Folk Songs

154
TITLE: Ah Poor Bird ORIGIN: English canon SOURCE: 150 Rounds for singing and teaching TONE SET: l t d r m si l’ SCALE: Harmonic minor - fa FORM: A B CSP: C D TYPE OF SONG/GAME: Four part canon RHYTHMIC ELEMENTS: MELODIC ELEMENTS: l t d ; d r m ; m l’ si l’ m ; m r d t l APPROPRIATE AGE LEVEL: Level 2 4 TEACHING PURPOSE: Practise ; prac harmonic minor scale; partwork; chords i V i

description

Folk songs collection

Transcript of Folk Songs

  • TITLE: Ah Poor Bird ORIGIN: English canon SOURCE: 150 Rounds for singing and teaching

    TONE SET: l t d r m si l

    SCALE: Harmonic minor - fa

    FORM: A B

    CSP: C D

    TYPE OF SONG/GAME: Four part canon RHYTHMIC ELEMENTS: MELODIC ELEMENTS: l t d ; d r m ; m l si l m ; m r d t l APPROPRIATE AGE LEVEL: Level 2 4

    TEACHING PURPOSE:

    Practise ; prac harmonic minor scale; partwork; chords i V i

  • Come fol low,- fol low- me, lis ten- to my song.

    Come fol low,- fol low- me, ech o- ing- a long.-

    2

    4&

    Come Follow Me

    &

  • TITLE: Dinah ORIGIN: American Folk song SOURCE: The Kodaly Context (Choksy)

    TONE SET:

    d r m s

    SCALE:

    do tetratonic

    FORM:

    A B A C

    CSP:

    C F

    TYPE OF SONG/GAME:

    Folksong

    RHYTHMIC ELEMENTS: MELODIC ELEMENTS:

    d m s m s m ; d m r d ; r m r d

    APPROPRIATE AGE LEVEL:

    Level 2 3

    TEACHING PURPOSE: Prep and MC ; prep and prac re; prac conducting in duple

    metre; call & response; form; word improvisation

    Word Improvising Game

    One student is chosen to improvise at a time. Students sing together except for the words Dinah and old banjo.

    In place of Dinah, the improvising students sings another name (not necessarily own), and a different instrument to banjo in the final line.

  • TITLE: Good News ORIGIN: American folk song SOURCE: The Kodaly Method

    TONE SET: d r m

    SCALE: do trichord

    FORM: A B A C

    CSP: E B

    TYPE OF SONG/GAME: Folk song

    RHYTHMIC ELEMENTS:

    MELODIC ELEMENTS: d-r-m APPROPRIATE AGE LEVEL: Year 8 TEACHING PURPOSE: Prac d-r-m; MC ; prac simple quadruple conducting

  • TITLE: Mail myself to you ORIGIN: Woody Guthrie SOURCE: James Cuskelly/Youtube

    TONE SET: d r m f s l

    SCALE: Major minus ti

    FORM: A Av B C

    CSP: G Bb

    TYPE OF SONG/GAME: Song RHYTHMIC ELEMENTS: MELODIC ELEMENTS: d-r-m; s ; l ; f APPROPRIATE AGE LEVEL: Older beginners TEACHING PURPOSE: Prac ; prep fa

  • TITLE: Pourquoi ORIGIN: West Virginian Folk Song SOURCE: 150 American Folk Songs

    TONE SET: d r m s l d

    SCALE: do pentatonic

    FORM: A B A C

    CSP: G A

    TYPE OF SONG/GAME: Folksong RHYTHMIC ELEMENTS: MELODIC ELEMENTS: s m r m s; l d l s ; m s m r m s ; s l s d m r d APPROPRIATE AGE LEVEL: Levels 2 3

    TEACHING PURPOSE:

    Practise d; prac ; prac internal anacrusis; conducting in quad metre; word improvisation game (colour)

  • TITLE: Rose Red ORIGIN: English Folk Song SOURCE: 150 Rounds for Singing and Teaching

    TONE SET: m, s, l t d r m

    SCALE: Natural minor minus fa

    FORM: A B C D

    CSP: E G

    TYPE OF SONG/GAME: Four part canon

    RHYTHMIC ELEMENTS:

    MELODIC ELEMENTS: d-r-m; s, l, ; t, ; m, APPROPRIATE AGE LEVEL: Year 8 9

    TEACHING PURPOSE:

    Partwork; partner songs; practise

  • TITLE: Swing a Lady ORIGIN: American folk song SOURCE: Music for All

    TONE SET: d r m s

    SCALE: do tetra-tonic

    FORM: A B

    CSP: E B

    TYPE OF SONG/GAME: Folksong

    RHYTHMIC ELEMENTS:

    MELODIC ELEMENTS: d-r-m ; s APPROPRIATE AGE LEVEL: Year 8 TEACHING PURPOSE:

    Present so; prac ; aural analysis of form

  • TITLE: Tideo ORIGIN: American Folk Song SOURCE: 150 American Folk Songs

    TONE SET: d r m f s l d

    SCALE: Major minus t

    FORM: A B A C D C

    CSP: E F#

    TYPE OF SONG/GAME: Circle game

    RHYTHMIC ELEMENTS:

    MELODIC ELEMENTS: d-r-m ; s ; l ; d ; f APPROPRIATE AGE LEVEL: Year 8; Primary Levels 2-3

    TEACHING PURPOSE:

    prep and prac

  • TITLE: Tideo ORIGIN: American Folk Song SOURCE: 150 American Folk Songs

    TONE SET: d r m f s l d

    SCALE: Major minus t

    FORM: A B A C D C

    CSP: E F#

    TYPE OF SONG/GAME: Circle game

    RHYTHMIC ELEMENTS:

    MELODIC ELEMENTS: d-r-m ; s ; l ; d ; f APPROPRIATE AGE LEVEL: Year 8; Primary Levels 2-3

    TEACHING PURPOSE:

    prep and prac

  • TITLE: Whos That Yonder ORIGIN: African-American spiritual SOURCE: The Kodaly Context

    TONE SET: d r m

    SCALE: do trichord

    FORM: AB

    CSP: E C

    TYPE OF SONG/GAME: Folksong RHYTHMIC ELEMENTS: MELODIC ELEMENTS: d-r-m APPROPRIATE AGE LEVEL: Year 8 TEACHING PURPOSE: MC d-r-m; MC beat; MC ; MC phrase

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  • TITLE: All Things Shall Perish

    ORIGIN: ____________________________________________

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    A

    qua qua del

    a- o

    mar

    - qua

    qua

    qua,

    del

    si ma- tri

    co

    - tri co- tri

    co-

    tra,

    va lo,

    va lo,

    va lo,

    va lo,

    va lo,

    va

    lo,

    1

    2

    3

    4

    5

    Children sit in a circle, left hand palm up and right hand palm down on the upraised palm of the person sitting next to them. While singing the song the beat is passed clockwise around the circle. On the number 5 if the persons hand is tapped they are out, however, if the person passing the beat misses this person is out. (a new circle can be formed using those people already out)

    TONE SET: ______________________________ SCALE: _________________________

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  • Artist Theme

    (from Symphony No 5)D. Shostakovich

    f

    7

    11

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  • TITLE: Chairs to mend

    ORIGIN: ____________________________________________

    SOURCE: ____________________________________________

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    FORM: __________________________________ C. S. P.: _________________________

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    FORM: __________________________________ C. S. P.: _________________________

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  • Corals DeepMusic by Tim Sherlock

    Trade

    winds are blow

    ing- through

    the trees.

    Spray

    blows like smoke

    a cross

    - the sea.

    When

    will our tall

    ships sail

    a

    gain,

    - out

    to the reef,

    out

    to the reef?

    Where the foam

    ing- wa ters- swirl,

    a bove

    - co rals- deep.

  • TITLE: ____________________________________________

    ORIGIN: ____________________________________________

    SOURCE: ____________________________________________

    2. Bought me a coat, bought me a hat, They dont fit but do not mind that, Hi ho, my darling.

    TONE SET: ______________________________ SCALE: _________________________

    FORM: __________________________________ C. S. P.: _________________________

    TYPE OF SONG/GAME: _____________________________________________________

    RHYTHMIC ELEMENTS: _____________________________________________________

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    APPROPRIATE AGE LEVEL: _________________________________________________

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  • TITLE: ____________________________________________

    ORIGIN: ____________________________________________

    SOURCE: ____________________________________________

    2. Bought me a coat, bought me a hat, They dont fit but do not mind that, Hi ho, my darling.

    TONE SET: ______________________________ SCALE: _________________________

    FORM: __________________________________ C. S. P.: _________________________

    TYPE OF SONG/GAME: _____________________________________________________

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    Formation: A double circle with partners holding hands. One child stands in the centre.

    Game: 1. Children walk in an anti-clockwise direction for 16 beats. 2. On over they turn and face their partner and hold both hands. 3. Bars 5-7, partners swing arms sideways 6 times.

    4. On turn the glasses they do a complete turn with their partners (as in wash the dishes). 5. On Sailing east the centre child joins the inside circle which changes direction and walks clockwise. The outside circle continues to walk anti-clockwise. 6. On the last word ocean, the children take the closest person as partner. The child without a partner becomes the next child in the centre and the game begins again.

    TONE SET: ______________________________ SCALE: _________________________

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    APPROPRIATE AGE LEVEL: _________________________________________________

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  • TITLE: ____________________________________________

    ORIGIN: ____________________________________________

    SOURCE: ____________________________________________

    Formation: A double circle with partners holding hands. One child stands in the centre.

    Game: 1. Children walk in an anti-clockwise direction for 16 beats. 2. On over they turn and face their partner and hold both hands. 3. Bars 5-7, partners swing arms sideways 6 times.

    4. On turn the glasses they do a complete turn with their partners (as in wash the dishes). 5. On Sailing east the centre child joins the inside circle which changes direction and walks clockwise. The outside circle continues to walk anti-clockwise. 6. On the last word ocean, the children take the closest person as partner. The child without a partner becomes the next child in the centre and the game begins again.

    TONE SET: ______________________________ SCALE: _________________________

    FORM: __________________________________ C. S. P.: _________________________

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  • The Kodaly Method 150 Rounds Music in Preschool PDF Canoe Song Are you Sleeping Dinah Icka Backa Chicken on a Fencepost Sing Sing Together Tideo Early in the Morning Old Brass Wagon Pease Porridge Hot Sea Shell Drunken Sailor Pudding Bag Song I see the Moon Paw Paw Patch Land of the Silver Birch One Two Three Love Somebody Money and the Key Rain Come Wet Me #1 Mail Myself to You Rocky Mountain Long Legged Sailor Sailing on the Ocean The Drovers Dream Deedle Deedle Dumpling Lime Juice Tub Fuzzy Wuzzy Let Us Chase the Squirrel Ive been to Harlem Green Green Whos That

  • The Kodaly Method 1 150 Rounds PDF Alabama Girl All Things Shall Perish Al Citron I Gave my Love a Cherry Chairs to Mend Annie Annie Ise the By Coffee Aqua qua Jubilate Deo Debka Hora Black Key Canon #6 Land of the Silverbirch Londons Burning Chatter With the Angels Old House My Paddle Dog and Cat Pat Works on the Railway Oh How Lovely Ive Been to Harlem Scarborough fair Rise Up O Flame Liza Jane Simple Gifts Sing Sing Together Miss Mary Mac Who Killed Cock Robin? The Birch Tree Old Joe Clarke (tim-ka) The Swan O Sinnerman There Was an Old Fellow Phoebe Toembai Poor Old Howard Viva La Musica Skin and Bones Weavly Wheat

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    Miss Ma

    ry- Mac,

    Mac,

    Mac, all dressed

    in black,

    black,

    black,With sil

    ver-

    but tons,- but

    tons,- but

    tons- all down

    her back,

    back,

    back.

    She asked her mother, mother, mother for fifty cents, cents, cents, To see the elephant, elephant, elephant, jump the fence, fence, fence, He jumped so high, high, high, he reached the sky, sky sky, And didnt come back, back, back til the fourth of July, July, July.

    TONE SET: ______________________________ SCALE: _________________________

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  • Mozart 3-part

    (from Variations)

    9

    17

  • Mozart minor 3-part

    (from Variations)

    La is F

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    Dip, Dip and swing her back, Flashing with silver, Swift as the wild goose flight, Dip, dip and swing.

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    1. Run to the rocks, rocks wont you hide me (3 times) All on that day.

    2. Run to the sea, sea is a-boiling (3 times) All on that day.

    3. Run to the Lord, Lord wont you hide me (3 times) All on that day.

    4. O sinner man, should bin a-praying (3 times) All on that day.

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    1. Run to the rocks, rocks wont you hide me (3 times) All on that day.

    2. Run to the sea, sea is a-boiling (3 times) All on that day.

    3. Run to the Lord, Lord wont you hide me (3 times) All on that day.

    4. O sinner man, should bin a-praying (3 times) All on that day.

    TONE SET: ______________________________ SCALE: _________________________

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    Phoe be- in

    her pet

    ti- coat,

    - Phoe be- in

    hergown,

    Phoe be- in

    her pet

    ti- coat,

    - Go ing- in

    to- town.

    TONE SET: ______________________________ SCALE: _________________________

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    Poor Old How

    ard's- dead

    and gone,

    Left me here

    to sing

    this song.

    Poor Old How

    ard's-

    dead

    and

    gone,

    Left me here

    to sing

    this

    gone.

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    MELODIC ELEMENTS: ______________________________________________________

    APPROPRIATE AGE LEVEL: _________________________________________________

    TEACHING PURPOSE: ______________________________________________________

  • TITLE: ____________________________________________

    ORIGIN: ____________________________________________

    SOURCE: ____________________________________________

    TONE SET: ______________________________ SCALE: _________________________

    FORM: __________________________________ C. S. P.: _________________________

    TYPE OF SONG/GAME: _____________________________________________________

    RHYTHMIC ELEMENTS: _____________________________________________________

    MELODIC ELEMENTS: ______________________________________________________

    APPROPRIATE AGE LEVEL: _________________________________________________

    TEACHING PURPOSE: ______________________________________________________

  • She's Like The Swallow

    She's

    like

    the

    swal

    low

    - that

    flies

    so

    high.

    She's

    like

    the

    ri

    ver

    - that

    ne

    ver

    - runs

    dry.

    She's

    like

    the

    sun

    shine

    - on

    the

    lee

    shore

    - I

    love

    my

    love

    and

    my

    love

    is

    no

    more.

  • TITLE: ____________________________________________

    ORIGIN: ____________________________________________

    SOURCE: ____________________________________________

    TONE SET: ______________________________ SCALE: _________________________

    FORM: __________________________________ C. S. P.: _________________________

    TYPE OF SONG/GAME: _____________________________________________________

    RHYTHMIC ELEMENTS: _____________________________________________________

    MELODIC ELEMENTS: ______________________________________________________

    APPROPRIATE AGE LEVEL: _________________________________________________

    TEACHING PURPOSE: ______________________________________________________

  • TITLE: Sing Song Saya

    ORIGIN: ____________________________________________

    SOURCE: ____________________________________________

    Sing

    song

    sa ya-

    sing for

    Ms

    la- ya

    I

    3

    sinf

    song

    sa tra-

    sing for

    Sum

    ma- tra-

    I

    5

    sing

    song

    sa va-

    I sing

    for

    Ja va- Ja

    va-

    7

    and

    for

    Ka li- man

    - tan

    -

    Verse 1: Beat 1. Pat own knees 3. Left shoulder with R.H. 5. Pat own knees 7. Right shoulder with L.H. Verse 2: Beat 1&2. Pat own knees twice 3&4. Pat knees of right neighbour twice 5&6. Pat own knees twice 7&8. Pat knees of left neighbour twice Verse 3: Beat 1&2. Pat own knees twice 3&4. Cross hands and repeat 5&6. Uncross hands and pat own knees twice 7&8. Extend hands to pat neighbours knees on both sides Verse 4: Hold neighbours hands on both sides and rock forward for two beats. Rock back for two beats with

    hands above shoulders. Verse 5: Extend left arm, with R.H. 1) Touch wrist 2) Touch elbow 3) Touch right shoulder with left hand

    4) Extend right arm. Repeat

    TONE SET: ______________________________ SCALE: _________________________

    FORM: __________________________________ C. S. P.: _________________________

    TYPE OF SONG/GAME: _____________________________________________________

    RHYTHMIC ELEMENTS: _____________________________________________________

    MELODIC ELEMENTS: ______________________________________________________

    APPROPRIATE AGE LEVEL: _________________________________________________

    TEACHING PURPOSE: ______________________________________________________

  • TITLE: ____________________________________________

    ORIGIN: ____________________________________________

    SOURCE: ____________________________________________

    There was

    an old wo

    man- all skin

    and bones,

    Oh

    2. She lived by the old grave yard. 3. One night she thought shed take a walk. 4. She walked down by the old grave yard. 5. She saw the bones a lying around. 6. She went to the closet to get a broom. 7. She opened the door and BOO!

    TONE SET: ______________________________ SCALE: _________________________

    FORM: __________________________________ C. S. P.: _________________________

    TYPE OF SONG/GAME: _____________________________________________________

    RHYTHMIC ELEMENTS: _____________________________________________________

    MELODIC ELEMENTS: ______________________________________________________

    APPROPRIATE AGE LEVEL: _________________________________________________

    TEACHING PURPOSE: ______________________________________________________

  • SUMMER SCHOOL MUSIC PROGRAM

    Early Childhood Music Level 1

    This 10-day course caters for prep-school teachers, early childhood specialists,

    crche and kindergarten carers, day care providers, parents and all those interested

    in childhood development. It is designed to provide participants with an informed

    understanding of both childhood development and the key role of music in that

    development. The musical skills of the teacher, carer or parent are central to the

    provision of appropriate music-making activities for children. Therefore participants

    will be involved in the development of their own musical skills. Early Childhood 1 is

    focussed on children aged 0-3 years.

    The curriculum includes:

    Methodology

    Repertoire

    Practicum

    Musicianship

    Choir

    Research Topics

    Required Text books:

    Johnson, J. Tickle me. Clayfield School of Music

    Bridges, D. Music, the Young Child and You. Tower Books

    Forrai, K. Music in Pre School. Clayfield School of Music, Brisbane.

    Participants are required to complete each of the 3 levels of the Early

    Childhood Program in order to be eligible for the Australian Kodly Certificate.

    N.B. Sound Thinking Australia retains the right to cancel the course if there are

    insufficient enrolments.

  • SUMMER SCHOOL MUSIC PROGRAM

    METHODOLOGY LEVEL 1 Early Childhood (0 to 3 years)

    15 hours

    Course Content:

    An overview of child development 0 to 3 years.

    The Musical characteristics of children 0 to 3 years

    A spiral curriculum for understanding the musical elements of timbre, tempo,

    dynamics, pitch, rhythm and form appropriate for this age group.

    An overview of the development of musical skills 0 to 3 years.

    Lesson planning long range planning and short term objectives.

    Adult involvement parents and carers.

    Assessment:

    A demonstrated knowledge of Kodalys educational philosophy through individual

    research and group discussion on the writings of Kodaly.

    Written and/or practical lesson segments demonstrating an understanding of the

    particular steps in the teaching of a concept/element covered in class.

    Written assignment which demonstrates the students understanding of the readings

    and class discussions on the value of early childhood music.

    Lesson plans for different stages of this age group.

    Outcomes:

    The students will demonstrate their ability to provide a good teacher model for this

    age group.

    They will show a growing knowledge of the abilities and requirements of the children.

    They will be able to discuss, communicate ideas and display a growing awareness of

    developmental sequencing appropriate for the youngest children.

  • SUMMER SCHOOL MUSIC PROGRAM

    MATERIALS LEVEL 1 Early Childhood

    5 hours

    Course Content:

    An investigation of the various categories of songs, rhymes and games which are

    appropriate to the 0 to 3 year age group in an Early Childhood music program.

    An analysis of suggested material with guidelines to help teachers choose wisely for

    the children.

    Songs, rhymes and recorded music which allow young children to develop a strong

    feeling for beat and which prepare them for future music learning.

    Songs, rhymes and recorded music which allow young children to respond to a

    variety of moods.

    Listening songs

    The beginning of a song file and retrieval system to allow teachers to categorize and

    organize their resources as an aid to better lesson planning.

    Assessment:

    Preparedness and willingness to participate in class to demonstrate set materials

    Written test which requires the student to write out set materials and to discuss their

    use in a music program for this age group.

    Demonstration that the song file and retrieval system continues to develop

    Outcomes:

    Through performance of the repertoire the students will memorize a body of material

    suitable for this age group and be able to demonstrate it musically and confidently.

    Through analysis, they will begin to understand the attributes of appropriate

    resources for this age group and find it easier and more effective to choose material

    for their classes.

  • SUMMER SCHOOL MUSIC PROGRAM

    PRACTICUM LEVEL 1 Early Childhood

    5 hours

    Course Content:

    An introduction to peer teaching.

    Peer teaching of repertoire appropriate for Early Childhood classes

    Peer teaching of short lesson segments suitable for the age group.

    Assessment:

    Students will prepare a minimum of 4 required segments.

    Peer discussion and analysis of demonstrated techniques.

    Willingness of the student to act as the teacher and the student

    Outcomes:

    The students will demonstrate a growing confidence in the repertoire and the

    teaching techniques under discussion.

    The students will demonstrate a growing ability to plan lesson segments

    which show more understanding of the requirements of children of this age.

  • SUMMER SCHOOL MUSIC PROGRAM

    RESEARCH AND RESOURCES:

    Level 1 Early Childhood 0 to 3 years

    10 hours

    Course Content:

    An investigation of readings relevant to the age group under investigation.

    This could include articles by writers such as Kodaly, Forrai, Piaget, Bruner,

    Gardner, Gordon, Feierabend etc. and recent journal articles relevant to early

    childhood and music education. Viewing of videos demonstrating best

    practice in Early Childhood music programs.

    Assessment:

    Each student will demonstrate their understanding of the material by leading a

    class discussion based on their analysis of a topic expressed in some of these

    sources.

    A written assignment to critically analyse a set piece of research and compare

    it with other research in the area.

    Outcomes:

    The students will gain a more in-depth understanding of the development of

    young children and how this affects the planning and implementing of music

    programs for this age group.

  • SUMMER SCHOOL MUSIC PROGRAM

    Early Childhood Music Level 2

    This 10-day course caters for prep-school teachers, early childhood specialists,

    crche and kindergarten carers, day care providers, parents and all those interested

    in childhood development. It is designed to provide participants with an informed

    understanding of both childhood development and the key role of music in that

    development. The musical skills of the teacher, carer or parent are central to the

    provision of appropriate music-making activities for children. Therefore, participants

    will be involved in the development of their own musical skills. Early Childhood 2 is

    focussed on children aged 3-5 years.

    The curriculum includes:

    Methodology

    Repertoire

    Practicum

    Musicianship

    Choir

    Research Topics

    Required Text books: Forrai, K. Music in Pre School. Clayfield School of Music, Brisbane.

    Participants are required to complete each of the 3 levels of the Early

    Childhood Program in order to be eligible for the Australian Kodly Certificate.

    N.B. Sound Thinking Australia retains the right to cancel the course if there are

    insufficient enrolments.

  • SUMMER SCHOOL MUSIC PROGRAM

    METHODOLOGY LEVEL 2 Early Childhood

    (3 to 5 years)

    15 hours

    Course Content:

    An overview of child development 3 to 5 years.

    The Musical characteristics of children 3 to 5 years

    A spiral curriculum for understanding the musical elements of timbre, tempo,

    dynamics, pitch, rhythm and form appropriate for this age group.

    An overview of the development of musical skills 3 to 5 years.

    Lesson planning long range planning and short term objectives.

    Adult involvement parents and carers.

    Assessment:

    A demonstrated deeper knowledge of Kodalys educational philosophy through

    individual research and group discussion on the writings of Kodaly.

    Written and/or practical lesson segments demonstrating an understanding of the

    particular steps in the teaching of a concept/element covered in class.

    Written assignment which demonstrates the students understanding of the readings

    and class discussions on the value of early childhood music.

    A final written test on work covered in this Level.

    Outcomes:

    The students will demonstrate their ability to provide a good teacher model for this

    age group.

    They will show a growing knowledge of the abilities and requirements of the children.

    They will be able to discuss, communicate ideas and display a growing awareness of

    developmental sequencing appropriate for the youngest children.

  • SUMMER SCHOOL MUSIC PROGRAM

    MATERIALS LEVEL 2 Early Childhood

    5 hours

    Course Content:

    An investigation of the various categories of songs, rhymes and games which are

    appropriate to the 3 to 5 year age group in an Early Childhood music program.

    An analysis of suggested material with guidelines to help teachers choose wisely for

    the children.

    Songs, rhymes and recorded music which allow young children to develop a strong

    feeling for beat and which prepare them for future music learning.

    Songs, rhymes and recorded music which allow young children to respond to a

    variety of moods.

    Listening songs

    The continuation of a song file and retrieval system to allow teachers to categorize

    and organize their resources as an aid to better lesson planning.

    Assessment:

    Preparedness and willingness to participate in class to demonstrate set materials

    Written test which requires the student to write out set materials and to discuss their

    use in a music program for this age group.

    Demonstration that the song file and retrieval system continues to develop

    Outcomes:

    Through performance of the repertoire the students will memorize a body of material

    suitable for this age group and be able to demonstrate it musically and confidently.

    Through analysis, they will begin to understand the attributes of appropriate

    resources for this age group and find it easier and more effective to choose material

    for their classes.

  • SUMMER SCHOOL MUSIC PROGRAM

    PRACTICUM LEVEL 2 Early Childhood

    5 hours

    Course Content:

    Further work in peer teaching.

    Peer teaching of repertoire appropriate for Early Childhood classes.

    Peer teaching of short lesson segments suitable for the age group.

    Assessment:

    Students will prepare a minimum of 4 required segments.

    Peer discussion and analysis of demonstrated techniques.

    Willingness of the student to act as the teacher and the student

    Outcomes:

    The students will demonstrate a growing confidence in the repertoire and the

    teaching techniques under discussion.

    The students will demonstrate a growing ability to plan lesson segments

    which show more understanding of the requirements of children of this age.

  • SUMMER SCHOOL MUSIC PROGRAM

    RESEARCH AND RESOURCES:

    Level 2 Early Childhood 3 to 5 years

    10 hours

    Course Content:

    An investigation of readings relevant to the age group under investigation.

    This could include articles by writers such as Kodaly, Forrai, Piaget, Bruner,

    Gardner, Gordon, Feierabend etc. and recent journal articles relevant to early

    childhood and music education.

    Viewing of videos demonstrating best practice in Early Childhood music

    programs.

    Assessment:

    Each student will demonstrate their understanding of the material by leading a

    class discussion based on their analysis of a topic expressed in some of these

    sources.

    A written assignment to critically analyse a set piece of research and compare

    it with other research in the area.

    Outcomes:

    The students will gain a more in-depth understanding of the development of

    young children and how this affects the planning and implementing of music

    programs for this age group.

  • SUMMER SCHOOL MUSIC PROGRAM

    Primary Classroom Music Pedagogy Level 1/ Early Childhood Level 3

    This 10-day course caters for music specialists in primary schools, classroom

    teachers, studio teachers and other interested people who wish to improve their

    music teaching skills. The classroom music course is designed as a 3-year

    sequential program in the area of Primary Classroom Music Pedagogy. Participants

    are required to complete each of the 3 levels of the Primary Classroom Music

    Pedagogy Program in order to be eligible for the Australian Kodly Certificate.

    Please indicate if you have previously completed components within a specialisation.

    The curriculum includes: Methodology

    Repertoire

    Practicum

    Musicianship

    Choral Conducting

    Choir

    Required Text books:

    Choksy, L. (1999). The Kodly Method. Prentice Hall.

    Forrai, K. (1998). Music in Pre School. Clayfield School of Music, Brisbane.

    Klinger, R. (1990). A guide to lesson planning in a Kodly setting. Clayfield School of

    Music.

    N.B. Sound Thinking Australia retains the right to cancel the course if there are

    insufficient enrolments.

  • SUMMER SCHOOL MUSIC PROGRAM

    METHODOLOGY LEVEL 1 Primary/ LEVEL 3 Early Childhood

    15 hours

    Course Content:

    Methodological sequencing of musical concepts and elements for preschool and lower

    primary necessary for a developmental music program.

    Readiness Music for Preschool.

    Elements: Rhythmic: beat, rhythm

    Melodic: high/low; s-m, l

    An introduction to focus teaching.

    Repertoire suitable for the teaching of the above concepts and elements

    Writing exercises for the lower primary

    Listening activities suitable for this age group.

    Introduction to lesson planning and long range planning.

    Assessment:

    A demonstrated knowledge of Kodalys educational philosophy through individual research

    and group discussion on the writings of Kodaly.

    Written and/or practical lesson segments demonstrating an understanding of the particular

    steps in the teaching of a concept/element covered in class.

    Lesson Plan which demonstrates an understanding of work covered in class.

    Repertoire memorisation.

    Outcomes:

    The students will demonstrate their ability to provide a good teacher model for this age group.

    They will show a growing knowledge of the abilities and requirements of the children.

    They will be able to discuss, communicate ideas and display a growing awareness of

    developmental sequencing appropriate to the children in lower primary.

  • SUMMER SCHOOL MUSIC PROGRAM

    PRACTICUM LEVEL 1 Primary/ LEVEL 3 Early Childhood

    5 hours

    Course Content:

    An introduction to peer teaching.

    Peer teaching of repertoire appropriate for preschool and lower primary classes

    Peer teaching of the rhythmic and melodic elements covered in Methodology 1 Primary.

    Assessment:

    1. Students will prepare a minimum of 4 required segments.

    2. Peer discussion and analysis of demonstrated techniques

    3. Willingness of the student to act as the teacher and the student.

    Outcomes:

    1. The students will demonstrate a growing confidence in the repertoire and the teaching

    techniques under discussion.

    2. The students will demonstrate a growing ability to plan lesson segments which show more

    understanding of the requirements of children of this age.

    .

  • SUMMER SCHOOL MUSIC PROGRAM

    MATERIALS LEVEL 1 Primary/ LEVEL 3 Early Childhood

    5 hours

    Course Content:

    An investigation of the various categories of songs, rhymes and games which are

    appropriate to a lower primary music program.

    An analysis of suggested material with guidelines to help teachers choose wisely for

    this age group.

    Songs, rhymes and recorded music of other cultures.

    Songs, rhymes and recorded music which allow young children to respond to a

    variety of moods.

    Listening songs.

    The continuation of a song file and retrieval system to allow teachers to categorize

    and organize their resources as an aid to better lesson planning.

    Assessment:

    Preparedness and willingness to participate in class to demonstrate set material.

    Written test which requires the student to write out set materials and to discuss their

    use in a music program for this age group.

    NOTE: Early Childhood Level 3 students only will be required to demonstrate

    that their song file and retrieval system have reached an acceptable level.

    They will be expected to perform and discuss all material in their song file.

    Outcomes:

    Through performance of the repertoire the students will memorize a body of material

    suitable for this age group and be able to demonstrate it musically and confidently.

    Through analysis, they will begin to understand the attributes of appropriate

    resources for this age group and find it easier and more effective to choose material

    for their classes.

  • SUMMER SCHOOL MUSIC PROGRAM

    Primary Classroom Music Pedagogy Level 2 This 10-day course caters for music specialists in primary schools, classroom

    teachers, studio teachers and other interested people who wish to improve their

    music teaching skills. The classroom music course is designed as a 3-year

    sequential program in the area of Primary Classroom Music Pedagogy. Participants

    are required to complete each of the 3 levels of the Primary Classroom Music

    Pedagogy Program in order to be eligible for the Australian Kodly Certificate.

    Please indicate if you have previously completed components within a specialisation.

    The curriculum includes: Methodology

    Repertoire

    Practicum

    Musicianship

    Choral Conducting

    Choir

    Required Text books:

    Choksy, L. (1999). The Kodly Method. Prentice Hall.

    Forrai, K. (1998). Music in Pre School. Clayfield School of Music, Brisbane.

    Klinger, R. (1990). A guide to lesson planning in a Kodly setting. Clayfield School of

    Music.

    N.B. Sound Thinking Australia retains the right to cancel the course if there are

    insufficient enrolments.

  • SUMMER SCHOOL MUSIC PROGRAM

    METHODOLOGY LEVEL 2 Primary

    15 hours

    Course Content:

    Methodological sequencing of musical concepts and elements for the middle primary

    school in a developmental music program.

    a) Rhythm:

    b) Metre: 2 and 4 metre

    c) Melodic: do, re, do pentatonic scale and do

    An introduction to M2 and m3 in the context of the Pentatonic

    Scale

    An introduction to letter names.

    An overview of the teaching of FORM in the lower and middle primary school.

    Focus writing and lesson planning for the middle primary school.

    Writing activities for the middle primary school.

    Listening activities for the middle primary school

    Repertoire suitable for the teaching of the above

    Assessment:

    A demonstrated knowledge of Kodalys educational philosophy through individual

    research and group discussion on the writings of Kodaly.

    Written and/or practical lesson segments demonstrating an understanding of the

    particular steps in the teaching of a concept/element covered in class.

    Final written test on work covered in this Level.

    Writing a focus activity as part of a lesson plan for this age group.

    Outcomes:

    The students will demonstrate their ability to provide a good teacher model for this

    age group.

    They will show a growing knowledge of the abilities and requirements of the children.

    They will be able to discuss, communicate ideas and display a growing awareness of

    developmental sequencing appropriate for the middle primary school.

  • SUMMER SCHOOL MUSIC PROGRAM

    PRACTICUM LEVEL 2 Primary

    5 hours

    Course Content:

    Continued development of peer teaching.

    Peer teaching of repertoire appropriate for Middle Primary classes.

    Peer teaching of short lesson segments suitable for the age group.

    Assessment:

    Students will prepare a minimum of 4 required segments.

    Peer discussion and analysis of demonstrated techniques.

    Willingness of the student to act as the teacher and the student

    Outcomes:

    The students will demonstrate a growing confidence in the repertoire and the

    teaching techniques under discussion.

    The students will demonstrate a growing ability to plan lesson segments

    which show more understanding of the requirements of children of this age.

  • SUMMER SCHOOL MUSIC PROGRAM

    MATERIALS LEVEL 2 Primary

    5 hours

    Course Content:

    An investigation of the various categories of songs, rhymes and games which are

    appropriate to a middle primary music program.

    An analysis of suggested material with guidelines to help teachers choose wisely for

    this age group.

    Songs, rhymes and recorded music of other cultures.

    Songs, rhymes and recorded music which allow young children to respond to a

    variety of moods.

    Listening songs.

    The continuation of a song file and retrieval system to allow teachers to categorize

    and organize their resources as an aid to better lesson planning.

    Assessment:

    Preparedness and willingness to participate in class to demonstrate set material.

    Written test which requires the student to write out set materials and to discuss their

    use in a music program for this age group.

    Demonstration that a start has been made on a song file and retrieval system.

    Outcomes:

    Through performance of the repertoire the students will memorize a body of material

    suitable for this age group and be able to demonstrate it musically and confidently.

    Through analysis, they will begin to understand the attributes of appropriate

    resources for this age group and find it easier and more effective to choose material

    for their classes.

  • SUMMER SCHOOL MUSIC PROGRAM

    Primary Classroom Music Pedagogy Level 3 This 10-day course caters for music specialists in primary schools, classroom

    teachers, studio teachers and other interested people who wish to improve their

    music teaching skills. The classroom music course is designed as a 3-year

    sequential program in the area of Primary Classroom Music Pedagogy. Participants

    are required to complete each of the 3 levels of the Primary Classroom Music

    Pedagogy Program in order to be eligible for the Australian Kodly Certificate.

    Please indicate if you have previously completed components within a specialisation.

    The curriculum includes: Methodology

    Repertoire

    Practicum

    Musicianship

    Choral Conducting

    Choir

    Required Text books:

    Choksy, L. (1999). The Kodly Method. Prentice Hall.

    Forrai, K. (1998). Music in Pre School. Clayfield School of Music, Brisbane.

    Klinger, R. (1990). A guide to lesson planning in a Kodly setting. Clayfield School of

    Music.

    N.B. Sound Thinking Australia retains the right to cancel the course if there are

    insufficient enrolments.

  • SUMMER SCHOOL MUSIC PROGRAM

    METHODOLOGY LEVEL 3 Primary

    15 hours Course Content:

    Methodological sequencing of musical concepts and elements for the upper primary school in

    a developmental music program.

    a) Rhythm:

    3 metre, anacrusis external and internal

    Compound time signatures

    b) Melodic: l, s, - extended pentatony and la pentatony

    Introduction to pentatonic tri-chords/ intervals in the tri-chords.

    f, and t

    Repertoire suitable for the teaching of these concepts and elements.

    More detailed work in strategy writing.

    An overview of the primary school developmental music program.

    Practice activities: (a) written; (b) improvisation; (c) dictation; (d) reading.

    An extension of listening activities suitable for the age group.

    Assessment:

    A demonstrated deeper understanding of Kodalys educational philosophy through individual

    research and group discussion on the writings of Kodaly.

    Written and/or practical lesson segments demonstrating an understanding of the particular

    steps in the teaching of a concept/element covered in class.

    Final written test on work covered in this Level.

    Lesson Plans which demonstrate an understanding of sequentially based learning.

    Writing a strategy.

    Outcomes:

    The students will demonstrate their ability to provide a good teacher model for this age group.

    They will show a deeper knowledge of the abilities and requirements of the children.

    They will be able to discuss, communicate ideas and display a growing awareness of

    developmental sequencing appropriate for the upper primary school.

  • SUMMER SCHOOL MUSIC PROGRAM

    PRACTICUM LEVEL 3 Primary

    5 hours

    Course Content:

    Continued development of peer teaching.

    Peer teaching of repertoire appropriate for Upper Primary classes.

    Peer teaching of short lesson segments suitable for the age group.

    Assessment:

    Students will prepare a minimum of 4 required segments.

    Peer discussion and analysis of demonstrated techniques.

    Willingness of the student to act as the teacher and the student

    Outcomes:

    The students will demonstrate a growing confidence in the repertoire and the

    teaching techniques under discussion.

    The students will demonstrate a growing ability to plan lesson segments

    which show more understanding of the requirements of children of this age.

  • SUMMER SCHOOL MUSIC PROGRAM

    MATERIALS LEVEL 3 Primary

    5 hours

    Course Content:

    An investigation of the various categories of songs, rhymes and games which are

    appropriate to an upper primary music program.

    An analysis of suggested material with guidelines to help teachers choose wisely for

    this age group.

    Songs, rhymes and recorded music of other cultures.

    Songs, rhymes and recorded music which allow young children to respond to a

    variety of moods.

    Listening songs.

    The continuation of a song file and retrieval system to allow teachers to categorize

    and organize their resources as an aid to better lesson planning.

    Assessment:

    Preparedness and willingness to participate in class to demonstrate set material.

    Written test which requires the student to write out set materials and to discuss their

    use in a music program for this age group.

    Demonstration that the students have developed their song file and retrieval system

    to an acceptable level. Students will be expected to perform and discuss all material

    in their song file.

    Outcomes:

    Through performance of the repertoire the students will memorize a body of material

    suitable for this age group and be able to demonstrate it musically and confidently.

    Through analysis, they will begin to understand the attributes of appropriate

    resources for this age group and find it easier and more effective to choose material

    for their classes.

  • SUMMER SCHOOL MUSIC PROGRAM

    Secondary Classroom Music Pedagogy Level 1

    This 10-day course caters for music specialists in secondary schools, studio

    teachers and other interested people who wish to improve their music teaching skills.

    The classroom music course is designed as a 3-year sequential program in the area

    of Secondary Classroom Music Pedagogy. Participants are required to complete

    each of the 3 levels of the Secondary Classroom Music Pedagogy Program in order

    to be eligible for the Australian Kodly Certificate. Please indicate if you have

    previously completed components within a specialisation.

    The curriculum includes:

    Methodology

    Repertoire/ Materials

    Practicum

    Musicianship

    Choir

    Choral Conducting

    Details for each of these course components are to be found below. Information on

    Musicianship and Choral Conducting levels are found on the specific relevant pages

    under those headings.

    Required Text books: Choksy, L. (1999). The Kodly Method. Prentice Hall.

    Johnson, J.(1998). Music for all. Clayfield School of Music.

    Klinger, R. (1990). A guide to lesson planning in a Kodly setting. Clayfield School of

    Music.

    N.B. Sound Thinking Australia retains the right to cancel the course if there are

    insufficient enrolments.

  • SUMMER SCHOOL MUSIC PROGRAM

    METHODOLOGY LEVEL 1 SECONDARY

    15 hours Course Content:

    Methodological sequencing of musical concepts and elements for a lower secondary aural

    based music program.

    Pitch: drm, s, l, d, Treble clef letter names, Tonal centres = F, G and C

    Rhythm: Beat and rhythm, Patterns in simple time using:

    Metre: Simple duple, simple quadruple, simple triple

    Repertoire suitable for the teaching of the above concepts and elements including part work

    Canons in up to 4 parts and melodic and rhythmic ostinati.

    An understanding of the overall philosophy of a developmental music program based on

    Kodaly concepts.

    Teaching older beginners with particular attention to the changing voice.

    Managing classes of mixed ability and experience.

    Investigating the use of a teaching focus and its relevance to strategy writing.

    An introduction to tone set analysis.

    Using repertoire and games effectively with this age group.

    Assessment:

    A demonstrated knowledge of Kodalys educational philosophy through individual research

    and group discussion on the writings of Kodaly.

    Written and/or practical lesson segments demonstrating an understanding of the particular

    steps in the teaching of a concept/element covered in class.

    Outcomes:

    The students will demonstrate their ability to provide a good teacher model for this age group.

    They will show a growing knowledge of the abilities and requirements of lower secondary

    students.

    They will be able to discuss, communicate ideas and display a growing awareness of

    developmental sequencing appropriate to the children in lower secondary.

  • SUMMER SCHOOL MUSIC PROGRAM

    PRACTICUM LEVEL 1 SECONDARY

    5 hours Course Content:

    An introduction to peer teaching.

    Peer teaching of repertoire appropriate for Lower Secondary classes.

    Peer teaching of short lesson segments suitable for the age group.

    Assessment:

    Students will prepare a minimum of 3 required segments.

    Peer discussion and analysis of demonstrated techniques.

    Willingness of the student to act as the teacher and the student

    Outcomes:

    The students will demonstrate a growing confidence in the repertoire and the teaching

    techniques under discussion.

    The students will demonstrate a growing ability to plan lesson segments which show more

    understanding of the requirements of children of this age.

  • SUMMER SCHOOL MUSIC PROGRAM

    MATERIALS LEVEL 1 SECONDARY

    5 hours Course Content:

    An investigation of the various categories of songs, rhymes and games which are appropriate

    to a lower secondary music program.

    An analysis of suggested material with guidelines to help teachers choose wisely for this age

    group.

    Songs, rhymes and recorded music of other cultures.

    Songs, rhymes and recorded music which allow young children to respond to a variety of

    moods.

    Listening songs.

    The beginning of a song file and retrieval system to allow teachers to categorize and organize

    their resources as an aid to better lesson planning.

    Assessment:

    Preparedness and willingness to participate in class to demonstrate set material.

    Written test which requires the student to write out set materials and to discuss their use in a

    music program for this age group.

    Outcomes:

    Through performance of the repertoire the students will memorize a body of material suitable

    for this age group and be able to demonstrate it musically and confidently.

    Through analysis, they will begin to understand the attributes of appropriate resources for this

    age group and find it easier and more effective to choose material for their classes.

  • SUMMER SCHOOL MUSIC PROGRAM

    Secondary Classroom Music Pedagogy Level 2

    This 10-day course caters for music specialists in secondary schools, studio

    teachers and other interested people who wish to improve their music teaching skills.

    The classroom music course is designed as a 3-year sequential program in the area

    of Secondary Classroom Music Pedagogy. Participants are required to complete

    each of the 3 levels of the Secondary Classroom Music Pedagogy Program in order

    to be eligible for the Australian Kodly Certificate. Please indicate if you have

    previously completed components within a specialisation.

    The curriculum includes:

    Methodology

    Repertoire/ Materials

    Practicum

    Musicianship

    Choir

    Choral Conducting

    Details for each of these course components are to be found below. Information on

    Musicianship and Choral Conducting levels are found on the specific relevant pages

    under those headings.

    Required Text books:

    Choksy, L. (1990). The Kodly method. Prentice Hall.

    Tacka, P. and Houlihan, M. (1995). Sound thinking (Vol. 1). Boosey & HAwkes.

    N.B. Sound Thinking Australia retains the right to cancel the course if there are

    insufficient enrolments.

  • SUMMER SCHOOL MUSIC PROGRAM

    METHODOLOGY LEVEL 2 SECONDARY

    15 hours Course Content:

    An investigation of the various categories of songs, rhymes and games which are appropriate

    to a middle secondary music program.

    An analysis of suggested material with guidelines to help teachers choose wisely for this age

    group.

    Songs, rhymes and recorded music of other cultures.

    Songs, rhymes and recorded music which allow young children to respond to a variety of

    moods.

    Listening songs.

    The continuation of a song file and retrieval system to allow teachers to categorize and

    organize their resources as an aid to better lesson planning.

    Assessment:

    Preparedness and willingness to participate in class to demonstrate set material.

    Written test which requires the student to write out set materials and to discuss their use in a

    music program for this age group.

    Demonstration that the song file and retrieval system continue to develop.

    Outcomes:

    Through performance of the repertoire the students will memorize a body of material suitable

    for this age group and be able to demonstrate it musically and confidently.

    Through analysis, they will begin to understand the attributes of appropriate resources for this

    age group and find it easier and more effective to choose material for their classes.

  • SUMMER SCHOOL MUSIC PROGRAM

    PRACTICUM LEVEL 2 SECONDARY

    5 hours Course Content:

    Continued development of peer teaching.

    Peer teaching of repertoire appropriate for Middle Secondary classes.

    Peer teaching of short lesson segments suitable for the age group.

    Assessment:

    Students will prepare a minimum of 4 required segments.

    Peer discussion and analysis of demonstrated techniques.

    Willingness of the student to act as the teacher and the student

    Outcomes:

    The students will demonstrate a growing confidence in the repertoire and the teaching

    techniques under discussion.

    The students will demonstrate a growing ability to plan lesson segments which show more

    understanding of the requirements of children of this age.

    An introduction to peer teaching.

    Peer teaching of repertoire appropriate for Lower Secondary classes.

    Peer teaching of short lesson segments suitable for the age group.

  • SUMMER SCHOOL MUSIC PROGRAM

    MATERIALS LEVEL 2 SECONDARY

    5 hours Course Content:

    An investigation of the various categories of songs, rhymes and games which are appropriate

    to a middle secondary music program.

    An analysis of suggested material with guidelines to help teachers choose wisely for this age

    group.

    Songs, rhymes and recorded music of other cultures.

    Songs, rhymes and recorded music which allow young children to respond to a variety of

    moods.

    Listening songs.

    The continuation of a song file and retrieval system to allow teachers to categorize and

    organize their resources as an aid to better lesson planning.

    Assessment:

    Preparedness and willingness to participate in