ssdr there’s more to kodály that just qsd

qar\ssdr - there’s more to Kodály that just qsd!

BCMEA Conference 2017 – Saturday October 21 [email protected] or [email protected]


BCMEA Conference 2017 – Saturday October 21

• Kodály philosophy Highly sequenced pedagogical methodology

How to integrate all the sequences into lessons?

• Concepts Carefully laid out in a logical sequence - pre-school to advanced

adult students of music.

• Repertoire Songs and musical games are selected carefully, according to

children’s developing abilities and interests.

• Skills Each concept is taught using a sequence of skills:

• 3 stages of learning Each concept is taught with careful consideration of the

pedagogical stages of:

▪ Each concept goes through all three stages

▪ Time frame of 3 - 4 months

▪ Developing alongside other concepts at differing stages

▪ One concept uses 3-7 minutes of the lesson

E.G.:

Kindergarten – steady beat = practice at same time as matching pitch = preparation stage

Grade 4 – tika tika = practice at the same time as fa = preparation

mailto:[email protected]




Grade? Learning stage?

(Preparation,

presentation or practice?)

Concept? Skill?

1. I’m a little Dutch girl, Dutch girl,

Dutch girl.

I’m a little Dutch girl, far, far away.

2. I’m a little Dutch boy…

3. Go away, I hate you…

4. Why do you hate me?

5. Because you stole my

necklace…

6. Here is your necklace…

7. Now we’re getting married…

8. Now we’re having babies…

9. Now we’re getting older…

10. Now we’re dead and buried…

11. Now we’re little ghosties…

12. Now we’re dancing skeletons…

Line dance.

Boys and girls line up facing each other, paired up.

Verse1 – ‘girls’ skip forward and back twice while singing.

Verse 2 – ‘boys’ do the same

Verse 3 – ‘girls’ turn their backs on the boys and stomp foot

V 4. ‘boys’ appeal to girls, hands open

V5. ‘girls’ hands to neck

V6. ‘Boys’ hand a ‘necklace’ to their partner

V7. Link arms with partner and dance in a circle

V8. Rock a baby in arms

V9. One hand on aching back, one hand resting on walking stick

V10. Lie on the ground, arms on chest.

V11. Rise up and wave arms like a sneaky ghost

V12. Stiff arms and legs dance.

BOOM!






(Preparation, presentation or

practice?)

Concept? Skill?

Step 1 - Students step the beat in a circle, tapping arms on sides to beat as well. Jump on the

BOOM. Sing it twice without stopping.

Step 2 – as Step 1, but jump and change direction on the BOOM, sing it four times without

stopping.

Step 3 – As Step 2, but sing repetition 2 and 4 in your thinking voice. BOOM is always out loud.

Step 4 – As Step 3, but vary which repetitions are sung in thinking voice

Step 5 – as Step 4, but work up to singing all four repetitions in thinking voice.






(Preparation, presentation

or practice?)

Concept? Skill?

1. Four children stand in a square. Students 1 and 2 stand facing each other and hold both

hands. Students 3 and 4 stand facing each other, and hold hands over 1 and 2’s held

hands, making a cross of hands in the middle.

2. Partners rock forwards and backwards to the beat – not sideways! On the last phrase,

student 1 ducks under the nearest arms of students 3 and 4.

3. On the second singing of the song, sing ‘second old man’, and the second old man ducks

under the other joined arms of students 3 and 4. 1 and 2 are now both ‘in the well’.

4. On the third and fourth repetitions, sing ‘third’ and ‘fourth old man’, and the third and

fourth singers duck under the arms of students 1 and 2. Everybody is now ‘in the well’.

5. Escape the well in reverse order – 4,3,2,1.

6. Keep trying to rock forwards and backwards, even when you are all in the well!

1

4

2

3

1 4

2

3






(Preparation, presentation or

practice?)

Concept? Skill?

Students stand in a circle, facing in. One child is ‘Charlie’. Charlie walks around the outside of the

circle, singing the first two measures of each phrase. ‘Charlie’ is echoed by the rest of the students.

On the final repetition of ‘me’, Charlie taps the student nearest to him/her, and runs away around the

outside of the circle, trying to beat that student to the spot in the circle that has just been left open.







or practice?)

Concept? Skill?







or practice?)

Concept? Skill?

Students stand in a long line, holding hands, all facing the same direction. The student at one end

holds onto a door handle or something to stay ‘attached’. The student at the opposite end of the

line is the ‘Needle’. The Needle leads the rest of the line to the front of the line and goes under

the student’s arm that is ‘attached’. All student follow, until the attached student is pulled to face

the opposite direction with arms crossed across chest. The Needle then leads the line under that

student’s other arm and on up the line until all students are all ‘sewn up’.





Summary of workshop activities:

More 6/8 suggestions

King of the Castle 6/8 L s m K-1 Hear / Sing /

Play

Everyone knows!

Skip to beat

The Ants go Marching 6/8 a\qaq K-1 Hear / Sing Counting song

Skip to beat

The Incy Wincy Spider 6/8 K-1 Hear / Sing /

Play

Finger play

Skip to beat

Farmer in the Dell 6/8 qar K-2 Hear / Sing /

Play

Play game

Clap rhythm

Row, Row, Row Your

Boat

6/8

qarssd 1-2

3-4

Hear / Sing /

Play

Row boats to the beat

Sing as a round

My Mother is a Baker 6/8 qar S,l,t,d 1-4 Play Hand clapping game,

Conduct in 2

Un Canadien Errant 6/8 S,drmfsl 4-6 Read All rhythmic phrases identical

Bibliography:

Song Concept Grades Skill Activity Dutch girl 6/8 Mrd K-2 Hear Play game, Audiate, Clap rhythm

Sally Go ‘Round the

Sun

6/8 ssd Dms 1-3 Sing

Play

Beat in feet

Audiate

Conduct in 2

Bucket of Water 6/8 fa 2-3 Derive How many sounds per beat?

Charlie over the Ocean 6/8 Mrd so, 2-3 Listening,

memory and

writing

Rhythm erase

Dashing Away with a

Smoothing Iron

6/8 S,t,drmfsl 4-6 Read New song prep

Sort rhythmic phrases

Analyse form

Scarborough fair 6/8 gcd fi 5-6 Create Rhythmic ostinato

The Thread Follows

the Needle

6/8

anacrusis

S,d

dmslfdrd

4-6 Create Rondo form improvisation

Brumfield, Susan. First, We Sing! Kodály-Inspired Teaching for the Music Classroom, Teaching

Guide. Milwaukee, WI: Hal Leonard Corporation, 2014.

Choksy, Lois. The Kodály Method 1, Comprehensive Music Education. Upper Saddle River, New

Jersey: Prentice Hall Inc., 1999.

Choksy, Lois, Brummitt, David. 120 Singing Games and Dances for Elementary Schools. Upper

Saddle River, New Jersey: Prentice Hall Inc., 1987.

http://kodaly.hnu.edu/collection.cfm



http://kodaly.hnu.edu/collection.cfm

ssdr there’s more to kodály that just qsd

Documents