Category Archives: Melody

Cyndee Giebler workshop 9/17/16

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Saturday, September 17, 2016   9:00a.m.   to 1:00p.m. (8:30 breakfast)

Location: David Lawrence Jr. K-8 Center

15000 Bay Vista Boulevard, North Miami, Florida 33181

Cyndee Giebler lives and teaches in northeast Wisconsin. She is a graduate of the University of Wisconsin-Green Bay and  completed her master’s degree at the University of St.Thomas in St.Paul, Minn. She completed all three Orff Levels at the University of St. Thomas and has taken master classes with Steve Calantropio and Richard Gill. She has presented workshops for American Orff-Schulwerk Association chapters around the country as well as state, regional , and national converntions. Cyndee teaches Level II at the Uarts/Villanova University Summer Music Masters Program in Pennsylvania. In her spare time, Cyndee enjoys composing and arranging music for classroom, chorus and elementary strings.

Sing, Dance, Play at our next workshop called “Mining the Volumes”.  Cyndee  will be touching on the many wonderful treasures that  our traditional  MUSIC FOR CHILDREN  volumes contain.  Bring your recorder, and a spirit of adventure as we go mining for musical gems. Your students will love creating master pieces from these music selections that you will bring back to your school.

Cost: $30 for 1 workshop, OR $55 for yearly membership (4 workshops)

Please RSVP to Claudia Lusararian at castlusararian@aol.com

Music Match

This is a great idea for a game of memory in your classroom! Here is a link to the blogger who has this idea: http://tanyaelementarymusic.blogspot.com/.  It’s a great blog!

GREAT IDEA! match the solfege to the staff!

I think my students will love this game!

Helping Students Find their Singing Voice

I came across a great idea while attending a workshop with John Feierabend. He was talking about how he uses a slide whistle to help his students find their head voice.  I have had a few children in the past that couldn’t seem to find that head voice no matter what I did. Then I brought out the slide whistle. After 2 weeks of practice, every student was using that voice.

Here’s what I did (second grade):

  • I played the slide whistle in a couple of different ways for the students.
  • I asked the students if they could make their voices sound like the slide whistle.
  • Many students would whistle instead of do a vocal siren. When they did that, I told them to match what I was doing with their voice instead of with their lips and air. Worked like a charm.
  • After that, many students were asking to play the slide whistle. I didn’t want to let them do that (for obvious reasons) so instead I allowed them to pull the handle as I blew (gently, of course).
  • The students had a great time and a few asked their parents to buy them slide whistles!

This is the one I purchased:

American Slide Whistle

http://www.amazon.com/Woodstock-Chimes-ASW-American-Whistle/dp/B00000IS23/ref=sr_1_2?ie=UTF8&qid=1350054397&sr=8-2&keywords=slide+whistle

Have you used a slide whistle to get your students to explore head voice? Do you have any other tricks for getting students to sing up there? Please share in the comments! I know we’re always looking for more tricks! 

A New Take on an Old Favorite

I found this lesson  plan at http://thomborden.blogspot.com/2012/09/melody.html.

CREATIVE MUSIC CLASSROOMS with THOM BORDEN: MELODY - BAA BAA BLACK SHEEP - composing for 1st graders

This lesson uses Ba Ba Black Sheep as a jumping off point for students creating their own sol-mi melodies! This is perfect for this time of year with our youngest students.  Visit http://thomborden.blogspot.com/2012/09/melody.html to see it!

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?

‘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)

 

Guided Listening

       We all know that asking young children to listen to an entire orchestral work is very difficult.  Not to mention the fact that they don’t really get anything out of it.  When listening to musical examples, students need to focus on something.  They need guidance for what to pay attention to. 

Today’s post is designed to teach you how to create your own guided listening experience for  your students.  Enjoy!

Choose a piece of music that you love!

       Listen to the piece, one time, and write the top three things that jump out at you (instruments you hear, volume/dynamics, pattern/form, mood, etc…)

       Listen to the piece once or twice day for a couple of weeks.  Have it as background music, in the car, or sometimes more focused listening.  The more the music “gets in your head” the more ideas will come to you to share with the students.  I call that “putting it in the crockpot and setting it to simmer.”

       Determine the most important elements you want the students to listen for, and share them with the students.  Allow them to listen and demonstrate through movement or sign language, which they hear and understand.

 

Sample: Symphony No. 4 in G, Surprise Symphony,” Haydn

 

This song uses two volume (dynamic) levels, soft (piano) and loud (forte).  When you hear the music played softly, use sign language to make a letter p.  When you hear the music played loudly, use sign language to make a letter f.  Show me that you understand.”  Play the music, and watch the students pay attention for longer than you imagined possible!

 

A beautiful extension of this is to allow the students to create their own guided listening activity for the class.  Select a piece of music that you know the students will like or have heard before (Beethoven’s Fifth Symphony, Vivaldi’s 4 Seasons, Anything from Carnival of the Animals, or the Nutcracker Suite).  Allow them to listen and share what jumps out at them and come up with a plan for how they will show that they understand.  They could share it with another class.