Tambourine Week Seven 13

Hello - E

Rhythm Development – Who has noticed that we move our bodies a lot at Music Together even when we’re sitting? There are many ways to provide your child with a good rhythmic model. If your child is in your arms, provide a rhythmic experience by moving your own body so that he can feel the rhythm and movement through you. If children are watching you from the floor, give them a good visual experience by picking up those knees and feet—remember, their view from the floor focuses primarily on your lower body. When your child is playing an instrument, you can pat his shoulder or knee to give him a tactile experience of the beat. And don’t forget to sing and chant along to provide the aural experience as well. (If you have big kids in your class and you think it’s appropriate, you could say something directly to them like – “So kids watch today to see if the grown ups are moving their bodies to the music. See if you can notice all the rhythm in the room!) So notice today as we’re singing the kind of rhythmic information you’re providing. 

Robin Redbreast - E

  • Keeping the same tempo in our bodies is essential to doing part songs so see if you can keep a little rock or bounce in your spine during this song. 
  • Part Song
  • Sing unison first
  • Then divide group into parts:
  • Whole group on one part (could be the caws) and teacher sing the song
  • Two groups on two different parts with teach on third/fourth
  • Divide group into three/four parts and teacher joins or takes a part
  • Find clear conducted ending on the harmony of each part or come back to unison singing to finish

Ride – O - G# in E major (starts on the 3rd)

  • Get families set up in two lines to make two busses “Getting on the bus…..let’s go for a ride!”
  • Gathering ideas and singing about riding on the bus:
  • Riding
  • Beep
  • Ring the bell – ding
  • Bumpy
  • Turning
  • “What do the babies on the bus say?” Babies – whaaa
  • “What do the Mommies on the bus say?”– shsh
  • Zoom zoom
  • Could finish with driving home

Hey Ya Na CD Teacher Mix – blow your pitch since CD has no harmonic accompaniment (can give families bells if you want and have teacher on a drum)

  • Let’s play with the macro and micro beat in our hands and legs with this song
  • 1st verse Macro/ 2nd verse micro – All Verses
  • Hands drumming on floor
  • Stomping in place
  • Jumping in place
  • Stomping in a circle
  • RP’s here with stomping (if you’re doing reso bells be sure to do RP’s)
  • Standing rock 1234 R 1234 L / 12 R 12 L
  • Down and up (floor and reach)
  • Drumming on the floor to finish

Prop Song:

Ding Dong – A (use the short bell not your pitch pipe)

  • Singing on the 5-1 as you hold the box. “These bells are either the 5 or the 1. The short ones are the 5 and the long ones are the 1. The only rule with this instrument is that parents hold onto your stick! Then you’ll be able to play the bells or model the beat on the floor.” Hand out one to the child and parent – two parents with one child share a bell in a full class. Keep one for yourself!!!
  • Get them playing with the bells. Then, lets hear the Short bells with A- there’s our 5 and now the long bells with the D – there’s our 1.
  • Can do phone joke if you’re running on time: Rapid ding and stop – repeat until it sounds a little like a phone. “you know what that sounds like” then use bell like phone and say hello on the 5 or the 1. “I’m going to call_____. (ring bell) Hello_____, how are you? (all on 5-1) Are you at Music Call with mommy right now? Ok I’ll call ya later” Can call all the big kids you think would get the joke.
  • Play with these variations:
  • Tapping on Macro
  • Tapping Micro
  • Then hit on 123 123with stick flying up and away
  • Tapping submicro on plastic
  • Can also break groups into two parts 1st phrase (dingadinga ding dong) and third phrase (bimbom) and then you could take the trickier 2nd phrase (ding ding dong)
  • Let’s here the 5 = Bye Bye – now the 1’s = Bells

OR

Ding Dong – A Jingle Bells

  • “See if you can remember to keep a rhythm movement going in your body as well as your bells!”
  • Bong (1) hitting floor
  • DingaDinga (5) shaking bell like little bell
  • Shake
  • Notice what the kids are doing….
  • Bang on the floor
  • Chest then Head
  • Micro beat clap or on hand
  • Floor then Neighbor
  • Alternating knees on micro
  • Shake

RP’s

Hip Hap Hop 12 1212 123

  • Have two lines now face each other for pattycake rhythms:
  • clapclapclappattycake 3x
  • patty cake, patty cake, patty cake
  • SNAP SNAP or BOP BOP (on the head) or something
  • Same idea as the boat in that we want the adults to play with other adults so that a model is made for the children. Older kids can certainly play if they initiate.
  • 6-8 reps (give them a chance to get it and notice if they basically have it before or if you change the actions)
  • Could change to pashing with pat patpatpattycake or floor floorfloor patty cake and the Clap Clap at the end.

Wedding Dance – CD

  • Circle dance no scarves
  • A- Down beat step to the middle or circle right
  • B- In and Out
  • A - Down beat step to the middle or circle right
  • Horn trill – circle self
  • ABA as above circle right or left
  • Horn break – Free dance
  • 1-4 ascending scale – low to high
  • 5th note – back to the circle!
  • ABA as above to the left or down beat step to the middle
  • Free dance to the end or keep going in and out

FM

PAL

Betty Martin – A in F major

  • Ask parents to use their child’s name
  • IE. Hey little Mary resting resting, Hey little Mary close your eyes 2-3 times
  • Vocables to finish

3 More Classes!

Summer registration at all locations! Summer Songs let’s jam, sing and dance. Come to our July session if you’ll be away in August or come to our August session if you’ll be away in July or do both and get a discount on your second session! (sibling rate for Aug session)

Head ups that FALL and SUMMER pre- registration for St. James and St. Stephens and the Intergenerational Classes.

Goodbye - A