Bells Week Three - 11

Hello - E

Who’s That? - D

  • Who’s that? D-A (1-5) It’s me. A-D (5-1) – Label for parents.
  • Who’s that…it’s _____. With a few kids.
  • Think about how you can set up/introduce the idea below so that parents have enough information to feel successful but without doing a lot of explaining. Remember to use as few talking instructions as possible. If you’re going to say more than a short sentence – either stop singing and speak your instructions or sing the tune of the song. Try and avoid saying many sentences in a row on just the 1 or the 5 and the 1. One option is the basic “my turn” pointing to self and sing your part, “your turn” point to group as a whole and cuing them to sing. (Pitfall alert- they might repeat what you just sang)
  • Basic Idea - Teacher makes up the first phrases about the children or adults and what they are wearing – “Who’s that grown up wearing blue pants?” “Who’s that girl with a barrette?” Then group sings together with the response – “Diana’s wearing blue pants, Lily’s wearing a barrette.”
  • You can do this in order around the circle or you can make it more of a game and do it more randomly so people have to pay attention to who you are looking at and singing about. If you have a group that know each other fairly well this could be fun. It’s great if you can include the adults as well and use their names too. This will help create more community in your classes when parents leave the realm of the nameless.

TP’s major

Micro Macro:

Start Macro beat clap – this could be a macro beat, the beat of the song that adults clap to. Divide the beat by two . Macro again. Now Divide by Three. - this is the Micro beat, the beat that children are drawn to.

How do we know? Because younger children show us that faster beat in their bodies when they are involved with the music. Like this… or this…..or this. (model characteristic gestures) Until they get older this response is involuntary and often matches the micro beat. Once they start voluntarily finding the beat the will still most often find the micro beat or a steady internal beat that doesn’t match the external music. We know they are heading towards BRC when we start seeing them purposefully hitting or moving to the macro beat. So let’s notice today when we’re on the micro beat and when we’re using the bigger macro beat. This next song contrast a duple micro beat (hold up two fingers) with a triple micro beat (three fingers).

Splishing and Splashing

  • Straight – see if you can always keep the body on a macro sway even when your hands will be doing the micro so that there is clear visual of how sometime there’s two beats on each side of the body and sometimes there’s three.
  • Tub – Splashing with hands micro (option: do each verse 2x)
  • Walk – walking feet on the floor and splashing micro
  • Dishes – Scrubbing micro
  • Dog – kneeling and lapping or something silly
  • Could add duple/triple RP’s here and then repeat chant or at the end (no need to repeat chant if you were doing each verse 2x already)
  • Vocables with actions highlighting duple verses triple
  • Can finish with a splishing and splashing crescendo with splash

Me You We – F#

  • Me You We
  • Yes No Maybe
  • 123
  • Bounce Rock Rolling

Deedle – C

  • Can hook with animal sounds.
  • Deedle deedle my (animal) John, Went to bed with his (animal part) on, One shoe……, Deedle my (animal) John
  • Animal sound vocable verse
  • 2-3 verses down and 3-4 verses up and moving around like animals – can transition up with an animal sound of a big animal and then go into verse. (Ideas: Cat/ Fur Coat, Bee/ Little Wings, Dog/ Big Bark, Elephant/ Long trunk, Tiger/ Big Roar, Horse/ Little Trot, BlueBird/ Blue wings etc)
  • Can get back down with animal like snake and slither around or something small that scurries or crawls.
  • Can ask for suggestions or use your own.

Tp’s Dorian

Alabama Gal (shakers or sticks)

  • I’m basing this on the 1st video demo on the Music Together teacher website
  • Use an anchor action for the ending phrase “Alabama Gal” IE. Shakers - rolling arms or Sticks – 3 clicks. Deanna demos this by putting her hands on her hips everytime she says “Alabama Gal”. Then she drops later in the song.
  • Come through in a hurry – an actions that signals coming (IE. Rolling sticks around each other towards you)
  • I don’t know how – tap eggs or click sticks and then make a shrug gesture like the video
  • I’ll show you how – pointing gesture like video
  • Ain’t I rock candy – shakers could alternate thumb point to self on each phrase like video and stick could use the stick to tap the chest
  • Vocable verse same action as rock candy – like video
  • Then do 5-6 more shaker or stick actions using phrases or vocables (Tapping my sticks, or do do do do)

Mr. Rabbit – B below E

  • Set up one long ear
  • 1st verse with rabbit ears and flopping wrists
  • Chorus with clapping
  • 2nd verse – wagging finger (forward back / side to side)
  • Chorus with clapping
  • Hop Hop to standing on 1-5
  • Chorus – hop hop hop
  • 3rd Verse – turned into circle shaking tail
  • Chorus - wiggle
  • “Mr Rabbit Mr Rabbit Hop on in – hop hop hop” into circle
  • Chorus – “Hopping back Hop Hop Hop”
  • Repeat
  • Verse and Chorus “ Mr. rabbit Mr. rabbit Hop and turn”
  • Chorus – Clapping
  • Chorus – Clapping and circle right
  • Chorus – moving and dancing into FM

FM

PAL

My Lady Wind – G (Could use triangle or wind chimes if you have some at home)

  • Wsssshhhhh sounds of wind
  • Words
  • Vocables

Music and Your Child Presentations (see email for dates) Adult only presentation on musical development in young children and how to support music learning in the early years. Lots of great information about music in our culture and ideas for making music at home! (Imagine if every parent in your class had an hour and half information session on why we do what we do. How much easier would your job be!?) If you have never been to this presentation yourself, please come!!!

False Creek – Spring registration now open! (like pre-reg!)

Goodbye