Table 2.10 2.10 Grade Grade 3: 3: Internal Internal Upbeat, Upbeat, Lesson Lesson 55
Outcome
Outcome Presentation: label sound o a musical phrase that contains an internal upbeat.
INTRODUCTOR
INTRODUCTOR Y ACTIVITIESY ACTIVITIES Warm-up
Warm-up • Body Warm-up • Beat Activity
“Te Tunderer,” by John Philip Sousa (1854–1932)
• Breathing:SsSs practice blowing up a balloon and watch how air is released when deflating the balloon.
• Resonance: explor e a cow sound using low an d high voices. Make sureSsSs are inhaling and exhaling correctly with the support muscles.
• Posture: remindSsSs o the correct posture or singing.
(Continued )
Table
KODÁLY IN THE THIRD GRADE CLASSROOM
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54
Sing known Sing known songs songs“Over the River” CSP: D
• SsSs sing the song with an ostinato. “Riding in the Buggy”
CSP: D
• SsSs sing the song; i time permits briefly play the game.
Develop tuneul Develop tuneul singing singing one production Diction Expression
“King Kong Kitchie” CSP: F
• SsSs sing the song.
• SsSs sing the song on the syllable “koo.” • SsSs sing the song on the syllable “voo.” • SsSs sing the song on the syllable “vee.” Kodály Choral Library,Let Us Sing Correctly , no. 60
Review known Review known songs and songs and rhythmic rhythmic elements elements
“Jim Along Josie” CSP: A
• SsSs sing the song.
• SsSs sing song with rhythm syllables.
• TT sings each phrase o “Paw Paw Patch,” “ideo,” “Dinah,” “Ida Red,” and “Chickalalelo”;SsSs echo sing each phrase with rhythm syllables while tapping the beat.
CORE ACTIVITIES CORE ACTIVITIES Teach a new Teach a new song song “Cedar Swamp” CSP: A
• TT sings the song whileSsSs continue the ostinato.
• SsSs perorm the rhythm o the verse rom the board whileTT sings.
2 2 $sdsxc\sdq\ $sdsxc\sdq\ sdsd\qq sdsd\qq\\ sdsd\xxxcq sdsd\xxxcq\\ sdsd\qq sdsd\qq||
• TT sings the verse.
• SsSs sing the rerain and then the entire song.
• WhenSsSs are able to sing the rerain,TT will demonstrate the game whileSsSs sing.
○ Formation: in double line, partners ace one another. ○ Beats 1–8: head couple sashays down to the oot o the line. ○ Beats 9–12: head couple swings right arms.
○ Beats 13–16: head couple swings lef arms. ○ Beats 17–20: all couples swing right arms. ○ Beats 21–24: all couples swing lef arms.
• TT sings the verses, the rerains, andSsSs play the game. • SsSs sing the rerain o “Cedar Swamp” whileTT sings “Old
Mr. Rabbit” as a partner song. Switch.
Table
Table 2.10 2.10 (continued)(continued)
Developing a Music Repertoire Developing a Music Repertoire
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Presentation o Presentation o music literacy music literacy concepts conceptsNotate what you hear
“Old Mr. Rabbit” CSP: F
• SsSs sing the song.
• Review kinesthetic, aural, and visual awareness activities. • T:T: “A note that that comes beore the strong beat o a phrase is
called an upbeat or a pickup. Because the upbeat occurs inside the piece o music and not at the beginning, we call it an internal upbeat.”
• TT sings the song with rhythm syllables,SsSs echo with rhythm syllables and conduct.
• T:T: “Sometimes a new phrase can start between beats, or even in the middle o a beat. When that happens, we have to split the eighth notes and it looks like this [separate notes with flags]. We can call the single eighth note an upbeat or a pickup note.”
• TT writes the standard rhythmic notation on the board.SsSs read with rhythm syllables.
2 2
$qsd\qaa\sdsd\qaa\sdsd\qaa\sdsd\sdQ| $qsd\qaa\sdsd\qaa\sdsd\qaa\sdsd\sdQ|
• TT draws in the phrase markings over the rhythm.SsSs sing and point and draw the phrases in the air.
• TT shows students how to count with numbers.SsSs read with numbers and keep the beat.
• SsSs perorm the last our beats o the song as a rhythmic ostinato into the next song (2$sdsd\sdQ>2$sdsd\sdQ>).
Creative Creative movement movement
“Hogs in the Cornfield” CSP: D
• SsSs sing the song;SsSs create ostinati to accompany the song. • SsSs sing and play the game.
Presentation o Presentation o music literacy music literacy concepts concepts
Notate what you hear
“Do, Do Pity My Case” CSP: F
• SsSs sing the song.
• T:T: “A note that that comes beore the strong beat o a phrase is
called an upbeat or a pickup. Because the upbeat occurs inside the piece o music and not at the beginning, we call it an ‘internal upbeat.”
• SsSs sing the song with rhythm syllables and conduct.
• T:T: “Sometimes a new phrase can start between beats, or even in the
middle o a beat. When that happens, we have to split the eighth notes and it looks like this [separate notes with flags]. We can call the single eighth note an upbeat or a pickup note.”
Table
Table 2.10 2.10 (continued)(continued)
KODÁLY IN THE THIRD GRADE CLASSROOM
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• SsSs read the song rom the board and conduct. • TT transorms the song into other related song material:
• “Johnson Boys” • “King Kong Kitchie” • “Mush oodin” SUMMARY ACTIVITIES SUMMARY ACTIVITIES Review lesson Review lesson outcomes outcomes
Review the new song
“Cedar Swamp” CSP: A
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Chapter
33
T
Teaching eaching StrategiesStrategies
Te goal of this chapter is to present teaching strategies for concepts and elements for third grade. Te teaching strategies are a sequence of teaching activities that guide students’ understanding of specific musical concepts and elements. Tey are presented according to the Houlahan and acka model of instruction and learning. In other words, they follow a specific order of instruction. Te guiding questions that follow the kinesthetic activities in the cognitive phase of instruction and learning are an important component of the teaching strategies. Te questions provide the metacognitive scaffolding that allows students to understand both the process and product of teaching. Each component of the model of instruction and learning also promotes many oppor- tunities for developing music skills. Te teaching strategies are formulaic in structure; ultimately, teachers will infuse these strategies with their own creativity to accommodate the changing set- tings of teaching situations.
We provide some of the most important techniques for preparing, presenting, and practicing musical elements. Te instructor may add to any of these suggestions during the three phases of instruction.
Tese teaching strategies are presented in this chapter: