Monday April 7
Schedule:
8:30 - 9:18 --- Weller Grade 2
9:18 - 10:06 --- Law Kindies
10:06 - 10:54 --- Federko Grade 1
10:54 LUNCH RECESS
8:30 - 9:18 --- Weller Grade 2
9:18 - 10:06 --- Law Kindies
10:06 - 10:54 --- Federko Grade 1
10:54 LUNCH RECESS
Activity suggestions - DAnce of the sugar plum fairy
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BY GRADE
Kindergarten
Suggestions: Play around with the SUGAR Plum fairy videos: Suggestions: watch the line rider video, and the ballet, have students move to the music, Alternatively: Check out my Kindy page for other lesson ideas |
Grade 1s and 2s
Suggestions: Check out and play with all the videos . Grade 1s have recently learned to read rhythms so this is great practice for them. For grade 2s it's good practice and review. Alternatively: Check out my primary page for ideas |
GENERAL INTERMEDIATE IDEAS
Please show these music theory videos and then play your choice of Boom whackers, or music or Drama games:
Drama Suggestions:
Bus Stop, Waiter waitress, Pass the Beat. Feel free to scroll down this page, there are lots of ideas!
Please show these music theory videos and then play your choice of Boom whackers, or music or Drama games:
Drama Suggestions:
Bus Stop, Waiter waitress, Pass the Beat. Feel free to scroll down this page, there are lots of ideas!
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friday Jan 26
Grade 3s and 3/4s
The kids are working on STAR LIGHT (it's mapped out on the white board)
3. The goal is to be able to play the entire song at a steady tempo, AND to be able to isolate each phrase and play it / work on it, when asked. 4. Have students carefully pack up Instruments (replace B-F-F from the bottom, check their instrument numbers with the shelf number, check the glockenspiel orientation in the bin, etc) and finish with Night at the Museum |
Grade 2s (last block after lunch)
There kids are also working on the barred instruments
the should know:
1. "STEP" up and down the instrument (one note at a time - work on steady tempo, give them lots of time and intermittent direction to build this skill), 2. GLISSANDO, (slides) 3. Identify highest notes and lowest notes. 4. students can ALSO practice "improv" on 4 or 8 counts, starting on C and ending on C. You can vary the number of sounds that they play per number (1 sound, 2 sounds, 3, or 4) (for details on this see Jan 22 below) If time allows, as a final game/ assessment, use the following poem: Inspector dogbone Is my name and playing ___Instrument name/voice)___is my game I play them high (4 counts on high A) I play them low (4 counts on Long bar c) and in the middle just like so (4 counts on B) I play them up (stepping up) I play them down (stepping down) and in the middle to make this sound (4 counts on B) from long bar C to short bar A (gliss up 4 x) and every step along the way (step up) from short bar A to long bar C (gliss down 4x) and every step that you can see (step down) clean up and play NATM |
monday Jan 22
Grade 2s
These students started using the barred instruments for the first time last week. They learned:
Today, please Introduce the instrument voices:
2. assign Instruments and play with the following concepts:
xylophones have wooden bars, wooden bars, wooden bars, xylophones have wooden bars, rose wood bars (1, 2, 3, 4 [xylophones play here} metalophones have metal bars...etc glocekspiels have tiny bars...etc 3. You can also work the students though rhythms... during the 4 counts, students can practice playing: - 1 sound per beat = 4 quarter notes - 2 sounds per beat = 8 - 1/8 notes = 4 ti-ti (s) - 4 sounds per beat = 16 - 1/16th notes = 4 ti-ca-ti-cas play around with whatever variations fit. 4. Monitor the instrument pack up - gently replace bars, put them back in the correct location, check numbers, etc. 5. Finish with a game like Night at the Museum |
Kindies
These guys are too young to play with the barred instruments without causes damage so instead, support their learning with non-pitched percussion instruments. A. Vocal Stretch (see below) GONG CUES: these students know to change location for their learning when they hear sounds of the GONG; 1 = find their own space 2 = sit In front of my chair 3 = sit on the risers 4 = make a circle 5 = line up at the door *feel free to have them demonstrate these skills with model behaviours (quietly, hands to themselves, walking, etc) (good practice for them) On RISERS: Using the song Lucy Locket (see below) have students: 1. play beat on Body percussion 2. In their OWN SPACE move the BEAT on the floor at different tempi ( to the beat of a drum) 3. ON RISERS play the BEAT on a a djembe of their own. 4. play the beat to other songs from this playlist: finish with NATM
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Grade 1s
These guys have been playing Lucy Locket for the purposes of exploring the BEAT and the Rhythm 1. play some finishing rounds of the game (see below) with any students who haven't had turns 2. on the risers have them find the BEAT, play on Body percussion 3. Move the BEAT (same as kindies) at different tempi 4. Play the BEAT on djembes Then discuss the RHYTHM and how it's different : "the rhythm is the words" 1. have them MOVE the WORDS on the floor at different tempi 2. have them PLAY the WORDS on boom whackers (do, mi and sol for your sanity) 3. have half the class play the BEAT on djembes and the other half play the WORDS on BW. Then switch. Finish with NATM |
December
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October
Activities For Primaries:
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O Canada
Echo teach the English/French version of O Canada
*the words and literal translation are on my music stand *do 4 phrases with the Ks and then stop - 2 english and 2 french *do the whole song with grade 3s |
Try a little kindness
1. echo teach the chorus (as edited on the sheet music on the piano)...Teach one phrase at a time, with actions
You've got to try a little kindness (yeah) show a little kindness (just) Shine your light for everyone to see and If you try a little kindness then you'll overlook the Blindness of the broken hearted people, In the broken hearted streets. 2. Build the phrases together
3. Once the kids know the actions, and can sort of sing the song at the same time as you, choose one student at a time to sit on the leader chair and lead the actions while you voice-lead the melody on the piano (reinforces melody). Do this as long as it holds their interest. It will feel like maaaany times to you, but it is very useful for them. **You might make it through all of them... 4. Have them sing along with the VIDEO recording on the chorus. |
For GRADE K, Gr 1, 2 and 3:
Fastest Turkey song (see youtube video below), and game
Echo teach song (most classes have already done this and they know the song)
I'm the fastest turkey
In the barnyard
you can't catch me
for your dinner
3-2-1 - POP!
Activity options:
Fastest Turkey song (see youtube video below), and game
Echo teach song (most classes have already done this and they know the song)
I'm the fastest turkey
In the barnyard
you can't catch me
for your dinner
3-2-1 - POP!
Activity options:
- move beat like a turkey, different tempi
- play beat on F, A, C boomwhackers, or djembes, or woods, then play words on same assigned instruments
- play game - "Duck Duck goose", using the song. The Turkey chaser is chosen on the 3-2-1 Pop! **choose 3-6 students to sit in the middle and keep the beat on BW (F, A, C) while the rest of the students play game (rotate students in and out of this position)
- Grade 2/3s - echo teach the ostinato (see below) and split the group into 3 small groups - one group chants the ostinato, one group plays the beat or Ostinato 2, one group sings the song,
- then, assign Instruments to each group - BEAT on Djembe, ostinato on Woods, F-A-C Boom whackers on words
Fastest Turkey SONG - how to sing
GRADE 5/6 CHOIR
Outline expectations for behaviour
Warm ups:
BODY:
posture exercise - suggestion - position 1 - 10. 1 being folded over in half, 10 being arms in the air, stretched for the sky. 5 being neutral, open body stance, string attached to top of head.
VOICE:
mi-re-do-ti-la [mooo]
PLACEMENT of SOUND:
sol-fa-mi-re-do [zing-ah]
DIAPHRAGM:
ONSETS
sol-fa-mi-re-do [e, I, a, o, u] or [ehh, Iiiii, ahhh, ohh, ooooo]
Repertoire:
1. Echo teach the words to "One Tin Soldier", discuss the story and work on the diction
2. echo teach the song, work in crispy consonants
Outline expectations for behaviour
Warm ups:
BODY:
posture exercise - suggestion - position 1 - 10. 1 being folded over in half, 10 being arms in the air, stretched for the sky. 5 being neutral, open body stance, string attached to top of head.
VOICE:
mi-re-do-ti-la [mooo]
PLACEMENT of SOUND:
sol-fa-mi-re-do [zing-ah]
DIAPHRAGM:
ONSETS
sol-fa-mi-re-do [e, I, a, o, u] or [ehh, Iiiii, ahhh, ohh, ooooo]
Repertoire:
1. Echo teach the words to "One Tin Soldier", discuss the story and work on the diction
2. echo teach the song, work in crispy consonants
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Optional game play
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September 2023
Good morning!
Today Is the first day with all these groups. Please just get to know them and have some fun. Here are some game suggestions that I've had success with in the past.
If you want to use the teaching progression that I would, I would follow these steps:
1. Introduction
2. seat assignment (using the rhythm stickers and matches)
3. record the seating chart and have students tell jokes and riddles or play on the piano In turns which you record
4. sing a welcome song (I.e. Funga Alafia)
5. go over the classroom expectations chart
6. play games
NOTE: you may get Mrs Sparks 5/6 today instead of Mrs Thompson's 5/6
*the Law kindies are in mini-day, so you'll either get no one, or half a class. If they come see one of my KINDY lessons below for guidance.
Today Is the first day with all these groups. Please just get to know them and have some fun. Here are some game suggestions that I've had success with in the past.
If you want to use the teaching progression that I would, I would follow these steps:
1. Introduction
2. seat assignment (using the rhythm stickers and matches)
3. record the seating chart and have students tell jokes and riddles or play on the piano In turns which you record
4. sing a welcome song (I.e. Funga Alafia)
5. go over the classroom expectations chart
6. play games
NOTE: you may get Mrs Sparks 5/6 today instead of Mrs Thompson's 5/6
*the Law kindies are in mini-day, so you'll either get no one, or half a class. If they come see one of my KINDY lessons below for guidance.
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June 2023
Activity Suggestions:
1. Drama Games. For Suggestions, see below:
2. Musication Youtube videos (grade 2 and up). See below:
-watch with students
-assign Instruments
-attempt to play
-add complexity by giving ready students more than one instrument or, rotate instruments
3. Ball-a-vis-X
Introducing Ball-a-vis-X to them (see the video below). There is a pink bag of tennis balls, enough for one for each child beside my desk.
-Watch the video, either with them, or ahead of time, and come up with a basic routine; the complexity will likely be grade dependent.
-Map It out for yourself, and as you demonstrate it to them, have them describe the sequence while you visually map it out in words or symbols.
-hand out the balls
*You could try to work them in the room, there may be enough room, but if not, take them outside under the shaded, covered area and work them through the routine, one basic progression at a time.
-when (If) they're ready, start building the routine. Depending on their success, you could let them work on their own for a bit, or as a whole group. The objectives are:
1. bounce the ball in unison to the beat
2. map out and practice transitions between moves (based on how you build the routine...maybe in multiples of 8)
3. students do the right moves at the right time
4. build moves onto the routine.
5. Maybe add music? See playlist
Grade 4 CHOIR
If all else fails, watch Beauty and the Beast for a comparative discussion to the show they put on
1. Drama Games. For Suggestions, see below:
2. Musication Youtube videos (grade 2 and up). See below:
-watch with students
-assign Instruments
-attempt to play
-add complexity by giving ready students more than one instrument or, rotate instruments
3. Ball-a-vis-X
Introducing Ball-a-vis-X to them (see the video below). There is a pink bag of tennis balls, enough for one for each child beside my desk.
-Watch the video, either with them, or ahead of time, and come up with a basic routine; the complexity will likely be grade dependent.
-Map It out for yourself, and as you demonstrate it to them, have them describe the sequence while you visually map it out in words or symbols.
-hand out the balls
*You could try to work them in the room, there may be enough room, but if not, take them outside under the shaded, covered area and work them through the routine, one basic progression at a time.
-when (If) they're ready, start building the routine. Depending on their success, you could let them work on their own for a bit, or as a whole group. The objectives are:
1. bounce the ball in unison to the beat
2. map out and practice transitions between moves (based on how you build the routine...maybe in multiples of 8)
3. students do the right moves at the right time
4. build moves onto the routine.
5. Maybe add music? See playlist
Grade 4 CHOIR
If all else fails, watch Beauty and the Beast for a comparative discussion to the show they put on
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Friday May 12
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All the classes today are working on the recorder. If you're comfortable teaching recorder, work through Lesson 5 with them. http://mireaumusic.weebly.com/recorder.html
If you're not comfortable playing recorder with them, play drama games. For ideas, see below.
If you're not comfortable playing recorder with them, play drama games. For ideas, see below.
Monday May 1
For All three classes, including the K/1, play:
1. the name game
For the K/1s :
Show them the Introduction to Rhythm Reading video, then try one or two of the other rhythm videos. Assign percussion instruments if you like, or stick to body percussion. Your choice. Finish off with some drama games. They love Night at the Museum, you could also try Who's the Leader.
For the 1s, after playing the name game, show them the Bonus Challenge, then any other rhythm videos you like. Finish with Night at the Museum, and or Who's the Leader.
1. the name game
For the K/1s :
Show them the Introduction to Rhythm Reading video, then try one or two of the other rhythm videos. Assign percussion instruments if you like, or stick to body percussion. Your choice. Finish off with some drama games. They love Night at the Museum, you could also try Who's the Leader.
For the 1s, after playing the name game, show them the Bonus Challenge, then any other rhythm videos you like. Finish with Night at the Museum, and or Who's the Leader.
NAME GAME
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WHO's the LEADER?
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NATM
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Monday April 17
LOOSE TOOTH
(sol, mi, la, sol mi) (fa, sol, sol, sol, mi, mi, la, sol, mi) (sol, mi, la sol, mi) (sol, sol, mi, re, do) I have a loose tooth, a wiggly, jiggly loose tooth I have a loose tooth, hanging by a thread So I pulled my loose tooth, my wiggly, jiggly loose tooth, put It under my pillow and then I went to bed Fairies took my loose tooth, my wiggly, jiggly loose tooth, now I have a quarter and a hole In my head! |
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K/1
Grade 1s:
- Read "Andrew's Loose Tooth" (book at the front of my room, or use link below)
- Review the "Loose tooth" song with the kids (see below) ****this group learned the song 2 weeks ago and has already created actions for the key words in the song - review the song with them and have them teach you their actions. The only teacher-specified actions are - bum bounce on "Loose tooth", and wiggling on "wiggly jiggly"...everything else is their creation.
- Assign Instruments for each key word.
- (use HAND DRUMS for "Loose tooth", and
- DJEMBES for "wiggly, jiggly", and
- pull out 4 GLOCKENSPIELS with wooden mallets for "Fairies" - demonstrate how to glissando and have them practice in the air)
- Introduce the instruments in the basket on the piano and have students choose and assign one instrument to each remaining key word. As you assign instrument to words, set them out on the floor in order. Have students point to the instruments that will be played as you sing through the song and assign more instruments. (
- (use HAND DRUMS for "Loose tooth", and
- Assign instruments to students - have students pick an Instrument/ word to play (facing you) and go and sit at that instrument
- **have 3 or 4 students play the hand drums and 3 or 4 play the djembes. Then rotate the drum players to the solo instruments
- Rotate a few times
- Finish with Night at the museum (see below)
Grade 1s:
- read the story book
- echo teach song (they haven't learned it yet)
- have students create movements for key words (ascribe bum bounce for loose tooth and wiggling for wiggly, jiggly, the rest they can create)
- practice and review the song with actions
- demonstrate playing the words "loose tooth" on hand drums, and "wiggly, jiggly" on djembes
- split the group In half and have half the students on hand drums playing "loose tooth" and the other half on djembes playing "wiggly, jiggly". Then students switch to play other part.
- Finish with NATM
Tuesday March 14
KINDIES
See Thursday Feb 16 below for how I run a KINDY class (optional)
Suggested activities:
Suggested activities:
- song story (echo teach the song and have them sing along)
- follow the BEAT leader (chosen student sit on my chair and moves the beat on a part of their body). Use Irish song below in honour of St Patty's Day
- playing body percussion and instruments (i.e. djembes) to the beat of the music on the playlist below
- freeze dance
- Night at the Museum
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GRADE 1
Suggested Activities:
- Warm up on Roblox rhythms (students can chant and play body percussion as they like)
- Show them the body percussion show
- ACTIVITY - have them come up with simple(er) repeating movements that they can "teach the class" and all try, or could try to work in partners and "teach each other" a routine...
- OR move to "Try Everything" (below)
- Advanced challenge!! (Optional) Listen to and play around with Radetzky March (optional to use drum stix)
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GRADE 4 CHOIR
1. Vocal and body warm up (use what you like)
2. Review "Belle". Focus first on rhythm, then on the pitch/ intervals from pages 13, 14, 15. Practice by splitting the class in half and have each side go back and forth with the solo parts *taking turns. |
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Thompson 5/6 CLASS
Choose and assign 4 types of non-pitched percussion and try the play along. Students could rotate to the different instruments.
ALT - play the 4 corners game. It would be a great basic rhythm review! |
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GRADE 3 CHOIR
This group is a bit of challenge to manage. Use digital media and activities to keep them engaged.
You could also offer them early recess if they are showing good attention.
You could also offer them early recess if they are showing good attention.
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KEBER Grade 5 CLASS
Same as the GRADE 4 CHOIR
Friday March 3
DRAMA GAMES
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Suggested MUSIC activity
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Thursday Feb 16 and Tuesday Feb 21
Kindergarten:
I always start my Kindy classes the same. The kids sit In front of my chair, and we do a vocal stretch exercise (see Monday Jan 30), sing a welcome song, and then I ask them...who is wearing X today (sol-sol-mi-la-sol-sol-mi) and they respond if they are wearing X that day. I usually use colours, clothing types, like playing "guess who". After these initial welcome activities I try to mix up a short transitional movement activity (I.e. Simon says, or move to the beat of the drum, freeze when it stops) with learning a new song game, or playing instruments. Then I usually finish with Night at the Museum. The kids know to move to different formations in the room based on how many sounds of the GONG they hear:
1. Set up 3 stations in front of the risers where the kids are now sitting...using woods, triangles (metals), and skins (djembes) Echo teach this chant (the kids have done the chant before, but never with all the instrument families at once)_
Listen to the __(woods/skins/metal)______________, listen to the ____(woods/skins/metals)___________
Big ones, little ones, listen to the ____(woods/skins/metals)_____________________
1---2----3----4
Split students into 3 groups and have them play at a station on the 4 counts when their family of instruments is called.
Variations - have them play 1 sounds per beat, 2sounds/beat, 3 sounds/beat, 4 sounds/beat
Student rotate to the next station.
2. Follow the LEADER - one student at a time sits on the teacher's chair and moves (non-locomotor) to the beat of a song on the playlist below, and everyone else copies. Good fun
3. Finish with Night at the museum (see below)
I always start my Kindy classes the same. The kids sit In front of my chair, and we do a vocal stretch exercise (see Monday Jan 30), sing a welcome song, and then I ask them...who is wearing X today (sol-sol-mi-la-sol-sol-mi) and they respond if they are wearing X that day. I usually use colours, clothing types, like playing "guess who". After these initial welcome activities I try to mix up a short transitional movement activity (I.e. Simon says, or move to the beat of the drum, freeze when it stops) with learning a new song game, or playing instruments. Then I usually finish with Night at the Museum. The kids know to move to different formations in the room based on how many sounds of the GONG they hear:
- find your own space
- sit In front of my chair
- go to the risers.
- make a circle
- Line up at the door.
1. Set up 3 stations in front of the risers where the kids are now sitting...using woods, triangles (metals), and skins (djembes) Echo teach this chant (the kids have done the chant before, but never with all the instrument families at once)_
Listen to the __(woods/skins/metal)______________, listen to the ____(woods/skins/metals)___________
Big ones, little ones, listen to the ____(woods/skins/metals)_____________________
1---2----3----4
Split students into 3 groups and have them play at a station on the 4 counts when their family of instruments is called.
Variations - have them play 1 sounds per beat, 2sounds/beat, 3 sounds/beat, 4 sounds/beat
Student rotate to the next station.
2. Follow the LEADER - one student at a time sits on the teacher's chair and moves (non-locomotor) to the beat of a song on the playlist below, and everyone else copies. Good fun
3. Finish with Night at the museum (see below)
PlayLIST for Follow the LEADER
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Night at the Museum
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Grade 1, 2 and 3
- Watch the rhythm videos below as a warm up activity. Students can read out loud and play body percussion as they watch. **Grade 1s have already done Level 1, 2, 3, Minecraft and Sugarplum, so with them, I would use the Bonus, Mandalorian, and polka. Grades 2 and 3 have been working on reading and playing pitch so, taking them through ALL the videos from Level 1 on is an option to give them a full review.
- Suggested Activity:
- As a class, have students compose 4-beat rhythm sentences, using quarter notes, eighth notes, quarter rests and sixteenth notes.
- Read the sentences as a group, practice playing them on body percussion.
- Assign non-pitched instruments to each sentence (djembes, woods, metals, boom whacker that make up a chord (I.e. F, A, C).
- Have students read and perform all sentences, then an assigned sentence for their instrument group.
- Groups take turns playing and performing their sentence.
- Final form - layer the sentences over one another. Students rotate and play the next type of instrument and perform the next sentence as soli and then as texture.
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CHOIRS
Warm-up: I usually do:
Warm-up: I usually do:
- one voice stretch (like la-ti-do-ti-la [mo], triads, or arpeggios),
- then a placement warm-up, (like singing sounds starting on voiced "v" or "n", or "hung"...usually on sol-fa-mi-re-do, or mi-re-do-ti-la).
- Then I'll do a diaphragm exercise where they have to sing a musical line - legato and then staccato and then return to legato (i.e. do-re-mi-fa-sol-fa-mi-re (repeat using alt articulation) to engage their breath support.
- Have the students demonstrate the Harmony Day Canon. Ask for volunteer leaders and have them perform the canon in 3 or 4 parts (support them by playing I and IV chords in the Key of D or Eb)
- Echo teach them "THis Is ME" - Music is on the piano, use the video to support, and a lyric page is available in the binder on the document reader / projector.
- (5/6 choirs only) have the students sing through "Revolting", Seal Lullaby, and "Windy Nights" with the recordings below:
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Grade 5/6 and 6 MUSIC Classes
**Because of a schedule interruption on Wednesday...Students in the Vandervoort and Friesen classes will need to spend the first half of their music classes reviewing the "Harmony day canon" (with actions), ideally in canon, as well as learning/singing "This is Me"...don't worry about warm-ups and preparation. We have an assembly next week and they will need to be prepared for this.
ACTIVITIES: Have students continue to work on ukulele skills:
*my ukulele's are tuned In the key of D
**I usually ask the students to come to me for an initial tune check every class (even if they are the same day). If you're comfortable doing that with the piano, please do. Students are NOT to try and tune the instruments themselves.
Suggested Activities:
**Because of a schedule interruption on Wednesday...Students in the Vandervoort and Friesen classes will need to spend the first half of their music classes reviewing the "Harmony day canon" (with actions), ideally in canon, as well as learning/singing "This is Me"...don't worry about warm-ups and preparation. We have an assembly next week and they will need to be prepared for this.
ACTIVITIES: Have students continue to work on ukulele skills:
*my ukulele's are tuned In the key of D
**I usually ask the students to come to me for an initial tune check every class (even if they are the same day). If you're comfortable doing that with the piano, please do. Students are NOT to try and tune the instruments themselves.
Suggested Activities:
- Identifying strings A-D-F#-B (playing each as a drill, without looking)
- Smoke on the water (0-3-5, 0-3-6-5, 0-3-5, 3-0) (playing on B string based on fret number)
- D Major Chord - B minor - G Major
- A Major Chord and progressions from other chords - AM
- D Major scale (on white board)
- Rip Tide (B minor - A Major - D Major)
MONDAY Jan 30, 2023
Kindergarten - Grade 1
Introductions - kids sit in front of the teachers chair
1. Thumb Rules review (expectations for music room) (thumbs up for yes, thumbs down for no)
I'd say..."be my echo" and they'd echo me...
VOCAL stretch exercise / ECHO
I didn’t bring my _________________voice (grumpy, high, low, spooky, sad, mad, shy, outside, inside, silly, alien, robot, under water, cowboy, pirate, opera, bouncing…singing!) – repeat every week adding more voices. Opera (wide open) and bouncing (octaves) can wait till they’ve demonstrated they can do the other voices and can be introduced as “challenges"
3. Listen to the Woods
- Introduce the wood family of instruments (blue bin at the front)
- have students give the names back to you as you assign instruments
- Have them play the beat to Lucy Locket (they know the song and can sing it for you)
Listen to the WOODS (Echo Chant with them:)
Listen to the woods
Listen to the woods
big ones, little ones
listen to the woods
1, 2, 3, 4
On the numbers, have them play:
students can build patterns
Have them echo play the words to the chant...and then on the numbers take turns playing solos and echoing the solos
4. Follow the Leader
One student sits on the chair while other follow their moves to the beat of songs on this playlist below:
1. Thumb Rules review (expectations for music room) (thumbs up for yes, thumbs down for no)
- should I talk when the teacher is talking?
- should I raise my hand when I have something to say?
- should I poke my friends whenever I feel like It?
- should I keep my hands to myself?
- should I listen with my ears, eyes, shoulders, other body parts?
I'd say..."be my echo" and they'd echo me...
VOCAL stretch exercise / ECHO
I didn’t bring my _________________voice (grumpy, high, low, spooky, sad, mad, shy, outside, inside, silly, alien, robot, under water, cowboy, pirate, opera, bouncing…singing!) – repeat every week adding more voices. Opera (wide open) and bouncing (octaves) can wait till they’ve demonstrated they can do the other voices and can be introduced as “challenges"
3. Listen to the Woods
- Introduce the wood family of instruments (blue bin at the front)
- claves, wood blocks, guierros, tic toc blocks
- have students give the names back to you as you assign instruments
- Have them play the beat to Lucy Locket (they know the song and can sing it for you)
Listen to the WOODS (Echo Chant with them:)
Listen to the woods
Listen to the woods
big ones, little ones
listen to the woods
1, 2, 3, 4
On the numbers, have them play:
- one sound per beat,
- 2 sounds/beat,
- 3 sounds/beat, and
- 4 sounds/beat
students can build patterns
Have them echo play the words to the chant...and then on the numbers take turns playing solos and echoing the solos
4. Follow the Leader
One student sits on the chair while other follow their moves to the beat of songs on this playlist below:
Grade 1 and 2/3
Students know how to read basic rhythms. Have fun practicing reading with these videos. Please start with the intro video. You could have them play on body percussion, or assign non pitched percussion as you like. Please just remind the students as to play and put back the instruments respectfully and with care. If you know of other videos you'd prefer, feel free to use them, these are all from Youtube.
Finish with Night at the Museum
Finish with Night at the Museum
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Grades 5 and 5/6
Intro to Ukulele
The outline is on the little white board
As you Introduce, talk about the neck, the frets, the nut, which string is which, and how to change pitch by pushing into the frets, not just covering them, how to hold the uke, and strumming down with the back on the pointer finger nail and up with the back of the thumb nail.
*I tuned the Ukes on Friday, they should still be ok...remind the students NOT to adjust the tuning
Ukes are In the large wood bin beside my desk.
Have fun!!
The outline is on the little white board
As you Introduce, talk about the neck, the frets, the nut, which string is which, and how to change pitch by pushing into the frets, not just covering them, how to hold the uke, and strumming down with the back on the pointer finger nail and up with the back of the thumb nail.
- have them practice D Major (chart on the wall) *ask one of them to explain to everyone how to read it
- D Major - B minor transitions (chart on the wall) *ask another to explain how to read it too to reinforce
- basic strumming pattern (on the board)...(D=down, U=Up)
- Playing by numbers on the B string (smoke on the water)
*I tuned the Ukes on Friday, they should still be ok...remind the students NOT to adjust the tuning
Ukes are In the large wood bin beside my desk.
Have fun!!
- review (sing) Lucy Locket song with kids on risers
- play a few rounds of the game to ensure all have had a turn (see below)
- Students find their own space on the floor and move the beat (teacher plays on drum at different tempi, freeze in between)
- on risers - play beat on body percussion
- count number of beats per phrase (4 beats / phrase) - illustrate the phrases with hearts on the board
- student "read" beats and play on their bodies as they sing
- eliminate (X out) 1 beat at a time to silence the beats (kids love this)
- eliminate all but one (let kids choose which one at a time)
- play beat on Djembes
- NATM
Grade 4 CHOIR
students practice the words to "Revolting children" (on document reader)
Thompson 5-6 CLASS
Bell stations
- ask the students where the stations should go, students can direct this
- students have one station to finish with the existing cards in the bins. They know which one they need to finish. Give them time to work in their groups to solve the station and then present to the class.
- Either continue the activity by using the round 2 cards on the platform at the front of the room, or play drama games, or the MUSICATION activity below
Grade 3 CHOIR
try the MUSICATION activities below
Hayward CLASS
Bell Stations
- these students are working with the second set of cards. Give them time at each station, have them present, then rotate to the next station and do the same
- if time allows, play a game or try a MUSICATION activity. (see below)
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Night at the Museum NATM
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Lucy Locket Song
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Lucy Locket Game
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January 5
Introductions - kids sit in front of the teachers chair
1. Thumb Rules review (expectations for music room) (thumbs up for yes, thumbs down for no)
I'd say..."be my echo" and they'd echo me...
VOCAL stretch exercise / ECHO
I didn’t bring my _________________voice (grumpy, high, low, spooky, sad, mad, shy, outside, inside, silly, alien, robot, under water, cowboy, pirate, opera, bouncing…singing!) – repeat every week adding more voices. Opera (wide open) and bouncing (octaves) can wait till they’ve demonstrated they can do the other voices and can be introduced as “challenges"
3. Introduce "Lucy Locket" (see below)
I tell (and act out as I tell) a story about a little girl who lives with her grandma and her baby brother. Feel free to modify the story or tell it as is:
Lucy's grandmother didn't have a lot of money, so instead of buying toys, she gave her grandchildren the things that belonged to her as a child, and were most precious to her, restored. For Lucy, one year, she chose a wallet. Lucy loved the wallet. She had a "fancy Nancy" spirit and called it a "pocket book" instead of a wallet. "That's not a wallet!" ... she'd say..."it's a pocket book!"
She'd use the pocket book to store all her most special things. Like stickers from party bag, and tattoos, and candy, money and the tooth she lost at school. One day, she put her pocket book to rest in its special place on her dresser and went upstairs to help her gramma make cookies. Little did she know that her baby brother was hiding behind her door...her little brother slipped out from behind her door, took the wallet and dumped the contents on the floor. The sticker, tattoo, candy, money, and the tooth all landed in various place on the floor. He pulled the back off the sticker and stuck it to Lucy's dresser. He pulled the back off the tattoo and stuck it to his own arm, he ate the candy, put them money in his own bank, and then walked into the bathroom with the tooth and flushed it down the toilet! Lucy was not happy. She decided to safeguard her wallet by wrappng ribbons around it, tying little knots that her brother couldn't break into...well one day, with her wallet in tow, she went for a walk, dropped her wallet unknowingly...and continued on her way. Her friend Kitty Fisher found it, picked it up and looked inside through the ribbons...there was NOTHING inside! To this day, it remains a mystery, what happened to Lucy's posessions. That mystery became so famous, they wrote a song about it and designed a game too. (see below).
Teach the song In phrases, and then play the game. I have the children pass the bag behind their back, and Lucy keeps her eyes open. It takes a practice round of passing with the Ks, but it's fun to try to fake out Lucy.
Finish with Night at the Museum (see below)
1. Thumb Rules review (expectations for music room) (thumbs up for yes, thumbs down for no)
- should I talk when the teacher is talking?
- should I raise my hand when I have something to say?
- should I poke my friends whenever I feel like It?
- should I keep my hands to myself?
- should I listen with my ears, eyes, shoulders, other body parts?
I'd say..."be my echo" and they'd echo me...
VOCAL stretch exercise / ECHO
I didn’t bring my _________________voice (grumpy, high, low, spooky, sad, mad, shy, outside, inside, silly, alien, robot, under water, cowboy, pirate, opera, bouncing…singing!) – repeat every week adding more voices. Opera (wide open) and bouncing (octaves) can wait till they’ve demonstrated they can do the other voices and can be introduced as “challenges"
3. Introduce "Lucy Locket" (see below)
I tell (and act out as I tell) a story about a little girl who lives with her grandma and her baby brother. Feel free to modify the story or tell it as is:
Lucy's grandmother didn't have a lot of money, so instead of buying toys, she gave her grandchildren the things that belonged to her as a child, and were most precious to her, restored. For Lucy, one year, she chose a wallet. Lucy loved the wallet. She had a "fancy Nancy" spirit and called it a "pocket book" instead of a wallet. "That's not a wallet!" ... she'd say..."it's a pocket book!"
She'd use the pocket book to store all her most special things. Like stickers from party bag, and tattoos, and candy, money and the tooth she lost at school. One day, she put her pocket book to rest in its special place on her dresser and went upstairs to help her gramma make cookies. Little did she know that her baby brother was hiding behind her door...her little brother slipped out from behind her door, took the wallet and dumped the contents on the floor. The sticker, tattoo, candy, money, and the tooth all landed in various place on the floor. He pulled the back off the sticker and stuck it to Lucy's dresser. He pulled the back off the tattoo and stuck it to his own arm, he ate the candy, put them money in his own bank, and then walked into the bathroom with the tooth and flushed it down the toilet! Lucy was not happy. She decided to safeguard her wallet by wrappng ribbons around it, tying little knots that her brother couldn't break into...well one day, with her wallet in tow, she went for a walk, dropped her wallet unknowingly...and continued on her way. Her friend Kitty Fisher found it, picked it up and looked inside through the ribbons...there was NOTHING inside! To this day, it remains a mystery, what happened to Lucy's posessions. That mystery became so famous, they wrote a song about it and designed a game too. (see below).
Teach the song In phrases, and then play the game. I have the children pass the bag behind their back, and Lucy keeps her eyes open. It takes a practice round of passing with the Ks, but it's fun to try to fake out Lucy.
Finish with Night at the Museum (see below)
Grade 2s
1. Tell the Lucy Locket Story
2. Play the Lucy Locket Game
3. If everyone has a turn being Lucy and you have extra time...
2. Play the Lucy Locket Game
3. If everyone has a turn being Lucy and you have extra time...
- have the students move the beat of Lucy Locket at different tempos
- assign djembes and play the beat of Lucy Locket
Lucy Locket Music
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Lucy Locket Game and Song
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Night at the Museum
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Grade 5-6 and 6 (Friesen Class, Vandervoort Class)
Bell stations
1. Orient students to bells - remind them that they are colour coded the same way that boomwhackers are. Show them the order of a scale, and introduce the idea of octave numbers - the numbers on the bells indicate octaves.
- I've set up 4 bins with bells and a card at the front of the room, on the floor
- each bin has the bells needed to play the song on the card included in one of 4 stations. Stations can be set up in the open space on the floor. Groups of 6 kids work and rotate through the stations and play the songs.
1. Orient students to bells - remind them that they are colour coded the same way that boomwhackers are. Show them the order of a scale, and introduce the idea of octave numbers - the numbers on the bells indicate octaves.
- I've set up 4 bins with bells and a card at the front of the room, on the floor
- each bin has the bells needed to play the song on the card included in one of 4 stations. Stations can be set up in the open space on the floor. Groups of 6 kids work and rotate through the stations and play the songs.
- Give the groups a few minutes to solve the song and practice, offer support as needed. Station 1 will need to know that they only need to play line A
- after a few minutes of work and practice, each group presents the song they've worked on. We're not going for perfection, but songs should sound identifiable.
- Give special commendations to groups who play with a steady beat.
- Groups rotate through all the stations and perform all the songs
Grade 5 CHOIR (Keber CHOIR and Ezzard / Rodway CHOIR)
Have the students read the lyrics and sing along with the Sea Shanty below: (*Music is on the Piano)
Objectives:
1. after singing the first time through of listening or singing along...discuss what the song is about (story line or message) so the lyrics are easier to follow and learn
2. Listen for the melody and Identify the verses, (story line or chapters) the chorus (part that repeats) and the bridge (da, da, da, da), sing along with it, and identify where it sits in their voices (up the octave compared to the singer on the recording)
3. Sing the melody and add the beat on body percussion at the same time
4. explore a harmony to the chorus and see If you can hold It while the melody is sung (base the melody on a third below the harmony for phrase 1, phrase 2 can be similar to phrase 4, phrase 3 can be the same as 1, phrase 4 = melody.
Objectives:
1. after singing the first time through of listening or singing along...discuss what the song is about (story line or message) so the lyrics are easier to follow and learn
2. Listen for the melody and Identify the verses, (story line or chapters) the chorus (part that repeats) and the bridge (da, da, da, da), sing along with it, and identify where it sits in their voices (up the octave compared to the singer on the recording)
3. Sing the melody and add the beat on body percussion at the same time
4. explore a harmony to the chorus and see If you can hold It while the melody is sung (base the melody on a third below the harmony for phrase 1, phrase 2 can be similar to phrase 4, phrase 3 can be the same as 1, phrase 4 = melody.
Nov 14
Introduce and start learning the words for the following Christmas songs per grade
Kindergarten
Let's Decorate the Christmas Tree
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Grade 1
Christmas Tree Feud |
Grade 2/3
Grades 5/6 and 5
suggested Christmas activities
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Oct 17
Kindergarten: Law class
1. Introductions
Thumb Rules review (expectations for music room) (thumbs up for yes, thumbs down for no)
I'd say..."be my echo" and they'd echo me...
VOCAL stretch exercise / game
I didn’t bring my _________________voice (grumpy, high, low, spooky, sad, mad, shy, outside, inside, silly, alien, robot, under water, cowboy, pirate, opera, bouncing…singing!) – repeat every week adding more voices. Opera (wide open) and bouncing (octaves) can wait till they’ve demonstrated they can do the other voices and can be introduced as “challenges”
3.. Review and practice the GONG GAME and reinforce expectations - hands to self, walking, quietly...
GONG GAME
5. Play BEAT on Boom whackers
Grade 1 (s):
Fastest turkey
1. Sing, play and move BEAT
4. Return BW to case. If time allows, play NATM
1. Introductions
Thumb Rules review (expectations for music room) (thumbs up for yes, thumbs down for no)
- should I talk when the teacher is talking?
- should I raise my hand when I have something to say?
- should I poke my friends whenever I feel like It?
- should I keep my hands to myself?
- should I listen with my ears, eyes, shoulders, other body parts?
I'd say..."be my echo" and they'd echo me...
VOCAL stretch exercise / game
I didn’t bring my _________________voice (grumpy, high, low, spooky, sad, mad, shy, outside, inside, silly, alien, robot, under water, cowboy, pirate, opera, bouncing…singing!) – repeat every week adding more voices. Opera (wide open) and bouncing (octaves) can wait till they’ve demonstrated they can do the other voices and can be introduced as “challenges”
3.. Review and practice the GONG GAME and reinforce expectations - hands to self, walking, quietly...
GONG GAME
- 1 sound = find your own space
- 2 sounds = sit In front of my chair
- 3 sounds = sit on the risers
- 4 sounds = make a circle
- 5 sounds = line up at the door
5. Play BEAT on Boom whackers
- Introduce Boom whackers (D, G, B)
- talk to them about pitch and length and frequency (this will be a review)
- remind the students how to hold them (in the middle) and play them against their shoe or the floor (not hitting them on the end because they'll split), when you hold up your hands in an X, they freeze
- Invite them one riser at a time to choose a BW, sit on the floor facing your chair, and test it out
- work on playing the beat
- try changing the tempo
- try subdividing
- encourage them to listen with their ears AND their eyes
- give them some time to "play what ever they like" as long as they stop on X
- return BWs
- play Night at the Museum
Grade 1 (s):
Fastest turkey
1. Sing, play and move BEAT
- Echo teach song
- play beat for song on different body parts (I usually use each hand, one at a time to pat the beat, then each foot, one at a time.
- have students move the beat around the room at different tempi (play the beat for them on a djembe)
- Assign Boom Whackers (I would use D, G, B)
- kids sit on the floor facing you
- play beat
- subdivide and play beat
- play words
- talk about the difference
- have one color play words while the other 2 play the beat, and switch It up
4. Return BW to case. If time allows, play NATM
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Drama Game ideas
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Sept 22
Kindergarten - Law Class
This is their first visit to the music room. I would follow the following plan:
1. Introduction to you and how to walk in quietly and find their seat in front of your chair
2. Thumb Rules (expectations for music room) (thumbs up for yes, thumbs down for no)
taking turns with making voices - teacher led
4. VOCAL stretch exercise / game
I didn’t bring my _________________voice (grumpy, high, low, spooky, sad, mad, shy, outside, inside, silly, alien, robot, under water, cowboy, pirate, opera, bouncing…singing!) – repeat every week adding more voices. Opera (wide open) and bouncing (octaves) can wait till they’ve demonstrated they can do the other voices and can be introduced as “challenges”
Echo teach/learn a “Welcome SONG”
5. GONG GAME
6. Drumming name game
listen as I play the beat
Gee this drum sounds really neat
This is such a silly game
play the drum and say your name...
my name is....................
his/her name is ........................
7. Night at the Museum
Grade 1-2 Sookocheff class (Instead of Weller 2s)
1. go over the "Rulz of classroom etiquette" - poster at the front of the room
2. assign seats using the pink card to match to seats on the risers. (If the stickers are peeled off, use the extras and the legend on my desk on a little yellow note pad)
3. record their seating chart - I usually invite student jokes, riddles or short piano presentations while I record the chart
4. teach them a song? Plays some games...they love Night at the Museum
Grade 5-6 Friesen Group AND Grade 6 Vandervoort Group
Drama games (see below for Ideas)
Gade 5 Keber Choir AND Gade 4/5 /6 Ezzard / Rodway CHOIR
Please introduce part 1 of "Give us Hope"
Music is on the Music stand, lyric sheet is on the document camera
see below for a recording
Alternatively, take them outside and play some games
This is their first visit to the music room. I would follow the following plan:
1. Introduction to you and how to walk in quietly and find their seat in front of your chair
2. Thumb Rules (expectations for music room) (thumbs up for yes, thumbs down for no)
- should I talk when the teacher is talking?
- should I raise my hand when I have something to say?
- should I poke my friends whenever I feel like It?
- should I keep my hands to myself?
- should I listen with my ears, eyes, shoulders, other body parts?
taking turns with making voices - teacher led
4. VOCAL stretch exercise / game
I didn’t bring my _________________voice (grumpy, high, low, spooky, sad, mad, shy, outside, inside, silly, alien, robot, under water, cowboy, pirate, opera, bouncing…singing!) – repeat every week adding more voices. Opera (wide open) and bouncing (octaves) can wait till they’ve demonstrated they can do the other voices and can be introduced as “challenges”
Echo teach/learn a “Welcome SONG”
5. GONG GAME
- 1 sound = find your own space
- 2 sounds = sit In front of my chair
- 3 sounds = sit on the risers
- 4 sounds = make a circle
- 5 sounds = line up at the door
6. Drumming name game
listen as I play the beat
Gee this drum sounds really neat
This is such a silly game
play the drum and say your name...
my name is....................
his/her name is ........................
7. Night at the Museum
Grade 1-2 Sookocheff class (Instead of Weller 2s)
1. go over the "Rulz of classroom etiquette" - poster at the front of the room
2. assign seats using the pink card to match to seats on the risers. (If the stickers are peeled off, use the extras and the legend on my desk on a little yellow note pad)
3. record their seating chart - I usually invite student jokes, riddles or short piano presentations while I record the chart
4. teach them a song? Plays some games...they love Night at the Museum
Grade 5-6 Friesen Group AND Grade 6 Vandervoort Group
Drama games (see below for Ideas)
Gade 5 Keber Choir AND Gade 4/5 /6 Ezzard / Rodway CHOIR
Please introduce part 1 of "Give us Hope"
Music is on the Music stand, lyric sheet is on the document camera
see below for a recording
Alternatively, take them outside and play some games
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March
*All students sanitize their hands, then enter from the Hallway, sanitize their hands and then and exit out the door in the centre of the room. Seating charts for Mondays lessons are on my desk.
Grade 1-2
The grade 1-2s learned to write and read quarter notes and eighth notes last week.
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*Note - if you are NOT comfortable teaching the song Rain, Rain, then go straight to the Intro video BELOW:.
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Grade 2-3
1. Body Percussion
Warm up with this body percussion activity |
2. Basic Rhythms Review
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3. More Rhythms
connect the rhythms used In this video to what they already know - ta, ti-ti, ti-ca-ti-ca Use body percussion and/or djembes |
4. Boomwhacker fun
Have students choose a boom whacker each, and play you'll need to repeat several time. Advanced students can take 2 BW |
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Kindies
The kindies are working with the beat.. Try these activities.
*Note, with the LAW class, you may need to opt for simple song games like Lucy Locket, or Night at the Museum. See how they go....
*Note, with the LAW class, you may need to opt for simple song games like Lucy Locket, or Night at the Museum. See how they go....
Body Percussion ActivityThis may take several tries as they've never done anything like it before. They'll probably want to sing along too.
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Instrumental activitySplit class into 3 groups, use djembes, tambourine, and woods (in a mini blue bin) instead of triangles
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Intermediates
Ukulele
The Intermediates are working on the ukuleles
The progression of their learning is written on the white board.
chromatics up -D Major, then down - B Minor
The Intermediates are working on the ukuleles
The progression of their learning is written on the white board.
chromatics up -D Major, then down - B Minor
- B Minor - D Major transitions (after 8 counts)
- B Minor - G Major transitions
- B Minor - G Major - D Major transitions
- A Major - D Major Transitions
- Pentatonic scale and playing Hot cross buns
- Rip Tide - B Minor - A Major - D Major
Alternative intermediate activities and Drama Games
If you don't feel comfortable teaching the ukulele, or running drills with the kids, then here are some suggestions. The boom whacker activities look like a blast, but will take multiple iterations.