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Archive for the ‘Melody’ Category

Higher Than a House

Posted by lbbartolomeo on April 28, 2018

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  1. ¬†Read some riddles to get in that riddle mood! ūüôā ¬†(See below) ¬†End with “Higher Than A House”, but don’t let them guess the answer yet.
  2. Learn Higher Than a House rhythm w/patschen w/clap on last word ‚Äúbe‚ÄĚ.
  3. S step beat as they speak the riddle.
  4. Add the pat rhythm as move around the room. Call on one person to guess an answer.  S repeat that answer 4 times then continue stepping beat/patting rhythm.  T notates answers in a long list as they move.  Try not to stop between answers.Screen Shot 2018-04-28 at 10.54.15 AM
  5. After 8-10 guesses, class puts guesses in rhythm bricksScreen Shot 2018-04-28 at 10.45.05 AM
  6. Class creates a 4 beat riddle answer. ¬†I like to repeat it to match the length of the riddle. Say it w/added BP and perform ABA form. ¬†Here’s an example.

    Harry Potter, golden eagle, airplane, cloud

  7. Create 4 beat answer combos in groups of 4.  Again, you may want them to repeat their pattern.
  8. Share and T corrects any rhythm problems
  9. Perform in rondo. ¬†A=class speaks riddle, B, C, D, etc. group answers. ¬†ABACADA…

EXTENSIONS

  1.  Improvise melodies on xylophones.
  2. Create a class melody.
  3. Add “answer” ostinati such as “airplane cloud”, “Harry Potter planet”.
  4. Take class melody to the riddle rhythm that becomes the A section to a rondo form where the B, C, D etc are individual improvisations on the rhythm.
  5. I usually play the bordun on a bass to keep us all together.  If you wanted to perform it, a student could certainly take over the bass part.

At some point in the lesson, I reveal the answer to the riddle!  A STAR!

M1-67-a-wind-nebula-surrounding-Wolf-Rayet-star-WR-124

 Riddles

Higher than a house, higher than a tree.  Oh, whatever can it be?

– a star

What does a cat have that no other animal has?

– Kittens.

What has two heads, four eyes, six legs, and a tail?

– A cowboy riding his horse.

What always sleeps with its shoes on?

– A Horse.

What is as big as an elephant, but weighs nothing at all?

– The shadow of an elephant.

What fur do we get from a Tiger?

– As fur away as possible! –

Why do dragons sleep all day?

– They like to hunt Knights.

What can honk without a horn?

– A goose.

What has a horn but does not honk?

– A rhinoceros.

 

What two keys can’t open any doors?

– A Donkey, and a Monkey.

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Posted in Improvisation, Quarter note, quarter rest, Speech Pieces, Two eighths/Qt., Xylophones | Leave a Comment »

Bell Horses

Posted by lbbartolomeo on August 26, 2017

IMG_5526This is a great song to teach SLS and quarter note/rest and eighth note pairs. ¬†Here’s my process.

After learning the song by echo singing with a pat/clap steady beat pattern, I told the Ss the history of the song from the info I found HERE.  That info led me to have the students get in groups of 3 with two horses and a driver.  I cut lengths of rope for the reins that went around the torso area of the two horses in front, with the driver holding the ends behind. We trotted around the room after singing the song, with the idea that the horses had done their work for the day and were heading home.  We switched until everyone had been the driver.  Lots of giggles and fun!

  • The next music class we sang and clapped the rhythm, then partners got bells or other non-pitched metal percussion and played the rhythm as they sang.
  • The third music class, as a group, we sat at my large rhythm chart, and together determined the rhythm of the song. ¬†How I made my chart is located HERE!

IMG_5527

  • The fourth music class, partners got a 16 beat template, an envelope with the necessary rhythmic icons, and then wrote the rhythm. ¬†After a few minutes of them working on it, I clapped the first line, let them look at what they had, then I put it on my large chart for them to check and see if they were correct. I continued this method until all 4 lines were complete. ¬†Then one partner touched the answers as the other partner clapped and sang the song. ¬†They switched roles.

Here’s the version of Bell Horses that I use!

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Posted in Bell Horses, Manipulatives, Quarter note, quarter rest, SLS, Template for rhythms, Two eighths/Qt. | Leave a Comment »

NFL Rap

Posted by lbbartolomeo on August 18, 2013

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Since I live in Indianapolis, the ending fits!¬† “Colts, Go Blue!”¬† But you can re-arrange it to fit YOUR needs!

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Some of the team rhythms can be changed to more naturally fit the way they are pronounced.  This is just how I laid them out.

HOW I USE THIS RAP!

1.  Rhythmic canon

2.  Rhythms quarter, two eighths, quarter rest

3.  Transferred to drums, adding ostinati

4.  Transferred to pitched percussion for improvisation

 

 

 

Posted in Canons/Rounds, Improvisation, Speech Pieces, Two eighths/Qt. | Tagged: , , , | 2 Comments »

Roses Are Red

Posted by lbbartolomeo on February 9, 2013

This is a wonderful 6/8 Valentine activity for intermediate grades. 

Using the old poem “Roses are Red”, echo speak with body percussion until everyone knows it.

1.  Individuals improvise the poem on pitched percussion/recorders.  When we do this, we start with someone and just proceed all around the room.  I keep a little bass beat on the BX and play a little interlude between each child.  It is so much fun and the 6/8 of course is lilting and beautiful!

2.  Finish the melody activity-On xylophones have students learn DRMS, DRMS for the first two lines of the poem and then they create the melody for the last two lines.  We vote on our favorite and that becomes their class melody.  I usually do it in C pentatonic.  It would work well on recorders in G major.  OR, you could do LDRM in E minor on recorders for a fun and accessible way to finish a melody using the notes EGAB.

3.  Building bricks with 6/8-students brainstorm.  Three eighth note examples are valentine and chocolate.  Dotted quarter examples are love, heart, red, candy.  Put combos together in groups to create B, C, D, E, F, etc. sections in rondo form with #2 song as your A section.  Or pick favorite group creation as the B section for a more simple binary form.  These can be transferred to non-pitched percussion.

4.¬† If you’d like to explore writing poems in the style of “Roses are Red”, this Bruce Lansky site is awesome.

Roses are blue.
Violets are red.
If you agree,
You’ve got rocks in your head.

Posted in 6/8 meter, AB, MRD, Rondo, Stuff, Valentine's Day, Xylophones | Leave a Comment »

Valentine Game

Posted by lbbartolomeo on February 9, 2013

My K’s and 1’s LOVE this song/game!¬†¬†¬†¬†

This game is sung to the tune of “This Old Man”.¬† “Valentine, valentine, won’t you be my valentine.¬† Number one, number two, number three it must be you.¬† Take my heart along with you!”

Students are in a circle and the leader holds a valentine in his/her hand and walks around the outside of the circle as everyone sings.¬† When they get to the numbers, the leader taps the head or back of the nearest student ONE, next student-TWO, next student-THREE and the third one gets the valentine.¬† At this point then there are two ways to play.¬† The new person can be the leader and the former leader takes the new leader’s place.¬† Or the way I play it is for the new leader to follow behind the original leader so that with each verse, the outer group creates a longer and longer line until all end up in the outer circle.

This song has

solfege:  SM, DRMFS, MRD               rhythms: two eighths, quarter, 4 sixteenths

Posted in 4 Sixteenths, DRMFS, MRD, SM, Two eighths/Qt., Valentine Game, Valentine's Day | Leave a Comment »

I Have A Dream

Posted by lbbartolomeo on January 3, 2013

Simple Martin Luther King poem with ostinati!  How do you teach about MLK?  Please leave a comment to share.

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Posted in 6/8 meter, Improvisation, MLK | Leave a Comment »

Eddie’s House

Posted by lbbartolomeo on July 11, 2012

I wanted to change “Mr. Everybody’s Musical Apartment” book into something that was simpler and reflected my school population.¬†¬† I have friends who use Mr. Everybody with TREMENDOUS success.¬† My version is called “Eddie’s House”.

The line notes (in black) are the people who live in Eddie’s House.

E=First floor is Eddie who is in ?fourth? grade.

G=Second floor is Grandma.

B=Third floor is Uncle Bobby.

D=Fourth floor is older brother DeQuan.

F=Fifth floor is teenage sister Fantasia.

Instead of ghosts in the house (Mr. E’s book) I had mice living between the floors for the space notes.¬† (in red)

F=Fifi,      A=Aaliyah,      C=CeCe,      E=Ebony

And yes, there’s a mom and dad in Eddie’s House.¬† They live in the basement; Denise and Curtis!¬† ; )

You can download my PPT Eddie’s House

Posted in Melody, Note Names | 2 Comments »

 
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