Clap all 4 rhythms. Click on a square to take one away.
Clap all 4 rhythms, including the missing one. Click on a square to take another away.
Clap all 4 rhythms, including the missing ones. Click on a square to take another away.
Clap all 4 rhythms, including the missing ones. Click on a square to take another away.
Invite 4 students to help you write the complete rhythm on the board. (Each does one square)
Ask the students if they can identify the song.

Teach with do re mi or melodic contour. Play the game. There is a new solfa note in “Seven Up.” The note that is found between mi and do is re. Circle every re in “Seven Up.”

Choose seven children to come to the front of the class to be “choosers.” The students all put their heads down, close their eyes, and hold their fists out. While singing, each of the “choosers” touches the thumb of one student and returns to the front of the classroom. You may sing the song twice to give the choosers enough time. At the end of the song, the class sits up and those students who had their thumbs touched, stand up. Each of the chosen students tries in turn to guess which of the “choosers” selected them. If they are correct, they exchange places. The game continues until all students have been chosen at least once.

Playing and Creating: Have the students make word rhythms with numbers. For example: one, two, threefour, five. Play the rhythm of the number pattern on their choice of non pitched instruments as an interlude between repetitions of the song. Model the activity for the class, then divide them into groups of 2-4 students and have them create and play their own patterns. If you use the theme of the song as the theme, each group would
be a variation in a rondo.

Audience Behavior: When you have groups perform for each other it provides an opportunity to discuss audience behavior with your class. Discuss what the students need to do to be good listeners when listening to a performance.

“It’s All Right” was written in 1963 by Curtis Mayfield, who is considered one of the most influential musicians behind soul music as it developed in the Civil Rights Movement in the 1950s and 1960s. It was performed and recorded by a vocal group that Curtis sang in called The Impressions. Many artists recorded cover versions of the song, including Etta James, Phil Collins, Huey Lewis and the News, Bruce Springsteen, and of course Jon Batiste. Jon Batiste recorded two version for the movie Soul. One is a solo version by Jon Batiste, and the
other is a duet with Jon Batiste and Celeste.

This song is a good song for learning about accented beats. The process below is given as a projectable in the Concept Slides for the song. Give each student a tennis ball and have them bounce and catch as they sing. When they bounce the ball, the beat feels stronger than when they catch the ball.

1. Have the students show the beat for the first line of the song as follows. Pat the stronger beats, and tap shoulders on the weak beats.

2. Count the beats. There are eight. Each beat is a ta, or a quarter note. Draw the eight quarter notes on the board.

"Plainsies, Clapsies" is a ball bouncing game. While you sing, you try to bounce a ball and do all the actions that are indicated by the words of the song.

Create simple rhythmic ostinatos that could be used to accompany the song using the names of different kinds of balls.
For example: Tennis ball, golf ball

Choose unpitched instruments or body percussion to play the ostinato and perform an ostinato with the song. Part of the class could then play that pattern while the rest sing the song with all the actions.