Category Archives: Beat

Clapping Games!

GO HERE NOW: http://funclapping.com/ (it might be blocked at your school so you may need to look from home or your mobile devices).

A whole website for hand clapping songs! (with video and lyrics!)

This website is dedicated to hand clapping games from all over the world! You need to have access to youtube to see them. These are great games that you can use in the music room.

Enjoy!

What are your favorite hand clapping games you use in the classroom?  I love Miss Mary Mack and even have a version arranged for recorders and Orff Instruments! 

Assessment with a Line-up Song!

If you head over to http://musicwithmrsdennis.blogspot.com/2012/06/assessing-music-with-line-up-song.html you can see this great Line-up song!

Line-Up Song

Mrs. Dennis (the author of the blog) teaches you how to use this song in your classroom to assess tempo, dynamics, melody, harmony, timbre, and rhythm!

Do you have a song like this? Have you used other line-up songs to assess musical skills?

Rhythm and Rules Lesson Plan Ideas

Yesterday I posted the following picture which includes rules and rhythms that our Treasurer  learned in her Level I course with Gretchen and Sandy.

Today, I’d like to share some possibilities for using these in your classroom.  These are jumping off points for lesson plans.  Below the ideas, you can see possible NGSSS that might work with.

  • Arrange the rules in different orders and practice speaking them expressively.
  • Allow students to clap the rhythm of the rules (1 level of body percussion).
  • Allow students to use 2 levels of body percussion to perform the rules, changing with each rule/card, or within, depending on the level of your class.
  • Challenge students to use three levels of body percussion.
  • Take out the words and allow students to perform the rhythms using body percussion only, try in a different order.
  • Allow a student (or small group) to “perform” the rules for the class and the other classmates have to figure out which order they put the rules in.
  • Transfer all of the above activities to instruments.
  • Arrange your own class composition using the rhythm of the rules as the guideline.

MU.K.C.1.4              Identify singing, speaking, and whispering voices.

MU.K.S.3.4              Imitate simple rhythm patterns played by the teacher or a peer.

MU.K.O.1.1             Respond to beat, rhythm, and melodic line through imitation.

MU.K.O.1.2             Identify similarities and differences in melodic phrases and/or rhythm patterns.

MU.1.S.1.2              Create short melodic and rhythmic patterns based on teacher-established guidelines.

MU.1.S.3.4              Match simple aural rhythm patterns in duple meter with written patterns.

MU.2.C.1.3              Classify unpitched instruments into metals, membranes, shakers, and wooden categories.

MU.2.S.3.4              Compare aural melodic patterns with written patterns to determine whether they are the same or different.

MU.2.F.3.1              Collaborate with others in a music presentation and discuss what was successful and what could be improved.

MU.3.S.3.4              Match simple aural rhythm patterns in duple and triple meter with written patterns.

MU.3.S.3.5              Notate simple rhythmic and melodic patterns using traditional notation.

MU.3.O.2.1             Rearrange melodic or rhythmic patterns to generate new phrases.

MU.4.S.1.3              Arrange a familiar song for voices or instruments by manipulating form.

MU.4.S.3.5              Notate simple rhythmic phrases and extended pentatonic melodies using traditional notation.

MU.4.F.1.1              Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement.

MU.5.S.3.2              Play melodies and accompaniments, using proper instrumental technique, on pitched and unpitched instruments.

MU.5.S.3.5              Notate rhythmic phrases and simple diatonic melodies using traditional notation.

Can you think of other ways to use rhythms and rules as a lesson in your class? Please share in the comments section!

Kodaly Downloads

Kodaly Downloads is a great website that is full of resources you may find useful in your teaching.

http://kodalydownloads.com.au/index.aspx

I subscribe to their e-newsletter and they sent a link for a free resource for teaching beat and rhythm.

http://kodalydownloads.com.au/strategies/a_strategy_to_teach_beat_and_rhythm.aspx

I hope you enjoy!

‘Round in a Circle

Here is a big “Thank You” to our secretary, Barbara, for sharing this name game with us.  She shared this at our last workshop. 

‘Round in a Circle – Share the Music K  (Chant)

Let’s go ‘round in a circle,

Let’s go ‘round in a game,

When I get to you,

Please say your name.

My name is _______. (each student)  Her/His name is _________. (Group)  After 4 names resay the chant.

Extension 1.  Singing on l, s, m

Let’s go ‘round in a circle, (s, s, m, l, l, s, m)  or any other melody you want.

Let’s go ‘round in a game,

When I get to you,

Please SING your name.

My name is _______. (each student)  (s, m, l, s, m)

Extension 1.  Jazz Singing – Encourage improvisation on their names… use minor thirds or chords or blues scale.

 

Extension 2.  Classical Singing

For ex.  “A la Hadyn”

Let’s go ‘round in a circle, now (d, d, m, m, s, s, m)

Let’s go ‘round in a game, (f, f, r, r, t, t, s)

When I get to you, (d, d, m, m, s, m)

Please say your name. (d1, f*, f*, s)

My name is _______. (each student)  (d, m, m, s, m)

Her/His name is _________. (Group)  (f, r, r, t, t, s)

“A la Mozart” or “A la Beethoven” have students choose their favorite song and create one together

 

5th Symphony:  SING ME YOUR NAME, SING ME YOUR NAME.  My name is _____. (3 students say names)

 

Come In, Sit Down

I wanted to post a fun song that I found in some old AOSA conference notes.  I think this song will be great for all the teachers who will have classes after FCAT testing this morning.

 I plan on using this with my second graders today.  We will all sing the melody and for each repeat I will allow different students to create their own simply body percussion pattern to accompany the song.

This will get their bodies and voices ready for class.

If they were learning recorders, I would allow them to play the notes that have an *.  Then as we moved through the coming weeks, I would allow them to explore ornamentation on the notes with the *.

Have a wonderful day!

🙂

Improvisation Poem

Many of our NGSSS involve improvising.  I know that when I started teaching, and before I took a levels course, I didn’t know how to teach improvisation.  I was also scared of improvisation (I can thank my traumatic stint in the HS jazz band for that).  Little did I know how easy it is to teach improvisation early.  You can find most of the improvisation benchmarks in the MU.S.1…. area of any NGSSS grade.

I saw this poem on a handout that a teacher copied for me.  I don’t have it anymore and I’m not sure where they got it from.  If you know the author, please let me know!

Improvise, Improvise, everybody improvise!
Make it up, as you play, it’s your turn now play away!
There are a few lessons you can use with this poem based on your comfort level and the grade level you are teaching.  I’m going to present some options below.
Option 1:
Teach the poem by rote, talk about what it means to improvise.
Have students sit in a circle, say the poem as a class, teacher improvise a 4 beat body percussion pattern, and students echo the pattern.
Once the students are familiar with the form, allow different students to be the leader, let the class echo.
Considerations:
Use simple 4 beat patterns with only one or two body percussion levels at the beginning.  Make it more difficult as students get more proficient.
Take volunteers first and don’t force a child to “do whatever” until they are comfortable.  That may take a time or two.
When it’s time to move on and each child needs to participate you can create a few “safe” patterns that are on the board.  If you get to a child and they don’t know what to do, forgot what they planned, or need more guidance, they can select a pattern from the board.
I like to  do this in a circle with a carpet square or special place designed as the “improvisation station.” We walk around the circle saying the poem and when it gets to the end, we stop.  Whoever is “parked in the station” gets a turn to improvise and the class echos.
Option 2:
Put a drum or other NPP at the improvisation station, use instruments rather than body percussion.
Option 3: Make more improvisation stations around the circle, allowing multiple students a turn at the same time.
Do you have an easy way to introduce your students to improvisation? Please comment with your idea!