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    • Discriminate between same and different rhythmic patterns

    • Be comfortable singing by themselves. Solo singing should be a regular part of instruction.

    • Be comfortable singing into a recording device.

  • Possible Teaching Strategies

Develop student’s music literacy skills based on the district’s curricular sequence Echo Songs:

  • o

    “Oh My, No More Pie”

  • Music Together: Fiddle Song Collection, Publ. Center for Young Children

  • The Book of Echo Songs: I’ll Sing After You, by John Feierabend, GIA Publications

  • http://thestorieslatells.blogspot.com/2008/01/oh-my-no-more-pie.html

o

“Oh My Aunt Came Back”

  • The Book of Echo Songs:

I’ll Sing After You, by John Feierabend, GIA Publications

  • http://www.lyricszoo.com/twin-sisters/my-aunt-came-back/

    • o

      “The Littlest Worm”

  • The Book of Echo Songs:

I’ll Sing After You, by John Feierabend, GIA Publications

    • http://www.kididdles.com/lyrics/l039.html

    • http://www.youtube.com/watch?v=l1x0Z7HP35Y

  • o

    Down by the Bay

    • Spotlight On Music, McMillan/McGraw Hill, Grade 1 (*it is not sung as an echo song, but the melody is written out)

    • The Book of Echo Songs: I’ll Sing After You, by John Feierabend, GIA Publications

    • http://www.songsforteaching.com/folk/downbythebay.php

Call and response songs:

  • o

    “Sea Lion”

    • The Book of Call and Response Songs, by John Feierabend, GIA Publications

    • o

      “John the Rabbit”

    • Music Together: Drum, Publ. Center for Young Children

    • Spotlight On Music, Publ. McMillan/McGraw Hill, Grade 1

    • http://kidsmusictown.com/childrenssongslyrics/sillyandplayfulsongs/johntherabbit.htm

  • o

    “Funga Alafia”

    • Music Together: Bongos, Publ. Center for Young Children

    • Spotlight On Music, McMillan/McGraw Hill, Grade 5 (spelled “Fun Wa Ni Alaafia”)

    • http://www.nwea-ec.org/files/Funga_Alafia.pdf

    • http://www.youtube.com/watch?v=SmJfBJZURH4

  • Echoing rhythms on neutral syllables (“ba” is a good syllable to use, because it has a clear opening consonant but does not sound like any of the commonly used rhythm syllable systems)

  • Same/Different: Teacher indicates whether students give the same response or create a varied response with some type of visual indicator.

  • Poison Pattern: Students echo teacher patterns but may not echo when presented with the poison pattern.

  • Borrowed Response: Student borrows the last two beats of the teachers prompt within a 4-beat context (on a neutral syllable) to create the first two beats of their 4-beat pattern.

  • Free Group Response: Class collectively responds to the teacher’s rhythmic pattern with varying rhythmic answers within a 4-beat context.

CT SDE Common Arts Assessment Initiative

10/07/10

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