Post on 09-Nov-2018
Sing! Move! Play! �A Potpourri of Joyful Music-Making Experiences�
Clinician: Artie Almeida��
FEMEA 2013 �
1. Singing Scarf Focus: Pitch Match, Melodic Direc4on, Intervals. Use a canopy scarf to energize your daily warm-‐ups with the li8le ones. With children holding scarf, begin echoes of Oohs/Up/Down/High/Low pa8erns. Then consider number or solfège pa8erns, finally moving into familiar songs that are easy to outline with the scarf. E.g., Starlight Starbright, Elevator Song, Hot Cross Buns, 1-‐2-‐3-‐4-‐5-‐Once I Caught a Fish Alive. Add foamy fish for a B secIon with vocal echoes. “Who caught the starfish? I caught the starfish!” (S-‐M-‐L-‐S-‐M, S-‐M-‐L-‐S-‐M).
2. Li.le Melody Walk -‐ Almeida Focus: Steady Beat, Pitch Match, Vocal Technique, Expression. Teach refrain. Distribute inflatable microphones (purchase from Oriental Trading) or use lummi sIcks for pretend mics. Children step around room to beat, with microphone held at side. On the word “sing” they stop, bring the microphone to their mouth and face the screen. If you cannot project the PPT of the song Itles, print out the pages and make a ring-‐bound book of the pages to hold up as flash cards. At the end of each song, employ a ritard and a fermata to add expression. Jazz-‐up the rhythm of some pieces for variety. Download my K and 1st Melody Walk PPTs from arIealmeida.com.
3. Bluebird, Bluebird, Through My Window -‐ TradiIonal From Get to the Point! A book of Poin/ng Pages & Powerful Plans, p 7 (Permission has been given for the FEMEA conference a8endees in this session to use the visuals contained in this handout)
Focus: Melodic Direc4on and Intervals, AB Form. Demonstrate the song for children, showing melody with hand levels. Use Birdie Responders and Melody Picture PoinIng Page to conInue experience. Choose a student to point to the digitally displayed poster. If age-‐appropriate, transfer acIvity to a Staff NotaIon PoinIng Page. Alternate singing phrases: teacher/students, boys/girls, soloists, etc. Teach B secIon in preparaIon for the movement game. Choose a “bluebird” and consider giving them a birdie puppet. This bluebird flies in and out the windows on the A secIon. On B secIon, all children pat lap and tap shoulders, and the Bluebird Leader taps the shoulder of the child they stopped behind on the last word of the A secIon. The child who was tapped joins the bluebird line behind the leader and the game repeats, picking up new bluebirds each Ime. Remember to make the math connecIons each Ime birdies are added (“What is 1 + 1?” What is 2 + 2?” etc.). The final Ime it is hilarious to see 20+ birdies tapping the few children led in the circle. Once all are tapped they follow the teacher (Mama Bluebird) around the room in a winding line. Later silly verses include (2) Curl up in your nests and take a li8le nappy, (3) Wake up in the morning and eat a li8le wormy! (4) Jump into the birdbath and take a li8le bathy. Return to the original lyrics and fly the birdies in a line to the door for teacher pick-‐up. ( Poin4ng Page located at end of handout)
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4. Teddy Bear, Teddy Bear From Get to the Point! A book of Poin/ng Pages & Powerful Plans (Permission has been given for the FEMEA conference a8endees in this session to use the visuals contained in this handout)
Focus: SOL-‐MI, Melodic Direc4on. Begin the lesson with some SOL-‐MI echoes, and perhaps a reading of the children’s book. Distribute Teddy Responders, display the poinIng page (or provide individual copies) and ask children to show the melody direcIon each Ime they sing “Teddy Bear.” You could also choose an individual child to show the melody direcIons with a stuffed bear or simply ask the children to use Curwen hand signs. Next, choose a solo bear to come to the front and demonstrate the acIons, while the rest of the class shows the SOL-‐MIs (e.g., “Brandon Bear, Brandon Bear, turn around . . .”). At the end of the song, when the teddy bear “says goodnight” we have the solo bear lay down on the floor and begin snoring. Ader a few seconds the class shouts “Wake up, Brandon Bear!” and he jumps up off the floor. This silly part is, of course, the children’s favorite! J While the featured bear is up front, all other students should be singing and using their responders. Repeat this acIvity with a new Solo Bear of the opposite gender (e.g., “Brianna Bear, Brianna Bear . . “). Next, instruct all the boy bears to come to the front of the room to be featured. Repeat the song once again, with the girls up front and featured. Finish the acIvity with all students singing and doing the acIons. For a fun extension – lead the class in creaIng new moIons for teddy bear. For example, Teddy could touch his nose, stand on Iptoes, jump up and down, and spin around. Use the Melody PoinIng Pages to emphasize the SOL-‐MI pa8erns, as well as direcIng a8enIon to the rhythm involved. This is an easy way to lead a very simple music theory discussion on stems, note heads, musical staff, single-‐sound beats, two-‐sound beats, etc. In a subsequent lesson, transfer the SOL-‐MI pa8erns to mallet percussion instruments. (See Poin4ng Page at end of handout.) 5. Timbre Talk Focus: Iden4fying and Classifying 4mbres of Woods, Metals, Shakers, Skins. Display Timbre Talk poems and teach to children. To perform, speak one poem at a Ime, followed by four 4-‐beat rhythm poems that teacher claps/students echo on appropriate Imbre of instruments. Rotate students to next staIon and repeat acIvity. Consider doing the acIvity four Imes so all children can experience all Imbres. Download this PPT from my website: arIealmeida.com. 6. Hoop Groups Focus: Steady Beat, Rhythm PaVerns, Timbre, Improvisa4on. Use four hula hoops on the floor as staIon organizers. Place the buckets of Woods, Metals, Shakers and Skins into the hoops. Choose a piece of music with a march-‐like feel, approximately 120 beats per minute, to use as your accompaniment. Display the vocabulary words for the acIvity: IntroducIon, March in Place, Forward March, About Face, Rhythm #1, Rhythm #2, Forward March, Improvise, Roll, Cut-‐Off. Rotate to new staIon and repeat. I used the old Hap Palmer tune Wildwood Flower, from the CD Homemade Band. Download the PPT of student direcIons from my website: arIealmeida.com. 7. Train Song (Book by Diane Seibert, acIvity by Sandra Stauffer. Used with permission) Focus: Verse/Refrain, Steady Beat. Read first page as a rhythmic refrain between each page of book. Add an eighth note osInato on jingle bells and maracas, with train whistles at end of each refrain. Download the PPT of the refrain from my website: arIealmeida.com. 8. Engine, Engine #9-‐-‐-‐ TradiIonal From Get to the Point! A book of Poin/ng Pages & Powerful Plans, p 13 (Permission has been given for the FEMEA conference a8endees in this session to use the visuals contained in this handout) Focus: Note Values, Rhythm PaVerns, Melodic Direc4on & Intervals, Barred Instruments. Speak the poem, adding hand moIons that illuminate the lyrics. Echo-‐-‐-‐speak one phrase at a (teacher, then speak words while poinIng at the Rhythm Picture PoinIng Page. Speak the rhythm syllables next. Divide the performance between teachers and students, small groups of students and soloists. ConInue the lesson, moving into the area of melody (or wait unIl a subsequent lesson to transfer to melodic focus) with the solfège poinIng page, or the staff notaIon page. Transfer the melody to barred instruments or recorders. Finish the lesson plan with the Note Values Trains game: Divide children into two groups (singers/trains). Singers may add NPP to further illustrate the note values being stepped. For verse one the trains step whole notes, changing to half notes on verse 2, quarter notes on verse 3 and eighth notes on verse 4. We end with a train derailment and all the kiddos fall on the floor! 9. Let’s Get it Started – Music: Black-‐Eyed Peas, Lesson Idea by KrisIn Lukow, adapted Almeida (Used with permission) Focus: Note Values: Half, Quarter, Eighth, Sixteenth. Be sure to download the radio version – with acceptable lyrics! Display visual of note values/secIons. PracIce each move. I use a “flow sheet” to show students what is coming. “Remember – good musicians think ahead and look ahead!” INTRO: 16ths/8 Half Notes/24 Quarter Notes/8 Half Notes/Refrain-‐8ths, down on knees, dribbling. Repeat, starIng at half note part. Then repeat with introducIon. 10. Be.y Bo.er –Lesson Idea by Steven Calantropio, adapted Almeida (Used with permission) Focus: Rhythmic PaVerns, Steady Beat. (See student master page at end of handout). Read rhythmically for children. Encourage contour in voice. Children read. Clap on rhythm of boxed words. Then words in ovals. Lastly, words underlined. Divide into three groups and do all while reading. Add instruments: Boxes=sIcks, Ovals = Guiros or Maracas, Underlines=Drums. Challenge Level – audiate words and play at correct Ime.
About the Clinician Dr. Artie Almeida is the music specialist at Bear Lake Elementary school in Apopka, FL, where she teaches 1050 K-5 students. Her dynamic student groups have performed for MENC, AOSA, and on the NBC Today Show. Artie was chosen as Florida Music Educator of the Year, and was also selected as an International Educator 2006 by the Cambridge England Biographical Society. She has been a Teacher of the Year at the school level 6 times and was recently chosen as a University of Central Florida College of Education Alumni of the Decade. In addition to her public school teaching duties, Artie is an adjunct professor at the University of Central Florida, teaches applied saxophone lessons and performs on historical winds with the early music ensemble Ars Antiqua. Visit Artie’s website at artiealmeida.com
or email her at musicja@mac.com
The original purchaser of Get to the Point! A Collection of Pointing Pages and Powerful Plans (30/2807H) by Artie Grace Almeida and Katie Grace Miller has permission to reproduce this page for use in his/her classroom. © 2012 Heritage Music Press, a division of The Lorenz Corporation. All rights reserved.
BlueBird, BlueBird, Through My WindoW Melody PicTure PoinTing Page
The original purchaser of Get to the Point! A Collection of Pointing Pages and Powerful Plans (30/2807H) by Artie Grace Almeida and Katie Grace Miller has permission to reproduce this page for use in his/her classroom. © 2012 Heritage Music Press, a division of The Lorenz Corporation. All rights reserved.
Teddy Bear, Teddy Bear Melody PoinTing Page
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The original purchaser of Get to the Point! A Collection of Pointing Pages and Powerful Plans (30/2807H) by Artie Grace Almeida and Katie Grace Miller has permission to reproduce this page for use in his/her classroom. © 2012 Heritage Music Press, a division of The Lorenz Corporation. All rights reserved.
EnginE, EnginE #9 Rhythm PictuRE Pointing PagE
En-gine en-gine num-ber nine,
Go-ing down Chi- ca-go line.
If the train goes off the track,
Will I get my mon-ey back?
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o
Betty Botter bought some (butter.
But she said. "This butter's ( bitter!
If I put it in my r batter.
It_ will make my batter (bitter.
But a bit of better butter.
Will soon make my (fatter better?^
So she bought some better butter.
Put it in her bitter batter.
AND IT MADE HER BATTER BETTER!
So 'twas better
Bought
Betty Botter
of (better butter.