Presented by Lorie Zbaraschuk Download a copy of this powerpoint at the following site: http://mpkids.webnode.com/teaching-resources-/ Body Percussion Body Percussion can be used to create a short ostinato. An ostinato is a short rhythm pattern that is repeated. Examples of body percussion include: Hand clapping Finger snapping Foot stomping Chest thumping Cheek slapping Knee or thigh slapping Hand or foot sliding
Tongue clicking Lip smooching Belly thumps/slaps Create a rhythm using your schools name. For each syllable in your name, make a body percussion sound. Try to include notes of both short and long duration in your ostinato. Can the other students copy the ostinato after hearing it? Rhythm Concepts 1. Beat the steady pulse of a song 2. Duration how long a note is held Z Ti-ti 1 beat
ta 1 beat rest 1 beat too-ee 2 beats One big whole note 4 beats 3. Measure or Bar music is divided into even groups of beats. In most simple songs, there are four ta beats in a bar. 4. Metre how many beats per bar. (4/4, are the two
most common time signatures) Rhythm Cards Method 1: Create a Song with each Bar Played in Succession Each student selects a different rhythm card. Play each card in succession, one student at a time. Record with Audacity. Method 2: Create a Song with each Note Played in Succession Each student selects a different rhythm card. Cut and glue to paper. Build an eight bar composition. Each student uses a different color highlighter or light colored marker. Going around the group, each student highlights one beat at a time until all the beats are selected. Each student is given one tone bell or note on a glockenspiel to play. Play the song one note at a time, keeping the rhythm going smoothly. Record with Audacity.
METHOD 2: Played One Bar at a Time in Succession METHOD 2: Played One Note at a Time in Succession The Junkyard Band Keep a collection of interesting sounding objects in a box that can be used as found instruments. Include objects made from different kinds of materials such as glass, metal, soft and hard plastic, paper, wood, cardboard, rubber, etc. METHOD 3: Creating an Ensemble Working as a group, on chart paper or Smartboard Notebook page, create three different bars of rhythm. Be sure to include at least one rest in each bar so that in the silences, the other rhythms can be heard. Split the students into three groups to practice each rhythm. (Perhaps base it on what material their instrument is made of plastics, glass, metal) When each group can play independently, have them play together as an
ensemble. Discuss and choose a title for your song. (You can also create a vocal ensemble, with each student making a different sound check out the 4 Squares DVD demonstration. Z Z Z Z METHOD 3: Each Bar Played Simultaneously as an Ensemble. Group1: Blue, Group 2: Green, Group 3: Yellow Other Ideas for Using Rhythm Card Methods Idea: 1. Bugle Music the Last Post, (Played at Remembrance Day) and other bugle
calls are limited in what notes they use. This is because the bugle, unlike the trumpet, does not have valves to create varied pitches. Bugle songs use only the notes of C, G, and E (or C F and A). You can have students create a bugle call where the song they create can only use these notes. 2. The Straw Flute: Flatten a straw and cut a tapered/angle edge towards the mouth of the straw. You have now created a vibrating reed. Cut a portion of the straw off to create different pitches. Students can work in a group to create a song using the rhythm cards as shown in Method 1 or 2. http://www.youtube.com/watch?v=fGUezZkrF3c&feature=related 3. Use the Rhythm cards that have notes. Students cut out or use Notebook to create a song and play on a pitched instrument, such as a recorder or glockenspiel. (Check out the website to download the Song Composition Game and Composition Bars so that students can build songs on the computer.) Creating New Words for Songs There are hundreds of songs that provide students opportunities to change or
create their own lyrics for a song. This is a good way for kids to be creative while understanding how syllables must fit within the original rhythm of a song. Try creating a picture book to go along with your new lyrics. 1. Al Simmons CD: Something Fishy at Camp Wiganishie (Cuelenare) Im Livin in a Lego House , The Stew Song 2. Connie Kaldor CD: A Duck in New York City or A Poodle in Paris (Cuelenare) Quack, Quack, Quack Every Little Duck Likes to Waddle 3. Nancy Music (www.nancymusic.com) This site has a number of free mp3 downloads and sheet music for some 100+ fun songs. One of my favorites is When Ducks Get Up in the Morning. 4. Judy and Davids Boombox Transportation (DVD) I Got a Big Old Car 5. More Songs and Ensembles for World Drumming (TRC) Book/CD
Harambe The littlest duck likes to waddle. The littlest duck likes to waddle this way. He goes waddle, waddle, waddle, Waddle, waddle, waddle Waddle, waddle, waddle all day. At The Corner Store This is a good activity to do with Kindergarten or Grade One students who are trying to learn the names of the teachers and staff at your school. I take pictures of teachers, and then have the kids help me come up with silly rhymes about each teacher. We then put it in a Powerpoint or book that we use to review names and roles as we sing the song. There was Mrs. Davis, With all the treats she gave us.
There was Mr. Baxter, Sending off a faxter There was Mrs. Jensen, With a car that had some dents in, There was Mr. Watts, Banging great big pots. The tune for the song is At the Country Store which is found in Denise Gagnes Music Play 5 Music Program, available through the TRC. Literature Based Activities Many books lend themselves well to creating and adding sounds. You might add sound effects as you read a story or poem or create a sound summary at the end. I call these sound illustrations rather than picture illustrations. Some books at the Cuelenare that lend themselves well to this kind of activity are: We All Go Travelling By, by Sheena Roberts, sung by Fred Penner Dinosaurumpus, by Tony Mitton
The Journey Home from Grandpas, by Jemima Lumley Aachoo, Bang, Crash, by Ross MacDonald (The entire book is sounds great for teaching about onompatopoeia) There Was an Old Lady Who Swallowed Some Snow, by Lucille Colandro Wheres My Mummy, Carolyn Crimi Spooky Hour, by Tony Mitton . The Seals on the Bus, by Lenny Hort Composing an Improvised Song with Pitched Instruments Discuss with students how an instrument can be played loud/soft (volume) , fast/ slow (tempo) high or low (pitch) to create pictures in our mind. Ask them how they might play their instrument if they wanted it to be a song about an elephant (loud, low, slow) or a bird (high, fast, medium volume), etc. Provide students with a pitched instrument. Name an object and have them improvise a 5-6 second song that they think sounds like that object. (You may want to have the students move like the object first as this helps them make the
connection more quickly) Carnival of the Animals Kit available at the Cuelenare Library One More Pet, by Eugenie Fernandes-- good book for doing improvised sound illustrations IDEAS for Objects: Nature: Falling Leaves, Rain, Snowfall, Star, Fire, Sunrise, River,Tornado, Storm Halloween zombies, bats, skeletons, flying witches, spider, snakes Animals stomping elephant, hopping frog, tiptoeing cat, galloping horse, People: Boxer, Race Car Driver, Ballerina, Hockey Goalie, Transportation: Cars, Trains, Rocketship, Boat, Helicopter, Pogo Stick Improvising an Improvised Song With Vocals Scatting is making up a improvised tune using imaginary words and syllables that are often alliterative. Scatting is popular in jazz vocal arrangments and variations of it were present in the Doo Wap songs of the 50s and 60s.
Example: bippity, bee bop bam bobbee du ba dee wah You can use the song: Letter Shapes by They Might Be Giants from the CD: Here Comes the ABCs to give kids a chance to practice scatting. Provide kids with the SCAT chart to help them create a four beat scat. As the song plays, the kids take turn singing their scat, as the rest of the class repeats each scat. SCAT CHART _____ ee ______ op ______ oo ____ ip ____ op ____ oh _____ ay ____ oo ___oo ____ owie ___ owie ___ ee ____ eelie ___ aylie _____ ie ____ abba ___ eebie ___ oh ____ oomba ____ oomba ____ oobay
____ aizy ____ ozzy ____ oh Creating Compositions from Poetry, Riddles and Recipes 1. Make a Haiku (5 syllables, 7 syllables, and 5 syllables) The gen-tle rain falls Drip-ping off blades of new grass. Spring has ar-rived now. 2. Read the students Mmm, Cookies by Robert Munsch. Together, create a recipe for a really great cookie (or a really gross one). For each ingredient and its measurement, create a rhythm ostinato. Example: 1 cup of Smar-ties Ta Ta Ti-Ti Ta 3. Have students find a riddle. Turn it into a song. Z How
do you make a kleen-ex dance? C DD E
E The gentle rain falls C F E
DC D E Z Z Drip ping off EE
DD C new blades Z Spring has arrived here. CREATE A HAIKU
of grass Haiku Song Form Notes Rhythm Line 1 (5 syllables) Notes Rhythm Line 2 (7 syllables)
Notes Rhythm Line 3 (5 syllables) Composing a Dance 1. Farmer Brown Goes Round and Round, by Teri Sloat Use Aaron Copelands Rodeo Suite (http://www.youtube.com/watch? v=cqah1rucyRg&feature=related) The students can retell the story through dance as they listen to song. The dance is divided into five parts: a) Pre tornado: Animals assume their normal roles and movements (53sec) b) Tornado: Spinning/twirling, travelling movements (1:36) c) Post Tornado: Animals assume new roles with new movements that combine the animal they were and the animal they became. (2:49) d) Tornado #2: Spinning/twirling, etc. (3:06)
e) Finale: Everything is calm and back to normal animals come to center to finish their dance and freeze in final tableau. (3:17) 2. Skeletons Marching (Canada is Music Grade 3/4 Series) Witches flying (hide in a crouch) , skeletons walking (walk like a skeleton), ghosts floating, etc. Listen for cues in the music. 3. Aquarium Suite or Fossils Suite from Carnival of the Animals, by Camille St. Saens For Aquarium, students create an ocean scene. Half the class moves like ocean animals, the other half stand still and move like sea plants (scarves). For Fossils, students become different fossils that come alive in jerky, skeletal movements. Software and Websites www.fleximusic.com-- purchased software. SRSD has it listed on their approved software downloads for teacher laptops. Contact Sheri Gunville if you
think you would like to get this program loaded on to student laptops. www.noteflight.com-- very simple on-line program that lets you notate songs and then it plays it back for you. (Since the latest Shockwave update, I havent been able to get it to work at school, though) www.audacity.com-- can be downloaded from the SRSD on-line learning index, laptop deployable page.
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