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While teaching this learning module you will cover multiple concepts including: Beat, Melodic Direction (high-middle-low), Timbre of Orchestral Instruments
You'll also cover the themes of: Animal Songs, Insects, Composers, Eras in Music, 1800s, Late Romantic
In this lesson, you will:
Extension:
Musicplay is a menu. The teacher is not expected to teach every song or activity. Choose the songs and activities from the list that will best fit your schedule and the needs of your students.
Echo clap the rhythms in “Welcome to Music.”
The teacher claps the first pattern, and students clap the second.
Some of the patterns are new for Grade 1, so echo clap them.
Invite the students to tell you what they know about leprechauns. (if too many want to share, invite them to share with a neighbor)
Keep the beat as you listen to the song. The teacher could be the leader, or choose leaders from the class and have all copy the leader.
Play again and sing along.
Adapt the game:
A section: March in place
B section: do a “sailors horn pipe” - fold arms and jig in place
Flip through the slides to choose an activity for your class.
Listen to the song and show how the notes go higher and lower with arm motions.
Play the video again and sing along.
This is an excellent song for reading rhythms, melody, and form. The game helps students develop ability to sing in head tone. You can have students create and play accompaniments, and/or dramatize the song. Teach the song either by having the students read it or teach it by rote, and play the game.
Form a circle. Traditionally this is played with the students sitting in circle, cross legged with knees touching. A bee is passed to a neighbor’s lap on the beat. No one can miss their lap or miss anyone in the circle. Everyone keeps the beat by tapping as the bee goes around in the circle. The student who has the bee at the end of the song is “out.” This is quite difficult for students to do successfully. An easier way to play the game is to have all students stand up in a circle with hands outstretched, palms up. Choose one student to be the “beat keeper.” That student takes the bee, and touches each student on the outstretched hands, on the beat. If you are touched with the bee on the word “out,” you’re out and sit down.
Denise Tip: I found two different bees to use for this game. One bee was a really big stuffed one. We called this bee “Buzzy” and he sang the Bumblebee song in a low voice. The other bee was a really tiny fabric appliqué. We called the tiny bee “Buzzina” and she sang in a very high voice. Each time a racer was “out” they took a different bee, so we sang the song each time in a contrasting voice. Switching registers like this has helped several of my students to find their singing voices. The big jump from low voice to high voice made them aware of where their head voice was.
You can also use “Bee Bee Bumblebee” to select racers. Pound fists or tap shoulders of one student per beat. The student selected on “you” is racer one. The student opposite will also race. They speed walk around the circle back to their own place. The first one to reach their place wins. They should then sit down so you know they’ve had turns.
Choose from the activities available: (#6 and 7 are suggested, but explore all that you want)
1. Sing and point to the beat.
2. Interactive beat chart - "turn off" some of the beats and have the children sing those beats "in their head." Develops inner hearing or audiation.
3. Clap the words. (the rhythm of the song)
4. Beat Rhythm switch game. (Beat - step beat, Rhythm - clap words)
5. Is it beat or rhythm? (assess)
6. How many sounds do you hear? (with icons)
7. How many sounds do you hear? (with notes - can use to label rhythm)
8. Create a new rhythm.
Use the creative process in this activity
With student input, create a pattern. Say it! Ask students if they like it.
Try some different ways. With students input, choose instruments or body percussion to play it.
Try it. Ask if they like it. Try it different ways. Refine it.
Sing the song "Bee Bee" as the A section. Use this new composition as a B section.
You can accompany "Bee Bee" on Orff instruments. Play a simple bordun or use the Orff arrangement from the song list. Decide on a final form and perform your new piece.
If a printer is available, have students create their own bug compositions.
Students will cut out the bugs and create a pattern
Have students try out their pattern. Do they like it? If they do, glue it in the boxes.
Have students choose instruments or body percussion to play it. Do they like it?
If not, refine it
Sing the song "Bee Bee Bumblebee" as the A section. Use student compositions as B, C, D sections.
An Orff arrangement of "Bee Bee Bumblebee" is given in the song list. (Or have students play a simple bordun.)
In supporting resources there's a printable of bees.
Cut them out and give one to each child to color, and tape on a craft stick.
Move the responders to the music.