Jolly Music Level 4 Handbook JL735

The Music Handbook Teaching music skills to children through singing

Level 4

• No music reading needed

Cyrilla Rowsell & David Vinden JM L4 HB Cover.indd 1

• Downloadable audio for every lesson

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Lesson 13 Repertoire Hello Note Chains Mrs White Lemonade Song Ickle, Ockle Goodbye

Materials

1

Activities Sing three Hellos with the toneset l-s-m; sing them in solfa with handsigns.

Write down the solfa for note chains performed by the teacher.

Work on the song; walk the pulse and clap the rhythm, while singing it in thinking voices; write the stick notation for the song.

Learn the song from stick notation.

Play the game; work on performing the song with the ostinato in pairs; try singing the song and clapping the ostinato at the same time.

Sing Goodbye using the tunes s-m-dd-d and d-m-ss-s; observe that these tunes are the reverse of each other.

Solfa House (see p.163); whiteboard.

Individual whiteboards and pens (or paper and pencils) for all the children Rhythm of Mrs White written on the board for Step 4.

Hello

p.165

• Sing four Hellos with the toneset l-s-m for class to sing back with words and handsigns • Class sing first tune in solfa with handsigns; class and volunteers do the same for remaining tunes • Volunteer writes pitches on Solfa House

➤➤ Sing Hello, everyone for the class to sing back with words and handsigns, using the following tunes 13: 1 : • s-m-ss-l • l-s-mm-m • l-s-ms-l • s-l-mm-m ➤➤ Hum the first tune, showing the so handsign, for the class to answer in solfa with handsigns. 13: 2 one.

Hel -

m

s

s

l

lo,

s

ev’ -

ry -

one.

m

m

m

Hel -

one. ry -

lo, ev’ l 68

Lesson 13

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s

l

ev’ -

ry -

one.

m

m

m

➤➤ Hum the other three tunes in turn for volunteers, then the class, to sing back with solfa and handsigns. 13: 3–5 ➤➤ The children may need to try the last one a few times. Tell them that it has a similar tune to a song they know (Mrs White). ➤➤ Ask a volunteer to write the solfa letters for the pitches they have just sung (l, s, m) into the Solfa House.

s

Note Chains 2 Activity: • Using only la, so and mi, hum short chains of

p.174

pitches, first for individuals to write the solfa names on the board, then for every child to write them on paper or whiteboard

Hel -

l

Hel -

ev’ - ry lo,

s

lo, -

m

s

l

➤➤ Tell the class you are going to improvise some Note Chains, using that toneset (l-s-m), and that you are going to do the Note Chains in the new way they did in the last lesson, with volunteers writing the pitches on the board. ➤➤ Hum the chain s-m-s-l and write it on the board with dashes linking the notes in the chain. 13: 6 The Music Handbook: Level 4

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➤➤ Invite volunteers to write the following Note Chains on the board, telling them the starting pitch each time 13: 7 : • s-l-s-l • l-s-s-m • m-m-s-l • l-s-l-m ➤➤ After each chain is written, ask the class to sing it through with you to check that the solfa is correct. (The Note Chains with solfa are sung on 13: 7 if you are not sure.) ➤➤ Tell the children that they are all going to write the Note Chains for themselves. Give each child either a whiteboard and pen or a piece of paper and a pencil. (Whiteboards are preferable as the children can easily erase errors; they can also hold the board up so you can see what everyone has written). ➤➤ Hum the following Note Chains for the children to write 13: 8 : • s-s-m-s • s-l-s-m m-s-l-l • l-s-m-m ➤➤ Ask volunteers, then the class, to sing each chain through with you to check the solfa. (Again, the solfa is on 13: 8 .)

Mrs White 3 Song: • Remind the children of the song

13: 9 p.168

➤➤ Perform Mrs White for the children to recognise, walking the pulse and clapping the rhythm but singing in your thinking voice. 13: 10 ➤➤ Ask the children to walk the pulse and tap the rhythm as you did, but using their singing voices, finding their own pathway to walk in the room. ➤➤ Remind the children that this was their musical homework! Divide the children into groups (or houses or teams) and ask each group to perform in turn. (The rest of the class sit down, leaving enough space for the the group to find pathways in between.) ➤➤ Ask one child from The Music Handbook: Level 4

• JM L4 pp59-80 Lessons 11_15.indd 69

Mrs White p.218 4 Song: • Children sing rhythm names from notation on board • Children sing solfa and show handsigns • Volunteer adds solfa to board; class sing solfa again • Remind class that this is called stick notation

➤➤ Without the words, sing: Come and sit with me.

13: 11

p.168

➤➤ If you have not already done so, write the rhythm of Mrs White on the board, including bar-lines and repeat marks.

p.218

• Children sing song while walking the pulse and tapping the rhythm • Groups, then individuals, perform in the same way • All perform together, this time in thinking voices

➤➤ Without the words, sing: Stand up! Find a good space.

each group to perform solo. ➤➤ Encourage the children to walk naturally, not in a stiff or stamping way. ➤➤ Discuss who managed to do this accurately. ➤➤ Ask the class to perform all together one last time, this time in thinking voices.

➤➤ Ask the children to sing the rhythm names and tap the rhythm. ➤➤ Tell the class you are going to hum the first half of Mrs White slowly so that they can listen closely and follow with their eyes the pitches on the Solfa House. 13: 12 ➤➤ Ask them which pitch they think it started on (so). ➤➤ Hum the first half of the song again, asking the children to sing the solfa names in their thinking voices and show the handsigns as you sing. (Repeat 13: 12 .) ➤➤ Hum the first line of Mrs White (sl-msl-m) and show the handsigns. 13: 13 ➤➤ Ask a volunteer, and then the whole class, to sing it back to you with the solfa names and handsigns. ➤➤ Hum the second line without handsigns 13: 14 and ask the children to show you the handsign for the starting pitch (so). ➤➤ Hum it again (repeat 13: 14 ) and ask a volunteer, then the whole class, to sing it back to you with the solfa names and handsigns. ➤➤ Hum both lines together 13: 15 , asking the children to sing the solfa names in their thinking voices and show the handsigns as you do so.

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➤➤ Ask a volunteer, and then the whole class, to sing it back to you with the solfa names and handsigns. ➤➤ Remind the children that the second half of this song is the same as the first. s l

s l

m

s l

m

s l

s l m (Repeat all.)

➤➤ Hum the whole song 13: 16 , asking the children to sing the solfa names in their thinking voices and show the handsigns as you do so. ➤➤ Ask a volunteer, and then the whole class, to sing the whole song in solfa with handsigns. ➤➤ Ask a volunteer to write the solfa under the rhythm sticks, then have the class sing the solfa names all together again. ➤➤ Ask the class what this way of writing music is called. (Stick notation.)

5

New song: The Lemonade Song p.211 • You and class read rhythm names of song, each taking one part • Repeat with you and volunteer, then two volunteers • Repeat this process, this time singing solfa names • You sing the whole song with words, twice • You and the class perform the song three times as a conversation, changing the starting pitch, town and drink the second and third time • Discuss which aspects of the song can be changed

➤➤ Tell the class they are going to learn a new song from stick notation. (You should already have written this on the board.)

s

s

s

s

70

s

m

s

m

s

s

m

s

s m m

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m

m

s

s

m

➤➤ Explain that the song is a sort of conversation between two people or two groups, so you have written it in red for one and green for the other. Tell the class that you are going to speak the rhythm names in red and that they are going to speak the ones in green. 13: 17 ➤➤ Repeat this, asking an individual child to be your partner this time. (Repeat 13: 17 .) ➤➤ Ask two children to perform the rhythm, one speaking the red and one speaking the green. Explain that now they know the rhythm of the two parts, they need to learn the tune. ➤➤ Tell the class that you are going to sing the solfa names in red and that they are to sing the solfa names in green. 13: 18 ➤➤ Repeat this, asking a child to be your partner this time. (Repeat 13: 18 .) ➤➤ Ask two children to perform the melody, one singing the red and one singing the green. ➤➤ Tell the children they have done really well to learn the song from reading the stick notation. They know the rhythm and they know the melody, but what is missing? (The words.) ➤➤ Tell the class you are going to sing the words of the whole song; they should hear that it is a conversation. As you sing they are to follow the notation with their eyes.

Use the name of the town in which the school is. 13: 19 Here I come.

Where from?

[London.]

What’s your trade?

[Lemonade.]

Give us some, don’t be afraid.

➤➤ Perform the whole song for them once more. (Repeat 13: 19 .) ➤➤ Tell them that now you are going to sing the words in red and they are to sing the words in green. Sing the song (with the words) in two parts, you and the children. Perform it three times, as follows 13: 20–22 : 1 With the original words.

2 Change the starting pitch; change the town word to the name of the school and change the drink to ‘orangeade’.

3 Change the starting pitch again; change the place to ‘my house’ and The Music Handbook: Level 4

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the drink to ‘cup of tea.’ ➤➤ Ask the children what things the leader can change about the song. ➤➤ Tell them they will play the game in another lesson.

6

Song: Ickle, Ockle

p.205

• Remind children of song; play the game • Write rhythm of last phrase on the board; remind children of ostinato activity • Class in two groups perform song with ostinato; swap and repeat • Individual pairs perform • You sing song and clap ostinato at the same time • Class try doing the same, with, then without your help

➤➤ Hum the first phrase of Ickle, Ockle for the class to recognise. 13: 23 ➤➤ Without the words, sing: Stand up! Come and make a circle. 13: 24 p.168

➤➤ Play the game. ➤➤ Without the words, sing: Come and sit with me. 13: 25

p.168

➤➤ Write the rhythm of the last phrase on the board. Ask a child to sing the words that go with that phrase in the song.

(Please choose me.)

➤➤ ➤➤ ➤➤

➤➤

➤➤

pitch for them. Try not to perform with either group. (The CD gives the Off we go, the ostinato twice and the so starting pitch.)

Swap the groups over and repeat. (Repeat 13: 26 if needed.)

Ask some individual pairs to perform together, with one singing the song and the other performing the ostinato.

Sing the song to the children while clapping the ostinato. 13: 27 Ask them what you were doing. (Both things together.)

Ask the children to try doing this twice.

The first time you will help them 13: 28 but the second time they must try by themselves.

Tell the children this is their new musical homework!

7 Goodbye • Sing Goodbye with the tunes s-m-dd-d and

p.167

d-m-ss-s for the children to copy and show handsigns; ask what they notice about the tunes

➤➤ Sing Goodbye, everyone using the tunes s-m-dd-d and d-m-ss-s, showing the handsigns as you do. 13: 29 The children sing back each time, copying your melody and also showing the handsigns.

Good bye,

➤➤ Remind the class that in the last lesson they did something new with this rhythm pattern. ➤➤ Ask the children if they remember the word for a repeated pattern in music (ostinato). ➤➤ Divide the class into two groups. One group will perform the ostinato and the other will sing the song. The ostinato group are to clap the ostinato twice (using the quieter ‘half-hand clap’ (see p.11) before the singing group starts. ➤➤ Give the Off we go for the ostinato group to start. 13: 26 When they are almost at the end of the second pattern, look at the singing group and hum their so starting

s

ev’ - ry m

d

d

ev’ - ry -

one. d

one.

bye, Good d

m

s

s

s

➤➤ Ask the children what they notice about the tunes. (They are the reverse of each other.)

Music Corner: ➤ Solfa House poster. ➤➤ Rhythm card for Ickle, Ockle ostinato (ta ta ta rest). ➤➤ Rhythm cards for Mrs White (ti-ti ta ti-ti ta and ti-ti ti-ti ti-ti ta).

The Music Handbook: Level 4

• JM L4 pp59-80 Lessons 11_15.indd 71

Lesson 13

71

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The Lemonade Song

R: 21

Activities Materials Small balls for all the children to bounce and catch.

Reading new material from stick notation ➤➤ Tell the class they are going to learn a new song from stick notation. (You should have already written this on the board.) Explain that the song is a sort of conversation between two people or two groups, so you have written it in red for one and green for the other.

s

s

Tell the class that you are going to speak the rhythm names written in red and that they are going to speak the rhythm names written in green.

Repeat this, asking an individual child to be your partner this time. Ask two children to perform the rhythm, one speaking the red and one speaking the green. Explain that now they know the rhythm of the two parts, they need to learn the tune.

Tell the class that you are going to sing the solfa names in red and that they are to sing the solfa names in green. Repeat this, asking a child to be your partner this time. Ask two children to perform the melody, one singing the red and one singing the green.

Tell the children they have done really well to learn the song from reading the stick notation.

They know the rhythm and they know the melody, but what is missing? (The words.)

Tell the class you are going to sing the words of the whole song; they should hear that it is a conversation. As you sing they are to follow the notation with their eyes. Use the name of the town in which the school is. Perform the whole song for them once more. Lessons 13, 15

s

m

s

m

s

s

m

s

s

m

s

s

m

s

s

m m

s

s

m

s

m

s

s

s

s

s

m

s

m

m

s

m

m

m

s

s

m

Improvising words to a known rhyme or song / Changing the pitch established by the group ➤➤ Following the above, tell the children that now you are going to sing the words in red and they are to sing the words in green. Sing the song (with the words) in two parts, you and the children.

Perform it three times, as follows: • with the original words.

The Music Handbook: Level 4

• JM L4 pp164-230 Resources.indd 211

Resources 211

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Lemonade Song activities continued

• change the town name to the name of the school and change the drink to ‘orangeade’.

• change the starting pitch again; change the place to ‘my house’ and the drink to ‘cup of tea.’

Ask the children what things the leader can change about the song. (The starting pitch, the place name and the name of the drink.) Tell them they will play the game in another lesson. Lessons 13, 15 Invite a few volunteers to come to the front and lead the song. Tell them they can change the place they are from, their drink or the starting pitch. Discuss with the class afterwards which of these were changed by the leaders. Lesson 15

➤➤ The Lemonade Game Have the children stand in a circle and pretend to hold glasses. Holding yours, go into the middle of the circle and lead the song. At the end of the song, ‘drink’ from your glass.

Tell the class that girls pass the glass on to boys and boys pass the glass to girls. Pour your ‘drink’ into the outstretched glass of one of the children (choose a confident child to start with). That child goes into the middle of the circle and leads the song. You step into the empty space in the circle left by the new leader.

The game continues in this way. When a child has had a turn at being the leader, she steps into the empty place and does not hold her glass out any more. In this way it is easy to see who has not had a turn. If a child is less confident, tell them it is better to sing the name of their town and ‘lemonade’ than to hesitate if they can’t decide on a place or drink. If a child is really unsure, then perform with them, or ask them to choose a friend to lead the game with them.

Play the game as many times as you like, depending on the size of the group. With a large class, it may be that only half will play it in this lesson.

Lessons 15, 16 Feeling the strong and weak beats ➤➤ Pass a small ball to each child. Ask the children which songs they sang in the last lesson where they bounced and caught a ball in time with the pulse (Bounce High, p.183; Mrs White, p.218).

Perform both these songs with the whole class, then groups, then individuals, bouncing and catching their balls in time with the pulse. Remind the class that these songs are grouped in twos – a strong beat (the bounce) and a weaker beat (the catch). Explain that The Lemonade Song is also grouped in twos. Ask the class to sing the whole song, bouncing and catching in time with the pulse. Ask a few individuals to try this. Lesson 15 Reading known material from handsigns Tell the class you are going to show the handsigns of a song for them to recognise. Ask one half of the circle to read the handsigns that you show with your left hand, and the other half to read the handsigns that you show with your right.

Sing Off we go while looking at the first group, with your so handsign ready. They sing what you show (ss-m) while you start to look at the second group, with your so handsign ready. They sing s-m (the second phrase of The Lemonade Song). Continue this until the whole song has been sung.

If no-one recognises the song, swap the groups over and repeat the activity.

Ask the two groups to sing The Lemonade Song with words. Ask the children what things the leader can change in this song. (The place, the drink, the starting pitch.) Tell them that if they can’t think of anything new, they should sing their school or town name and ‘lemonade’. Play the game as above. Lesson 16

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• JM L4 pp164-230 Resources.indd 212

The Music Handbook: Level 4

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The Music Handbook can be used by any teacher to teach music skills

The Music Handbook: Level 4 enables music to be taught in an effective and enjoyable way, even by teachers with no musical experience. Based on the tried and tested principles of Hungarian composer and music educator Zoltán Kodály, the lesson plans bring the best music teaching within the reach of every teacher and child.

Level 4 continues to build on the work done in previous levels, and is suitable for use with children aged 8 to 11 who have completed Level 3. The thirty carefully structured lesson plans are all based on singing so that both teacher and children are freed from the technical demands of instruments. Through a repertoire based on playground rhymes and songs, the children continue to develop the key musical skills of inner hearing, listening and singing in tune, and start to improvise their own material, read and write simplified notation and analyse short musical forms. Activities and games support multi-sensory learning and make the lessons fun. Taught in this way, classroom music will build children’s enthusiasm and confidence, laying the foundation for a lifetime of enjoyment.

For the beginner music teacher • Well sequenced lesson plans • Supporting teaching tracks available to download • No music reading needed For the experienced music teacher • Lesson plans based on Kodály principles • Resources section allows flexible use • Music notation provided The Music Handbook contains • 30 lesson plans • Resources section with songs, rhymes, actions and games • Photocopiable templates for pitch and rhythm activities

ISBN 978-1-84414-573-7

Jolly Learning Ltd

ËxHSLIOEy145737z Reference: JL735

www.jollylearning.co.uk info@jollylearning.co.uk Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK. Tel: 020 8501 0405. Fax: 020 8500 1696 82 Winter Sport Lane, Williston, VT 05495, USA. Tel: 1-800-488-2665. Fax: 1-802-864-7626

JM L4 HB Cover.indd 4

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