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Simply Music RhapsodyYoung Musicians Make Music: Lessons 21-30

of 59Simply Music Rhapsody: Young Musicians Make Music: Lessons 21-30 | © Licensed to Simply Music. All rights reserved. (011713)

Contents

Lesson 21: Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 3 Lesson at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 5 Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 6










Lessons 21-30: Song Notation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 46


Activity Title Comments What’s Needed

Gathering Drum

Kangaroos, from Carnival of the Animals by Camille Saint-Saëns

Tideo

Ballade (SM Piano)

Vocabulary: Accent

The Ship Goes Sailing New)

Kangaroos: Find different ways to play the drum in response to the music.

Tideo:When it’s time to sing hello using the child’s name, the child plays their own way on the rhythm of “ti-de-o.” Everyone sings that child’s name again and copies the way he played.Continue with the next child until everyone has a turn.

Ballade:Invite everyone to listen to the piano music written by Burgmüller while you play on the gathering drum. Ask them to listen for accents.Repeat the music and ask everyone to play their “drum piano.” Play a little louder on the accents.

The Ship Goes Sailing:“The ship …”: Steady drum beat, stop on “me”“The waves go up,… down”: Raise arms, lower arms“The waves go rolling…”: Circles on the drum“Lightning flash”: Clap hands “Thunder crash”: Tremolo on the drum “The ship”: Lean to one side, then the other“She sank”: Fall backwards on the ground

Gathering Drum Track

Guitar/Ukulele

Track

[Track]

Movement Love Somebody

Repeat from last week, patting on “love,” clapping on “yes I do.” Encourage the children to suggest other movement ideas for “yes I do.”

Track

Instrument Kit – Cymbals Tone Blocks

Love Somebody

Ask students to take the finger cymbals and tone blocks out of their backpacks.Instruct them to sing the song and play the finger cymbals on “love.”Sing again and ask them to play their tone block on the three beats, “yes I do,” when we clapped before.Split into two “teams,” woods and metals. Metals play on “love” and woods play on “yes, I do.” Switch parts.Play the parts without singing the song as the teacher plays the melody on an instrument (recorder, glockenspiel, violin, etc.).

Cymbals Tone Blocks Teacher’s Live Instrument

Young Musicians Make MusicLesson Plan 21

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Orff Instruments in C

Other Percussion

Pass the Heart

Vocabulary: Metallophone Xylophone Glockenspiel

Use a transition song to make a circle. Children should be seated closely with knees almost touching. Play a drum beat as the children pass the heart. Explain that they need to keep passing the heart to the beat without dropping or throwing it, as if it’s expensive glass.Review the names of the Orff and percussion instruments you will use. Review rules if necessary.Whoever holds the heart when the song ends sings the instrument they will play. They sing the descending pitches “so, fa, mi, re, do” using the words “I will play the ______.”The singer now plays the beat on the big F and small C as the passing game continues. The game ends once all children are playing an instrument.If the next soloist wants to play an instrument that another child is playing, both children will sing a solo. This adds to the fun since the children don’t know if they will have to move to another instrument. It also provides more solo singing.After the last child sings their solo, ask everyone to play the low C and G on the beat.

Tips: If it is a large class, you can use two hearts. Allow each new player a bit of playing time before passing the heart again.

Heart Drum [Track]

Orff in C Assorted Percussion or Kits

Orff Instruments in C

Love Somebody

IF TIME Tideo

Echoes

Love Somebody:Play on any bars when singing “love” and tap the mallets for each “yes I do.” Using speech instead of singing, ask the children to make up their own melody for “yes I do” and “you, you, you” after the teacher plays the rhythm for “love somebody” on the sopranino or another Orff instrument. After everyone has tried the parts together, stand next to the child who should play solo for the “yes I do.”

Tideo: Have the lowest instruments play the beat on big C and G. The highest instruments play the “ti-de-o” rhythm. IF TIME, sing a “time for woods” verse, having just the woods improvise at the end of the verse. Repeat with “time for metals.”

Echoes: Play an easy rhythm and have the students echo the pattern.

Orff in C Sopranino Finger Cymbals Tick-Tock Block Cowbell

[Track]

Goodbye Song

Come, My Friends Vocabulary: Adagio

Ask if anyone remembers the cat’s name and what it means. Adagio the cat comes for a visit to hear the students sing the goodbye song.

Cat Puppet Guitar/Ukulele Track

Next Week’s Fun

Announcements & Hand outs

Young Musicians Make MusicLesson Plan 21, Cont.

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Young Musicians Make MusicLesson Plan 21 - Lesson at a Glance

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KangaroosTideoBalladeThe Ship Goes SailingLove SomebodyLove Somebody (Cymbals, Tone Blocks)Pass the Heart (Orff)Love Somebody (Orff)TideoEchoesCome, My Friends


Young Musicians Make MusicLesson Plan 21 - Lyrics

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Kangaroos (No Lyrics)

Tideo Time for music Tideo Time for music Tideo Time for music Tideo Jingle at the window Tideo Jingling, jingling, jingling Joe Jingle at the window Tideo

Ballade (No Lyrics)

The Ship Goes Sailing The ship goes sailing on the sea It sails for you, it sails for me The waves go up The waves go down The waves go rolling all around And the lightning flash And the thunder crash And the ship The ship...(begin again)

Love Somebody Love somebody, yes I do Love somebody, yes I do Love somebody, yes I do Love somebody and I won’t say who!

Love somebody, yes I do Love somebody, yes I do Love somebody, yes I do Love somebody and it’s you, you, you!

Pass the Heart Pass the heart around the circle Steady as you can

When the song stops you will find the Heart in someones hand

Come, My Friends Come, my friends And gather ‘round So we can sing goodbye

We’ll sing and dance Another day So long, farewell Goodbye



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Gathering Drum

Debka Kurdit (Exploration) (New)

Tideo

Ballade (SM Piano)

Vocabulary: Accent

Debka Kurdit Find different ways to play the drum in response to the music.

Tideo:When it’s time to sing hello using the child’s name, the child plays their own way on the rhythm of “ti-de-o.” Everyone sings that child’s name again and copies the way he played. Continue with the next child until everyone has a turn.

Ballade:Invite everyone to listen to the piano music written by Burgmüller while you play on the gathering drum. Ask them to listen for accents.Repeat the music and ask everyone to play their “drum piano.” Play a little louder on the accents. Ask if anyone would like to try performing the piece for the class on their own or with a friend.


Guitar/Ukulele

Track

Movement for Parent’s Day

The Ship Goes Sailing

“The ship …”: Pat the steady beat, stop on “me.”“The waves go up … down”: Arms go up, arms go down“The waves go rolling”: Rotate hips“Lightning flash”: Clap hands “Thunder crash”: Stomp feet “The ship”: Hands out and lean to one side, then the other “She sank”: Hold nose, put one arm up, and wiggle down to a squatting position until you fall backwards on the ground

[Track]

Instrument Kit – ScarvesCymbalsDrumsTone Blocks for Parent’s Day


“The ship …sails for me”: Shake the scarves to the beat“The waves go up,… down”: Move scarves up, down“The waves go rolling”: Move scarves any way they like“Lightning flash”: Play finger cymbals “Thunder crash”: Play hand drum with mallet “The ship”: Scrape tone block as everyone leans the same way, repeat leaning the other way “She sank”: Lay on the floor

Scarves, Cymbals, Drums, Tone Blocks

Solo Singing for Parent’s Day

Down by the Ocean (New)

Sing a verse to the children as you accompany with ukulele or guitar.On the B section, indicate when they should echo your singing. Ask if they can think of other sea life. Use visuals or puppets and let them help make up the verse, encouraging them to say what the sea life is doing (jumping, eating, swimming, etc.). Explain that when the puppet comes to see them, it will be their turn to sing the echo alone. Encourage each child to match your singing and let them know if they were the same, higher or lower than you.

Guitar/Ukulele Ocean Puppets or Visuals



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Orff RulesOrff Instruments in C

Love Somebody

Before the children go to the Orff instruments, play the first five notes on one of the instruments, starting with the low C. Count as you play. Explain that we will use these notes to make up new melodies for “yes I do.” Demonstrate playing “yes I do” using repeats, steps and skips and encouraging the children to describe what you played. Show that after we sing the last phrase, everyone plays E, D, C (or 3, 2, 1 or me, re, do).Ask everyone to play the first five notes of their instrument, starting with the lowest note. Count as you play. The teacher stands next to a child and sings or plays the “love somebody” part. The child answers “yes I do” by playing any of the first five notes. After the last phrase, all children play “you, you, you” on the low E, D, C.

Orff in C Sopranino [Track]

Goodbye Song

Come, My Friends Sing with the recording.

Guitar/Ukulele or Track

Next Week’s Fun




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Debka KurditTideoBalladeThe Ship Goes SailingThe Ship Goes Sailing (Kit)Down by the OceanLove Somebody (Orff)Come, My Friends

The ship...(begin again)

Down by the OceanSeagulls swooping down by the ocean,down by the ocean, seagulls swooping.Oh, how I love to go down by the ocean,down by the ocean.Seagulls, (Seagulls,) swooping, (swooping,)swooping, (swooping,) seagulls, (seagulls,)Oh, how I love to go down by the ocean,down by the ocean.

Additional verses:2. Sandcrabs hiding3. Lobsters pinching4. Dolphins diving5. People swimming



Orff Instruments

Tideo Remove the F and B bars from the Orff instruments.

If students arrive early, invite them to freely play on the Orff instruments. Review the posture for playing the instruments.The beat is played on the big C and G on the lowest instruments.All others play the rhythm of “ti-de-o” on any notes.For the “time for metals” verse, ask only metals to play on “ti-de-o” and during free play time with the sopranino. Repeat with the woods.Use the cowbell to play four-beat rhythms and have the children play them back.

Orff in C Sopranino Cowbell

PracticeFor Parent’s Day

Orff andInstrument Kits



Love Somebody

Students stand in a line. Tape on the floor can help students keep in a straight line.

The Ship Goes Sailing—Movement:“The ship …”: Pat the steady beat, stop on “me.”“The waves go up … down”: Arms go up, arms go down“The waves go rolling”: Rotate hips“Lightning flash”: Clap hands “Thunder crash”: Stomp feet “The ship”: Hands out and lean to one side, then the other “She sank”: Hold nose, put one arm up, and wiggle down to a squatting position until you fall backwards on the ground

The Ship Goes Sailing—Instrument Kits:“The ship …sails for me”: Shake the scarves to the beat“The waves go up,… down”: Move scarves up, down“The waves go rolling”: Move scarves any way they like“Lightning flash”: Play finger cymbals “Thunder crash”: Play hand drum with mallet “The ship”: Scrape tone block as everyone leans the same way, repeat leaning the other way “She sank”: Lay on the floor

Note: Listed above are kit suggestions; however, this can also be a student led activity with the children choosing what to play, including Orff instruments.

Love Somebody—Orff:Ask everyone to play the first five notes of their instrument, starting with the lowest note. Count as you play. The teacher stands next to a child and sings or plays the “love somebody” Part. The child answer “yes I do” by playing any of the first five notes. After the last phrase, all children play “you, you, you” on the low E, D, C.

[Track]

Kits Orff in C

Add the largest F and remove the largest A

Young Musicians Make MusicLesson Plan 23 - Complete lesson available, Parent’s Day (last 15 min of class)

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PracticeFor Parent’s Day


Down by the Ocean

Down by the Ocean—Solo Singing:Sing a verse to the children as you accompany with ukulele or guitar.On the B section, indicate when they should echo your singing. Ask if they can think of other sea life. Use visuals or puppets and let them help make up the verse, encouraging them to say what the sea life is doing (jumping, eating, swimming, etc.). Explain that when the puppet comes to see them, it will be their turn to sing the echo alone. Encourage each child to match your singing and let them know if they were the same, higher or lower than you.

Ocean Puppets or Pictures Guitar/Ukulele

Gathering Drum

IF TIME Wipe Out (Exploration)

Ballade (SM Piano) Vocabulary: Accent

IF TIME, bring in the gathering drum for some activities before the parents arrive.

Wipe Out: Find different ways to play the drum in response to the music.

Ballade:Invite everyone to listen to the piano music written by Burgmüller while you play on the gathering drum. Ask them to listen for accents.Repeat the music and ask everyone to play their “drum piano.” Play a little louder on the accents.


Parent's Day

Tideo with Echoes



Love Somebody

Welcome parents! Explain that we experience music making in many different ways and we will demonstrate many of them today. We use unpitched percussion and also the Orff instruments. We usually work on a song for three to four weeks, experiencing it in different ways.

Tideo:Demonstrate keeping the beat, playing the rhythm of “ti-de-o,” and improvising with metals and woods. Demonstrate echo playing. Point out that in the Young Musicians class, we use recordings much less often than the younger classes, and instead the children accompany themselves.

The Ship Goes Sailing—Movement:Explain we use movement to feel the beat and experience melodic direction, phrasing, and other musical concepts. This is important before learning how to read and write music.

The Ship Goes Sailing—Instrument Kit: Repeat the rhyme using the instrument kit and Orff instruments, demonstrating the children’s creative choices to accompany the text. These types of activities in our classes lead to improvisation and composition in the future.

Love Somebody—Orff: Explain that these short motives demonstrate the process of beginning composition and improvisation. We have discussed steps, skips, and repeats, and we play the mi, re, do at the end of the song.

Orff in C

Kits

Add the largest F and remove the largest A [Track]

Young Musicians Make MusicLesson Plan 23, Cont. - Complete lesson available, Parent’s Day (last 15 min of class)

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Parent’s Day Down by the Ocean

Down by the Ocean—Solo Singing:Every week we work on our listening and singing skills through pitch matching games.We have expanded the children’s vocal range and improved their ability to imitate specific intervals and to sing a song in tune. To create new verses, the children suggest a sea creature and decide what that creature will do. They are beginning to compose and improvise lyrics.

TIP: Make sure each child singing several solos.

Discuss the future of the program including the piano program.Thank the parents for the opportunity to teach their children.

Ocean Puppets Guitar/Ukulele

Goodbye Song

Come, My Friends

End with the goodbye song. Ask the children to tell the parents the four instruments they hear at the beginning, the composer name, and the name of the song. We are developing discriminate listening.

Guitar/Ukulele Track

Next Week’s Fun


Young Musicians Make MusicLesson Plan 23, Cont. - Complete lesson available, Parent’s Day (last 15 min of class)

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23

TideoThe Ship Goes SailingThe Ship Goes Sailing (Kit)Love SomebodyDown by the OceanWipe OutBalladeTideo with Echoes (Kit)The Ship Goes SailingThe Ship Goes Sailing (Kit)Love Somebody (Orff)Down by the OceanCome, My Friends



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Love Somebody Love somebody, yes I do Love somebody, yes I do Love somebody, yes I do Love somebody and I won’t say who!

Love somebody, yes I do Love somebody, yes I do Love somebody, yes I do Love somebody and it’s you, you, you!

Down by the Ocean The river is up and the channel is deep The wind is steady and strong Oh won’t we have a jolly good time As we go sailing along

Down the river, oh Down the river, oh Down the river we go-o-o Down the river, oh Down the river, oh Down the O-hi-o

Ballade (No Lyrics)





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Rhymes in the Rain (Exploration) Tideo


Rhymes in the Rain: Encourage the students to play the Orff instruments in response to the music.

Tideo:Suggest that some play the beat while others play the rhythm of “ti-de-o” on Orff instruments or instruments in their kit. Ask for the children’s ideas for instrument verses such as “time for metals, time for woods, time for skins, etc.” Include opportunity for free play with sopranino and for echoes (playing back the teacher’s rhythm).

The Ship Goes Sailing:Since the children know this rhyme very well now, ask them to accompany using Orff instruments or their own kit. Some children may also want to do the movement.

Orff in C Track

Sopranino Cowbell Kits

[Track]

Movement Lobster Quadrille (New)

Vocabulary: Adagio/Allegro

Use a parachute or the gathering drum to represent the island. This will keep the children in a large circle.

Explain that we will swim around an island using strokes such as forward crawl, back stroke, breast stroke, etc. We will start with a tempo called adagio. Use the recording and “swim” around the island.When the tempo changes to double time, yell “Shark! Allegro swimming!” The teacher can use a hidden shark puppet during the fast sections, or use a biting motion with your arms.When the original tempo returns, declare that all are safe and return to adagio swimming.

Shark Puppet (Parachute) Track

GatheringDrum

Five Handsome Sailors (New)

Bishop Street Blues (New) (SM Piano)

Five Handsome Sailors:Start by saluting like soldiers.Keep the beat on the drums until “blew their hats away.” Everyone pretends to throw their hats away and makes circles on the drum for the wind sound. After “so the sailors had to chase them,” play fast tremolos.Play two accents after “gone the hats” and “and that was that.”For “march 2, 3, 4 ...” use alternating hands to keep the beat. Start the recording and repeat the above playing techniques.

Bishop Street Blues: Play the I (closed), IV (open) and V (flip) on the drums. The students listen for the teacher’s call to play the chord progression.


Track



Solo Singing Scuba Man (New)

Teach the song by singing through it, then asking the students to sing with you. Explain that we will sing the song together as we raise our hands as if looking through goggles. Gradually bend the knees, following the melodic direction of the song. Rise up when the melody ascends.

With Sea Life Felts: Place the scuba man on the felt board. Talk about what he might find or see under the water. Put the sea life felts on the floor where everyone can see them. Sing the song and use a snorkel or a mallet as the “microphone” to indicate who should sing “I found a ____.” After singing, place the felt on the felt board. After a few solos, repeat the song, then return to solos.

With Treasure Box (shoe box, cardboard box, etc.):Display a treasure box (filled with fun items like ocean animals, shells, pirate clothes, costume jewelry, coins, keys, a shoe and a sock, etc.). Ask what might be in this treasure box the scuba man found.Place the box in front of two children. Sing the song as everyone goes down and the two children choose something out of the treasure box. The two children sing what they found.Repeat until all children sing a treasure solo.

Sea Life Felts, Treasure Box with Assorted “Treasures“ or Treasure Visuals [Track] Snorkel or Pretend Mic

Sing-a-Long IF TIME Down by the Ocean

Sing our favorite verses, add movement, or IF TIME, create new verses. Guitar/Ukulele [Track]

Goodbye Song

Come, My Friends Vocabulary: Forte

Ask them if they remember the music word for loud—forte.Listen for the four instruments during the introduction and ask them to sing forte when we sing it the third time. Listen for the orchestra playing forte too.


Next Week’s Fun



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24

Rhymes in the Rain (Orff and Kit)TideoThe Ship Goes SailingLobster QuadrilleFive Handsome SailorsBishop Street BluesScuba ManDown by the OceanCome, My Friends



24

Rhymes in the Rain Rain, rain go away Come again another day (repeat)

Rain on the green grass Rain on the trees Rain on the housetops But not on me!

It’s raining, it’s pouring, the old man is snoring Went to bed and he bumped his head And he couldn’t get up in the morning

It rained on Ann It rained on Fran It rained on Arabella It did not rain on Mary Jane She had a big umbrella!

Doctor Foster went to Gloucester in a shower of rain He stepped in a puddle right up to his middle And he never went there again No, he never went there again



Lobster Quadrille (No Lyrics)

Five Handsome Sailors Five handsome sailors Standing in a line Waiting for their orders Before their shipping time Along came a wind and blew their hats away And they sailors had to chase ‘em Gone the hats And that was that March 2, 3, 4 March 2, 3, 4


Bishop Street Blues (No Lyrics)

Scuba Man Scuba man diving down Scuba man what have you found? I found a treasure box I found some jewelry I found a sunken ship I found some gold

I found a jelly fish I found a seashell I found a turtle I found some clams

Down by the Ocean Seagulls swooping down by the ocean Down by the ocean Seagulls swooping Oh, how I love to go Down by the ocean Down by the ocean Seagulls, (seagulls) Swooping (swooping) Swooping, (swooping) Seagulls (seagulls) Oh, how I love to go Down by the ocean Down by the ocean

Additional verses: Sandcrabs hiding Lobsters pinching Dolphins diving People swimming



Young Musicians Make MusicLesson Plan 24 - Lyrics, Cont.

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25


GatheringDrum

Debka Kurdit (Exploration)

Bishop Street Blues (SM Piano)

Tideo

Matilda (New) (Concert Song)

Debka Kurdit: Find different ways to play the drum

Bishop Street Blues: Play the I (closed), IV (open) and V (flip) on the drums. The students listen for the teacher’s call to follow the chord progression.

Tideo: Everyone plays their own way on the rhythm of “ti-de-o” as we sing their name for the hello song.

Matilda: Introduce Matilda and tell the students that she loves to sing.Start with the chorus, having the students perform monkey-like gestures in rhythm; bend at the elbow with hands under arms for “ooh, ooh, ooh, ooh” and wave arms above head for “ah-ah-ah,” just like a gorilla.For the verses, ask the students to imitate Matilda’s movement. She can clap her hands, tap her head, wave her arms, roll her arms, etc. If no puppet is available, show a picture of a gorilla and explain that you will be Matilda and the students will copy your motions.


Track

Guitar/Ukulele

Gorilla Puppet or Picture Track

Movement Lobster Quadrille

Vocabulary: Adagio/Allegro

Use the gathering drum to represent the island. This will keep the children in a large circle.Using the recording and reviewing from last week, pretend to swim around an island. Remind them the tempo is called adagio. When the tempo increases, yell, “Shark! Allegro swimming!” When the original tempo returns, declare that all are safe and return to adagio swimming.

(Gathering Drum) Shark Puppet Track

Solo Singing Scuba ManRepeat activity from last week using felts of sea life and a treasure box.Use a pretend microphone to indicate who is singing the solo.Sing the song together as we pretend to look through goggles. Gradually bend the knees, following the melodic direction of the song. Rise up when the melody ascends. Assist with singing in tune if needed.

Sea Life Felts, Treasure Box with Assorted “Treasures”or Treasure Visuals [Track] Snorkel or Pretend Mic

Instrument Kit – Children’sChoice

Five Handsome Sailors

Review the song as everyone taps their legs on the beat and claps on the “quiet” beats (the rests).Ask for the children’s suggestions for instruments from their kit to accompany the song.

Kits Track



Orff Rules

Orff InstrumentsIn F

Five Handsome Sailors

IF TIME Echoes

Five Handsome Sailors:Ask the children how we could accompany this song on the Orff instruments. Once parts are established, switch instruments between verses so children can play several parts.The lowest instruments keep the steady beat, and the highest instruments play the “quiet” beat at the ends of phrases.Bars can be added so the “wind” verse is played on an instrument with no bars removed. On “march 2, 3, 4 …” you can have the children march to a different instrument part.

Echoes: IF TIME, use the cowbell to give a four-beat rhythm, asking the children to echo.

Orff in F Track (Cymbals) (Tick-tock Block)

Cowbell

Goodbye Song

Come, My Friends

Vocabulary: Forte

Ask if anyone remembers the music word for loud—forte.Listen for the four instruments during the introduction and ask them to sing forte when we sing it the third time. Listen for the orchestra playing forte too.


Next Week’s Fun


To prepare for upcoming lessons:

Purchase the book Five Little Monkeys Sitting in a Tree By Eileen Christelow

From www.musicrhapsody.com, a book store or borrow from a local library.


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Debka KurditBishop Street BluesTideoMatildaLobster QuadrilleScuba ManFive Handsome Sailors (Kit)Five Handsome Sailors (Orff)EchoesCome, My Friends



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Debka Kurdit (No Lyrics)



Matilda In the jungle I saw a gorilla And her name was Matilda Matilda loved to sing songs everyday And this is what Matilda the gorilla would say

Ah-ooh, ooh, ooh, ooh Ah, ah, ah, ah-ooh, ooh, ooh, ooh Ah, ah, ah, ah-ooh, ooh, ooh, ooh Ah, ah, ah, ah-ooh, ooh, ah-ooh, ooh, ah, ah ah!

Lobster Quadrille (No Lyrics)

Scuba Man Scuba man diving down Scuba man what have you found? I found a treasure box I found some jewelry I found a sunken ship I found some gold

I found a jelly fish I found a seashell I found a turtle I found some clams





Young Musicians Make MusicLesson Plan 26 - Complete lesson available.

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GatheringDrum

Hungarian Dance No.5 (Exploration)

Tideo

Bishop Street Blues (SM Piano)

Matilda (Concert Song)

Hungarian Dance No. 5:Listen for the dramatic changes in dynamics and tempos. Find different ways to play the drum in response to the music.Explain that this song was written by Brahms.

Tideo: Each child is given an opportunity to make up a verse using “time for _________.” Choose a word to indicate a way to move or play the drum.

Bishop Street Blues: Play the I (closed), IV (open) and V (flip) on the drums. The students listen for the teacher’s call to follow the chord progression. Repeat the song asking the children to make the chord changes without you saying anything (you’ll still do the movements).

Matilda: Bring out the gorilla puppet and ask the students to imitate her movement.Review the monkey-like moves she does when she sings “ooh” and “aah.” If no puppet is available, you can be Matilda. For the verses, Matilda can clap her hands, tap her head, wave her arms, roll her arms, etc.


Guitar/Ukulele

Track

Gorilla Puppet or Picture Track

Movement The Butterfly (Concert Song) (New)

Before using the recording, explain that students can move any way they like during the short story but they cannot touch the walls, the instruments, or each other. They can move through space and can touch the floor. This is a child led activity.

Some suggestions if needed: - “Way up in the sky…”: Fly like a butterfly - “When way down below…”: Crawl like a caterpillar - “He munches and munches …”: Pretend to eat leaves - “I’m so full and fat”: Rub tummy - “I’ll spin a cocoon …”: Spin - “Curl into my bed…”: Pretend to sleep - “Not sound did we hear…”: Lay is quietly as possible - “The weeks soon passed by…”: Get up and fly like a butterfly

Track



Instrument Kit – All Instruments

The Butterfly (Concert Song)

The Butterfly—Kits: Use the scarf and instruments from the kit to create accompaniment to the rhyme. Ask for the children’s ideas, acknowledge their contributions, and give suggestions if needed; for example:

- “Way up in the sky…”: Play cymbals, holding them high - “When way down below…”: Drums - “He munches and munches …”: Scrape tone blocks - “I’m so full and fat”: Drums - “I’ll spin a cocoon …”: Place mallet inside tone block and spin - “Curl into my bed…”: Scrape tone block for a soft snore - “Not sound did we hear…”: Quiet - “The weeks soon passed by…”: Play cymbals

The Butterfly—Solo Singing: Ask the children to sing a solo about what color butterfly they would like to be. They can also add to their song if they’d like to tell more about their butterfly such as where it is going, what he likes to eat, etc. The children can improvise their pitches.

Kits [Track]

Movement Run, Run

Vocabulary: Allegro/Adagio

Ask students to guess who is finally back to visit them. Present the cat (Adagio) and the mouse (Allegro) and review the vocabulary.Review the story of the cat and mouse.Ask them to play the part of Adagio the cat or Allegro the mouse.Perform movement with the recording.

Cat & Mouse Puppets Track

Orff Rules


The Old Gray Cat

IF TIME Five Handsome Sailors

The Old Gray Cat: Place the cat puppet in front of the metals and the mouse in front of the woods. Using the recording, indicate which group of instruments plays by holding up the puppet. The last verse, hold up both puppets, indicating they all play the running music.

Five Handsome Sailors: Play in response to the music.

Orff in F Cat & Mouse Puppets Track

Track

Goodbye Song

Come, My Friends Sing the goodbye song with the recording.


Next Week’s Fun


Young Musicians Make MusicLesson Plan 26, Cont. - Complete lesson available.

26



26

Hungarian Dance No. 5TideoBishop Street BluesMatildaThe Butterfly The Butterfly (Kit)Run, RunThe Old Gray Cat (Orff)Five Handsome SailorsCome, My Friends



26

Hungarian Dance No. 5 (No Lyrics)





The Butterfly Way up in the skies, a butterfly flies When way down below A caterpillar goes slow He munches and munches On a jungle leaf lunches “I’m so full and fat,” he says with a pat “I’ll spin a cocoon by the light of the moon Curl into my bed and sleep,” he said Not a sound did we hear Till the special moment was near The weeks soon passed by And out flew a butterfly!

The Old Gray Cat The old gray cat is sleeping Sleeping, sleeping The old gray cat is sleeping In the house

The little mice are creeping Creeping, creeping The little mice are creeping In the house

The old gray cat is waking Waking, waking The old gray cat is waking In the house

Now everyone is running Running, running Now everyone is running In the house






GatheringDrum

High Five (Exploration)

Tideo

Jungle Beat (New)

High Five: Find different ways to play the drum in response to the music.

Tideo:Do a quick version this week with everyone playing their own way on the rhythm of “ti-de-o” as you sing each name once in the song.

Jungle Beat:Introduce two little monkeys. Explain that we will keep the beat with the monkeys during the song. There will be a part to shout “Hey!” and then play two accents on the drum. Practice that part several times. After singing and playing as described, everyone can play as they would like. The instrumental accompaniment is used so just the skins verse is used.


Guitar/Ukulele

Monkey Pictures or Puppets Track

MovementandSolo Singing


The Butterfly—Movement:Before using the recording, explain that students can move any way they like during the short story but they cannot touch the walls, the instruments, or each other. They can move through space and can touch the floor. This is a child led activity.

Some suggestions if needed: - “Way up in the sky…”: Fly like a butterfly - “When way down below…”: Crawl like a caterpillar - “He munches and munches …”: Pretend to eat leaves - “I’m so full and fat”: Rub tummy - “I’ll spin a cocoon …”: Spin - “Curl into my bed…”: Pretend to sleep - “Not sound did we hear…”: Lay is quietly as possible - “The weeks soon passed by…”: Get up and fly like a butterfly

The Butterfly—Solo Singing:Pass out butterfly felts/visuals to each child.Have them sing the color of their butterfly for a solo, making up their own little song. They can also sing something else they know about butterflies.IF TIME, you can have them find a partner and see if their two butterflies can sing to each other, matching their singing voices.

Track

Felt Board Butterfly Felts

Movement Fluff Pie (SM Piano) (New)

Explain that the butterflies will dance to the piano music. The butterflies will dance how they want for three phrases. Then we will dance the last phrase all together by spinning in a circle, then sitting down.Demonstrate with the music and then have the children dance.Repeat.Place felts on felt board when finished.

Butterfly Felts or Pictures


27



Instrument Kit – All Instruments


Use the scarf and instruments from the kit to create accompaniment to the rhyme. Ask for the children’s ideas, give suggestions if needed; for example:

- “Way up in the sky…”: Play cymbals, holding them high - “When way down below…”: Drums - “He munches and munches …”: Scrape tone blocks - “I’m so full and fat”: Drums - “I’ll spin a cocoon …”: Place mallet inside tone block and spin - “Curl into my bed…”: Scrape tone block for a soft snore - “Not sound did we hear…”: Quiet - “The weeks soon passed by…”: Play cymbals

Kits [Track]

Orff Rules


Free Play to the Sopranino (Exploration)

Echoes

The Old Gray Cat Vocabulary: Allegro/Adagio

Free Play to the Sopranino: Play when the sopranino plays, stop when the sopranino stops.

Echoes: Use the cowbell to give a four-beat rhythm, asking the children to echo.

The Old Gray Cat: Play quickly when Allegro is out, play slowly when Adagio is out.Woods play when the mouse is out. Metals to play when the cat is out. Use track and puppets to indicate when it’s time to play each part.

Orff in F Sopranino

Cow Bell


Movement IF TIME Run, Run Ask them to play the part of Adagio the cat or Allegro the mouse.


Goodbye Song



Next Week’s Fun



27



27

High FiveTideoJungle BeatThe Butterfly Fluff PieThe Butterfly (Kit)Free Play to the Sopranino (Orff)EchoesThe Old Gray CatRun, RunCome, My Friends



27


Jungle Beat (No Lyrics)


Fluff Pie (No Lyrics)

The Old Gray Cat The old gray cat is sleeping Sleeping, sleeping The old gray cat is sleeping In the house

The little mice are creeping Creeping, creeping The little mice are creeping In the house

The old gray cat is waking Waking, waking The old gray cat is waking In the house

Now everyone is running Running, running Now everyone is running In the house




Young Musicians Make MusicLesson Plan 28 - Complete lesson available.

28


Gathering Drum

High Five (SM Piano) (Exploration)

Tideo

Five Little Monkeys (Concert Song) (New)

Vocabulary: Crescendo/ Accent

High Five: Find different ways to play the drum in response to the music. A puppet friend can give ideas on how to play.

Tideo (Movement):Ask the children to think of a jungle critter and show how it might move, but only when we sing the “tideos.” Sing each child’s name, asking them to move like their animal on “tideo” and see if we can guess. Remind them to sing.

Five Little Monkeys:Clapping Game with Partners

Encourage everyone to keep the beat on the drum as you play the ukulele and sing the song.Discuss which beats we played on the drum but didn’t sing.Sing the song and clap hands on the quiet beats at the end of each phrase.Ask two children to face each other, tapping the beat on their legs and clapping their partner’s hands on the quiet beats.Ask those two children to choose a new partner and repeat the activity.Ask those four children to choose a new partner. If it is a large class, have everyone find a partner and repeat the movement with the song.

Gathering DrumPractice playing a crescendo as you introduce this new vocabulary word. Review accent and explain that our story will have a time for us to play a crescendo and an accent. Show the picture on page 3 of the book and ask the children to count the monkeys as they play on the drum.Read pages 3-5 and have the children alternate their hands on the drum for “walking” and swish their hands on the drum to “spread” the blanket. Keep the beat as you sing each verse, clapping on the rests (this happens four times, one at the end of each phrase). Play crescendos for each “along comes Mister Crocodile” and accents for each “SNAP.”On page 25 we find out all the monkeys were just hiding. Have the children laugh and move like monkeys and then “high five” each other.


Guitar/Ukulele

Guitar/Ukulele Book: Five Little Monkeys Sitting in a Tree By Eileen Christelow [Track]

Instrument Kit – CymbalsTone BlocksDrums

Jungle Beat (Concert Song)

Review the skins verse from last week while students play their hand drums. Demonstrate shouting “Hey!” followed by two drum accents. Discuss what instrument you’ll use for metals and woods and practice the above part using those instruments. Remind the children that after each verse, the featured instrument can be played however they would like.

Cymbals, Tone Blocks, Drums Monkey Pictures or Puppets Track

Solo Singing Walking Through the Jungle, What Do You See? (Concert Song) (New)

Display the butterfly felts or jungle pictures.Sing the question in a minor key and have each student sing a response describing the butterfly or jungle picture they choose.

Butterfly Felts or Jungle Pictures [Track]



Movement Fluff Pie (SM Piano)

Ask if they remember how the butterflies danced to the piano music. The butterflies will dance any way they like for the first three phrases. Then they will dance the last phrase all together by spinning in a circle.Perform with the recording and repeat the song at least once.

Butterfly Felts Felt Board Track

Orff Rules

Orff InstrumentsIn C

Five Little Monkeys (Exploration) (Concert Song) Free Play to the Sopranino (Exploration)


Five Little Monkeys:Explain that some children will want to play the beat, some will want to play the quiet beats at the end of the phrases, and some will think of other ways to play. Ask the children to play along in response to the recording. Show them that the best notes for the beat are big C and G.

Free Play to the Sopranino: Play when sopranino plays, stop when it stops.

The Butterfly: Find a way to play the instruments for each phrase. Ask for the children’s ideas, and give suggestions if needed; for example:

- “Way up in the sky…” : Glockenspiels play quickly - “When way down below…”: Lowest instruments play low notes - “He munches and munches …”: Quickly tap the mallet sticks together - “I’m so full and fat”: Play one time after fat and pat - “I’ll spin a cocoon …”: Glissandos up and down - “Curl into my bed…”: Play a quiet lullaby - “Not a sound did we hear…”: No playing - “The weeks soon passed by…”: Glockenspiels play quickly

Orff in C Track

Sopranino

[Track]

Movement IF TIME Matilda (Concert Song)

Do the motions, imitating the teacher or Matilda puppet.Track

Goodbye Song

Come, My Friends

Sing with the recording, pointing out the flute and other orchestra instruments.


Next Week’s Fun


Young Musicians Make MusicLesson Plan 28, Cont. - Complete lesson available.

28



28

High FiveTideoFive Little MonkeysJungle Beat (Kit)Walking Through the Jungle…Fluff PieFive Little Monkeys (Orff)Free Play to the SporaninoThe ButterflyMatildaCome, My Friends



28


Five Little Monkeys Five little monkeys Sitting in a tree Teasin’ mister crocodile You can’t catch me

Jungle Beat Two little monkeys silly and neat Said, “Let’s find the jungle beat!” They found some sticks and they tapped the ground and said “Hey! That’s a mighty cool sound!”

Two little monkeys silly and neat Said,“Let’s find the jungle beat!” They found some skins and they tapped ‘em with their hands And said, “Hey! That’s a mighty cool band!”

Two little monkeys silly and neat Said, “Let’s find the jungle beat!” They found some metals that were left by a king And said, “Hey! That’s a mighty cool ring!”

All the little monkeys at the end of the week Get together for the jungle beat They play all the instruments that they have found And say, “Hey! That’s the coolest sound around!”

Walking Through the Jungle… Walkin’ through the jungle What do you see? I see a _____looking at me









29


Gathering Drum

Jackson Blues, Ballade & High Five (SM Piano) (Exploration)

The Lion Sleeps Tonight (New) (Concert Song)

Five Little Monkeys (Concert Song)

Jackson Blues, Ballade and High Five: Freely play the drum to these piano favorites.

The Lion Sleeps Tonight: Explain that there are three sections. Ask the children to choose a way to play the beat for each section. Find different ways to play the drum in response to the music.

Five Little Monkeys:Repeat story from last week.Review crescendo and accent. Show the picture on page 3 of the book and ask the children to count the monkeys as they play on the drum.Read pages 3-5 and say “I wonder what happens?”Start the recording and show them the pages on the book to go along with the music. Play crescendos for each, “along comes Mister Crocodile” and accents for each “SNAP.”On page 25 we find out all the monkeys were just hiding. Have the children laugh and move like monkeys and then “high five” each other.After the song ends and you turned off the recording, read pages 26-32.

Track

Track

Book: Five Little Monkeys Sitting in a Tree By Eileen Christelow Track


Tideo Vocabulary: Ostinato

Discuss what instrument will be played for the skins, metals and woods verses. Explain that each type of instrument will play when they hear it in the lyrics. While singing each verse, students will play only on the rhythm of “ti-de-o.” Then, while the sopranino plays, they will improvise their own rhythmic patterns. Give examples of “random banging” compared to specific patterns that could be played and repeated. Introduce the word ostinato.

Cymbals, Tone Blocks, Drums Guitar/Ukulele

Movement andSolo Singing

Fluff Pie (SM Piano)

Walking Through the Jungle, What Do You See? (Concert Song)

Fluff Pie/Walking Through the Jungle, What Do You See?: Learning the Parts

Have the children sit in a line along the wall.Discuss jungle animals, bugs and critters. Remind them of the four phrases from the SM Piano piece, “Fluff Pie,” and how we moved with our butterflies in previous weeks.Think of a jungle creature and don’t tell the children what it is. Using the “Fluff Pie” recording, demonstrate moving like that creature, changing direction at the end of each phrase, and running back to the line on the fourth phrase.Then sing the question, “Walking through the jungle, what do you see?” See if one child can sing what they think the animal was. Then tell them what it was.

Track




Fluff Pie (SM Piano)

Walking Through the Jungle, What Do You See? (Concert Song)

Fluff Pie/Walking Through the Jungle, What Do You See?: Students’ Turn to Play and Sing

Using “Fluff Pie” recording, invite everyone to move like something in the jungle, running back on the fourth phrase. Next, ask if anyone would like to be a creature for everyone else to guess. Then repeat “Fluff Pie” and “Walking through the jungle… ” with one child moving like a creature, you singing the question, and another child soloing their guess.If a child is unable to match the pitches of the song, change the key of the question to try to match the child.Repeat with other children taking turns as the creature and the soloist.

Track

Orff Rules




Jungle Beat (Concert Song)

Free Play to the Sopranino: Play when sopranino plays, stop when it stops.

The Butterfly: Find a way to play the instruments for each phrase. Ask for the children’s ideas, and give suggestions if needed; for example:

- “Way up in the sky…” : Glockenspiels play quickly - “When way down below…”: Lowest instruments play low notes - “He munches and munches …”: Quickly tap the mallet sticks together - “I’m so full and fat”: Play one time after fat and pat - “I’ll spin a cocoon …”: Glissandos up and down - “Curl into my bed…”: Play a quiet lullaby - “Not a sound did we hear…”: No playing - “The weeks soon passed by…”: Glockenspiels play quickly

Jungle Beat:Discuss what instrument will be used for metals and woods. Remind them how we shout “Hey!” and then play two accents. Practice that part several times on each instrument. Explain that after singing the verse, the featured instrument can be played however they would like, but they should make up a song that includes some rests, steps, skips and repeats.

Orff in G Sopranino

Track

Track

Movement IF TIME Matilda Do the motions, imitating the teacher or Matilda puppet. Track

Goodbye Song



Next Week’s Fun



29



29

Jackson BluesBalladeHigh FiveThe Lion Sleeps TonightFive Little MonkeysTideo (Kit)Fluff Pie Walking Through the Jungle…Free Play to the Sopranino (Orff)The ButterflyJungle BeatMatildaCome, My Friends



29

Jackson Blues (No Lyrics)

Ballade (No Lyrics)

The Lion Sleeps Tonight Wi-mo weh a wi-mo weh A wi-mo weh, a wi-mo weh In the jungle The mighty jungle The lion sleeps tonight In the jungle The mighty jungle The lion sleeps tonight Wee-ee, ee um, um away Wee-ee, ee um, um away




Walking Through the Jungle… Walkin’ through the jungle What do you see? I see a _____looking at me



Jungle Beat Two little monkeys silly and neat Said, “Let’s find the jungle beat!” They found some sticks and they tapped the ground and said “Hey! That’s a mighty cool sound!”

Two little monkeys silly and neat Said,“Let’s find the jungle beat!” They found some skins and they tapped ‘em with their hands And said, “Hey! That’s a mighty cool band!”

Two little monkeys silly and neat Said, “Let’s find the jungle beat!” They found some metals that were left by a king And said, “Hey! That’s a mighty cool ring!”

All the little monkeys at the end of the week Get together for the jungle beat They play all the instruments that they have found And say, “Hey! That’s the coolest sound around!”



Young Musicians Make MusicLesson Plan 29 - Lyrics, Cont.

29





30


Gathering Drum

Drum Groove with Recorder (Exploration)

Jungle Beat Chant (New) (Concert Song) with Echoes

Vocabulary: Piano/Forte

The Lion Sleeps Tonight (Concert Song)

Drum Groove with Recorder Freely play to the drum.

Jungle Beat Chant:Say the rhyme once and ask the children to listen for when you play the drum.Help them figure out that there are always two sounds after each “jungle beat.”Ask them to join you in drumming after “jungle beat.”See if they remember the word for soft in music and ask them to play piano this time. Repeat with forte.Elicit ideas from the children for playing the two sounds after “jungle beat.” For example, play with just index fingers, with your elbows, palms down and then up, scratch twice, etc.Play some four-beat echoes in between the rhyme.

The Lion Sleeps Tonight:Choose a way to play for each of the three sections. Find different ways to play the drum in response to the music. Encourage them to sing along.

Track

[Track]

Track


Tideo

Vocabulary: Ostinato

Echoes

Für Elise (SM Piano) (New)

Tideo:Discuss what instrument will be played for the skins, metals and woods verses. Explain that each type of instrument will play when they hear it in the lyrics. While singing each verse, students will play only on the rhythm of “ti-de-o.” Then, while the sopranino plays, they will improvise their own rhythmic patterns. Give examples of specific patterns that could be played and repeated. Review the word ostinato.Say “My turn first; play af-ter me!” Play a four-beat rhythm for the children to echo. Play patterns to prepare for the next activity.

Für Elise:Explain that we are learning to play our tone blocks to a beautiful piano piece they may learn to play on the piano in the future.

First the teacher performs, then the song is repeated with everyone encouraged to participate. Use the following words while playing: “Tap and tap and tap and now you scrape, and you scrape and you scrape. (repeat) Then you roll, and you roll, and you roll then you roll, tap, tap, tap … (repeat).”

Cymbals, Tone Blocks, Drums Guitar/Ukulele Sopranino

Track


Cheki Morena (New)

Pass out shakers.Dance to the recording, responding to the differences in tempo.After the song, sing a short phrase in the style of the song and ask the children to echo the same pitches

Shakers Track



Orff Rules



Five Little Monkeys (Concert Song)

Vocabulary: Crescendo

Free Play to the Sopranino: Play when the sopranino plays, stop when it stops.

Five Little Monkeys: Ask one child to play the introduction music for our story.Have the children play “climbing music” as each monkey climbs the tree. Remind them to alternating their hands for walking to the river and climbing the tree.Play glissandos up and down for spreading out the blanket. Sing the song as the largest instruments play the beat on C and G. The other instruments play at the end of the phrases.Ask “How many monkeys?” Students play any two notes together as they count.Invite ideas how to play for the sneaky crocodile and discuss crescendo. Ask the children how to play “snap” (a loud clap, hitting the floor, tapping the mallets together, high five with parents, etc.). After “snap” switch instruments.Continue the song with two monkeys, then one, switching instruments after the verse. End with monkeys laughing (see ending in book).

Orff in C Sopranino

Book: Five Little Monkeys Sitting in a Tree By Eileen Christelow [Track]

Sing-a-Long IF TIME Matilda

Encourage singing the words without the recording. Do the motions during the chorus.

Gorilla Puppet or Picture [Track]

Goodbye Song

Come, My Friends


Next Week’s Fun



30



30

Drum GrooveJungle Beat ChantThe Lion Sleeps TonightTideo (Kit)EchoesFür EliseCheki MorenaFree Play to the Sopranino (Orff)Five Little MonkeysMatildaCome, My Friends



30

Jungle Beat Chant Jungle beat, jungle beat Let’s all get together for the jungle beat!

The Lion Sleeps Tonight Wi-mo weh a wi-mo weh A wi-mo weh, a wi-mo weh In the jungle The mighty jungle The lion sleeps tonight In the jungle The mighty jungle The lion sleeps tonight Wee-ee, ee um, um away Wee-ee, ee um, um away


Für Elise (No Lyrics)

Cheki Morena (No Lyrics)






Simply Music RhapsodyYoung Musicians Make Music: Lessons 21-30 Notation, A-Z

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Young Musicians Make MusicNotation

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Young Musicians Make MusicNotation, Cont.

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