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Elementary Music Program GRADE 5

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Elementary Music Program GRADE 5 Patti DeWitt, Inc Copyright 2014 Music Magic--Fifth Grade Lesson 1: Au Claire de la Lune Focus: Students enter to Stars and Stripes Forever They march in patterns around
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Elementary Music Program GRADE 5 Patti DeWitt, Inc Copyright 2014 Music Magic--Fifth Grade Lesson 1: Au Claire de la Lune Focus: Students enter to Stars and Stripes Forever They march in patterns around the room, following selected leaders When a new section of music come in, the next person in line becomes the leader Students sit in circle Teacher discusses Sousa, the March King John Philip Sousa was born in Washington, DC, in 1854 to a musical family He began his music education at age 6, studying violin and composition, and by age 13, he was performing with the US Marine Corps band As an adult, he became the conductor of the Marine Corps band, a post he held until 1892 He then formed his own band and toured the United States and Europe Sousa is best known for his marches He composed 136 marches, many of which are still famous to this day The one we listened to was Stars and Stripes Forever, his most famous march--composed in which is the official march of the United States Second listening: In circle, students perform rhythmic patterns (4-beat) round robin Everyone keeps a steady beat by tapping their fingertips on their knees One student taps (or claps, etc) a rhythm and the class echoes Continue as long as the music continues Name Game: To Stars and Stripes Forever, students: Sit in a circle Patsch (pat thighs) twice, snap twice Keeping a steady beat, say their first name in rhythm (on the snaps), taking turns in order around the circle If they lose the beat on your turn, they will be banished to the mushpot, the center of the circle and must remain there until someone else misses Variation 1: Instead of saying your own name, say the name of the person seated next to you; continue around the circle Variation 2: Instead of saying your own name, say the name of any other student That person must then say another name on the beat without breaking the rhythm, or he is in the mushpot Competitive: When a player misses, (s)he is out of the game Play until there is one person remaining 1 Solfege review: Maor scale with handsigns Students will hopscotch the scale up while the rest of the class signs Focus on Do, Re, and Mi Rhythm review: Quarter notes, half notes, quarter rests, half rests Students determine the rhythm of the following poem, using quarter and half notes and quarter and half rests only 4 Music reading exercises: Do, Re, Mi Wishing well, wishing well, Cold and dark and deep, Do you know, will you tell, Secrets that I keep? 1 In the key of G Maor (one sharp), G is Do, A is Re, B is Mi 1 Students audiate the following exercises while using handsigns 2 Students sing the exercises using handsigns 3 Students sing the exercises using note names and signing 4 Students sing the exericises using note names while fingering recorders 5 Students play the exercises on their recorders ΠΠΠΠΠBass clef: Students will read bass clef also Students sit on the bass clef side of Dr Patti's Marvelous Music Carpet Teacher places sharp symbol on the F line and asks a student to find Do (The last sharp is ti ) Teacher steps on Do, Re, or Mi on the staff Students sing (in their own ranges) the note names Teacher chooses a student to step on Do, Re, or Mi The rest of the class sings the notes indicated by the student 2 Reading exercises: 1 Students audiate the exercise with handsigns 2 Students sing the exercises using handsigns 3 Students sing the exercises using note names while signing 4 Students sing the exercises (in their own ranges)??? Brain-stretcher: Ask the students if they can read the bass clef and play the exercises on the recorder (in the recorder range) or on the keyboard instruments Focus Song: Au Claire de la Lune, French folk song 4 Au claire de la lu - ne, mon a - mi Pier - rot, Pre - te moi ta plu - me pour e - crire un Ma chan - delle est mor - te, Je n'ai plus de mot feu Ouv - re - moi ta por - te pour l'a - mour de Dieu Orff: A Phrases B Phrase ٠~~~~~~~~~~~~~~~~~~ w ~~~ 3 Pronunciation: Oh clair duh lah loona mohn ahmee Pyair-roh Prehta mwah tah plooma poor eh-creer uh moh Mah shahn-dell eh mor-ta, zhuh neh ploo duh foo Oov-ra mwah tah porta poor lahmoor duh Dyoo Literal translation: By the light of the moon, my friend Pierrot, Lend me your pen so I can write a word My candle is dead, I have no more fire Open your door to me, for the love of God Procedure: What is the form of the song? AABA --Audiate and solfege the A section(s) --Sing the A section on solfege with handsigns --Sing the A section with note names while fingering recorders --Play the A section on recorders with accompaniment Perform: A Students sing the A sections; teacher sings the B section B Students play the A sections; teacher plays the B section C Some students sing and some students play Accompaniment: Note there is a different accompaniment for the B section Closing: Tell your neighbor what you learned in music class today Students line up and march out to Stars and Stripes Forever 4 Music Magic--Fifth Grade Lesson 2: Good News! Focus: Students enter to Stars and Stripes Forever They march in patterns: Double line: They all march to the left When they march as far as they can, one partner goes one way and the other goes the opposite way They turn again and meet each other and march in the original direction They can do this as often as desired First variation: When the head couple gets to the end they both turn and march to the same side Secound couple marches to the opposite side They circle and the couples meet each other at the other end on the next turn, and they come marching down 4 at a time When they reach the far end, they split up again, head couple going left, and second couple going right When they get to the far end, they second couple demures to the first and so forth down the line until all are back in their original 2 lines again Second variation: Making bridges Head couple marches to end and split up, one going one way and one the other When they reach the far end, and meet up again, they make a bridge with their arms The second couple goes under their bridge and makes their own bridge Then the third couple goes under both bridges of the first two couples, etc When the rest of the couple have passed under, the head couple then passes under all of the bridges and splits up at the end and goes around on the outside again The rest of the couples follow Third variation: This one is a bit tricky Head couples separate again, and march around on the outside When they meet, instead of standing side by side, they reach out and grasp right hands to right hands and walk past them, reaching out with their left hands to the next person, and then right, and left, etc, like a grand right and left When the head couples have passed everyone in the other half of the line they march around and come back together again as a couple marching down the middle of the room Solfege review: Maor scale with handsigns Students will hopscotch the scale up while the rest of the class signs Focus on Do, Re, and Mi Rhythm review: Eighth notes Students determine the rhythm of the following poem, using quarter notes, eighth notes and quarter rests only They write the rhythm with Dr Patti's reproducible rhythm cards Going to New Orleans, Going today Going to New Orleans Don't get in my way! 4 ΠΠ1 Improvisation: Students improv in a circle First student improvs using the first measure of rhythm and the pitches Do, Re, and Mi; second student uses the second measure third student, the third measure; fourth student, the fourth Then the next student begins again with the first measure, and so forth, around the circle Second pass--students improv on their recorders Music reading: 1 Students audiate the following exercises while using handsigns 2 Students sing the exercises using handsigns 3 Students sing the exercises using note names and signing 4 Students sing the exericises using note names while fingering recorders 5 Students play the exercises on their recorders Π3 ΠΠ4 4 ΠBass clef: Teacher plays a melody on the recorder and asks for volunteers to step it out on the carpet staff, bass clef, key of G Reading exercises: 1 Audiate with handsigns 2 Sing with solfege 3 Sing the note names while fingering recorders 4 Play on recorders and/or keyboard instruments (In appropriate range) 1 2 3??? ΠStretch your brain: 1 Play/sing several exercises without stopping 2 Play/sing in canon 3 Play/sing in retrograde 2 Focus Song: Good News! * 4 ΠGood news! Char - i - ot's a - com - in' Good news! ΠChar - i - ot's a - com - in' Good news! Char - i - ot's a - com - in' And I don't want it to leave me be - hind 1 There's a long white robe in (low voice) hea -ven I know, (There's a long white robe in hea -ven I know) There's a long white robe in Πhea - ven I know, And I don't want it to leave me be - hind 2 There's a starry crown in heaven, I know 3 There's a golden harp in heaven, I know A section (Chorus): SM AX BX FC Bar Chm Claves Π3 B section (Stanza) SG SM AX AM BX BM FC Rainstick ΠΠLow drum ΠΠProcedure: What is the form? Strophic Stanzas with repeating chorus Sing the A section (Chorus) on solfege Sing the A section on note names Sing the note names while fingerng recorders Sing the note names while playing the melody on Orff or other keyboard instruments Performance: (A section only) Sing the song with Orff accompaniment Add the color --the unpitched percussion Play the song on recorders Play the song on keyboard instruments Closing: Tell your neighbor 3 things you learned in music class today When you come in next class, get your recorders out and practice 'Good News' You may also practice the accompaniment part or the melody on the Orff instruments Students line up to Stars and Stripes Forever 4 Music Magic--Fifth Grade Lesson 3: Good News! 2 Focus: Students enter and quickly find their recorders and their seat They spend a few minutes practicing the things they learned last class: -- Good News! on recorder and on Orff instruments Sing and play A secton of Good News! Listening: Students listen to Mussorgsky's Bydlo from Pictures at an Exhibition YouTube link: https://wwwyoutubecom/watch?v=rx6eo6liycg Modest Mussorgsky was a Russian composer in the Romantic Era He was intensely nationalistic, and avoided all other musical convention in order to make a strongly Russian musical statement Many of his works were inspired by Russian history and folklore His Pictures at an Exhibition, the suite from which Bydlo was taken was originally written for solo piano, but was expertly orchestrated by his Russian composer colleague Nicolai Rimsky-Korsakov Bydlo is the musical conceptualization of an old, lumbering Russian oxcart that is traced from its first appearance on the horizon to its passing right next to the listener, and then its diminishing as it continues down the rocky road Ask the students, How can you relate this piece of music to the song you are learning, 'Good News' ? Students should listen for the following things: --Form --Instrumentation --Dynamics changes Creative movement: Eyes closed students will respond kinesthetically to the music Rhythm review: Eighth notes Students march around the outside of Dr Patti's Marvelous Music Carpet to the musc of Bydlo, performing each of the notes according to the beat of the music Sing: Students sing, Good News! seated in a circle, keeping a steady beat with body percussion of their choice One side of the room sings, Good News! and the other side echoes, each time Good News! is sung Change parts the second time through Students think the words and perform them on body percussion or on percussion instruments Part one: Sticks and drums Part two: Ringing instruments, like finger cymbals, cowbells and cymbals (struck not crashed) Students play Good News on recorders One part echoes the other with the Good News Solfege drill: So and La, particularly low So and La Teacher places additional notes at the bottom of the solfege hopscotch--ti, La, and So Teacher steps on Do, La, and So randomly, then while students sing the patterns that the teacher steps out Focus Song: Good News! B section 4 ΠGood news! Char - i - ot's a - com - in' Good Πnews! Char - i - ot's a - com - in' Good news! Char - i - ot's a - com - in' And I don't want it to leave me be - hnd! 1 There's a long white robe in (Low voice and xylophones) hea -ven I know, (There's a long white robe n hea -ven I know) There's a B: long white robe in Πhea - ven I know, And I don't want it to leave me be - hnd 2 There's a starry crown in heaven, I know 3 There's a golden harp in heaven, I know SG AG AX BX ΠFC Bar Chm Claves 4 4 ΠΠ2 B section (Stanza) SG SM AX AM BX BM ΠΠFC Rainstick Low drum ΠΠProcedure: What is the form? Strophic Stanzas with repeating chorus --Students identify the form and any repetition in the B section a b (solo) a c (which is the same as the last phrase of the A section) --Chant the first phrase of the B section (Chorus) on solfege (Except for the solo ; teacher chants it) --Sing first phrase of the B section on solfege --Sing the note names while fingerng recorders --Sing the B section (except for solo) --Play the B section (except for solo) Solo section: Using Dr Patti's Marvelous Music Carpet, teacher steps the notes out on the solfege hopscotch and sings the descending scale pattern Students echo teacher Teacher steps the pattern out on the keyboard Students sing the note names with the teacher Students volunteer to sing and step the pattern Orff accompanment suggestions: One set of accompanists for the A Section and one set for the B section Performance: (B section only) --Sing the song with Orff accompaniment --Teacher sings the solo, then asks who can play it on the Orff keyboard instruments --Add the color --the unpitched percussion --Play the song on recorders --Play the song with solo and Orff instrument accompaniment 3 Full performance: A--Sing whole song with Orff accompaniment and recorders echoing Good News! B--Play whole song on recorders with Orff accompaniment with various Off instruments echoing Good News! C--Sing stanza Play chorus melody on soprano glockenspiel D--Sing/play stanza Play chorus melody on recorders and soprano glockenspiel Keep this song in your repertoire for performance opportunities, such as Black History Month Closing: Play (or sing) this song for your parents this evening at home Show them what you have been learning in music class Students line up to Bydlo moving appropriately and expressively to the music 4 Music Magic--Fourth Grade Lesson 4: Review--I Am a Fine Musician Focus: Students enter to Benamin Britten's Young Person's Guide to the Orchestra, stepping in time to the main theme and finding their place https://wwwyoutubecom/watch?v=3hhtmj2bek0feature=kp\ Second listening--students hold up their instrument cards as they hear various instruments Woodwind instruments are made of wood, use wood to make the sound (a reed) or they used to be made of wood String instruments have 4 strings and are played with a bow Brass instruments are made out of brass and are played by buzzing one's lips in a cup-shaped mouthpiece Ask the students to identify 3 percussion instruments in the classroom Discuss various kinds of keyboard instruments: Piano, organ, harpsichord, celeste Solfege review: The I Chord Students hopscotch on Dr Patti's Marvelous Music Carpet and sing only the notes of the I chord (Do-Mi-So)--omitting the rest of the notes They will hopscotch it upwards and down Recorder focus: Low and high D Rhythm: Ti-tippy ; Tippy-ti Teacher plays rhythms these patterns (or similar) Students tap them silently in their palms, then write them with Dr Patti's Reproducible Rhythm cards 1 2 ΠΠThis can be played as a competitive game In teams Each team sends one player to the front where there is a bell and 2 sets of rhythm cards The two players write the rhythms and then ring the bell The team whose player writes it correctly and rings the bell first wins a point The team that receives the most points wins Focus song: I Am a Fine Musician, German folk song play I My am peo trum Too - too doo too too a fine mu - si - cian, I prac -tice ev' - - ple come from miles a -round Just to hear ry me day, And - pet, my trum - pet, They love to hear my trum - pet too too doo too too too too doo too to Oom -pah oom - pah oom - pah oom - pah oom - pah oom - pah oom-pah -pah Bah 2 My tuba 3 My trombone bah 4 My piccolo Twee bah bah bah Bah dah bah bah - dle deet deet deet twee - dle too bah bah bah deet deet deet deet Twee - dle - dee - dle deet deet twee - dle dee - dle deet 2 Rep Grade 5 Creativity: Create more verses for the song Variations: 1 Perform the handclap patterns with a partner: Left hands held still, perpendicular to floor and one above the other 1 Students clap their partner's left hands wth their right 2 Patsch their upper thighs with the back side of their hands 3 Patsch side things with palms 4 Repeat 5 Clap partner's left hand 6 Patsch On the claps: Clap hands Clap both hands with partner 2 In teams students develop different clapping/patsching patterns 3 Use paper cup or rhythm stick choreography in place (or with) the handclaps Closing: In a circle, students clap the original pattern, performing the last 2 claps with their neighbor to the left After clapping, the first student lines up, and the second one continues the pattern with his neighbor to the left, and then lines up, etc around the circle 3 4 4 Music Magic--Fifth Grade Lesson 5: Japan Focus: Students enter to Sakura Students find their own spaces, close their eyes, listen to the music, and move creatively Music evaluation: Teacher hands out Musical Taste Activity sheests Teacher plays the music again Students discuss the Japanese music in small groups Students should discuss: 1 How does the Japanese music sound to you? Use musical terms 2 How is it different from western music? 3 Discuss the instruments Do you recognize any? 4 Discuss the mood of the piece For example, energetic, peaceful, triumphant, evil, etc After discussing the music using the evaluation forms, each group will create a fan dance for the piece using fans folded from paper Review pentatonic: Five tones Usually pentatonic is Do-Re-Mi-So-La There are other pentatonic modes, however Sakura is a pentatonic song, but it uses a different set of notes from the maor pentatonic Teacher asks: What set of notes is found in Sakura (except for one note in the next to the last measure? Do-Mi-Fa-La-Ti Sakura Sa - ku - ra, sa - ku - ra, ya yo - i - no so - ra wa Mi-wa -ta - su ka -gi - ri Ka -su -mi -ka ku - mo - ka Ni - o - i - zo Accomp tacet for these 2 measures i - zu - ru I - za - ya I - za - ya Mi ni Yu - ka - n Measures 15-16: Bar chimes Slow glissando, let ring ~~~~~ 1 Procedure: Determine the form of Sakura ABCABCAD or (2 measures) A, (4 measures) B, B, A with coda Solfege: Determine the solfege of each section Audiate each phrase, one at a time Perform: Students sing Sakura on solfege Teacher pronounces words for students Students sing the word one phrase at a time with Orff accompaniment Creative movement/dance: Students fold papers into fans and, in small groups, create fan choreography Focus song: Japan P 4 4 F Ja - pan, Ja - pan, Love - ly land of ris - ing sun When my sun lights up the sky, Your day's al - rea - dy done; U When my sun lights up the sky, Your day's al - rea - dy done; SM AM BM 4 4 Repeat repeatedly (until end of song) w w Last measure U w U Bar chimes (let ring and fade) ~~~ U Procedure: Students audiate the piece, looking for phrases that are the same or similar What is the form of this song? ABB' --Students sing on solfege with handsigns --Students sing on note names while fingering recorders --Students sing on note names while playing on cardboard keyboard and/or Orff instruments --Students play on recorders 2 Per
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