HUMBLE ISD ELEMENTARY MUSIC CURRICULUM OVERVIEW



Updated 8/3/2011HUMLE ISD ELEMENTARY MUSICTABLE OF CONTENTS – Rough DraftHumble ISD Elementary Mission and VisionCurriculum (one color of paper)Learning StatementCurriculum Scope and Sequence(Composers)Curriculum ResourcesAssessments(Curriculum Connections)(III. Elementary Music Specialists Handbook (another color of paper)Instructional ResponsibilitiesInventory Lists CampusTextbooksInstrumentsLearning Resources ListtSoftwareSupplemental ResourcesOther SchoolsMusicalsIV. The Curriculum CommitteeCamille DiTusaMichele HeilemanAllison JanesJonathan KaciubaDr. Debbie McKinney, Elementary Music FacilatorLinda PeoplesKelly ShellnuttFormsCalendarUpdated DATE \@ "M/d/yyyy" 8/3/2011 HUMBLE ISD ELEMENTARY MUSIC MISSION AND VISIONMISSION STATEMENT:Our purpoase, in partnership with families and community, is to develop each child intelllectually, artistically, emotionally, physically, and socially so that all students are life-long learners, complex thinkers, responsible global citizend and effective communicators. VISION STATEMENT:We envision schools where students and staff are enthusiastically engaged in learning within local and virtual environments. We see schools that encourage collaboration and cultivate a sense of belonging. We see learning standards that are rigorous and relevant. We see learning standards that inspire creativity and problem solving. Ultimately, we see schools that prepare students for many paths and that emposer them with skills to successfully live in a rapidly changing world.ELEMENTARY MUSIC PHILOSOPHY STATEMENT OF PURPOSE:The purpose of Elementary Music in Humble ISD is to engage the mind, heart, and body of each child by providing an essential piece for his/her comprehensive education. Music, a universal language, encourages lifelong learning by:Cognitive/ Academic DevelopmentArtistic DevelopmentPersonal/emotional Affective Development Social Development Physical DeveopmentPromoting critical thinking and higher level thinking skillsMaking students responsible for their own learningProviding a creative outletProviding students the opportunity for cooperative learning and team buildingStrengthing gross motor and fine motor skillsAuthentic learningProducing something personal that is of valueBuilding confidenceFostering respect of other people’s culturesConnecting students to history and spans of generationsTeaching spacial and sequencial learning; organizational skills through creative learningEmpowering students to recogize music as a venue for creativity, self expression,Giving students a way to invest in themselvesEnabling verbal and nonverbal communicationTeaching multi-tasking & enhances gross motor/fine motor skillsTeaching children the value the arts have in their daily lives.Developing emotional maturity and the ability to receive constructive criticismReaching all students despite learning differencesIncreasing and motivating the pursuit of excellanceCreating a sense of belongingUpdated DATE \@ "M/d/yyyy" 8/3/2011 HUMBLE ISD ELEMENTARY MUSIC CURRICULUM OVERVIEWPREFACE:SEQUENCE TO LEARNING MUSICKodalyFeierabendOrffStep 1Prepare Rote level – Echo Neutral syllablesImitationStep 2PresentRote level – pitch and rhythm syllablesExplorationStep 3PracticeDecode – familiar/unfamiliarCreate - improvisedRead – familiar/unfamiliarWrite familiar/unfamiliarCreate composedLiteracyTHE HUMBLE ISD ELEMENTARY MUSIC STUDENT WILL:Hear it firstThen SingThen UnderstandThen Read and WriteThen CreateUpdated 8/3/2011 HUMBLE ISD ELEMENTARY MUSIC OVERVIEW/SCOPE & SEQUENCEK (if applicable)1ST2ND3RD4TH5THPitch/MelodyHigh /lowSame/differentUp/downReading graphicsSoMiLaUp/down – melodic directionLines and SpacesDoRePentatonic scaleLow LaLow SoHigh DoTiFaAbsolute pitchIntroduce Key of C, F, and G (1st semester)Identify Key of C, F, and G (2nd semester)La- minorMajor vs. minorRhythmRecognized tracking (reading music left to right)BeatLong/short - Quarter note - Quarter rest?- Eighth notes (beamed)Steady beat vs. rhythmh. - Dotted half noteh - Half noteHalf restTied notesSimple meter Barline/note groupingsDouble barline - Whole note Whole rest x- Sixteenth notes2/4 meter? meter4/4 meter e - Single eighth notesO o - Eighth restsSyncopated rhythm patternsCounting by number (2nd semester)Eighth note/2 sixteenth notes beamed e = xxOngoing counting by numbers6/8 meterDynamicsLoud/softReview f - Fortem - Mezzop - Pianoff -Fortissimopp - PianissimoCrescrendoDescrescendoAccentsOn-going application of dynamicsTempoFast/slowReviewReviewAllegroLargoAccelerandoRitardandoPrestoAndanteOngoing application of tempoUpdated 8/3/2011 HUMBLE ISD ELEMENTARY MUSIC OVERVIEW/SCOPE & SEQUENCE(continued)K (if applicable)K (if applicable)1ST2ND3RD4TH5THFormAB form – (Same/different)Call/responseABA formVerse/refrainRepeat sign II: :IID.C. al fineIntroduction - Coda1st and 2nd endingsRondo form - D. S. al FineD. S. al CodaTheme and variationTone ColorSpeaking, singing, calling, whisperingDifferences between child / adult voicesPercussion timbre/Sound productionConcept of Instrumental FamiliesClassify/ categorize Instruments by family visually and aurallyIdentify individual instruments visually and aurallyOn-going instrumental studyIntroduce vocal ranges (SATB) Harmony – Vocal Ostinati Partner songsRounds/canonsOn-going ostinati 2-part singingDescantOn-going 2- part singingHarmony - InstrumentalBordun OstinatiOn-going ostinati Alternating hands Octave changeCross overCreate simple instrumental accompanimentMusic History/ListeningExpressionMusical programsEvaluate programsHUMBLE ISD ELEMENTARY MUSIC CURRICULUMAll concepts are on-going and should be reviewed once introduced Updated DATE \@ "M/d/yyyy h:mm:ss am/pm" 8/3/2011 4:04:25 PMKINDERGARTEN YEAR MUSIC1st Semester 2nd Semester1ST 9-WEEKS2ND 9-WEEKS3RD 9-WEEKS4TH 9-WEEKSK (if applicable)Pitch/MelodyExplore high /lowRecognize high/lowDemonstrate high/lowExplore ascending/descending Recognize ascending/descending in familiar musicRhythmPerform teacher led steady beatDemonstrate steady beatLong/shortDynamicsExplore loud/softDemonstrate loud/softTempoExplore fast/slowDistinguish fast/slowFormSame/differentTone ColorSpeaking, singing, calling, whisperingHarmonyRecommended Activities/Strategies:Recognize tracking (reading music left to right)Reading graphicsAll concepts are on-going and should be reviewed once introduced Updated DATE \@ "M/d/yyyy" 8/3/2011 1st GRADE YEAR MUSIC1st Semester 2nd Semester1ST 9-WEEKS2ND 9-WEEKS3RD 9-WEEKS4TH 9-WEEKSPitch/MelodyT-Review Kindergarten conceptsS-Recogninze ascending/descending in Unfamiliar musicT-Prepare So-MiT-Model So-MiS-Decode Sol-Mi S- Improvise Sol-MiS-Read Sol-MiT-Prepare LaT-Model LaS-Write Sol-MiS- Compose Sol-MiS- Decode using Sol-Mi-LaS- Improvise Sol-Mi-LaS-Read So-Mi-LaRhythmReview Kindergarten concepts Steady beat vs. rhythm awarenessPrepare ? - eighth note rhythmsModel ? - eighth note rhythmsS-Decode + ? - quarter note and eighth note rhythmsS- Improvise + ? - quarter note + eighth note rhythmsS-Read + ? - quarter note + eighth note rhythmsS -Prepare quarter restT -Model quarter restS – Write + ? - quarter note + eighth note rhythmsS – Compose + ? - quarter note + eighth note rhythmsS – Decpde + ? - quarter note + eighth note rhythmsS – Improvise + ? - quarter note + eighth note rhythmsS – Read + ? - quarter note + eighth note rhythmsDynamicsReview Kindergarten concepts Review ReviewReviewTempoReview Kindergarten concepts ReviewReviewReviewFormReview Kindergarten concepts AB form – (Same/different)Call/responseReviewReviewTone ColorReview Kindergarten concepts Differences between child / adult voicesPercussion timbre/Sound productionReviewConcept of Instrumental FamiliesReviewHarmony – Vocal ExploreHarmony - InstrumentalBordun Block bordunReviewAll concepts are n-going and should be reviewed once introduced Updated DATE \@ "M/d/yyyy" 8/3/2011 2ND GRADE YEAR MUSIC1st Semester 2nd Semester1ST 9-WEEKS2ND 9-WEEKS3RD 9-WEEKS4TH 9-WEEKSPitch/MelodyReview So, Mi, La, Up/DownS - Write LaS - Compose LaIntroduce Lines and SpacesT - Prepare DoT - Model DoS - Decode Do S - Improvise DoS - Read DoT - Prepare - ReT - Model - ReS - Write DoS - Compose DoS - Decode ReS - Improvise ReS - Read ReS- Write ReS - Compose RePentatonic scale awarenessRhythmReview Quarter Note, Quarter rest, ? Eighth notes, steady beat vs. rhythmS - Write Quarter restS - Compose Quarter restT- Prepare h Half noteT – Model h Half noteS- Decode h Half noteS- Improvise h Half noteS- Read h Half noteIntroduce Tied notesS – Write h Half noteS- Compose h Half noteT- Prepare Half rest T – Model Half restS – Decode Half restS- Improvise Half restS – Read Half restS – Write Half restS - Compose Half restSimple meter awarenessBarline/note groupingsDouble barlineT- Prepare h. Dotted half noteT – Model h. Dotted half noteS- Decode h. Dotted half noteS – Improvise h. Dotted half noteS – Read h. Dotted half noteS – Write h. Dotted half noteS – Compose h. Dotted half noteDynamicsf - Fortep - Piano m - MezzoTempoReview fast/slowFormReview 1st grade conceptsABA formVerse/refrainRepeat sign - II: :IITone ColorReview Concept of Instrumental Families Classify/ categorize Instruments by family visually and aurallyHarmony – Vocal Ostinati Rounds/canonsPartner songsHarmony - InstrumentalReview BordunsOstinatiAll concepts are on-going and should be reviewed once introduced Updated DATE \@ "M/d/yyyy" 8/3/2011 3rd GRADE YEAR MUSIC1st Semester 2nd Semester1ST 9-WEEKS2ND 9-WEEKS3RD 9-WEEKS4TH 9-WEEKSPitch/MelodyReview pentatonicT- Prepare Low La/Low SoT- Model Low La/Low SoS- Decode Low La/Low SoS- Improvise Low La/ Low SoS-Read Low La/Low So T- Prepare High Do T- Model High DoS- Write Low La/ Low SoS – Compose Low La/Low SoS- Decode High DoS-Improvise High DoS- Read High DoS- Write High DoS- Compose High DoRhythmReview 2nd grade rhythmic conceptsT-Prepare - Whole note/ T-Model - Whole note/Whole restS- Decode - Whole note/ Whole restS-Improvise - Whole note/ Whole restS- Read - Whole note/ Whole restS-Write - Whole note/ Whole restS- Compose - Whole note/ Whole restT-Prepare x- Sixteenth notesT-Model x- Sixteenth notesS- Decode x- Sixteenth notesS-Improvise x- Sixteenth notesS- Read x- Sixteenth notesS-Write x- Sixteenth notesS- Compose x- Sixteenth notesDynamicsReview f, p, mff -Fortissimopp - PianissimoTempoAllegroLargoAccelerandoRitardandoFormReview 2nd grade conceptsRondo formD.C. al fine1st and 2nd endingsIntroduction - CodaTone ColorIdentify individual instruments visually and aurallyHarmony – Vocal On-going ostinati Harmony - InstrumentalOn-going ostinati Alternating hands Octave changeAll concepts are on-going and should be reviewed once introduced Updated 8/3/2011 4th GRADE YEAR MUSIC1st Semester 2nd Semester1ST 9-WEEKS2ND 9-WEEKS3RD 9-WEEKS4TH 9-WEEKSPitch/MelodyReview 3rd grade pitch materialT- Prepare FaT- Model FaAbsolute pitch Introduce Key of C, F, and GS- Decode FaS- Improvise FaS-Read Fa T- Prepare TiT- Model TiS- Write Fa S – Compose Fa S- Decode Ti S-Improvise TiS- Read TiIdentify Key of C, F, and G S- Write TiS- Compose TiRhythmReview 3rd grade rhythmic concepts T-Prepare e/ o - Single eighth note/restT-Model e/ o - Single eighth note/restS- Decode e/ o - Single eighth note/rest2/4 meter? meter4/4 meterS-Improvise e/ o - Single eighth note/rest S- Read e/ o - Single eighth note/restS-Write e/ o - Single eighth note/rest S- Compose e/ o - Single eighth note/restT-Prepare Syncopated rhythm patternsT-Model Syncopated rhythm patternsS- Decode Syncopated rhythm patternsCounting by number S-Improvise Syncopated rhythm patternsS- Read Syncopated rhythm patternsS-Write Syncopated rhythm patternsS- Compose Syncopated rhythm patternsDynamicsReview f, p, m, ff, ppCrescrendoDescrescendoAccentsTempoReview Allegro, Largo, Accelerando, RitardandoPrestoAndanteFormReview 3rd grade concepts - D. S. al FineD. S. al CodaTone ColorOn-going instrumental studyHarmony – Vocal 2-part singingDescantHarmony - InstrumentalReview 3rd grade skillsCross overAll concepts are on-going and should be reviewed once introduced Updated DATE \@ "M/d/yyyy" 8/3/2011 5th GRADE YEAR MUSIC1st Semester 2nd Semester1ST 9-WEEKS2ND 9-WEEKS3RD 9-WEEKS4TH 9-WEEKSPitch/MelodyReview all 4th grade pitch material T - Prepare La- minorT – Model La-minorT – Prepare Major vs. minorT – Model Major vs. minorS – Decode La- minorS- Read La - minorS- Read La – minorS- Write La-minorS- Decode Major vs. minorS – Create major vs. minorS – Read Major vs. minorS – Write Major vs. minorS- Compose Major vs. minorRhythmReview 4th grade rhythmic concepts T-Prepare Eighth note/2 sixteenth notes beamed e = xxT-Model Eighth note/2 sixteenth notes beamed e = xxS- Decode Eighth note/2 sixteenth notes beamed e = xxOngoing counting by numbersS-Improvise Eighth note/2 sixteenth notes beamed e = xxS- Read Eighth note/2 sixteenth notes beamed e = xxS-Write Eighth note/2 sixteenth notes beamed e = xxS- Compose Eighth note/2 sixteenth notes beamed e = xxT – Prepare 6/8 meter T – Model 6/8 meterS – Decode 6/8 meterS – Improvise 6/8 meterS - Read 6/8 meterDynamicsOn-going application of dynamicsTempoOngoing application of tempoFormReview 4th grade conceptsTheme and variationTone ColorOngoing instrumental studyIntroduce vocal ranges (SATB) Harmony – Vocal On-going 2- part singingHarmony - InstrumentalCreate simple instrumental accompanimentAll concepts are on-going and should be reviewed once introduced Updated 8/3/2011RESOURCE LIST OF SONGS FOR LEARNING MUSICSong Resource Key:AFS = 150 American Folk SongsSelected and edited by Peter ErdeiKM = The Kodaly Method I(3rd Edition)Lois ChoksySM = Spotlight on MusicTextbook SeriesMacMillan McGraw-HillUpdated 8/3/2011FIRST GRADE RHYTHM:Q & qaqApple TreeBee Bee SM T250 (1)Billy BadBlue Bells KM 190Bobby Shaftoe KM 195Bounce High KM 193Bow Wow Wow KM 205Button You Must Wander KM 206Bye Baby Bunting AFS 4Bye Lo Baby Oh KM 192Closet Key AFS 2Cuckoo KM 190Doggie Doggie SM 59 (2)Engine Engine Number 9 SM 13 (2)Go Tell Aunt Rhody KM 238Good Night KM 191Here Comes a Bluebird KM 205Hold My Mule AFS 52In and Out SM 245 (2)Lucy Locket KM 190Rain Come Wet Me KM 204Rain Rain AFS 3See Saw KM 191Snail Snail KM 193Star Light, Star Bright SM T258 (1)This Old Man SM T306Twinkle TwinkleBow Wow Wow AFS 18Hot Cross Buns KM 199Icka Backa KM 190Naughty Kitty Cat SM T171 (1)Peas Porridge Hot SM T255 (1)Ring Around the Rosy AFS 12Updated 8/3/20112ND GRADE RHYTHM:??Cut the CakeDeedle Deedle Dumpling (My Son John)Great Big House KM 207Here Comes a Bluebird KM 205Let Us Chase the Squirrel AFS 6Page’s Train AFS 20Rocky Mountain AFS 19Who’s That? AFS 7??Derry Ding Dong Dason KM 224Lavender’s Blue KM 242Music Alone Shall Live KM 259Oh How Lovely KM 242Rise Up Old Flame KM 263Updated 8/3/20113RD GRADE RHYTHM:?Chicka Hanka SM 138 (4)How Long the Train Been… SM 264 (4)I Got a Letter KM 230Jubilate Deo KM 282Lonesome Valley KM 220My Old Hammer KM 211Nine Hundred Miles KM 233Rattlesnake KM 227Rose Red KM 265Who Killed Cock Robin? KM232?????????Chicken on a Fence Post SM 265 (3)Dinah SM 150 (3)Golden Ring KM 212Love Somebody KM 257Mary Had a Baby KM 215Old Brass Wagon KM 213Paw Paw Patch KM 256Tideo AFS 87Updated 8/3/20114TH GRADE RHYTHM:??????Alabama Gal KM 213Black SnakeCanoe Song KM 231Don’t Let the Wind KM 226Hill and Gully Rider SM 250 (5)Liza Jane AFS 45Ridin’ in a Buggy AFS 44Shoo My Love AFS 84Weavily Wheat????Al CitronChairs to Mend KM 82Do LordIn the Bleak Midwinter KM 249Johnny Has Gone for a Soldier KM 267Liza Jane AFS 45Perry Merry Dictum KM 221Viva la Musica KM 275????Charlotte TownLondon Bridge KM 239Old House KM 231Shanghai Chicken KM 225This Train is Bound for Glory SM 343 (4)Duple MeterBounce High KM 193Rain Rain KM 191Star Light KM 192See Saw KM 191Triple MeterGoodbye Old Paint KM 224Lavender’s Blue KM 242Music Alone Shall Live KM 259Oh How Lovely KM 242Rise Up Old Flame KM 263Star Spangled Banner SM 386 (5)Streets of Laredo KM 255Sweet Betsy from Pike AFS 93Updated 8/3/20115TH GRADE RHYTHMCompound MeterA My Name is Abbie KM 193Charlie Over the Ocean KM 228Chicka-ma, Chicka-ma Craney Crow SM 263 (3)Farmer in the Dell AFS 49I’se the B’ye KM 256It Rained a Mist KM 240Johnny Comes Marching Home SM 34 (5)Mulberry Bush KM 22Oats and Beans AFS 68Old Roger SM 280 (3)Oliver CromwellPat Works on the Railway KM 267Sing Sing TogetherSkin and Bones KM 231Oliver Twist KM 196See Saw Margery Daw KM 195????Chickalileeo KM 234Chiney DollCoffee Grows KM 219Dog and Cat AFS 24Johnny Cuckoo AFS 80Skip to My Lou KM 253Ten Little Indians?????Buffalo BoysHop Old Squirrel AFS 2Lead Through That Sugar and TeaRidin in a Buggy AFS 44Weavily WheatQ & qaqCedar Swamp KM 227Draw a Bucket of Water AFS 13Ida Red AFS 20Skip to My Lou KM 253Skipping Rope Song AFS 84Updated 8/3/20111ST GRADE MELODYSo-MiApple TreeBee Bee SM T250Blue Bells KM 190Bye Lo, Baby O KM 192Come Back Home SM T134Cuckoo KM 190Doggie Doggie SM 59 (2)Good Night SM 76 (2)Lemonade KM 193Miss MissOne, Two, Three, Four, Five SM T265Peas Porridge Hot SM 255Ring Around the Rosy KM 197Snail Snail KM 193Star Light KM 192LaApple TreeBobby Shaftoe KM 195Bounce High KM 193Here Comes a Bluebird KM 205Icka Backa KM 190Little Sally Water KM 195Lucy Locket KM 190Naughty Kitty Cat SM T171 (1)Star Light KM 192We Are DancingUpdated 8/3/20112ND GRADE MELODYDoApple TreeBow Wow Wow KM 205Button You Must Wander KM 206Deedle Deedle DumplingDown Came a Lady AFS 17Grandma Grunts KM 200I See the Moon KM 198Jim Along Josie KM 201Johnny Caught a Flea SM T158 (1)Knock the Cymbals KM 204Ring Around the Rosy AFS 12Rocky Mountain KM 208Twinkle TwinkleWallflowersWee Willie WinkieWho’s That KM 202ReAll Around the Buttercup SM 210 (2)Bow Wow Wow KM 205Buffalo BoysDinah SM 150 (3)Frog in the Meadow SM 243 (3)Frosty Weather SM 250 (3)Great Big House KM 207Here Comes a Bluebird KM 205Hope Old Squirrel AFS 2Hot Cross Buns KM 199Johnny Cuckoo AFS 80Let Us Chase the Squirrel AFS 6Long Legged Sailor SM 243 (4)Naughty Kitty Cat SM T171 (1)Rain Come Wet Me KM 204Sleep Baby Sleep KM 202Tideo AFS 87Teddy Bear KM 198Updated 8/3/20113RD GRADE MELODYLaAmaseeCanoe Song KM 231Chicka Hanka SM 138 (4)Cumberland Gap SM 209I Got a Letter KM 230Stoopin’ on the Window AFS 32Walk Daniel SoAl CitronAlabama Gal KM 213Band of Angels AFS 38Chickalileeo KM 234Coffee Grows on White Oak Trees KM 219Cotton Eye Joe KM 209Dog and Cat AFS 24Down Came a Lady AFS 17Draw a Bucket of Water AFS 13Eency Weency Spider AFS 85Farmer in the Dell AFS 49Four White HorsesHold My Mule AFS 52If You’re Happy and You Know ItJohnny Cuckoo AFS 80Lead Through that Sugar and TeaOld Bald Eagle AFS 70So (continued)Old Brass Wagon KM 213Pick a Bale of Cotton AFS 95Pop Goes the Weasel SM 94 (5)Riddle Song AFS 52Sailing on the Ocean KM 214Shake Them SimmonsShanghai Chicken KM 223Weevily WheatDo′Cedar Swamp KM 227Cut the CakeDon’t Let the Wind KM 226Goin’ Home on a CloudJohn Kanaka SM 249 (5)Shady Grove KM 237Shoo My Love AFS 37Skipping Rope Song AFS 84Tideo AFS 87Train is a Comin’ AFS 53 Why Shouldn’t My GooseUpdated 8/3/2011 4TH GRADE MELODYFaAmong the Little White DaisiesAre You Sleeping SM 260 (4)Chairs to Mend KM 82Cut the CakeEency Weency Spider AFS 85Go In and Out the WindowGo Tell Aunt Rhody KM 238Joyful Joyful SM 103 (5)London Bridge KM 239Naughty Kitty Cat SM T171 (1)Oats and Beans AFS 68Old Joe Clark KM 274Oranges and Lemons KM 251Paw Paw Patch KM 256Simple Gifts KM 257The Deaf Woman’s Courtship AFS 67This Land is Your Land SM 146 (4)Twinkle Twinkle Whistle Daughter WhistleWhy Shouldn’t My GooseYankee Doodle SM 154 (4)Ti All Through the Night SM 277 (4)Au Claire de la LuneMiss Mary Mack KM 118Music Alone Shall Live KM 259Rise Up Old Flame KM 263Streets of Laredo KM 255The Little Birch TreeYankee Doodle SM 154 (4)Updated 8/3/2011 ASSESSMENTFun Activities for Practicing and Assessing Rhythm, Melody, and Absolute Pitch NamesPractice/Assess skills in music using fun, low stress, no pressure activities. Students will forget they are being tested! These can be used and adapted for any grade/skill level!Snowballs: Patterns are written on a piece of paper, wadded up, thrown about the room, retrieved and read one by one.Beach Ball: Patterns are written on colored sections of the beach ball. Teacher or student tosses the ball. Catcher reads pattern where fingers are touching or on color called for.Basketball: Shoot for a basket if you read the pattern correctly.Baseball: Two teams: Read the pattern correctly, move to first, read incorrectly – it’s a strike! Hopefully the team members will move you onto second, third, and home plate for a score!Concentration: Patterns (in duplicate) laid out face down and in random order in sort of a grid. Two teams: Team member turns a card, reads the pattern and tries to remember where its match lies. Team with the most “pairs” wins.Passing Games: Example – I Got a Letter this Morning (Patterns are in the envelope being passed or in a mail sack to be delivered. If the song ends at your “house”, you read.) Works great for holidays too (Valentines – shoebox decorated with “Valentines” inside, Easter – eggs with patterns in them, etc.) Chase Games: Students play “Duck, Duck, Goose” style games using various songs. After their turn, they read a pattern. This can be used with many songs and the kids never get tired of it.“All Around the Buttercup” – substitute “buttercup” for another flower, students pick flowers with patterns on them“Lavender’s Blue” – patterns in a crown“Lucy Locket” – patterns written on “money” and put in a purse dropped in someone’s lapApple Tree: Students sing the song and one person gets to pick an apple from the tree to read (use die cuts of apples stuck on a butcher paper tree or if you have a magnetic dry erase board, draw a tree and put magnets on the back of patterns.) This also works well for the song “Pumpkin Patch” in October.Updated 8/3/2011Updated 8/3/2011House of Pies – “Great Big House in New Orleans” – Students sing song substituting “pumpkin pie” with their favorite pie. Teacher pulls corresponding pie pattern out of “house” and the class or individual reads it.Rhythm/Melody Roll: Toss a number five. Read the five pattern, etc.Rhythm Relay: Two teams: One person from each team goes to the board. Students listen to a 4 beat rhythmic pattern. The first person that writes the pattern correctly and sits down wins a point for their team. The team with the most points wins.Rhythm Train: One child selects and reads a four beat pattern; next child selects another four beat pattern and reads it with the previous one, etc.Go Fish: Used with the “Fishing Song” (One, two, three, four, five). Students use a fishing pole with a magnet on hook and snag patterns from a pond.Flash Card Reading: Go down the row one at a time – lickety split! The little kids will do this for stickers. Sometimes, even the big kids will! King of the Mountain: King of the mountain is played with all children sitting in a circle and having a rhythm card in front of them that is placed on the floor. The teacher establishes a place in the circle and sits there to designate where the king of the mountain is and where the bottom of the mountain is. The children each take a turn speaking their pattern going in a counterclockwise direction while the class taps the beat on their laps. If the child speaking is off beat, or otherwise makes a mistake on his/her pattern, then he falls off the mountain. He then moves to the left of the teacher and all others move over one card to their left. At some designated ending point by the teacher, the child who is at the right of the teacher at the end of the game is the winner.Connect Four: This is done with four rows of four chairs (total 16). In each chair is a rhythm card or melody card or vocab card, etc. The children are divided into two teams. A child from a team takes a turn going to a chair of that team member’s choice and tries to tap, read, sing, explain, etc. whatever is on the card that is in the chair he picked. If he gets it right, he sits in the chair and his team gets another turn. If he gets it wrong, the other team gets a turn. The goal is to get four horizontally, diagonally, or vertically. Girls vs. boys works well for ID of teams.Categories: If a class is having trouble getting the sound of a particular interval, implant the interval in their brains with this game. Class stands in a circle. They do a two fingered clap twice with a silent “swish” at their sides (clap, clap, back, forwards). On the “swish” the teacher can sing:: One, two (s-m or whatever interval you are concerned about) clap clap Categories clap clap Say the clap clap Names of clap clap (then name a category – colors, musical instruments, food, states, capitols, presidents, ice cream flavors, etc.). The game travels from teacher to next student and they answer on the very next “swish” with only claps in between each answer. Object is not to stop the rhythm, match pitch of the teacher and to think fast! When they get really good, I add “No repeats” before I name the category. If someone names the same answer, the original student has to raise their hand to catch the repeater. Then the repeater is out (sits down). Updated 8/3/2011Rhythm Scramble: 4 students are given a 4 beat rhythm card. They stand in a straight line with the card held at chest level, facing the class. The class starts and reads all cards, left to right. Then, the 4 students are given several seconds to “scramble” the order in which they are standing. Then, the class reads the “new” rhythm. Repeat several times.Rhythm Erase: Make a big + on the board. In each quadrant, write one 4 beat rhythmic pattern using an element you are working on (this works well if you use a known song or even a song that you are about to teach). Have the students read the rhythms, starting on top left to right, then continuing on the bottom. Do this a couple of times. Then erase one of the quadrants. Have the students read the rhythm again, remembering the missing rhythm. Erase another section. Do this until the entire rhythm is erased and the students are reciting this completely from memory. You would be amazed at how determined and excited they get at proving to you that they remember what the rhythm was!Rhythm/Melody Loop Game: Each student has a card with 2 patterns written on it. At the top of the card, it says: Answer: I have (and then a rhythm or melody for them to read.) At the bottom of the card it says: Question: Who has (and then a different rhythm or melody to read). Teacher starts with the first card and students continue reading patterns in answer/question format. The game ends with the teacher’s card.Music Jeopardy: Just like the game show. Two Teams. Create different categories: Melody, Rhythm, Dynamics, Instruments, and Random Facts. Students can pick anywhere from $100-$500 for each categories. For Melody and Rhythm, students must sing/clap the patterns to get the answer correct. Team with the most points wins. I have a powerpoint for this that would be good for assessment of skills in grades 3-5. Email me if you want it! Absolute Pitch Spelling Bee: For this activity, each student has an individual floor staff and bingo chips. The leader calls out a word that can be spelled using the lines and spaces of the treble staff. Students spell the word out on the staff using bingo chips. This is great if you are doing centers, because a student can easily lead. To make it more of a competition, you can have the class in two teams and one person from each team spells out the word. The first person to get it right wins a point. The team with the most points wins. ................
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