Kindergarten Extra February Lesson
Teaching Procedures
Sing the echoes in “Welcome to School”
Sing to Melody the Elephant
Sing to Melody the Elephant
Sing to Melody the Elephant. Practice distinguishing between speaking and singing voices by introducing a toy elephant named Melody. Melody the elephant will do what students tell her, if they tell her in a “singing voice.” If they speak, she does nothing. Tell Melody to “jump up and down” using a speaking voice. Melody won’t move. Then sing to Melody to “jump up and down” and make your elephant jump. Invite the students to sing to Melody what to do.
This is a preschool class with children ages 3-4-5. A few children in this age group were able to sing to Melody, but many needed help. Keep bringing your "Melody Elephant" back to class until your students can sing to her! Substitute whatever stuffed animal you have - Melody Monkey would work just as well!
Review instruments using the “Mystery Box”
Review instruments using the “Mystery Box”
After 5-6 weeks you will have shown the students 5-6 instruments. I like to do an activity I call the Mystery Box. I put 5-6 instruments in a box so the children can’t see what I’m playing. I play it, and they identify the instrument. It’s a great way to introduce them to the timbre of unpitched instruments, and to help build their vocabulary as they learn the names of all the instruments!
Review “Listen to Me Play”
Review “Listen to Me Play”
This song is included to have students begin to identify the rhythm instruments by their sound, or timbre. Have the students listen to the instrument. Pause the audio during the rest. Ask the students to identify the instrument that was played. Start the audio again and listen to the next instrument.
The instruments that are used are as follows:
1. claves
2. triangle
3. sandpaper blocks
4. cowbell
5. hand drum
6. jingle bells
Sort unpitched instruments into families
Review “If You’re Happy and You Know It”
Review “If You’re Happy and You Know It”
Sing the song to students. Then, sing the song phrase by phrase asking the students if the phrases are the same, similar or different. They should discover that phrases one, two and four are similar. Phrase three is different. This could be labelled AA'BA phrase form. (AA'BA)
Sing the song, adding the actions indicated by the words.
Substitute instruments in “If You’re Happy and You Know it”
Substitute instruments in “If You’re Happy and You Know it”
Substitute Instruments for the claps and stamps in the song.
If you have a class set of sticks, try this version:
1. If you're happy and you know it tap the sticks! X X
2. If you’re happy and you know it scrape the sticks. x x
3. If you’re happy and you know it drum the floor. x x
Optional: Play different instrument families with "If You're Happy and You Know It"
Optional: Play different instrument families with "If You're Happy and You Know It"
Substitute Instruments for the claps and stamps in the song.
If you have woods, metals and drums try this version. (Substitute shakers for metals if needed.)
1. If you’re happy and you know it play the woods.
2. If you’re happy and you know it play the metals.
3. If you’re happy and you know it play the drums.
Review “Alice the Camel”
Review “Alice the Camel”
Teach the song by rote, adding some body percussion and actions to it:
Alice the Camel has – pat the words on your legs
5 humps. – show 5 fingers (3x)
Go Alice go! – clap the words
Boom boom boom! – bump hips with the person on your left and right
Create unpitched accompaniment for “Alice the Camel”
Create unpitched accompaniment for “Alice the Camel”
Accompany the song with instruments: (substitute freely)
Alice the Camel has – play on sticks or pool noodle scrapers
5 humps (4, 3, 2, 1, 0 or no) – play on tambourines
Go Alice go! – sticks and tambourines play
Boom boom boom! – play on conga drums, tubanos, gathering drum or hand drums
Optional: Illustrate a storybook for “Alice the Camel”
Review “Head and Shoulders”
Review “Head and Shoulders”
The song may be familiar to many of your students. If not, teach by rote. This version of “Head and Shoulders” is included to review body parts and to practice slow, medium and fast tempos. Sing the song pointing to each part of the body named in the song. Each time the song repeats it gets faster. Ask the students to tell you how the music changes.
Same or Different: Sing the first two measures of the song at a slow speed. Then sing the measures quickly. Ask the students to tell you if it was the same or different. Do the first two measures quickly. (Same) When students are good at telling you same or different, try singing the phrase and having students tell you if it’s fast or slow.