ELE90/1060 Levels 1–6

Includes

Listening CD and

PowerPoint

Presentation

byBlair Bielawski

A Curriculum Guide for Teachers Without Music Training

This valuable resource is designed to give elementary teachers with no formal music training all the tools they need to help their students develop an under-standing and appreciation for music.

This book includes lessons, reproducible games, worksheets and puzzles. Also included is a mixed media CD that features over 60 minutes of music and a complete PowerPoint presentation.

The book follows a well-sequenced curriculum based on the National Standards for Music Education in the United States and the Ontario Curriculum for the Arts in Canada.

Teachers are given the content necessary to present to their students the elements of music, including:

• Pitch high and low; note names; key songs all children should know

• Rhythm tempo; music symbols, notation, and composition; rhythms and

instruments of Africa, India, and Cuba

• Dynamics loud and soft

• Timbre instrument families; playing the recorder; the emotional impact of music

• Texture music styles from classical to rock and roll

• History key composers, music periods

Other books that will bring music into your classroom:

30/1875H • A Young Musician’s Guide to the RecorderThis innovative recorder method for primary grade students combines traditional, contempo-rary and original songs with a well-planned learning progression. Fingerings, musical concepts and terms and quizzes are presented in a manner easy for young players to understand.

30/2118H • Music Brain TeasersTease and tickle the imagination of every young student with creative reproducible activities spotlighting four fields of musical knowledge: composers, symbols and terms, styles and in-struments. Each section begins with an intriguing overview of facts and information presented in a student-friendly format, followed by worksheets to reinforce concepts in a fresh and fun way. From Mozart to mezzo forte, from the blues to the bassoon, teachers and students will love this first look at music!

P.O. Box 802 • Dayton, OH 45401-0802

What’s New?What’s New?Visit our website at www.LorenzEducationalPress.com to learn more about us and our products.

Teachingto ChildrenMusic

ELE90/1060

Levels 1–6

ISBN 978-1-4291-1968-9

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90/1060LE

A Curriculum Guide for Teachers Without Music Training

Teachingto ChildrenMusic

Congratulations on the purchase of this electronic eBook. This eBook purchase includes extra media files. When the text in this eBook references a CD track or transparency page, please refer to the extra media file provided as a second link on your original download. Media file File provided

CD audio tracks mp3 files Clip art images jpeg images Transparency pages PowerPoint presentation (ppt)

This eBook contains “reproducible pages” that entitle the individual purchaser to reproduce copies needed for single classroom or home use. The reproduction of any part of this eBook for commercial resale or for use by an entire school or school district is strictly prohibited. Permission is granted to backup and store the audio tracks on a CD disk. Thank you for all you do to bring the love of learning into the lives of your students and for allowing us to play a small part in that endeavor! The Lorenz Educational Press Team

Edited by: Barbara S. Meeks Cover and book design: Patti Jeffers

Photo credits: Chuck Berry, © www.VoteJoeC.com James Brown, © kainite Aretha Franklin, © Personeelsnet

http://www.flickr.com http://creativecommons.org/licenses/by-sa/2.0

© 2010 Lorenz Educational Press, a Lorenz company, and its licensors. All rights reserved.

Permission to photocopy the student activities in this book is hereby granted to one teacher as part of the purchase price. This permission may only be used to provide copies for this teacher’s specific classroom setting. This permission may not be transferred, sold, or given to any additional or subsequent user of this product. Thank you for respecting copyright laws.

Printed in the United States of America

ISBN 978-1-4291-1968-9

P.O. Box 802 • Dayton, OH 45401-0802

for other LEP products visit our websitewww.LorenzEducationalPress.com

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IntroductionThis music curriculum is designed to give teachers with no formal music training all the tools they need to help their students develop an understanding and appreciation of music. It is based on the National Standards for Music Education (United States) and the Ontario Curriculum for the Arts (Canada). The lessons, reproducible games, worksheets, puzzles, music “brain teasers”; PowerPoint Presentations and audio CD examples combine to create the content necessary for young students to learn about the seven basic elements of music (pitch, rhythm, harmony, dynamics/expressive markings, timbre, texture and form) in a well-sequenced format that will show them how to compose, perform, evaluate, analyze, improvise, read, and notate music.

As students move through the lessons they will engage in creating, performing and moving to music. They will learn to focus ideas into a musical form, experiment with “found sounds”, identify instruments by timbre, learn about famous composers, recognize a variety of genres of music by how they sound, understand the basic terms of music and apply their knowledge independently and in cooperation with others. Students will also learn about the creative process to help them acquire and apply knowledge and skills in the arts.

NOTE: Each of the levels is meant to be used over the course of 3 – 4 weeks to comprise a complete unit of music. Each level assumes that the students have learned the material in the previous level. For example, if you are planning on using Level 4 with your class, it would be a good idea to begin with a quick review of Level 3 to make sure all the concepts are understood.

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General Outline and OverviewEach of these units of study includes 3 - 4 sing-along songs with recordings, listening activity examples on the CD, reproducible puzzles, games and music “brain teasers”, extension activities, PowerPoint presentations, and all the content a teacher needs to present the material effectively.

LEVEL 1Key Songs: Mary Had a Little Lamb; Star Light, Star Bright; London Bridge

Key Elements Pitch: high and low, notes

Rhythm: steady beat, tempo - fast and slow

Dynamics: loud and soft

Timbre: instruments: piano, guitar, violin, clarinet, trumpet, timpani, the orchestra

Form: echo clapping (call and response)

Key Composer: W. A. Mozart (Classical Period)

LEVEL 2Key Songs: Froggy Went A-Courtin’; Baa, Baa, Black Sheep; Frère Jacques;

When the Saints Go Marchin’ In

Key Elements: Rhythm: beat vs. rhythm review, tempo, time signature ( ), measure, quarter notes and

quarter rests, eighth notes, counting system, music notation

Dynamics: piano, forte

Timbre: instrument families and the orchestra

Form: binary (AB), ternary (ABA)

Key Composer: Pietor Tchaikovsky (Romantic Era)

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LEVEL 3Key Songs: Sakura; Home on the Range; De Colores

Key Elements: Rhythm: review steady beat, and time signatures, whole notes and rests, half notes

and rests, eighth notes and rests, notation in treble clef, steps and skips

Timbre: introducing recorders, review instrument families, electronic instruments

Key History: African-American music from spirituals to hip-hop

LEVEL 4Key Songs: Camptown Races; You’re a Grand Old Flag; O Canada

Key Elements: Rhythm: and time signatures; whole, half, quarter and eighth notes and rests;

notation and composition

Timbre: continue playing recorders, the emotional impact of music (happy, sad, scared, peaceful, excited, silly, mysterious, proud)

Key Composer: J.S Bach (Baroque Period)

LEVELS 5 and 6Key Elements: Rhythms: rhythms and instruments of Africa, India, and Cuba

Timbre/Texture: music styles (classical, jazz, movie soundtrack, gospel, zydeco, bluegrass, salsa, rock and roll)

Key History: Baroque, Classical, Romantic, 21st Century Music

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This icon indicates an audio track on the enclosed CD The CD is an indispensable part of this book. No amount of text can substitute for students actually hearing the music described. Due to the time limitations of an audio CD (80 minutes), many of the music examples are short excerpts. There are references provided throughout the book that direct you to other sources of music, should you decide that further listening is warranted. Many fine recordings are available for download at iTunes or other internet sites.

This icon indicates a Key Section of each level The Key Sections focus on songs, the basic elements of music (pitch, rhythm, harmony, dynamics/expressive markings, timbre, texture and form) or music history.

All the songs in this book were chosen for their “singability” (i.e. they are in a good range (lowest note to highest note) for children and have appropriate lyrics), and for their historical place as folk songs of various cultures. Many of the songs are part of the repertoire recommended for children by the Music Educators National Conference (MENC).

For all the sing-along songs, you may wish to replace (or supplement) the recording with the students’ own instrumental accompaniment. Use tambourines or other small rhythm instruments to play along with the song. Visit www.rhythmband.com or your local music store to find for a wide selection of inexpensive classroom instruments.

This icon indicates a PowerPoint slide or series of slidesThese slides include lyrics for the sing-along songs, supplemental material to the audio CD, photographs of composers and musical instruments, and much more.

This icon indicates a WebVisit suggestion If your class has internet access, taking your students on the WebVisits recommended in this book can be a valuable use of time. The websites we list are all visually appealing and include interesting components such as instrument games, music theory games, music composing activities and more.

This icon indicates a suggested movement activityThese easy-to-prepare activities are great for getting your children up and moving to music!

This icon indicates listings of high quality (but inexpensive) recordings These recordings can be used for further study, for extension activities, or for transition music. iTunes and other online sources are also a great way to find quality recordings at bargain prices!

MOVE!

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LEVEL 1

The Key Songs

As was discussed in the introduction, each of the songs selected for this book were chosen for their appropriate ranges (lowest note to highest note) and suitable lyrics. They were also selected because they appear on recommended lists of songs students should know, and because they represent folk songs of different cultures.

Before you play the CD for your class, read through the lyrics with them using the PowerPoint slides provided or the reproducible song sheets in the book. Teach the lyrics by rote if you are working with pre-readers. Once the students know the lyrics, play the CD for them and have them sing along.

The singing voice of a child is generally light in quality and volume. Encourage the students to sit (or stand) up straight when singing and to take full breaths to support the sound. Emphasize the difference between an “outside” (shouting) voice and a controlled, clear singing voice. Divide the class into several sections and take turns singing with these smaller groups. It is sometimes easier for students to “match pitch” (sing the correct notes) when they are in smaller groups. Repetition is key. Have all the boys sing, then have all the girls sing. Have all the students wearing red sing; have all the students with more than five letters in their first name sing; etc. Keep it fast-paced and fun!

Mary Had a Little Lamb

Reproducible Song Sheet (page 8)

While the majority of the class sings the song, have several students act out the song. Choose one student to play the lamb and one to play Mary and three or four others to be the “class”. Take turns singing and acting.

Star Light, Star Bright

Reproducible Song Sheet (page 8)

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MOVE!

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London Bridge

Reproducible Song Sheet (page 9)

Act out the words to the song. In the first verse, have two students join hands to create a “bridge” that under which other students walk. In the second verse, have students pretend to build a bridge with iron bars, and in the third verse, pretend to bend and break the bars.

Add a Rhythm Accompaniment For all the sing-along songs, you may wish to replace (or supplement) the recording with the students’ own instrumental accompaniment. Use tambourines or other small rhythm instruments to play along with the song. Visit www.rhythmband.com or your local music store to find for a wide selection of inexpensive classroom instruments.

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MOVE!

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Mary Had a Little LambMary had a little lamb,Little lamb, little lamb,Mary had a little lamb,

Its fleece was white as snow.

Everywhere that Mary went,Mary went, Mary went,

Everywhere that Mary wentthe lamb was sure to go.

It followed her to school one day,School one day, school one day,

It followed her to school one daywhich was against the rules.

It made the children laugh and play,Laugh and play, laugh and play,

It made the children laugh and playto see a lamb at school.

Star Light, Star Bright(sing four times)

Star light, star bright,First star I see tonight;

Wish I may, wish I mightHave the wish I wish tonight.