NAfME STANDARDSachieved... 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.
Objectives: Students will... 1. Warm-up their voices with glides 2. Sing independently in rhythm 3. Notate rhythms using standard symbols 4. Identify ways music relates to other school subject
MATERIALS 1. Go Around the Corn Sally Composition Worksheets 2. Staff paper Compositions 3. Pencils 4. Clipboard 5. Treble Clef Worksheet
PROCEDURE
Passing Helper Go Around the Corn Sally Compositions Staff paper compositions Pencils Clipboard
Build a melody on previous rhythm compositions 1. Compose melody using Do, Mi, and So 2. Draw on board F (do) A (mi) C (so) without stems 3. Label spaces 1-4 on left side of staff- F (1) A (2) C (3) E (4) 4. Use 1 students composition to let them choose what note to use for each rhythm they drew 5. Students create their own compositions 6. As students finish you can play their compositions on instrument of choice
Passing Helpers How to draw a Treble Clef Worksheet
Practice Drawing Treble Clef 1. Teacher draws on board first explaining approach 2. Students fill up one paper
Orff Instruments- Play Compositions Set-up Instruments 1.Walk around circle assigning every set of two adjacent students partner 1 and partner 2 2.Line up and follow teacher to Far Room 3.Hand out metallophones to each student: “Return to your spot on the carpet. Don’t play without permission” 4.Removing Bars (B, D, E, G) 1.Find the B closest to you and remove it 2.Find the D closest to you and remove it 3.Find the E closest to you and remove it 4.Find the G closest to you and remove it
Solfege Call and Response 1. Call and response singing Do/playing F 2. Call and response singing Mi/playing A 3. Call and response singing So/playing C
Composition Performance 1.Go around the room inviting students to perform their composition a.If they aren’t comfortable you can invite them to play just one line or you can play along with them 2.Accompaniment (write on board Ac-com-pan-i-ment) a.Let the students choose what instrument you accompany them on Piano, Guitar (electric, acoustic, classical), perc., vocal, charango,
Instrument Clean-up 1. Find your bar labeled B- place in between A - C 2. Find your bar labeled D- place in between C - E 3. Find your bar labeled E- place in between D - F 4. Find your bar labeled G- place in between F - A 5. Raise your hand when you think you’ve got all of your bars in the right place 6. Take one group at a time (Largest instruments first) and help put away instruments a.Mallets face the wall
Singing Drones: Vocal Development Singing drones is a fundamental step toward developing part-singing skills. By listening to and singing their own drones, children can learn to sing in tune and hold their own parts 1. Children sing I See The Moon while accompanied by middle C recorder as a 4 beat drone 2.Sing so on C while children sing mi on A 3.Sing so on C, while children sing do on F 4.Then as children sing “I see the Moon” sing a 4 beat drone on middle C, using the word moon 5.Invite individual children to sing the drone