Purposeful Pathways: Fais Dodo

This lesson is from Purposeful Pathways: Possibilities for the Elementary Music Classroom, Book Twoby Roger Sams & Beth Ann Hepburn

To purchase Purposeful Pathways from MIE visit: www.MusicIsElementary.com

Page 1 of 3

• Scatterhulahoopsaroundtheroomwithsufficientspacetomovebetween. Studentsarescatteredinself-space,outsideofthehoops.

• Establishthesteadybeatonaninstrumentofyourchoice.Studentstraveloutsidethehoopsonthebeat.

• Playastrongaccentonthedownbeatin4 4time.Thestudentsstepintothehoopsonthestrongbeat.Cantheyfeelhowthenotesaregrouped?(Groupsof4)

• Explorevariousmeters24 , 4 4 , 34.

• Alternatethevariousmeters.Askthestudentstorespondwithappropriate movement,alwaysdesignatingthedownbeatbysteppingintoahulahoop.

• Thestudentsdeterminethemeterof“EarlytoBed”asyouspeaktherhyme:

• Repeatuntilthestudentscansuccessfullymovetotherhyme,inandoutofthehoops,astheysaythepoem.

• Repeattheprocessabovesinging“FaisDodo,”allowingthestudentstoexperiencemeterin3asyousing.

• Performthisbasic(steadybeat)BP ostinatoin34.Askthestudentstojoinyouwhentheyhavefiguredoutthepattern(simultaneous imitation).

METER IN 3

MELODY do • re • mi

Fais Dodo

PATHWAY TO Meter: Exploring meter – preparing 34

Step in on the strong beat, to establish

beat one

PATHWAY TO Meter: Song and BP ostinati in 34

This lesson is from Purposeful Pathways: Possibilities for the Elementary Music Classroom, Book Twoby Roger Sams & Beth Ann Hepburn

To purchase Purposeful Pathways from MIE visit: www.MusicIsElementary.com

Page 2 of 3• StudentsperformtheBP ostinatowhileyousingthesongusingsolfa.

• Roteteachingof“FaisDodo,”usingsolfa.

• Studentssingthesongusingsolfa.

• Dividetheclassinhalf.Halfsingsusingsolfa.HalfperformstheBP ostinato. Tradeparts.

• TeachthetextinFrenchand/orEnglish.

• Dividetheclassinhalf.Halfsingsthesongwithtext.HalfperformstheBP ostinato.Tradeparts.

• StudentspairupandperformtheBP ostinatowiththeirpartners.(Clapyour partner’shandsinsteadofsnapping.)

• Pairscreatetheirown3-or6-beatBP ostinatiinthestyleofplaygroundclappinggames.

- Putoneortwopairsofeighthnotesinyourostinato.

- Putonerestinyourostinato,ifyouwanttobeverytricky.

- Theostinatomustfeellikea3pattern.Youmakeitfeellikea3patternby makingsurethatthestrongestsoundisonbeatone,followedbytwoweakbeats. (Thisisthecorelearningforthislesson!)

• Pairssharetheirworkwiththeclass.Classreportsobservations.

• Pairsperformtheirostinatiwhiletheremainderoftheclasssingsthesong.

• SingtheBX/BM ostinatowithtext(onthebottompitches:do-do-so,-do)andpatthepatternonyourlap.Besuretomoveyourrighthandtotheoutsideofyourlegforthelowso.Studentsjoinyouwhentheyareready(simultaneous imitation).Becauseyouaremirroring,theywillmovetheirlefthandtotheoutsideoftheleg.

• Dividetheclassinhalf.Halfsingstheostinato.Halfsingsthesong.Tradeparts.

• TransfertoBX/BMandperformwiththesong.

• AddtheBP ostinato.Choosetousethesimpleostinatointhescoreoruse onecreatedbystudentsinthepreviouspathway.Considergivingeachpairan opportunitytoperformtheirostinatowiththeorchestration.

PATHWAY TO Ensemble: I-V with BP ostinato

METER IN 3

MELODY do • re • mi

This lesson is from Purposeful Pathways: Possibilities for the Elementary Music Classroom, Book Twoby Roger Sams & Beth Ann Hepburn

To purchase Purposeful Pathways from MIE visit: www.MusicIsElementary.com

Page 3 of 3

• Reviewthepoem“EarlytoBed.”

• Studentsreadtherhythmoftherhymewithsyllables,clappingandshowingthesustainednoteswithasustainedgesture.

• Whenthestudentscancomfortablyrepeatthespeechpatternwithoutassistance,theyaremorelikelytobesuccessfulwhenusingthisrhythmasthebasisfortheir improvisations.

• EstablishG=doastonic.(ThisisthefirsttimethestudentshaveexperiencedG=do.)

- Playthetextondo.

- Improviseusingdo re mi.Encouragegoodmelodichabitsastheyareexploring. Makedothetonic.(Startwithit.Endwithit.Playitalot.)

- Allowstudentstimetoimprovisetheirownmelodiestotherhythmofthe rhyme.

• Createasatisfyingfinalformwith“FaisDodo”andthestudentcompositions.

NOTE: This entire pathway can work very well on the recorder, for those who teach B A G as their first three notes.

RHYTHM

2 4 $

MELODY do • re • mi

Fais Dodo, continued

PATHWAY TO Improvisation: Creating melodies using a rhyme