UMEA 2015
Boogie With Books
Jill DeVilbiss, Irene Tullis
Sponsored by UAOSA
www.uaosa.org
Jill DeVilbiss
[email protected]
https://sites.google.com/site/jilldevilbiss/home
Irene Tullis
[email protected]
Grade: Second Grade
Activity Title: The Tailor and the Mouse
Standard I: Develop a sense of self
Objective 3: Develop and use skills to communicate ideas, information and feelings.
a: Express personal experiences and imagination through dance, storytelling, music, and
visual art.
Reading: Literature Standard 2: Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
Background Information: “The Tailor and the Mouse” is an English folk song that is around
300 years old. In times past, tailors were often ridiculed and thought to be tight fisted and
scheming.
Invitation to Learn: Ask the students, “What kind of pet do you have? Well, there was a tailor
who had a mouse for a pet.” Read the book, The Tailor and the Mouse.
Materials
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The Tailor and the Mouse, by John Feierabend and James McGann ISBN: 978-1-57999-9032
Music (listed below)
Creating lyrics page
Orff Instruments
Instructional Procedures
1. Sing the song to the students and ask them to retell the story. 2. Echo teach the song to the students. 3. Practice singing and walking. (Show the beat in your feet.) 4. Practice taking three steps and bow on fourth beat. 5. Try four steps backwards. 6. Find a partner and teach sashay. 7. With a partner, stand in two lines facing each other. (Reel style) 8. Try measures 1-­‐4 with movement. 9. Discuss head and foot of the lines, or head couple and foot couple. 10. Teach movement for measures 5-­‐8 with the head couple sashaying to bottom and forming a bridge. 11. Teach how to “Peel the Banana” Practice measures 9-­‐16. 12. Put whole song and movement together. 13. Invite children to create their own lyrics. There was a (boy/girl) had a (pet) Hi diddle um kum feedle. They (something that ends with a word that rhymes with their pet.) Hi diddle um kum feedle. 14. Invite students to share by singing their verse. (All students should join on the “Hi diddle um kum feedle” and chorus.) Assessment Suggestions:
ü Could the student retell the story and explain the main ideas? ü Did the student express their own experience or imagination through creating new lyrics for The Tailor and the Mouse? Extension Activity: Add Orff instruments (see below)
Web Resources:
Shirley Collins singing “The Tailor and the Mouse”
https://www.youtube.com/watch?v=Pd6DGE_s0js
Another version: https://www.youtube.com/watch?v=JTZaNLe0v5M
Burl Ives singing: https://www.youtube.com/watch?v=70ahMAlnM-Q
The Tailor and the Mouse
New words by _________________________
There was a ______ who had a _____________
Hi diddle um kum feedle
They _________________________________
Hi diddle um kum feedle
Grade: Fourth Grade
Activity Title: Water Dance
Standard III: The student will create music through improvising, arranging, and
composing.
Objective 2: Express Ideas, thoughts, emotions aesthetically through singing, playing, and/or
creating.
a. Exhibit through music an appreciation for the subtle beauties inherent in everyday
life.
b. Balance reason and emotion in creating, practicing, and performing.
Science:
Standard 1
Students will understand that water changes state as it moves through the water cycle.
Objective
Describe the water cycle.
Background Information
In this lesson the students will be working in cooperative learning groups. Your knowledge
of the students will be essential as the groups are being formed. Place students in groups where
they will be the most successful and where the most learning will occur.
Invitation to Learn
Read together the Water Dance, by Thomas Locker. Discuss any questions and share any
comments the students may have.
Materials
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Water Dance, by Thomas Locker ISBN: 9 780152 163969
Cards for groups
Task Card
Barred percussion instruments (or other pitched instruments)
Instructional Procedures
1. Create as a class a tune for “I am water. This is my dance through our world.” Follow the
same steps the students will follow.
•
Speak with an audible steady beat. Decide the rhythm and write it on the card.
•
Decide on Tempo and Dynamic markings
•
Choose solfege notes and change to absolute note names
•
Choose a barred percussion instrument and play it. Sing along
2. Divide the class into 12 groups.
3. Assign each group one page of the book.
4. Ask the students to follow the task card. For students who need a challenge, asked them
to write their composition in traditional notation.
5. When they are finished have them share their composition with the class.
6. Read the book again and add their compositions.
7. Invite the students to add movement to illustrate their composition.
Assessment Suggestions
ü Did the students exhibit through their composition the subtle beauties of the water cycle?
ü Did the students balance reason and emotion while composing, practicing, and
performing?
ü See Rubric
Additional Resources
The Wheel of the Water, song by Tom Chapin
Websites
Students can make their own water cycle wheel. http://www.epa.state.il.us/kids/funstuff/water-cycle/index.html
Water science for schools. http://ga.water.usgs.gov/edu/watercycle.html
The Water Dance Composition
1.
2.
3.
4.
5.
6.
Speak your sentence together with an
audible steady beat. Decide on the rhythm
and write it on the card.
Look at the picture. Based on your
interpretation, decide your tempo and
dynamic marking. Write it in the upper left
corner of your card.
Choose notes (do, re, mi, so, or la) to put
above your rhythm. Change the solfege to
absolute note names. (Remember that do is
G. Steps are easier to sing and play than
skips.)
Choose a barred percussion instrument that
fits the character of your composition.
Practice your composition with singing and
on the barred percussion instrument. Make
any changes you would like.
Share with the class.
Water Dance Composition Rubric
Task
Create a tune
for the words
on an assigned
card.
Work with a
partner or
group.
3
2
1
0
We created a
piece of music
with sensitivity
to the text
and the
painting that
accompanied
the book.
Our work
together was
exemplary. We
shared ideas
and created
something that
we couldn’t
have created
alone.
We created a
piece of music
but it did not
fit the picture
or the text.
We did not
create a piece
of music. It
was simply
noise.
We were not
given the
opportunity to
create a piece
of music.
Our work
together was
acceptable.
We could have
done just as
well alone.
Our work
together was
deficient. It
would have
been better if
we worked
alone.
I did not work
with a group
Irene Tullis
[email protected]
Grade: First – Second
Activity Title: Chinese New Year Celebration
Elementary Music Standards:
Standard I:
Develop the voice and body as an instrument of musical expression
Objective 3: Discover how songs, singing games and dances relate to family and friends.
c: Sing songs that express cultures and traditions…of family and friends
Standard II: Play instruments as a means of musical expression
Objective 1: Discover and demonstrate sounds on various simple percussion instruments from
the classroom and various cultures
b: Add instrumental sounds to known songs from various cultures
Objective 2: Demonstrate the ability to play instruments accurately
a: Judge success in keeping a steady beat and in starting and stopping together
Reading: Literature Standard 2: Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
Tikki Tikki Tembo by Arlene Mosel
Background Information: This book was introduced to me by my mother when she was
teaching 2nd grade. The book tells the story of a Chinese boy with a great long name who fell into
a well and nearly lost his life because of it, which explains why Chinese names are so short
today. The story is similar to the American folksong that I sang at girls camp that tells of a boy
named Eddie Kucha Kacha Kama Tosa Nara Tosa Noma Sama Kama Wacky Brown who also
fell into a well and didn't have as happy an ending. There are some who question the origin of
the folk tale saying that it is more closely aligned with Japanese culture. Still, it is a story that is
pleasing to children and lends itself well to many musical experiences.
Invitation to Learn: Ask the students; “What holiday is coming up really soon?” They will, of
course tell you that it is Valentine’s Day. Then explain that there are billions of people that think
that there is another very important holiday coming up soon. It is celebrated in all over western
Asia. The holiday is Chinese New Year.
Materials
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Tikki Tikki Tembo, retold by Arlene Mosel ISBN: 0-030-12711-4
Tone bars in the G pentatonic scale and mallets
Soprano and/or alto xylophones, if needed for extension activity
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Music (listed below)
Instructional Procedures:
1-­‐
Bow to the students and greet them with “Gung hey fat choy” -­‐ one Chinese version of “Happy New Year” 2-­‐
Introduce the book Tikki Tikki Tembo by telling the students that it is about two Chinese brothers; Chang and Tikki tikki tembo-­‐no sa rembo-­‐chari bari ruche-­‐
pip peri prmbo. 3-­‐
Sing the song and as the students are listening, have them pat the beat on their laps. 4-­‐
Teach the song by rote. 5-­‐
Introduce the bells – teach: Floor position (bell and mallet on the floor in front of the student), rest position (both hands holding the mallet, one on the stick the other on the head), ready position (hand holding the stick, poised above the bell ready to bounce the mallet head in the middle of the bell on the beat). If you wish to extend the Chinese theme, (and mollify the sound) you can use chopsticks as the mallets. 6-­‐
Sing the song while keeping a steady beat on the bells 7-­‐
Read the story to the children. Pause each time that the name Tikki Tikki Tembo is written (and any time that you can add it) and allow the children to sing the song while accompanying themselves with the bells played on the beat. Assessment Suggestions:
ü
Were the children able to sing the name of Tikki Tikki Tembo… in a light, clear voice as they played a steady beat on the bell? ü
Did the children gain the ability to have a musical instrument at their disposal and play it only at the appropriate times? Extension Activity: Flip back through the book and ask the children how the characters felt in
the different parts of the book. Improvise an oriental sounding piece using the G pentatonic scale
on the xylophone. Give the children a small kite, fan or wind-wand as a dance prop. Tell the
children that they are to freeze and listen to the music for ten seconds, then they are to show with
their feet and their dance prop how the music makes them feel. Create different moods thus
allowing the children to express different emotions. After you have demonstrated the
improvisation, allow two or three students to play the xylophones. Have the students decide
among themselves what type of song they are going to play (sad, happy, silly, sneaky…). Rotate
the students so that each child will have a chance to do both of the activities
The Dancing Dragon by Marcia Vaughan
Background Information: “Ba-boom! Go the drums. Pop! Go the firecrackers. Unfold this
book and join in the fun of a Chinese New Year Celebration.” This is the statement from the
back of this delightful book introducing a very important part of the celebration!
Invitation to Learn: Ask the students; “What holiday is coming up really soon?” They will, of
course tell you that it is Valentine’s Day. Then explain that there are billions of people that think
that there is another very important holiday coming up soon. It is celebrated in China. The
holiday is Chinese New Year.
Materials
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Music (listed below)
The Dancing Dragon by Marcia Vaughan ISBN: 1-57255-134-8
Percussion template (below)
Percussion ensemble instruments for the dragon dance
Instructional Procedures: The Dancing Dragon
1-­‐
Bow to the students and greet them with “Gung hey fat choy” 2-­‐
Explain that a big part of the celebration of Chinese New Year is a parade that includes bigger than life dancing lions and dragons. 3-­‐
Read the book (I would suggest that you practice reading the book as you are unfolding the pages). 4-­‐
Refer back to the pages in the book that showed the musicians accompanying the dancing lion and dragon. 5-­‐
Show a video of a dragon dance. You can use the link below or find another one online. Ask the children to watch and listen to the music that the dragon dancers are dancing to. What instruments do they hear? Are the musicians just randomly banging or can they hear the patterns that make up the music? 6-­‐
Remind the students that “Rhythm is made from the words we say or sing.” Ask the children to repeat the words that are used for each of the instruments in the percussion piece below. 7-­‐
Pass out the instruments and remind the children that they will have many chances to play the instruments and that when the instruments are in floor position, they are silent. 8-­‐
All of the parts should be practiced by all of the children. When you are rehearsing with a section, have that section use their instrument and have all of the other children play “air instruments”. Remind the children that their instrument really enjoys hearing their voice say their part. After each part is practiced, practice the ensemble. Rotate the children through each section so that they can experience playing all of the instruments. 9-­‐
Divide the class in half. Keep half of the class on the instruments. The other half of the children are the dancers. Remind the dancers that they tell the story of their dance with their feet not their mouths. ENJOY the performance, trade parts and ENJOY again. Web Resources:
Dragon Dance Competition – Good video of the instrumentalists at the beginning
https://www.youtube.com/watch?v=dTDc6bg0fm8
Lion Dance Competition – Great Percussion: 21:30 – 26:ish (there are other good spots if you
want to preview the rest of the hour and half video) :D
https://www.youtube.com/watch?v=mmWWB1HDGCs
Possible percussion ensemble:
Grade: Fifth Grade – Recorder Class
Activity Title: Martin Luther King Jr
Elementary Music Fifth Grade Standards:
Standard I:
Develop the voice and body as an instrument of musical expression
Objective 3
Discover how songs, singing games, and dances relate to various cultures in the
history of the United States. (See Social Studies Core)
a. Share songs, instruments, and music enjoyed by various cultures in the history of the United
States.
b. Describe how music is used by cultures in U.S. history.
Standard II: Play instruments as a means of musical expression
Objective 2
Perform independently or with others simple melodies and accompaniments on
classroom instruments.
a. Evaluate success in playing with a beautiful tone, starting and stopping together, keeping a
steady beat, and at indicated volume and tempo on a variety of classroom instruments.
b. Judge success in playing simple melodies on the recorder or keyboard by rote and/or note
reading.
Standard III: The student will create music through improvising, arranging, and
composing.
Objective 1
a. Improvise simple rhythm and/or melody patterns to echo back and forth, and
manipulate in a variety of ways to effect different textures, first with the voice and then
with found sounds or instruments.
c. Create variations in the texture of a song.
Strategy Example:
Consider creating a canon, descant, partner song, harmony part, ostinato, etc.
Martin's Big Words by Doreen Rappaport
Background Information: The civil rights movement of the 1960's was poignantly focused in
the valiant life and tragic death of Martin Luther King Jr. This book is a springboard into a good
discussion of the times and a musical tribute built around a song sung by the marchers and a
student built percussion accompaniment.
Invitation to Learn: Ask the students; “What do the handicap parking places in front of our
school and school integration of the 1960's have in common?
Both are a direct result of the Civil Rights Movement. “Dr. Martin Luther King Jr. cared about
all Americans; he cared about people all over the world.” He said; “Everyone can be great.”
Which one of you is not part of “everyone”? Was Martin Luther King talking to you?
Materials
Martin's Big Words by Doreen Rappaport ISBN: 0-439-40511-4
Music (listed below)
q Percussion ensemble template
q Soprano Recorders
q Unpitched percussion instruments: if possible, have part one use metal, the second use
woods and the third use drums.
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Instructional Procedures:
Ask the invitation questions and have a short discussion of the far-­‐reaching effects of Dr. King. Did his dreams end, or did they become stronger when he was assassinated? 1-­‐ Read the book, or show the video of the book being read. 2-­‐ What are the big words that you remember? Write them down to be used later. 3-­‐ Remember the many times in the book that it stated that “Martin walked...talked...sang... and prayed with them.” There were many, many songs written and sang on those marches. One song was “This Little Light of Mine. 4-­‐ Play one, or a portion of one of the versions of “This Little Light” listed below. 5-­‐ Pass out the music and sing the song. Discover the construction of the phrases of the song (A A-­‐1 A B). Identify the pitches and the fingering for each pitch. Echo-­‐
play the same and then the similar motifs in each of the first three phrases. Discover the melodic contour of the final (B) phrase of the song. Play the piece on the recorder. Divide the class; one half, play the recorder one half sing the song. 6-­‐ Build a percussion ostinato accompaniment using Martin's Big Words and the percussion template. 7-­‐ Assign the percussion parts to instruments. All of the parts should be practiced by all of the students. When you are rehearsing with a section, have that section use their instrument; all of the other students play “air instruments”. Remind the students that their instruments really enjoy hearing their voice say the part as they play their part. After each part is practiced, practice the ensemble. Rotate the children through each section so that they can experience playing all of the instruments. 8-­‐ Divide the students into three groups: vocal, recorder and percussion accompaniment. Rotate through so that each group is able to practice all three parts as an ensemble. Assessment Suggestions:
1-­‐ Are the students able to relate the song, its words, and the percussion accompaniment to the history of the 1960's and the civil rights movement? ü
Are the students able to play the song on their recorder with correct breathing technique, correct fingering and rhythm? ü
Are the students able to accompany the song with correct technique on the percussion instruments? Does the song have a musical cohesion? Web Resources:
This Little Light of Mine – Tana Gospel Choir – youth choir, published October 2014
https://www.youtube.com/watch?v=mer-ijRIyfY
– Sam Cook, performed 1964 Begins and ends with the song - Amen
https://www.youtube.com/watch?v=OdsIjwwfhjk
– Odetta MLK said that she was the Queen of American Folk Music
https://www.youtube.com/watch?v=J2kDsqGeoLU
– Beth'sNotes.com – free version of the song on the key of D
http://bethsmusicnotes.blogspot.com/2013/01/recorder-songs-degab.html
Martin's Big Words – produced by Westen Woods, 10:49 in length, very well done.
https://www.youtube.com/watch?v=qBKP6v3rWSI
Other books we use:
Title
America the Beautiful
ISBN
0-439-39963-7
Nutcracker (The)
Oh, A-Hunting We Will Go
Author
Katharine Lee
Bates
Lorinda Bryan
Cauley
Roberta CollierMorales
Will Hillenbrand
Anna Harwell
Celenza
Anna Harwell
Celenza
David Diaz
Melissa Sweet
Irene Livingston
Tony Bonning
Wendy Watson
John Langstaff
Frank Asch
Phillip and Hannah
Hoose
Stephen Kellogg
John Mason Neale
M.T. Anderson
Sylvia Long
Jane Cabrera
Jan Ormerod
David Mallett
Ora Eitan
Deborah Guarino
Iza Trapani
Bill Martin Jr. &
John Archambault
Linda Williams
Megan Lloyd
Thacher Hurd
Steve Jenkins &
Robin Page
David Shannon
Rich Walton
Thor Wickstrom
DanielWalden
John Langstaff
Old Black Fly
Jim Aylesworth
0-8050-3924-4
Clap Your Hands
Down by the Bay
Down by the Station
Duke Ellington’s Nutcracker Suite
Farewell Symphony, The
Feliz Navidad
Fiddle-I-Fee
Finklehopper Frog
Fox Tale Soup
Fox Went Out on a Chilly Night
Frog Went A-Courtin’
Happy Birthday Moon
Hey Little Ant
Give a Dog a Bone
Good King Wenceslas
Handel Who Knew What He Liked
Hush Little Baby
If You’re Happy and You Know It!
If You’re Happy and You Know It!
Inch By Inch
Is Your Mama a Llama?
Jingle Bells
Listen to the Rain
Little Old Lady Who Was Not Afraid
of Anything, The
Mama Don’t Allow
Move!
No, David!
Noah’s Square Dance
0-399-22118-2
0-7696-4904-1
0-439-21625-7
978-1-57091-700-4
13 978 1 57091 406 5
0-439-71047-2
0-590-03825-7
1-58246-075-2
0-689-84900-1
0-688-10765-6
9 780156 339001
13 978-­‐0613632935
0-439-09816-5
1-58717-001-9
1-55858-321-1
0-7636-1046-1
0-8118-1416-5
0-439-85643-4
978-1-932065-07-7
13: 978-0-06-443481-2
0-590-41387-2
1-58089-095-4
978-0-8050-0682-7
0-06-443183-5
13: 978-0-06-443078-4
13 978 0618 64637 1
0-590-93003-6
0-688-11186-6
1-56138-764-9
Q-689-71503-X
Old Macdonald Had a Farm
On Christmas Day in the Morning
Over the Hills and Far Away
Over the River and Through the Woods
Purple Mountain Majesties
Santa Clause is Comin’ to Town
Shake My Sillies Out
She’ll be Coming ‘Round the Mountain
Stopping By Woods on a Snowy
Evening
Stranger in the Woods
Take Me Out of the Bathtub
Teddy Bears’ Picnic, The
The Star Spangled Banner
There’s a Hole in the Bucket
There’s a Hole in My Pocket
This Land is Your Land
Twinkle, Twinkle Little Star
We’re Going on a Bear Hunt
What Do You Do With An Idea?
Wheels on the Bus, The
Wheels on the Bus (The)
When I First Came to This Land
When the Frost is on the Punkin
Woody Guthrie
Poet of the People
You Are My Sunshine
Stephen Gammell
Wendy Straw
John Langstaff
Chris Conover
Lydia Maria Child
& David Catrow
Barbara Younger
Stephen Kellogg
Raffi
Jonathan Emmett
Deborah Allwright
Robert Frost
Susan Jeffers
Carl R. Sams II
Jean Stoick
Alan Katz
David Catrow
Jim Kennedy
Peter Spier
Nadine Bernard
Westcott
Akimi Gibson
Woody Guthrie &
Kathy Jakobsen
Iza Trapani
Michael Rosen
Kobi Yamada
Mae Besom
Maryann Kovalski
Wendy Straw
Simms Taback
James Whitcomb
Riley
Bonnie Christensen
Jayne Church
1-877035-89-0
0-7636-1055-0
978-0374-38043-4
0-590-63578-6
0-439-07665-X
0-688-14938-3
0-517-56646-X
978-1-4169-3652-7
0-525-40115-6
13: 978-0-9671748-0-8
0-439-44255-9
0-8050-1008-4
978-0-440-40697-6
0-590-67588-5
0-439-18863-6
1-879085-87-9
0-689-85349-1
978-193829807-3
0-8335-7735-2
1-877035-89-0
0-439-05284-X
9-780879-23912-1
0-375-81112-2
978-0-545-07552-7