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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