A Free Gift from - Music Is Elementary · A Free Gift from We really hope you ... Eurhythmics...
Transcript of A Free Gift from - Music Is Elementary · A Free Gift from We really hope you ... Eurhythmics...
AFreeGiftfrom
Wereallyhopeyou’resleepinginabitthissummer,sowethoughtthisoneperfectlyappropriate.Ifyou’regrabbingsomeofourBLOWOUTMIE105RenaissanceRecorders
(foronly$1.95!)yourstudentswillenjoyplayingthisrecorderdescant.
NeverSleepLateAnymoreFromPurposefulPathways,Book3,byBethAnnHepburnandRogerSams
UsedwithPermission
PATHWAYTORhythm:Eurhythmicstreble-bassfollowexercise
• Studentsbegininscatteredspaceandwalktothesteadybeat,whichyouplayonalowpitchontempleblocksorpiano.
• Studentscontinuewalkingthesteadybeatwhileyouplay4-beatechopatternsonahigherpitch.Studentsechotheserhythmpatterns(clapping)whilewalkingthesteadybeat.
• Beginwithevenrhythmsthenintroducesyncopatedrhythms.Example:
TeacherTalk:MovingfromsimplicitytocomplexityWhenteachingstudentstofollowthebeatandrhythmatthesametimeitisimportanttostartsimplyandmoveincrementallytowardmorecomplex
rhythms.Beginwiththestudentsechoingquarternotesandprogresssequentiallythroughthemoredifficultrhythmpatternsfoundinthesong.
4 4 4 4 4 4 h 4 4 h 4 h h h 4 4 84 8 4 $
• Continuetopracticerhythmsuntiltheclassissuccessfulwalkingthebeatwhilesimultaneouslyclappingtherhythmicecho.Emphasizerhythmsthatcontainsyncopation.
• Foranadvancedchallengehavethestudentssteptherhythmintheirfeetandclapthesteadybeatintheirhands.
PATHWAYTOLiteracy:4 h 2 84 8 so,la,doremi• Studentsreadtherhythmofthesong.
• Usethesolfatoneladdertopreparethetonesetofthesong.Askthestudents
tosingwhatyoupointto.Afteryouhavepresentedpatternsfromthesong,pointouttheentiresongonthesolfatoneladder.
• Studentssingthemelodyfromrhythmicnotationwithsolfa.
• Studentssingthemelody,withsolfaandhandsigns,readingfromthestaff.
• Studentssingthemelodywithtext.
PATHWAYTOPartwork:RhythmicOstinato
• PerformtheBPostinato.Askthestudentstojoinyouwhentheyareready.(simultaneousimitation)
• Studentssingthesong,whilepattingandclappingtherhythmicostinato.Establishtheostinatobeforeaddingthesinging.
• TransfertoBPostinatitotubanos,orotherlargedrums,producinglowsounds
(bass)withthepalmofthehandnearthecenterofthedrum(pats)andhighsounds(tone)withthefingertipsneartherimofthedrum(claps).Patbecomesbassandclapbecometone.Encouragethestudentstoalternatehands.
PATHWAYTOPartwork:Songwithdescant• Studentsreadtherhythmofthedescant.• StudentsplaytherhythmofthedescantonsopranorecorderonthenoteB.
• StudentssingtheletternamesfortheBAGversionandpracticerecorder
fingeringswithrecordersrestinginfingerpositionontheirchins.
• StudentsplaytheBAGversiononrecorder.• Dividetheclassinhalf.Halfsingsthesong.HalfplaystheBAGversionofthe
recorderdescant.Tradeparts.• Studentssingtheletternamesfortheadvancedversionandpracticerecorder
fingeringswithrecordersontheirchins.
• Studentsplaytheadvancedversiononrecorder.• Dividetheclassinhalf.Halfsingsthesong.Halfplaystheadvancedversionof
therecorderdescant.Tradeparts.• Considersingingintwoparts.
PATHWAYTOEnsemble:Splitmovingbordun,descant,countermelody,andBPostinato
• ModelpattingandsingingsolfafortheBX/BMostinato.Askthestudentstojoinyouwhentheyhavefiguredoutthepattern.(simultaneousimitation)
• Dividetheclassinhalf.HalfsingsandpatstheBX/BMostinato.Halfsingsthe
song.Tradeparts.• TransferBX/BMostinatotobarredinstrumentsandputtogetherwithsingers.• ModelpattingandsingingsolfafortheAXostinato.Askthestudentstojoinyou
whentheyhavefiguredoutthepattern.(simultaneousimitation)Ifusingatextisasupportforyourstudents,usethefollowingtextwhileteachingtheostinato.
• Dividetheclassinhalf.HalfsingsandpatstheBX/BMostinato.Halfsingsand
patstheAXostinato.Tradeparts.• Transferthissplitmovingborduntobarredinstrumentsandputtogetherwith
singers.• PerformtheBPpartforthestudents,pattingwhenthetextsays“alternating
hands,both”andclappingandstampingasthetextindicates.Askthemtocounthowmanytimesyouperformtheopeningmotive.(seven)
• AskthestudentstoperformthisBPmotivewithyouseventimesandthenadd
threestampsasafinalcadence.• Dividetheclassinhalf.HalfperformstheBP.Halfsingsthesong.Tradeparts.• AddtheBPparttothearrangement.• StudentsreadtheSXmelodicostinato,singingsolfawithhandsigns.• StudentspreparetheSXostinatobysingingsolfaandpattingtheirlegs,moving
upanddownasiftheyareabarredinstrument.
• TransferthisostinatotoSXandaddtothearrangement.• Putallofthepercussionpartstogetherwithsingers.• AddtheSR(orsinging)descantandputtheentirearrangementtogether.
PATHWAYTOImprovisation:QuestionandAnswerwithfocusonhowtonicfunctions
• SetupthebarredinstrumentsinG=dopentatonic.Acclimatethestudentstothepitchsetwithsingingandplaying4-beatsolfaechopatterns.
• Modelsingingtheimprovisationstructureforthestudents.
• Modelquestionandanswerimprovisationforthestudents.Explainthatthe
phrasesareeightbeatslong,beginningwithsingingandendingwithbarredinstrumentimprovisation.Askthemtodeterminewhatthedifferencebetweenyourquestionsandyouranswers.Modelquestionsthatdonotendondoandanswersthatdoendondo.
• Dividetheclassinhalf.Halftheclasssingsthebeginningofthequestionandthencompletesitwithfourbeatsofbarredinstrumentimprovisationnotendingondo.Theotherhalfoftheclassanswersbysingingandthenimprovisingforfourbeats,endingondo.Tradeparts.
• Askthestudentstofigureouthowtoplay,“Wakeup,yousleepyhead!”onthebarredinstruments.
• Repeattheprocesswiththestudentsplayingeverything,ratherthansingingandplaying.
• Givethestudentsanopportunitytoimproviseaquestionandanswerchorusinthecontextoftheentire32beatsofthefullorchestration.
• Puttogetherwiththesonginasatisfyingfinalform.