UMEA 2015 Boogie With Books Jill DeVilbiss, Irene Tullis...

UMEA 2015 Boogie With Books

Jill DeVilbiss, Irene Tullis Sponsored by UAOSA

www.uaosa.org

Jill DeVilbiss [email protected]

Irene Tullis [email protected]

https://sites.google.com/site/jilldevilbiss/home Grade: Second Grade Activity Title: The Tailor and the Mouse Standard I: Develop a sense of self Objective 3: Develop and use skills to communicate ideas, information and feelings.

a: Express personal experiences and imagination through dance, storytelling, music, and visual art.

Reading: Literature Standard 2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Background Information: “The Tailor and the Mouse” is an English folk song that is around 300 years old. In times past, tailors were often ridiculed and thought to be tight fisted and scheming. Invitation to Learn: Ask the students, “What kind of pet do you have? Well, there was a tailor who had a mouse for a pet.” Read the book, The Tailor and the Mouse.

Materials q The Tailor and the Mouse, by John Feierabend and James McGann ISBN: 978-1-57999-903-

2 q Music (listed below) q Creating lyrics page q Orff Instruments Instructional Procedures

1. Sing the song to the students and ask them to retell the story. 2. Echo teach the song to the students.

3. Practice singing and walking. (Show the beat in your feet.) 4. Practice taking three steps and bow on fourth beat. 5. Try four steps backwards. 6. Find a partner and teach sashay. 7. With a partner, stand in two lines facing each other. (Reel style) 8. Try measures 1-‐4 with movement. 9. Discuss head and foot of the lines, or head couple and foot couple. 10. Teach movement for measures 5-‐8 with the head couple sashaying to bottom and

forming a bridge. 11. Teach how to “Peel the Banana” Practice measures 9-‐16. 12. Put whole song and movement together. 13. Invite children to create their own lyrics.

There was a (boy/girl) had a (pet) Hi diddle um kum feedle. They (something that ends with a word that rhymes with their pet.) Hi diddle um kum feedle.

14. Invite students to share by singing their verse. (All students should join on the “Hi diddle um kum feedle” and chorus.)

Assessment Suggestions:

ü Could the student retell the story and explain the main ideas? ü Did the student express their own experience or imagination through creating

new lyrics for The Tailor and the Mouse? Extension Activity: Add Orff instruments (see below) Web Resources: Shirley Collins singing “The Tailor and the Mouse” https://www.youtube.com/watch?v=Pd6DGE_s0js Another version: https://www.youtube.com/watch?v=JTZaNLe0v5M Burl Ives singing: https://www.youtube.com/watch?v=70ahMAlnM-Q

The Tailor and the Mouse

New words by _________________________ There was a ______ who had a _____________ Hi diddle um kum feedle They _________________________________ Hi diddle um kum feedle

Grade: Fourth Grade Activity Title: Water Dance Standard III: The student will create music through improvising, arranging, and composing. Objective 2: Express Ideas, thoughts, emotions aesthetically through singing, playing, and/or creating.

a. Exhibit through music an appreciation for the subtle beauties inherent in everyday life.

b. Balance reason and emotion in creating, practicing, and performing. Science: Standard 1 Students will understand that water changes state as it moves through the water cycle. Objective Describe the water cycle.

Background Information In this lesson the students will be working in cooperative learning groups. Your knowledge

of the students will be essential as the groups are being formed. Place students in groups where they will be the most successful and where the most learning will occur.

Invitation to Learn

Read together the Water Dance, by Thomas Locker. Discuss any questions and share any comments the students may have.

Materials q Water Dance, by Thomas Locker ISBN: 9 780152 163969 q Cards for groups q Task Card q Barred percussion instruments (or other pitched instruments)

Instructional Procedures

1. Create as a class a tune for “I am water. This is my dance through our world.” Follow the same steps the students will follow.

• Speak with an audible steady beat. Decide the rhythm and write it on the card.

• Decide on Tempo and Dynamic markings

• Choose solfege notes and change to absolute note names

• Choose a barred percussion instrument and play it. Sing along

2. Divide the class into 12 groups.

3. Assign each group one page of the book.

4. Ask the students to follow the task card. For students who need a challenge, asked them to write their composition in traditional notation.

5. When they are finished have them share their composition with the class.

6. Read the book again and add their compositions.

7. Invite the students to add movement to illustrate their composition.

Assessment Suggestions

ü Did the students exhibit through their composition the subtle beauties of the water cycle?

ü Did the students balance reason and emotion while composing, practicing, and performing?

ü See Rubric

Additional Resources The Wheel of the Water, song by Tom Chapin Websites Students can make their own water cycle wheel. http://www.epa.state.il.us/kids/fun-

stuff/water-cycle/index.html Water science for schools. http://ga.water.usgs.gov/edu/watercycle.html

The Water Dance Composition

1. Speak your sentence together with an audible steady beat. Decide on the rhythm and write it on the card.

2. Look at the picture. Based on your interpretation, decide your tempo and dynamic marking. Write it in the upper left corner of your card.

3. Choose notes (do, re, mi, so, or la) to put above your rhythm. Change the solfege to absolute note names. (Remember that do is G. Steps are easier to sing and play than skips.)

4. Choose a barred percussion instrument that fits the character of your composition.

5. Practice your composition with singing and on the barred percussion instrument. Make any changes you would like.

6. Share with the class.

Water Dance Composition Rubric

Task 3 2 1 0 Create a tune for the words on an assigned card.

We created a piece of music with sensitivity to the text and the painting that accompanied the book.

We created a piece of music but it did not fit the picture or the text.

We did not create a piece of music. It was simply noise.

We were not given the opportunity to create a piece of music.

Work with a partner or group.

Our work together was exemplary. We shared ideas and created something that we couldn’t have created alone.

Our work together was acceptable. We could have done just as well alone.

Our work together was deficient. It would have been better if we worked alone.

I did not work with a group

Irene Tullis [email protected] Grade: First – Second Activity Title: Chinese New Year Celebration Elementary Music Standards: Standard I: Develop the voice and body as an instrument of musical expression Objective 3: Discover how songs, singing games and dances relate to family and friends.

c: Sing songs that express cultures and traditions…of family and friends Standard II: Play instruments as a means of musical expression Objective 1: Discover and demonstrate sounds on various simple percussion instruments from

the classroom and various cultures b: Add instrumental sounds to known songs from various cultures

Objective 2: Demonstrate the ability to play instruments accurately a: Judge success in keeping a steady beat and in starting and stopping together Reading: Literature Standard 2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Tikki Tikki Tembo by Arlene Mosel Background Information: This book was introduced to me by my mother when she was teaching 2nd grade. The book tells the story of a Chinese boy with a great long name who fell into a well and nearly lost his life because of it, which explains why Chinese names are so short today. The story is similar to the American folksong that I sang at girls camp that tells of a boy named Eddie Kucha Kacha Kama Tosa Nara Tosa Noma Sama Kama Wacky Brown who also fell into a well and didn't have as happy an ending. There are some who question the origin of the folk tale saying that it is more closely aligned with Japanese culture. Still, it is a story that is pleasing to children and lends itself well to many musical experiences. Invitation to Learn: Ask the students; “What holiday is coming up really soon?” They will, of course tell you that it is Valentine’s Day. Then explain that there are billions of people that think that there is another very important holiday coming up soon. It is celebrated in all over western Asia. The holiday is Chinese New Year.

Materials q Tikki Tikki Tembo, retold by Arlene Mosel ISBN: 0-030-12711-4 q Tone bars in the G pentatonic scale and mallets q Soprano and/or alto xylophones, if needed for extension activity

q Music (listed below) Instructional Procedures:

1-‐ Bow to the students and greet them with “Gung hey fat choy” -‐ one Chinese version of “Happy New Year”

2-‐ Introduce the book Tikki Tikki Tembo by telling the students that it is about two Chinese brothers; Chang and Tikki tikki tembo-‐no sa rembo-‐chari bari ruche-‐pip peri prmbo.

3-‐ Sing the song and as the students are listening, have them pat the beat on their laps.

4-‐ Teach the song by rote. 5-‐ Introduce the bells – teach: Floor position (bell and mallet on the floor in front of the student), rest position (both hands holding the mallet, one on the stick the other on the head), ready position (hand holding the stick, poised above the bell ready to bounce the mallet head in the middle of the bell on the beat). If you wish to extend the Chinese theme, (and mollify the sound) you can use chopsticks as the mallets. 6-‐ Sing the song while keeping a steady beat on the bells

7-‐ Read the story to the children. Pause each time that the name Tikki Tikki Tembo is written (and any time that you can add it) and allow the children to sing the song while accompanying themselves with the bells played on the beat.

Assessment Suggestions: ü Were the children able to sing the name of Tikki Tikki Tembo… in a light, clear voice as they played a steady beat on the bell?

ü Did the children gain the ability to have a musical instrument at their disposal and play it only at the appropriate times?

Extension Activity: Flip back through the book and ask the children how the characters felt in the different parts of the book. Improvise an oriental sounding piece using the G pentatonic scale on the xylophone. Give the children a small kite, fan or wind-wand as a dance prop. Tell the children that they are to freeze and listen to the music for ten seconds, then they are to show with their feet and their dance prop how the music makes them feel. Create different moods thus allowing the children to express different emotions. After you have demonstrated the improvisation, allow two or three students to play the xylophones. Have the students decide among themselves what type of song they are going to play (sad, happy, silly, sneaky…). Rotate the students so that each child will have a chance to do both of the activities

The Dancing Dragon by Marcia Vaughan Background Information: “Ba-boom! Go the drums. Pop! Go the firecrackers. Unfold this book and join in the fun of a Chinese New Year Celebration.” This is the statement from the back of this delightful book introducing a very important part of the celebration! Invitation to Learn: Ask the students; “What holiday is coming up really soon?” They will, of course tell you that it is Valentine’s Day. Then explain that there are billions of people that think that there is another very important holiday coming up soon. It is celebrated in China. The holiday is Chinese New Year.

Materials q Music (listed below) q The Dancing Dragon by Marcia Vaughan ISBN: 1-57255-134-8 q Percussion template (below) q Percussion ensemble instruments for the dragon dance

Instructional Procedures: The Dancing Dragon 1-‐ Bow to the students and greet them with “Gung hey fat choy” 2-‐ Explain that a big part of the celebration of Chinese New Year is a parade that includes bigger than life dancing lions and dragons. 3-‐ Read the book (I would suggest that you practice reading the book as you are unfolding the pages).

4-‐ Refer back to the pages in the book that showed the musicians accompanying the dancing lion and dragon.

5-‐ Show a video of a dragon dance. You can use the link below or find another one online. Ask the children to watch and listen to the music that the dragon dancers are dancing to. What instruments do they hear? Are the musicians just randomly banging or can they hear the patterns that make up the music?

6-‐ Remind the students that “Rhythm is made from the words we say or sing.” Ask the children to repeat the words that are used for each of the instruments in the percussion piece below.

7-‐ Pass out the instruments and remind the children that they will have many chances to play the instruments and that when the instruments are in floor position, they are silent.

8-‐ All of the parts should be practiced by all of the children. When you are rehearsing with a section, have that section use their instrument and have all of the other children play “air instruments”. Remind the children that their instrument really enjoys hearing their voice say their part. After each part is practiced, practice the ensemble. Rotate the children through each section so that they can experience playing all of the instruments. 9-‐ Divide the class in half. Keep half of the class on the instruments. The other half of the children are the dancers. Remind the dancers that they tell the story of their dance with their feet not their mouths. ENJOY the performance, trade parts and ENJOY again.

Web Resources: Dragon Dance Competition – Good video of the instrumentalists at the beginning https://www.youtube.com/watch?v=dTDc6bg0fm8 Lion Dance Competition – Great Percussion: 21:30 – 26:ish (there are other good spots if you want to preview the rest of the hour and half video) :D https://www.youtube.com/watch?v=mmWWB1HDGCs Possible percussion ensemble: Grade: Fifth Grade – Recorder Class

Activity Title: Martin Luther King Jr Elementary Music Fifth Grade Standards: Standard I: Develop the voice and body as an instrument of musical expression Objective 3

Discover how songs, singing games, and dances relate to various cultures in the history of the United States. (See Social Studies Core)

a. Share songs, instruments, and music enjoyed by various cultures in the history of the United States. b. Describe how music is used by cultures in U.S. history. Standard II: Play instruments as a means of musical expression Objective 2 Perform independently or with others simple melodies and accompaniments on classroom instruments.

a. Evaluate success in playing with a beautiful tone, starting and stopping together, keeping a steady beat, and at indicated volume and tempo on a variety of classroom instruments. b. Judge success in playing simple melodies on the recorder or keyboard by rote and/or note reading. Standard III: The student will create music through improvising, arranging, and composing. Objective 1

a. Improvise simple rhythm and/or melody patterns to echo back and forth, and manipulate in a variety of ways to effect different textures, first with the voice and then with found sounds or instruments. c. Create variations in the texture of a song. Strategy Example: Consider creating a canon, descant, partner song, harmony part, ostinato, etc.

Martin's Big Words by Doreen Rappaport

Background Information: The civil rights movement of the 1960's was poignantly focused in the valiant life and tragic death of Martin Luther King Jr. This book is a springboard into a good discussion of the times and a musical tribute built around a song sung by the marchers and a student built percussion accompaniment. Invitation to Learn: Ask the students; “What do the handicap parking places in front of our school and school integration of the 1960's have in common? Both are a direct result of the Civil Rights Movement. “Dr. Martin Luther King Jr. cared about all Americans; he cared about people all over the world.” He said; “Everyone can be great.” Which one of you is not part of “everyone”? Was Martin Luther King talking to you?

Materials q Martin's Big Words by Doreen Rappaport ISBN: 0-439-40511-4 q Music (listed below) q Percussion ensemble template q Soprano Recorders q Unpitched percussion instruments: if possible, have part one use metal, the second use woods and the third use drums.

Instructional Procedures: Ask the invitation questions and have a short discussion of the far-‐reaching effects of Dr. King. Did his dreams end, or did they become stronger when he was assassinated? 1-‐ Read the book, or show the video of the book being read. 2-‐ What are the big words that you remember? Write them down to be used later. 3-‐ Remember the many times in the book that it stated that “Martin

walked...talked...sang... and prayed with them.” There were many, many songs written and sang on those marches. One song was “This Little Light of Mine.

4-‐ Play one, or a portion of one of the versions of “This Little Light” listed below.

5-‐ Pass out the music and sing the song. Discover the construction of the phrases of the song (A A-‐1 A B). Identify the pitches and the fingering for each pitch. Echo-‐play the same and then the similar motifs in each of the first three phrases. Discover the melodic contour of the final (B) phrase of the song. Play the piece on the recorder. Divide the class; one half, play the recorder one half sing the song.

6-‐ Build a percussion ostinato accompaniment using Martin's Big Words and the percussion template.

7-‐ Assign the percussion parts to instruments. All of the parts should be practiced by all of the students. When you are rehearsing with a section, have that section use their instrument; all of the other students play “air instruments”. Remind the students that their instruments really enjoy hearing their voice say the part as they play their part. After each part is practiced, practice the ensemble. Rotate the children through each section so that they can experience playing all of the instruments.

8-‐ Divide the students into three groups: vocal, recorder and percussion accompaniment. Rotate through so that each group is able to practice all three parts as an ensemble.

Assessment Suggestions:

1-‐ Are the students able to relate the song, its words, and the percussion

accompaniment to the history of the 1960's and the civil rights movement?

ü Are the students able to play the song on their recorder with correct breathing technique, correct fingering and rhythm?

ü Are the students able to accompany the song with correct technique on the percussion instruments? Does the song have a musical cohesion?

Web Resources: This Little Light of Mine – Tana Gospel Choir – youth choir, published October 2014 https://www.youtube.com/watch?v=mer-ijRIyfY – Sam Cook, performed 1964 Begins and ends with the song - Amen https://www.youtube.com/watch?v=OdsIjwwfhjk – Odetta MLK said that she was the Queen of American Folk Music https://www.youtube.com/watch?v=J2kDsqGeoLU – Beth'sNotes.com – free version of the song on the key of D http://bethsmusicnotes.blogspot.com/2013/01/recorder-songs-degab.html Martin's Big Words – produced by Westen Woods, 10:49 in length, very well done. https://www.youtube.com/watch?v=qBKP6v3rWSI Other books we use:

Title Author ISBN America the Beautiful Katharine Lee

Bates 0-439-39963-7

Clap Your Hands Lorinda Bryan Cauley

0-399-22118-2

Down by the Bay Roberta Collier-Morales

0-7696-4904-1

Down by the Station Will Hillenbrand 0-439-21625-7 Duke Ellington’s Nutcracker Suite Anna Harwell

Celenza 978-1-57091-700-4

Farewell Symphony, The Anna Harwell Celenza

13 978 1 57091 406 5

Feliz Navidad David Diaz 0-439-71047-2 Fiddle-I-Fee Melissa Sweet 0-590-03825-7 Finklehopper Frog Irene Livingston 1-58246-075-2 Fox Tale Soup Tony Bonning 0-689-84900-1 Fox Went Out on a Chilly Night Wendy Watson 0-688-10765-6 Frog Went A-Courtin’ John Langstaff 9 780156 339001 Happy Birthday Moon Frank Asch 13 978-‐0613632935 Hey Little Ant Phillip and Hannah

Hoose 0-439-09816-5

Give a Dog a Bone Stephen Kellogg 1-58717-001-9 Good King Wenceslas John Mason Neale 1-55858-321-1 Handel Who Knew What He Liked M.T. Anderson 0-7636-1046-1 Hush Little Baby Sylvia Long 0-8118-1416-5 If You’re Happy and You Know It! Jane Cabrera 0-439-85643-4 If You’re Happy and You Know It! Jan Ormerod 978-1-932065-07-7 Inch By Inch David Mallett

Ora Eitan 13: 978-0-06-443481-2

Is Your Mama a Llama? Deborah Guarino 0-590-41387-2 Jingle Bells Iza Trapani 1-58089-095-4 Listen to the Rain Bill Martin Jr. &

John Archambault 978-0-8050-0682-7

Little Old Lady Who Was Not Afraid of Anything, The

Linda Williams Megan Lloyd

0-06-443183-5

Mama Don’t Allow Thacher Hurd 13: 978-0-06-443078-4 Move! Steve Jenkins &

Robin Page 13 978 0618 64637 1

No, David! David Shannon 0-590-93003-6 Noah’s Square Dance Rich Walton

Thor Wickstrom 0-688-11186-6

Nutcracker (The) DanielWalden 1-56138-764-9 Oh, A-Hunting We Will Go John Langstaff Q-689-71503-X

Old Black Fly Jim Aylesworth 0-8050-3924-4

Stephen Gammell Old Macdonald Had a Farm Wendy Straw 1-877035-89-0 On Christmas Day in the Morning John Langstaff 0-7636-1055-0 Over the Hills and Far Away Chris Conover 978-0374-38043-4 Over the River and Through the Woods Lydia Maria Child

& David Catrow 0-590-63578-6

Purple Mountain Majesties Barbara Younger 0-439-07665-X Santa Clause is Comin’ to Town Stephen Kellogg 0-688-14938-3 Shake My Sillies Out Raffi 0-517-56646-X She’ll be Coming ‘Round the Mountain Jonathan Emmett

Deborah Allwright 978-1-4169-3652-7

Stopping By Woods on a Snowy Evening

Robert Frost Susan Jeffers

0-525-40115-6

Stranger in the Woods Carl R. Sams II Jean Stoick

13: 978-0-9671748-0-8

Take Me Out of the Bathtub Alan Katz David Catrow

0-439-44255-9

Teddy Bears’ Picnic, The Jim Kennedy 0-8050-1008-4 The Star Spangled Banner Peter Spier 978-0-440-40697-6 There’s a Hole in the Bucket Nadine Bernard

Westcott

There’s a Hole in My Pocket Akimi Gibson 0-590-67588-5 This Land is Your Land Woody Guthrie &

Kathy Jakobsen 0-439-18863-6

Twinkle, Twinkle Little Star Iza Trapani 1-879085-87-9 We’re Going on a Bear Hunt Michael Rosen 0-689-85349-1 What Do You Do With An Idea? Kobi Yamada

Mae Besom 978-193829807-3

Wheels on the Bus, The Maryann Kovalski 0-8335-7735-2 Wheels on the Bus (The) Wendy Straw 1-877035-89-0 When I First Came to This Land Simms Taback 0-439-05284-X When the Frost is on the Punkin James Whitcomb

Riley 9-780879-23912-1

Woody Guthrie Poet of the People

Bonnie Christensen 0-375-81112-2

You Are My Sunshine Jayne Church 978-0-545-07552-7

UMEA 2015 Boogie With Books Jill DeVilbiss, Irene Tullis...

Documents

Transcript of UMEA 2015 Boogie With Books Jill DeVilbiss, Irene Tullis...