30 Hours (two 30-minutes lessons twice a week for 30 weeks)
Warm-up/Literacy Exercises (5 minutes each day) 5 hours
Recorder Book (25 Songs, about 20 minutes each) 8 hours
Singing Games & Dances (14 Songs, 20-30 minutes each) 5-7 hours
1. Down in the Valley
2. Green Sally
3. Four White Horses
4. El Juego Chirimbolo (Equador)
5. Cho-co-la-te (Mexico)
6. Wade in the Water
7. Yonder Come Day
8. Little Johnny Brown
9. Canoe Song (Native American)
10. Friendship Song (Native American)
11. Grandma Has a Rocking Chair
12. Virginia Reel (Dance)
13. Patty-Cake Polka (Dance)
14. I Let Her Go-Go
15. Ring on a String
Drum Circle 1-2 hours
Movement Maps (incl. Instrument Show and Tell) 1 hour
Winter Program (6 songs, 40 minutes each) 4 hours
Classroom Classics Christmas Program
· Memories of Christmas
· Jingle Bells
· Winter Wonderland
· Rudolph the Red-Nosed Reindeer
· I’m Gettin’ Nuttin for Christmas
· Christmas Is
Spring Program (6 songs, 40 minutes each) 4 hours
Let’s Get America Singing (MENC Publication)
· Star Spangled Banner
· Down By the Riverside
· Do Re Mi
· Take Me Out to the Ballgame
· Oh! Suzanna
· Yesterday
Connections within Missouri Music Standards
Underlined items indicate the activities that will address the standards (not underlined).
Product Performance
1. Develop and apply singing skills to perform and communicate through the arts
A. Independent Singing: Apply accurate pitch relationships while singing in a limited range (la-sol-mi, sol-mi, mi-re-do)
Teach a variety of singing games and songs by rote, Melodic echos (incl. solfege)
B. Expressive Singing: Demonstrate dynamics (p, f, crescendo, decrescendo/diminuendo) and tempi (fast, slow, ritardando); Interpret expressive markings (accent, fermata)
Teach songs that use these elements and/or adapt songs to include them.
C. Repertoire: Perform a varied repertoire of songs including patriotic, folk, seasonal, spirituals, and multicultural. Teach a variety of singing games and songs by rote.
D. Part Singing: Perform ostinati and rounds Include rounds and ostinati in the repertoire choices
E. Group Singing: Perform in groups matching tempo and dynamic changes, following the cues of the conductor Some of the songs can be performance pieces that involve following a conductor.
2. Develop and apply instrumental skills to perform and communicate through the arts
A. Instrumental Performance Skills: Perform the following rhythmic patterns using standard or iconic notation: whole note/rest, quarter note/rest, half note/rest, eighth note pairs, sixteenth notes, dotted half.
Recorder playing, Drumming, Rhythm reading sequence (echo, name, read), Use the flashcards
B. Expression and Technical Skills: Interpret expressive markings (accent, fermata); Demonstrate dynamics (p, f) and tempi (fast, slow) Practice various tempi, accents, and dynamics with drumming activities. Include fermatas in the recorder sequence as well as various tempi.
C. Repertoire: Perform a varied repertoire of music including instrumental accompaniments representing diverse cultures, genres, and styles Use percussion instruments to accompany songs and dances.
D. Imitation (play by ear): Echo short rhythmic and melodic patterns on classroom instruments Echoes on drums, recorders, and body percussion. This also could include making up patterns. Use the drum circle sequence (Echo, Answer, Follow-the-leader, Over-and-over, All-join-in)
E. Group Playing: Perform in groups matching tempo and dynamic changes, and following the cues of the conductor. Play drum circles with multiple leaders. Recorders. Programs
3. Develop and apply improvisation skills in music to communicate through the arts
A. Improvisation: Improvise simple rhythmic and melodic ostinati accompaniments Use recorders and Orff instruments to improvise rhythmic, pentatonic accompaniments
4. Develop and apply skills to compose, arrange, and create music to communicate through the arts
A. Composition and Arrangement: Create a rhythmic and/or melodic composition using icons
Compose rhythms using grids (DrumTalk). This would take place during the warm-ups. Make up patterns on recorders and notate sequences using solfege (melodic sequences).
Elements of Music
1. Develop and apply the knowledge and skills to read and notate music
A. Rhythmic Notation: Read simple rhythm patterns (using iconic or standard notation) consisting of: whole note/rest, quarter note/rest, half note/rest, eighth note/rest, eighth note pairs, dotted half note This is accomplished during the warm-up/literacy portion
B. Melodic Notation: Transfer short melodic solfege (e.g., sol-mi, sol-la, sol-la-sol-mi) to pitch notation on the staff using the treble clef Hand staff
C. Symbols of Expression: Identify standard symbols (p for piano, f for forte, cresc or < for crescendo, decres or > for decrescendo, dim for diminuendo, fast, slow, ritardando, accent
These can be worked into recorder and drum circle stuff. It is a lot of fun to have students hold up cards for some of these while the rest of the students play, responding to the card.
D. Symbols for Rhythm, Pitch, and Expressive Elements: Notate rhythmic patterns and dynamics presented by the teacher (whole note/rest, quarter note/rest, half note/rest, eighth note pairs, p for piano, f for forte This is part of the process of teach literacy (rote, solfege, note)
Artistic Perceptions
1. Develop and apply the knowledge and skills to listen to, analyze, and describe music and musical performance
A. Musical Forms: Recognize basic forms and composition techniques (question/answer, call/response, AB, repeated patterns (ostinati), verse/refrain, repeat sign, canon, ABA, introduction/interlude) Extensions of songs or singing games, movement maps, and dances
B. Musical Characteristics, Events, and Descriptors: Demonstrate and/or respond through movement to aural examples of music (music forms, expressive elements); Visually and aurally identify instrumental families; Distinguish between methods of sound production; Differentiate between ensemble groupings (solo vs. group) Movement maps and discussions. Instrument demonstrations. Classroom instrument exploration (drum circle)
C. Criteria for Musical Performances and Compositions: Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements (tone quality, expression/phrasing, rhythmic accuracy, pitch accuracy, part acquisition, blend/balance, posture/stage presence) Incidental to playing and singing in groups—ask the students how they felt it sounded
D. Critique Musical Performances and Compositions: Use prerequisite music terms to describe their personal response to a musical example (tone, timbre) Allow opportunities for students to discuss the music they are hearing, playing, or singing. Let the students make performance choices (when to play loudly or softly, etc.)
Interdisciplinary Connections
1. Develop and apply knowledge and skills to understand the relationships between music, the other arts and disciplines outside the arts
A. Connections Between Music and Related Arts and Humanities: Compare and contrast terms used in the arts (e.g., identify similarities when comparing selected painting and listening to a musical piece) Movement maps—music & dance.
B. Connections Between Music and Non-Arts Disciplines: Identify ways in which the principles and subject matter of other disciplines are interrelated with those of music; Relate ideas learned of discussed in music to other situations in life (e.g., learn a song about imagination, and talk about how imagination can help you in many ways) Help the student place the repertoire into a larger context (e.g. What is the meaning of \?)
Historical and Cultural Contexts
1. Develop and apply the knowledge and skills to understand works of art in time and place
A. Genres and Styles: Identify characteristics of teacher-selected genres of styles (Play party, Folk dances/folk music); Identify “The Star Spangled Banner” as the National Anthem Discuss the songs. The Spring program includes “The Star Spangled Banner”
B. Stylistic Practices: Describe how elements of music are used in teacher-selected examples of diverse cultures including Missouri and American heritage Some of the songs are representative of Missouri and American heritage. Discuss
C. Music’s Role and Function in Various Cultures: Describe the function of music in various settings and cultural events (Play party, Folk dances/folk music, National anthem); Discuss and demonstrate appropriate listening behavior for various types of performances These are both incidental to playing and singing together and listening to each other in performance.
D. Careers in Music: Identify responsibilities of a composer and conductor Give students opportunities to be the conductor.
60 Lessons (30 minutes each) Including Winter and Spring programs
Lesson 1
· Warm-up: Echo rhythms w/ body percussion (simple to complex)
· Singing Game: Green Sally (learn the song by rote w/ hand clap)
· Song: Down in the Valley (learn the song by rote, first section only, include an activity in which volunteers hold up signs for piano and forte and students sing loud or soft)
· Ending: Echo melodic solfege (mi-re-do, from the end of Down in the Valley)
Lesson 2
· Warm-up: Echo rhythms w/body percussion, Answer rhythms w/ body percussion
· Singing Game: Down in the Valley (“Let me see you make a motion”)
· Recorders: Procedures for preparing, basic techniques, echo “mi” w/ guitar accompaniment, procedures for packing up
Lesson 3
· Recorders: Echo rhythmic/melodic patterns on mi, re, and do, Hot Cross Buns
· Singing Game: Green Sally (review)
Lesson 4
· Recorders: Echo rhythmic/melodic patterns on mi, re, and do, Hot Cross Buns, French Folk Song
· Singing Game: Down in the Valley (review)
Lesson 5
· Recorders: Echo rhythmic/melodic patterns on mi, re, and do, Hot Cross Buns, French Folk Song, Down by the Station
· Singing Game: Four White Horses
Lesson 6
· Recorders: Echo, Answer, Hot Cross Buns, French Folk Song, Down by the Station, Improvise on mi, re, and do
· Singing Game: Four White Horses
Lesson 7
· Warm-up: Echo rhythm solfege, Assign rhythm solfege for quarter, eighth, and half notes
· Singing Games: Ring on a String, Four White Horses (review)
Lesson 8
· Warm-up: Echo rhythm solfege, Assign rhythm solfege for quarter, eighth, and half notes
· Recorders: Echo (add fa), Answer, Improvise, Down by the Station, Boil ‘em Cabbage Down
Lesson 9
· Warm-up: Echo rhythm solfege, Assign rhythm solfege (add quarter rests)
· Singing Games: Little Johnny Brown, Ally Ally Oh
Lesson 10
· Warm-up: Echo rhythm solfege, Assign rhythm solfege (add half rests)
· Recorders: Echo, Answer, Improvise, Play rhythmic variations on Hot Cross Buns, Review all of the first four songs, Solos or duets
Lesson 11
· Warm-up: Echo singing patterns on neutral syllable, Echo solfege patterns with hand signs
· Singing Games and Songs: Yonder Come Day, Little Johnny Brown
Lesson 12
· Warm-up: Echo solfege patterns with hand signs
· Recorder: Echo (add high so), Improvise on do, re, mi and so, Add Hush My Baby & Juba
Lesson 13
· Warm-up: Echo solfege patterns (mi, re, do, high so, low so), Have the students sing what the teacher signs
· Singing Games and Songs: Canoe Song (& dance), Yonder Come Day (review)
Lesson 14
· Recorders: Echo, Answer, Improvise, Play what I sing, Play what I sign, Songs 1-6
Lesson 15
· Warm-up: Echo solfege, Echo silent solfege (do, re, mi and so, mi)
· Singing Games & Songs: Friendship Song, Canoe Song
Lesson 16
· Recorders: Continue creativity, Add low la and low so, Zudio
Lesson 17
· Warm-up: Echo solfege, Echo silent solfege (do, re, mi and so, mi), Name That Tune (Hot Cross Buns)
· Singing Games & Songs: Friendship Song, Canoe Song, Review any previous game of choice
Lesson 18
· Recorders: Creativity (improvise over guitar accompaniment), Alabama Gal, Old MacDonald
Lesson 19.
· Warm-up: Echo solfege, Echo silent solfege (do, re, mi and so, mi), Name That Tune (Mary Had a Little Lamb)
· Begin learning songs for the Holiday Program
Lesson 20
· Recorders: Mary Had a Little Lamb, Ode to Joy
Lesson 21
· Practice Holiday Program (add Jingle Bells on recorder)
Lesson 22 through 30
· Practice Holiday Program (voice and recorder)
Lesson 31
· Drum Circle
Lesson 32
· Singing Games: Students choose
Lesson 33
· Warm-up: Rhythm cards (echo and read quarters and eighths)
· Songs: Begin Star-Spangled Banner, Grandma Has a Rocking Chair (explore ways to express the beat)
Lesson 34
· Warm-up: Rhythm cards (echo and read quarters, eighths, and half notes)
· Songs: Grandma Has a Rocking Chair (add ostinato), Star-Spangled Banner
Lesson 35
· Warm-up: Rhythm cards (echo and read quarter, eighth, and half notes & quarter rests)
· Songs: Transfer Grandma Has a Rocking Chair to body percussion and rhythm sticks, Down in the Valley (review)
Lesson 36
· Recorders: Echo ti, Tallis Canon, When the Saints Come Marching In, Review previous songs
Lesson 37
· Warm-up: Echo solfege, Echo silent solfege (just hand signs) for do, so, la
· Singing Games & Dances: Virginia Reel, Little Johnny Brown
Lesson 38
· Recorders: Swing Low Sweet Chariot with When the Saints Come Marching In, Review previous songs and improvise on pentatonic scale
Lesson 39
· Warm-up: Echo solfege and hand signs (do-re-mi, do-la-so down low)
· Song & Dance: Yonder Come Day (with ostinato), Virginia Reel
Lesson 40
· Recorders: Little Johnny Brown (by rote), America America, Improvise on pentatonic, Review previous songs
Lesson 41
· Warm-up: Echo solfege on the hand staff
· Singing Games & Songs: Yonder Come Day (with ostinato), Yonder Come Day Poem (B section)—make up actions
Lesson 42
· Recorders: Echo high la, Twinkle Twinkle Little Star, Little Johnny Brown, America America, Improvisation
Lesson 43
· Warm-up: Echo solfege on the hand staff, Match solfege on the hand staff
· Song & Dance: Yonder Come Day (add descant), Patty Cake Polka
Lesson 44
· Recorders: Bingo, Aura Lee
Lesson 45
· Warm-up: Match solfege on hand staff, Guess songs from hand staff
· Song & Singing Game: Yonder Come Day (entire sequence), Four White Horses
Lesson 46
· Recorders: Are You Sleeping, Row Row Row Your Boat
Lesson 47
· Dances: Virginia Reel, El Juego Chirimbolo, Patty Cake Polka
Lesson 48
· Dances: El Juego Chirimbolo, Chocolate, Patty Cake Polka
Lesson 49
· Dances: El Juego Chirimbolo, I Let Her Go-Go, Chocolate
Lesson 50 through Lesson 58
· Practice for Spring Program
Lesson 59 and Lesson 60
· Movement Maps
· Games or Dances (Student choice)
