TheSingingVoice:OurPrimaryInstrument

NewJerseyMusicEducationAssociation

Friday,February23,20182:30–3:45

RogerSamsDirectorofPublicationsand

MusicEducationConsultantatMusicIsElementary5228MayfieldRd.

Cleveland,OH44122(800)888-7502

Roger@MusicIsElementary.com

www.MusicIsElementary.com

BowWowWowfromPurposefulPathways2

UsedwithPermissionPATHWAYTOMovementPlay:Traditionalsinginggame

• Studentsstandinacircle,withpairsfacingeachother.• Theystomptheirfeetthreetimeswhensingingthe“Bow,wow,wow”motive.They

gesture,movingtheirhandsapartwiththepalmsfacingup,tofillintherest.• Theyclaphandsthreetimeswhilesinging,“Whosedogartthou?”andthengesturefor

therest.Thisgesturewillresembleagesturemadewhenaskingaquestion,likeashrug.• Partnersjoinhandsandduring“LittleTommyTucker’sdog,”theystepleft,rotating

togetheruntiltheytradeplaces.• Onthefinal“Bow,wow,wow,”studentsstepinplacethreetimes,andonthelastbeatof

thesongbothplayersjumpandturnaroundtofaceanewpartner.Thesongbeginsagainwithnewpartners.

• Repeatuntileveryonereturnstotheiroriginalpartner.• Noovertsinginginstructionoccurs.Studentslearnthesongwhileplayingthegame.

PATHWAYTOEnsemble:ChordbordunwithUTPostinato• PattheBX/BMbordunpattern.Thestudentsjoinyouwhenready.(simultaneous

imitation)

• TransfertoBX/BMandputtogetherwithsinging.• Readtherhythmforthehanddrumpart(clapping).

• Dividetheclassinhalf.Halfsingsthesong.Halfclapstheostinato.Tradeparts.• Transfertohanddrum.• Dividetheclassinhalf.Halfdrums.Halfsingsthesong.Tradeparts.• Putitalltogether.

PATHWAYTORhythmicImprovisation:4-beatpatterns

• Singthemelodicpattern,fourtimesfollowedbysilentlycountingtofour.

• Studentsjoinyou,singingthepatternandcountingfourbeatsbetween.• Studentssingthepattern.Youmodelrhythmicimprovisationusingyour“dogvoice”

(barking,growling,whining,etc.)duringthemeasuresofrest.Besuretokeepitrhythmicanduserhythmsthatarewithintherhythmicvocabularyofthestudentsatthisdevelopmentalphase.

• Yousingthepatternandthestudentsimproviseintheir“dogvoices.”• Pairthestudentsupanddistributethepairsaroundtheroom.Onestudentisthe

“singer”theotheristhe“dog”.Tradeparts.Repeatmultipletimestogivethestudentslotsofpractice.

• Repeattheprocess,butnowuseBPrhythmicimprovisationinsteadof“dogvoices.”

• Considercreatingasatisfyingformwiththesong.ItmightbeABAformoritcouldbeaGrandRondo,whichwouldallowtheopportunityforassessmentofin-tunesingingand/orimprovisationalskills.

PATHWAYTOMelodicImprovisation:4-beatpentatonicmotives• Teachthestudentstoplaythemelodicmotivefor“Doggie,doggie,where’syourbone?”

• Modelimprovisinga4-beatpatternusingonlythepitchdoduringthefourbeatsofrest.• Tradejobs.Youplaythemelodicmotiveandthestudentsimproviseafour-beatpattern

ondo.• Dividetheclassinhalf.Halftheclassplaysthemelodicpattern.Theotherhalfofthe

classimprovisesondo.Tradejobs.• Extendthemelodicimprovisationtodoremi.• Next,practiceimprovisationscontainingmisola.• Finally,theimprovisationscanusethefullpentatonictoneset.• Considerpairingthestudents,asyoudidfortherhythmicimprovisation.• Createasatisfyingfinalformwiththestudents.

LittleTommyTinkerfromPurposefulPathways2

UsedwithPermission

PATHWAYTOLiteracy:4 h 2 1 doremisodo'• Studentsreadtherhythmofthesong. • Studentsreadthemelodyfromsticknotation,usingsolfaandhandsigns.

• Transferthemelodytothestaffandsinginsolfa.

PATHWAYTOPartwork:Singingaround

• Whenthestudentsareabletosingthesongconfidentlyusingsolfawithoutyoursupport,dividetheclassinhalfandsingthesonginaroundateightbeats.Besuretotradewhichgroupentersfirst.

• Addthetextandsinginaroundagain.

• Ifthestudentsareabletosinginatwo-partround,givethemanadvancedchallengeand

dividetheclassintofourgroups.Ina4-partroundtheentrancesareeveryfourbeats,ratherthaneight.

PATHWAYTOEnsemble:Movingbordun,melodicostinatoandrhythmicostinato

• ModeltheBPostinato.Jumpupandlandonyourfeetina“surprise”shapeonthe“Ouch!”Studentsjoininwhentheyareready.(simultaneousimitation)

• StudentsperformtheBPostinatowhileyousingthesong.(Establishtheostinatowith

thestudentsbeforeyoucomein.)• Dividetheclassinhalfandperformintwoparts.Tradejobs.

• TakeawaythetextfortheBPostinato.ThinkthetextandperformtheBPostinato.Combinewiththesong.

• ModelhowtopattheBXmovingbordun.Thestudentsjoinin(simultaneousimitation)whentheyareready.Besuretomovetheupperhandtotheoutsideoftheleg,torepresentmovingtotheA.

• TransfertoBX/BMandperformwithsingers.• PutBX/BM,BP,andsingerstogether.• Studentslistentoyousing(solfa)theSXostinatoseveraltimes.• Pointtothepitchesofthismelodicostinatoonthesolfatoneladderandthestudents

singwhatyoupointto.• ClassnotatestheSXostinato.Rhythmfirstandthensolfa.

• AcclimatethestudentstoC=dopentatoniconthebarredinstrumentsusingsolfaecho

patterns.• Havethestudentsfigureouthowtoplaythismelodicostinato.(HINT:Iftheyusetwo

lefthandstrokesinarowforthefirsttwonotesofthepattern,therestofthepatternflowsnicelyalternatinghands.)

• Oncethestudentscanplaythemelodicostinato,haveasmallgroupofstudentsplayitwhiletherestoftheclasssingsthesong.Repeatsothatallstudentshaveachancetoplaythemelodicostinato.

• Onceallthestudentshaveplayedthemelodicostinato,dividethestudentsuptocoveralloftheparts.Remembertohavealargegroupofsingers.WhenyouareaccompanyingsongswithOrffinstrumentsthesingingisalwaysthemostimportantpart.

• Rotatethestudentsthroughthegroups.

MyHatItHasThreeCorners

fromtheupcomingpublication,PurposefulPathways4UsedwithPermission

PATHWAYTOAudiation:Learningthesongandeliminatingwords

• StudentsperformathreepatterninBP(pat,clap,snap)whileyousingthesong.• Studentslearnthesongthroughechoimitation,whilepattingathreepattern.

• Studentssingtheentiresongwhilekeepingthethreepattern.• Studentscreategesturesorshapestorepresent“hat”,“three,”and“corners.”Theysing

thesongwiththemovementtheycreated.• Studentssingthesong,audiatingtheword“hat”withtheirgestureeverytimeitoccursin

thesong.• Studentssingthesong,audiatingthewords“hat”and“corners.”• Studentssingthesong,audiatingthewords“hat,“corners,”and“three.”• Studentsaudiatetheentiresongwhileperformingtheirgesturesorshapes.

PATHWAYTOPartwork:MelodywithcountermelodyandBPostinato

• Studentsreadtherhythmofthecountermelody.

• Studentssinginsolfawhilereadingfromthestaff.• Studentssingthecountermelodyfromsolfanotation.

• Studentssingthecountermelodyinsolfawhilereadingfromthestaff.• Studentssingthecountermelodywiththetext.• Studentssingthecountermelodywhileyousingthemelody.• Dividetheclassinhalf.Halfsingsthemelodywhiletheotherhalfsingsthe

countermelody.TradeParts.

• PerformtheBPostinatowithtext.Askthestudentstojoinyouwhentheyareready.• StudentsperformtheBPostinatowhileaudiatingthetext.• StudentsperformtheBPostinatowhileyousingthemelodyorcountermelody.• Dividetheclassintothreegroups:melody,countermelody,BPostinato• Rotatethestudentsthroughthethreegroups.

PATHWAYTOEnsemble:I-Vaccompaniment

• StudentsreadtheBX/BMpart,singingsolfaandpattingtheirlegsappropriatelytoprepareforplayingthebarredinstruments.

• StudentssingandpattheBX/BMpartwhileyousingthemelody.• Dividetheclassinhalf.HalfsingsandpatstheBX/BMpart.Halfsingingthemelody.Trade

parts.• TransferBX/BMparttobarredpercussion.• StudentssingtheBX/BMpart,usingromannumerals.(I-V)• TeachorreviewthepitchesintheIchordandtheVchordintheKeyofC.

• Dividethestudentsintothreegroups.AllthreegroupsplaytheirassignedpitchestotherhythmoftheBX/BMpart.

o SopranoxylophonesplayEontheIchordandDontheVchord.o AltoxylophonesplayGontheIchordandBontheVchord.o Bassxylophonesandmetallophonesplaythechordroots,aswritten.

• Whenthestudentsaresecureplayingtheirchordtonesonthesamerhythm,havetheSXandAXplayersswitchtotherhythmwritteninthescore.(hh4)

• Putthebarredinstrumentchordalaccompanimenttogetherwithsingers.• Addthecountermelody,eitherasasecondsungpartoraGLdescant.• AddtheBPostinatoandperformtheentireorchestration,orusestudentcreatedBP

ostinatocompositions.