Welcome to music – play recording, but clap echo rhythm patterns while you listen

Body Percussion Fun!  – do the body percussion as shows on the video

#61 “Ham and Eggs” – form, tempo review/lesson

#63 “I’se the B’y”- create movement, learn about Newfoundland

Listening Resource Kit 2 #23:  Rondeau, Mion – move with hands or paper plates

Review as Time Permits: #58 “The More We Get Together” #59 “I See the Moon” #60 “Circle ‘Round the Zero” – play modified version of the singing game

Supporting Resources

Objectives

  • I can sing and move to music
  • I can use and define tempo
  • I can respond to music

Teaching Procedure

1 Clap the rhythms with "Welcome to Music"

Clap the rhythms with "Welcome to Music"

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2 Body Percussion Fun!

- do the body percussion with the video

- if the video is too fast, slow it down with the gear wheel tool.

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3 Learn the words for song #61 “Ham and Eggs”

Listen to the first part of the video.

Play the video again and sing along.

in-person - just listen to the recording

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4 Copy the movements for #61 “Ham and Eggs”

Divide into two groups.

Watch the kids in the video and stand up when it's your turn.

Zoom - have students sing and do movements.

In-person - listen to the recording and stand/sit as in the video

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5 Learn about the form of the song, "Ham and Eggs"

Read the slide with the students.

Discuss what the form of the piece might be.

6 The form is ABAC

The form is ABAC

7 Discuss the tempos used in the song

Discuss the tempos used in the song

Review the tempo terms that have been introduced in Grade 2.

8 Adagio

9 Moderato

10 Allegro

11 Presto

12 Prestissimo

13 Play along with body percussion or instruments at a variety of tempos

Choose the level, then play along at different tempos.

The teaching slides in the upper right corner will review any tempo terms you don't know.

14 Optional: Complete a worksheet to sort tempo from slow to fast

Optional: Complete a worksheet to sort tempo from slow to fast

15 Sing or move to song #63 “I’se the B’y”-

Listen to song #63 “I’se the B’y” and think of movements you could do to the song.

The next video will give you some ideas.

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16 Copy the movements for "I'se the B'y" in the demo video

Here are some ideas for movement - or create your own!

VERSE:
I’se the b’y that builds the boat and 4 steps in, clap on beat 4
I’se the b’y that sails her. 4 steps back
I’se the b’y that catches the fish and 4 steps in, clap on beat 4
takes them home to Liza. 4 steps back
Chorus:
Hip your partner, Sally Tibbo. Gesture to the left with your left hip
Hip your partner, Sally Brown. Gesture to the right with your right hip
Fogo, Twillingate, Morton’s Harbour, walk around in a small circle for 8 beats
all around the circle.

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17 This folk song is from Newfoundland

The next slides will talk about where the song, "I'se the B'y" came from - Newfoundland and Labrador

18 Newfoundland and Labrador

19 St. John's is the capital of Newfoundland

20 Fishing is an important industry

21 You can view icebergs in Newfoundland

22 Newfoundland has a rugged coast

23 Mirror the movement to "Rondeau"

"Rondeau" or rondo, is a listening example of rondo form.
In this rondo, the A section is repeated.
The form is A A B A C A D A

Mirror the movements in the video.

Have each student choose a partner.
One student will be leader and the other the mirror.
Play the video again, and have students create their own mirror movement.
Switch so each student gets a turn to be leader.

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24 Move with paper plates to "Rondeau"

If at home, find 2 paper plates, or cut out 2 circles.

Copy the paper plate movement.

After trying these ideas, create your own!

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25 Review as time permits the rhythms and the solfa for "I See the Moon"

- project the screen and have students read the rhythms

- then do the solfa challenge activity

26 Review as time permits #59 “I See the Moon”

- play the video and listen to the song
- play the video again and sing along

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27 Review as time permits #60 “Circle ‘Round the Zero”

Watch the kids demo of this song.

Think of ways to adapt the game for Zoom or in-person classes.

Suggestions are given below!

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28 Review as time permits the song #60 “Circle ‘Round the Zero”

Sing with the lyrics of the song.

Zoom: Ask children to find 3 or 4 stuffed animals to play the game with.
Have them set the animals in a circle, then walk around the circle and do the movements with their stuffy.

In-person: Have kids choose someone who will be their "distanced" partner.
Sing or play the recording.
Circle 'round the zero - circle in place
Find your lovin' zero - point to their distanced partner
Back, back, zero. - turn away from their partner and pretend to bump bottoms
Side, side, zero. - turn so the are sideways from their partner and pretend to bump sides
Front, front, zero. - turn to face their partner and clap hands in the air
Swing your lovin’ zero. - pretend to link elbows and turn in place

Repeat with a new distanced partner.

Alternate Game suggestions:
1. Circle ‘round the chair holding on to the back to maintain their bubble.
2. Use a hula hoop. The students place it on the floor between their partner and themselves
3. I used hoops...we put our instruments from our music kits inside the hoop. I choose one student to be the leader who gets to choose the instrument when it's time. I changed to words to "circle round the zero, find an instrument in zero...back.... front.... side...put your instrument in zero" we play our instruments in front, behind our backs (kids are amused by this), and on each of our sides
Leader picks a new leader
4. The person who is it travels around the room and when they get to the action part of the song, simply stop and do the motions six feet away from the person closest to them.
5. Use tubanos or bucket drums. Pretend your drum is our partner. On “tap your loving zero”they play a steady beat to the music. Get up and move!

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29 Sing "The Music Time is Over"

Sing "The Music Time is Over"

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