear?

Which Rhythm? Print Version – USA
Follow #musicplayonline on instagram, twitter, Pinterest

Assess Rhythm Reading and Writing

As we approach the end of the school year for some of our American friends, I wanted to share some easy and quick ways to assess the students’ ability to read and write rhythms.
 

1. Flashcard Attendance ~ Rhythm Reading Assessment
In the Musicplay teacher’s guides I sometimes suggest starting your class with flashcard attendance.  We don’t always have to take attendance, but in schools where you do, make taking the attendance into an opportunity for a quick evaluation.
In flashcard attendance, I would take the pile of cardstock flashcards that the students were working on.  I’d call a child’s name, hold up the flashcard and the child would read it.
4 – student accurately and fluently claps and says the pattern
3 – student is mostly accurate and mostly fluent in clapping and saying the pattern
2 – student is somewhat accurate and somewhat fluent in clapping and saying the pattern
1 – student has many inaccuracies clapping and saying the pattern and is not able to keep 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.
Purchase our great set of Flashcards
TeachersPayTeachers – Rhythm Flashcards
Order Cardstock Flashcards from Musicplay Canada     
Order Cardstock Flashcards – USA   
 
At 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.
 
The Rhythm Practice Menu is on the left menu (on computers).  Select Rhythm Practice, then select Assessments.  There are 15 levels for rhythm assessments from K all the way to Grade 8.

 
 
 
 
 
 
 
 
 
 
 
 
 
Rhythm Reading Assessment at www.musicplayonline.com.  To make this really easy, line your students up or seat them in class list order.  Student 1 on your class list will read the first rhythm pattern, then student 2, etc.
 
For the first 2 patterns, the voice says “ready go.” After the first 2 patterns, “ready go” is replaced with “click click.”  There is a 2 beat pause at the end of the pattern, where you can say the name of the next student.  If your students need the “ready go” prompt you can say it with the clicks.
 

 

 
This graphic illustrates where I think that rhythm assessments fall on Blooms taxonomy.  Naming the rhythm as ta or ti-ti would be remembering.  Reading rhythms with a steady beat would fall into understanding/applying.  When you do rhythm dictation, this is even higher up the taxonomy – this is applying/evaluating.  When you have students create their own rhythm compositions, you’re at the highest level.
 
Rhythm Dictation Assessments
You can do this with the videos at www.musicplayonline.com or you can do this by clapping the rhythms yourself.
 
Scroll past the Rhythm Reading Assessments in the Assessment Section to Rhythm Dictation.  A PDF is given with the answer key, and it has a printable 4 Beat Rhythm Dictation worksheet for students to complete.  (If you want to save paper, use recycled paper and have students write their names at the top and number from 1-5.)
 
Play the question and pause.  Drag the video back to repeat, or clap it again for students if they need to hear it a second time.  Five questions are given.  The Answers follow.  I like to have students exchange papers and grade them in class, then I check them over and enter them into my gradebook.
 
 
Which Rhythm Do You Hear?  Another tool that’s available online and as a print product is Which Rhythm Do You Hear?
 
There are many levels to select from.   Choose your level, and you have 10 questions.  Press “play” and students choose the rhythm that they heard.  If you have a SMART Board, students can select the answers on the board.  Or you could have them hold up 1, 2 or 3 fingers to indicate which answer they choose.
 
If you want to use these as your assessment, Just press play, allow students to write down their answer, then go onto the next question without showing the answer.  I’ve found 5 questions are enough for a good assessment – I don’t need to do all 10.  There are printable answer sheets in the print product.
 
 
Which Rhythm? Print Version
 
 
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Easter Egg Fun and Games

Did you know Musicplay Online has a new Easter Unit AND a new Spring Unit?

Easter Egg Games with songs

Gr. 2 #79 Hide the Easter Eggs – piggyback tune

Gr. 3 #79 Hide Those Eggs – original song

1.  Teach the children the song by rote.  (choose the song you like best!)
2.  Game Directions: Choose 3-5 students to hide Easter eggs in the classroom while the rest of the class hides eyes and sings the song. Eggs must be hidden in plain sight.  (not under something or in a drawer) . The rest of the class hunts for an egg.  Limit them to finding one egg per student.    Choose new students to hide the eggs.
For an interesting variation that will help you assess rhythm reading, write rhythms on the eggs that you use in the game.  When the child finds an egg, they bring it to you and tell you the rhythm.  If you want to print/use the activity instead of making plastic egg rhythms, I’ll post these printable PDFs at www.musicplayonline.com on Monday in the Easter Unit.  If you don’t already know about Musicplayonline.com, it’s an affordable subscription website with a wealth of resources for teaching PreK-6 music.  ($149.95/year for ALL grades! – all the school can use it, and students can use a student login)

Compose a word rhythm using Basket/Egg 

I did this activity with my PreK classes last week.  You can do this with PreK-Gr. 3.  I brought two Easter baskets and two egg shakers out and made a pattern with them.  This pattern is:  Egg-Egg-Basket-Basket.  We said and clapped the pattern.  Then, I invited a child to make a new pattern.  We did several new patterns, saying and clapping them.  As an ear training activity, I told the children that I would clap “basket” or “egg” and they should point to what I had clapped.  To my delight, even my 3 year olds could point correctly to what I’d clapped.
It’s a short jump from clapping word rhythms, to labeling one sound on a beat as “ta” and two sounds on a beat as “ti-ti” and this is what I’d do with late K or grade 1-2 students.

Easter Egg Word Chain – how to play the game! 

This game is online at www.musicplayonline.com.
1.  When you click “start” the first egg rhythm appears.  Have the students clap this rhythm several times, and ask them to remember it.  Tell them that they will clap this rhythm AND the next one that appears.
2.  Click on the egg rhythm, and it disappears, while a new one appears.  Have the students clap rhythms one (that they can’t see) and rhythm two (that they are seeing).
Practice rhythm one and two a few times, and  ask them to remember them.  Tell them that they will clap both of these rhythms AND the next one that appears.
3.  Click on the second egg rhythm, and it disappears, while a new one appears.  Have the students clap rhythms one (that they can’t see) and rhythm two(that they can’t see) and rhythm 3 (that they are seeing).
Continue adding rhythms to the rhythm chain as far as your students can go.
Alternatively – if this is too hard for your students, just use the activity as a rhythm reading exercise.  There are 8 levels of rhythm practice and there’s a cute surprise at the end!
There are 8 levels of rhythm practice.  And there’s a cute surprise after reading all the rhythms.
This Egg Shaker Matching game is one that I’ve used with K-5.

K-1 students:  Shake the egg and see if they can guess what’s in it.  I used an interesting variety of materials in the eggs including popcorn, rice, dried peas, small screws, tums, pennies.
Gr. 2-5 students:  Give each student one egg as they come in your classroom.  Have them find the matching egg by listening carefully to the sounds their egg shaker makes.

To make it easy to check if students have found their match, I marked the pairs — but most students don’t notice the markings the first time they do this.  I also made a Key of what’s in the eggs, because it is hard to tell!

There are many great games for Easter in musicplay!  Here are notes on just a few of them:

Find the Easter Basket

Gr. 2#75 – practice dynamics, sm l while playing a hiding game
If you use the interactive Beat and Rhythm activities for Find the Easter Basket, you’ll see that our team has now created a menu for the activities.

Now you can jump right to the activity that you want to do with the students.

The new Beat Chart (activity 2) is new.  Turn “off” the beats you want children to put “in their heads” and they sing out loud only for the beats that are “on.” Developing audiation is fun!!!


John the Rabbit in PreK

The game is simple and fun!  Kids make a line on one side of the room.  Each time they sing “Yes Ma’am” they take a little jump toward you.  (You’re Farmer Brown) . When you get to the end of the song, shoo the bunnies out of the garden.  Print the vegetable cards and use them in the song.  Then, clap the word rhythms.  I put out 4 cards on the floor.  My PreK closed their eyes and I clapped “sweet potato.”  They correctly identified the vegetable I’d clapped.  Sweet!

Little Rabbit Foo Foo

A shout out to Dana Herro who performed this in her concert, having the students act it out.  Instead of doing the fingerplay, when little Rabbit Foo Foo was hopping through the forest, they hopped.

Hurry Easter Bunny

This is a great song to practice so-mi-do.  Kids love chase games and they learn the interval because they’ve sung it in the game so many times.

The Easter Unit at Musicplayonline.com also includes

– Music Match projectable (so you can teach/assess)
– Listening Glyph for Ballet of the Unhatched Chicks
– Compose an Easter Melody using s-m, mrd, or ls mrd or CDE GA.  (choose the level for your students)
– Color by Note worksheet