Grade 3 Lesson 21
Teaching Procedures
Play and Move to Beats in Groups of 2, 3, and 4
Play and Move to Beats in Groups of 2, 3, and 4
The teacher should play the patterns below on a drum or woodblock.
Mix the patterns up playing them in random order.
Students move to the pattern that was played, and when the teacher stops playing, freeze and make a statue shape.
The teacher should ask the students how the beats were moving. In groups of 2, 3, or 4?
The 5/4 pattern is given as an extra challenge for a strong class.
Have your students find something at home to use for instruments. In school, have them take out instruments.
Play an 8 beat pattern in the meters below. Have students echo.
Ask them how the beats were moving. In groups of 2, 3, or 4. (or 5)
Play along with "Larghetto"
Play along with "Larghetto"
Do the play along to "Larghetto."
At the end ask the students to tell you how the beats were moving. In groups of 2, 3, or 4?
Use a plates or hands to move to "Waltz of the Flowers"
Use a plates or hands to move to "Waltz of the Flowers"
Copy the movements to "Waltz of the Flowers."
At the end of the piece, ask the students to tell you how the beats were moving. In groups of 2, 3, or 4?
This is a piece with a quick tempo, so the 1-2-3 can feel like it's in 1.
Use a scarf or a ribbon to move to "Musette"
Use a scarf or a ribbon to move to "Musette"
Use a scarf or a ribbon to move to "Musette."
At the end of the piece, ask the students to tell you how the beats were moving. In groups of 2, 3, or 4? (2)
Teach “Ton moulin”
Teach “Ton moulin”
Listen to "Ton moulin". The lyrics translate to, "Miller, you’re asleep, your mill is going too quickly". Ask them questions about it. Explain to the students that the song is about a windmill. The miller uses the windmill to supply the power to his mill. The miller has fallen asleep and the windmill is going too quickly.
Play the game with “Ton moulin”
Play the game with “Ton moulin”
Each student should find a partner. They join hands and extend their arms sideways. During the 3/4 section of the song, they will move their arms with their partner to imitate a windmill. They will “wring the dishrag” (or turn right over) several times, ending up facing their partners for the 2/4 section. Denise Tip: When I teach students to “wring the dishrag” I tell them to raise one arm and walk in a circle under the arm that is raised.
For the 2/4 part of the song, have the partners do this clapping pattern:
measure 1 clap own hands 2x
measure 2 clap both partner’s hands 2x
measure 3 clap own hands 2x
measure 4 pat legs with both hands 2x
Repeat for measures 5-8, ending with joining hands with their partner instead of patting legs.
There are two distinct parts in this song, so the sectional form is AB. Discuss with the students how the movements they are doing with a partner show the AB form.
Review the changing meter
Review the changing meter
Explain the changing meter in this song.
Extension: Add unpitched instruments as accompaniment. In the 3/4 section, have a hand drum play ta rest rest. Have a guiro play rest ta ta. In the 2/4 section, choose some instruments to play the rhythm of the words
Review “Love Somebody”
Review “Love Somebody”
"Love Somebody” is a rhythm-reading song. Read the sixteenth notes in the song. Invite your students to create a B section by writing a “Roses are Red” poem. Sing the song as the A section, read a poem, and then sing the A section again. If you are using this in performance, vote on which poem is the funniest. Use the funniest poem as the B section for your performance.
Play the singing game “Love Somebody”
Play the singing game “Love Somebody”
One student holds a valentine and walks around the outside of the circle. At the end of the song, the student holding the valentine puts the valentine behind another student. This student picks the valentine up, leaves the circle, and tries to tag the student who placed the valentine behind them before that student gets to the hole in the circle.
Denise Tip: I often use an imaginary valentine instead of a real one, because picking up the valentine slows down the chaser and gives the runner too much of a head start. Alternatively, you can use a large basket with a valentine already in it so it's easier to pick up.
Do a body percussion activity with “Love Somebody”
Do a body percussion activity with “Love Somebody”
We're going to do a body percussion activity with the song "Love Somebody"
Start by reading the words of the song.
Next read the rhythms of the song.
Transfer body percussion to unpitched instruments
Transfer body percussion to unpitched instruments
Divide the class into four groups - drums, metals, woods, shakes/scrapes.
Have the drums play on beat 1.
Another option for students at home is to play all parts on a bucket.
Drum = side.
Metals = top.
Sticks = rim.
Snap = click sticks.
Review the cup game for “Favorite Rag”
Teach “Austrian Went Yodeling”
Teach “Austrian Went Yodeling”
Reinforce 3/4 meter. "An Austrian Went Yodeling" is a student favorite. Teach the song by rote and add actions as indicated by the words of the song. In the second section, add the following ostinato: pat, clap, snap. This really reinforces that there are three beats in each group in this song. When you teach this section, stop and ask them how the music is moving. (in twos, threes or fours) Invite the students to create new three beat ostinatos to accompany the B section.
Sing and do the actions for “Austrian Went Yodeling”
Do body percussion to “The More We Get Together”
Do body percussion to “The More We Get Together”
Clap, pat, snap or stomp the rhythms.
You might decide to clap the top row and pat the 2nd row.
Or, you might decide to clap all the quarter notes, pat the half notes and stomp the whole notes.
After your performance, ask the children how the beats were grouped in this. (3)