In this lesson you will

  • “Welcome to Music” – clap echo rhythm patterns while listening
  •  do the body percussion with the Body Percussion Fun! video
  • #61 “Ham and Eggs” – learn about, review form and tempo
  • #63 “I’se the B’y”- sing and move, learn about Newfoundland and Labrador
  • Listening Resource Kit 2 selection #23: “Rondeau” by Mion – move with hands or paper plates
  • review as time permits: #59 “I See the Moon” – review rhythms and solfa, sing along #60 “Circle ‘Round the Zero” – review song, play a modified version of the singing game
  • “The Music Time Is Over” – sing

Supporting Resources

Objectives

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

Teaching Procedure

Song Used: Welcome to Music

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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Song Used: Ham and Eggs

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 learning: Just listen to the recording.

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Song Used: Ham and Eggs

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

Divide into two groups.

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

Online learning: Have students sing and do movements.

In-person learning: Listen to the recording. Stand and sit as shown in the video.

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Song Used: Ham and Eggs

5 Learn About the Form of the Song #61 "Ham and Eggs"

Read the slide with 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 that 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.

Song Used: I'se the B'y

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 that you could do to the song.

The next video will give you some ideas.

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Song Used: I'se the B'y

16 Copy the Movements for #63 "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 and Labrador

The next slides will talk about where the song #63 "I'se the B'y" came from, Newfoundland and Labrador.

18 Newfoundland and Labrador

19 St. John's is The Capital of Newfoundland and Labrador

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

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24 Move With Paper Plates to "Rondeau"

If learning 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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Song Used: I See the Moon

25 As Time Permits, Review The Rhythms and the Solfa for #59 "I See the Moon"

Project on a screen and have students read the rhythms.

Then, do the Solfa Challenge activity.

Song Used: I See the Moon

26 As Time Permits, Review #59 “I See the Moon”

Play the video and listen to the song.
Play the video again and sing along.

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Song Used: Circle 'Round the Zero

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

Watch the Kids Demo video of this song.

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

Suggestions are given below!

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Song Used: Circle 'Round the Zero

28 As Time Permits, Review the Song #60 “Circle ‘Round the Zero”

Sing with the lyrics of the song.

Online learning: Ask students 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 learning: Have students 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 that they 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. Students place it on the floor between their partner and themselves
3. Using hoops. Put the instruments from your music kits inside the hoop. Choose one student to be the leader who gets to choose the instrument when it's time. Change the 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 (students are amused by this), and on each of our sides".
The leader picks a new leader.
4. The new leader 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 that your drum is your partner. On “tap your loving zero”, they play a steady beat to the music. Get up and move!

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Song Used: The Music Time Is Over

29 Sing "The Music Time Is Over"

Sing "The Music Time Is Over".

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