CHILDREN"S LITERATURE - BOOKS TO SING

STEADY BEAT

STEADY BEAT

MELODY - FIVE LITTLE BELLS

Five Little Bells
Five little bells hanging in a row.
The first one said, "Ring me slow."
The second one said, "Ring me fast."
The third one said, "Ring me last."
The fourth one said, "I'm a chime."
The fifth one said, "Ring me at Christmas time."

Source: www.kinderthemes.com

I wanted to connect to last week's activity, so I am using the same poem.  I am also working with the inital stages of putting rhythm and melody together with my little ones -- they are "writing" their first holiday melodies this week.   Print the blackline master I created (the link is provided below). After printing 5 copies of the blackline, write a 4-beat melody pattern using the solfege syllables that are part of your current concept lesson on each bell. For example, at the primary level, you might only use s-m or s-m-l. For an intermediate lesson, you might want to consider including d and r, as well as d' and s, and l,. Consider making the bells without any solfege patterns, laminating them first, then using an erasable marker so that you can change patterns based on the grade level use of this activity.

Here is how I have adapted the poem to use it this month and support the melodic concepts in my lesson. Hope it is useful to you in your classrooms.

Five Little Bells
Five little bells hanging in a row. The first one said, "hang the first bell and read (say/play) the melody pattern on the bell"
The second one said, "hang the second bell and read (say/play) the melody pattern on the second bell"
The third one said, "hang the third bell and read (say/play) the melody on the third bell"
The fourth one said, "hang the fourth bell and read (say/play) the melody pattern on the fourth bell"
The fifth one said, "We're all hanging on the line.
Now sing the melody of our seasonal chimes.
     (hang the fifth bell pattern and read (say/play) all five patterns - ending the pattern by saying)
A melodic ringing time.

STEADY BEAT - FIVE LITTLE BELLS

Five Little Bells 
Five little bells hanging in a row.
The first one said, "Ring me slow."
The second one said, "Ring me fast."
The third one said, "Ring me last."
The fourth one said, "I'm a chime."
The fifth one said, "Ring me at Christmas time."

Source: www.kinderthemes.com

Print the blackline master I created (the link is provided below).  After printing 5 copies of the blackline, write a 4-beat pattern using the rhythms that are part of your current concept lesson on each bell.  For example, at the primary level, you might use quarter notes, eighth notes and quarter rest patterns (ta, ti-ti, and r).  I use stick notation -- but I left the blackline blank so that you can use the notation patterns your children are used to reading.  For an intermediate lesson, you might want to consider a 4-beat sixteenth note rhythm using tika-tika, ti-tika, and tika-ti.  You might also consider making your bells without any rhythm pattern, laminate them first, then using an erasable marker so that you can change rhythm patterns based on the grade level use of this activity.

Here is how I have adapted the poem to use it this month and support the rhythmic concepts in my lesson.  Hope it is useful to you in your classrooms.

Five little bells hanging in a row.
The first one said, "hang the first bell and read (say/play) the rhythm pattern on the bell"
The second one said, "hang the second bell and read (say/play) the rhythm pattern on the second bell"
The third one said, "hang the third bell and read (say/play) the rhythm on the third bell"
The fourth one said, "hang the fourth bell and read (say/play) the rhythm on the fourth bell"
The fifth one said, "We're all hanging on the line.
Now play the rhythms on our seasonal chimes."
(hang the fifth bell pattern and read (say/play) all five patterns - ending the rhythm pattern by saying)
A rhythmic ringing time.

CLICK HERE TO DOWNLOAD THE BELL BLACKLINE.

CHILDRENS LITERATURE CONNECTIONS

In searching my library, I found that I had 4 books about bells.  Of course, the Iza Trapni Jingle Bells is a must for any holiday collection.  Then there is also Lucille Colandro's I Know an Old Lady Who Swallowed a Bell.


CLICK HERE TO PURCHASE JINGLE BELLS FROM AMAZON.

CLICK HERE TO PURCHASE I KNOW AN OLD LADY FROM AMAZON.

The Christmas Bell has a religious storyline.  The Bells of Christmas is set in the late 1800's.  I hope these are helpful to your search for children's literature connections.

CLICK HERE TO PURCHASE THE CHRISTMAS BELL FROM AMAZON.

CLICK HERE TO PURCHASE THE BELLS OF CHRISTMAS FROM AMAZON.

CHILDREN"S LITERATURE - BOOKS TO SING

llama llama holiday drama
Written and Illustrated by Anna Dewdney
ISBN: 978-0-670-01161-2

Little llama is up to it again -- this time he's counting down the days until Christmas and can't wait!  He's rushing around with Mama Llama, busy with all of the holiday details -- all the while he's counting the days.  Mama Llama reminds him that the one true gift is that they have each other.

While the book can easily be adapted to the melody of Twinkle, Twinkle it fits wonderfully with little adjustment to the melody of Up on the Housetop."

Enjoy and keep singing.


CLICK HERE TO ORDER THE BOOK FROM AMAZON

MELODY - ONE WISE OWL

One wise owl sitting in a tree
Hooted to another, "Come sit with me."
Two wise owls sitting in a tree
Hooted to one more, "Come let's be three!"
Three wise owls sitting in a tree
Hooted to a fourth, "Come quietly."
Four wise owls sitting in a tree
Hooted to a fifth, "Join our family."
Five wise owls sang "Whooo, whooo, whooo!"
And before you knew it, away they all flew!

Since it is still autumn, I have been using owls quite a bit during the month of November.  This activity was inspired by the kids joy using "Five Little Pumpkins." I wanted a poem similar in structure to the pumpkin poem we used in October, but wanted to make a connection to reading sol-mi and la-sol-mi patterns.

On each of the owls, I have written either an "s" "m" or "l".  I made a second set of owls that have a 2-line staff on their tummy so that I can create a notated "s" "m" or "l" on their tummy.  The "s" and "m" are on the line, the "l" is above the second line.

After laminating my owls, I put magnets on the back for easy manipulation on my white board.  I also created a set of interactive owls for the white board -- but I usually like starting with the tactile manipulatives before moving to the interactive activities.  As I start the poem, I place the first owl on the bulletin board tree that I am using for autumn.  I add other owls as follows:

I start with the "s" owl on the branch at the beginning of the poem
One wise owl sitting in a tree
Hooted to another, "Come sit with me." - add a second owl to the bulletin board tree - add this line:
"They sat close, wing to wing.  This is what I heard them sing."

Two wise owls sitting in a tree
Hooted to one more, "Come let's be three!" - add a third owl to the bulletin board tree - add line:
"They sat close, wing to wing.  This is what I heard them sing."

Three wise owls sitting in a tree
Hooted to a fourth, "Come quietly." - add a fourth owl to the bulletin board tree - add line:
"They sat close, wing to wing.  This is what I heard them sing."

Four wise owls sitting in a tree
Hooted to a fifth, "Join our family." - add a fifth owl to the bulletin board tree - add line:
"They sat close, wing to wing.  This is what I heard them sing."

Five wise owls sang "Whooo, whooo, whooo!"
And before you knew it, away they all flew!


Remove the owls and repeat the poem with a new owl melody.


CLICK HERE TO ORDER OWL SHAPES ABOVE

STEADY BEAT - THE WISE OLD OWL

A wise old owl sat in an oak.
The more he saw, the less he spoke.
The less he spoke, the more he heard.
Why can't we be like that wise old bird.







CLICK HERE TO PURCHASE THE OWL NOTEPAD SHEETS.

MELODY - MR. OWL

Mr. Owl
I saw an owl up in a tree
I looked at him and he looked at me.
I couldn't tell you about his size
For all I saw were two big eyes.




CLICK HERE TO PURCHASE OWL STICKERS.

CHILDREN'S LITERATURE - BOOKS TO SING

Hubble Bubble, Granny Trouble
Written by Tracey Corderoy
Illustrated by Joe Berger
ISBN-13: 978-0-857-63027-8

I just added this wonderful addition to my October collection of children's books.  The book begins with a little girl stating that her "grandmother is quite different."  Boy -- is she really.  She wears crazy clothes, her car can fly, she has odd pets, and she makes soup with slime and frog poop.  (Yes, I said the word "poop" under my breath and the kids just thought it was a RIOT!)

The book can be adapted to the folk melody of "Cindy" and after reading each of the 2 4-line stanza's, I added a simple echo pattern.    The kids just got so ticked with the language and have been asking all week if I'm going to do the "hubble bubble granny" again next week.

Activity 1:  RHYME / ECHO
Hubble bubble (echo: hubble bubble)
Hubble bubble (echo: hubble bubble)
Hubble bubble (echo: hubble bubble)
Granny trouble! (echo: Granny trouble!)

Activity 2:  RHYME
The second time we echo the simple rhyme, we say the last line ("Granny trouble!") together - no echo!
Hubble bubble (echo: hubble bubble)
Hubble bubble (echo: hubble bubble)

Hubble bubble (echo: hubble bubble)

Granny trouble! (everyone says this at the same time - NO echo)

Activity 3:  RHYME / SONG

The third time I read through the story, we added a sol-la-so-mi song with our words.  We ended our poem on do - as I am working with activities that PRACTICE the do concept.

   s      s     l      l       s     s     l      l       s     s      l     l

Hub-ble bub-ble, hub-ble bub-ble, hub-ble bub-ble
  s      s     d     d
Gran-ny trou-ble!


Enjoy and keep singing.  Click the link below to purchase this book.

Hubble Bubble, Granny Trouble

STEADY BEAT - ITSY BITSY SPIDER

The itsy bitsy spider went up the water spout.
Down came the rain and washed the spider out.
Out came the sun and dried up all the land
And the itsy bitsy spider went up the spout again.

While my little ones have been enjoying the poems and rhymes of the season, my upper grades have been looking at the primary bulletin boards and reciting the poems as they enter and leave class.  So with an opportunity waiting to reinforce nursery rhyme and body percussion, I decided to use a body percussion activity to review and move to some of the basic rhythm patterns we have learned.

Here are a two things we have done with the poem:

ACTIVITY 1:
1.  After saying each line, add body percussion indicated.
The itsy bitsy spider went up the water spout.
Stomp 4 times.
Down came the rain and washed the spider out.
Pat 4 times.
Out came the sun and dried up all the land
Clap 4 times.
And the itsy bitsy spider went up the spout again.
Snap 4 times.

2.  Repeat the poem, but only performing body percussion 2 times after each line.
Example:
The itsy bitsy spider went up the water spout.
Stomp 2 times.

3.  Repeat the poem, but only perform a single body percussion after each line.
Example:
The itsy bitsy spider went up the water spout.
Stomp 1 times.

Add this idea to create a CODA: Go up and back down the body percussion 1 time:
L Stomp, pat, clap, L snap, R snap, clap, pat, R stomp.


ACTIVITY 2:
1.  While saying each line, add body percussion indicated at the same time.
The itsy bitsy spider went up the water spout.
Stomp 4 times; Pat 4 times.
Down came the rain and washed the spider out.
Clap 4 times; Snap 4 times.
Out came the sun and dried up all the land
Stomp 2 times; Pat 2 times; Clap 2 times; Snap 2 times.
And the itsy bitsy spider went up the spout again.

CODA: Go up and back down the body percussion 1 time:
Snap with both hands, clap, pat, stomp L, stomp R, pat, clap, snap both hands.


EXTENSION:
The kids changed the coda to have the last 2 snaps perform on the last beat of a 4-beat sixteenth of 7 and the 8.  Here's how they were counting it:
1 - 2 - 3 - 4 - 5 - 6  - 7 - a-8


CLICK HERE TO PURCHASE IZA TRAPANI'S BOOK.

MELODY - LITTLE BAT

Little bat, little bat,
You are such an acrobat.
Flying low and flying high
in the dark October sky.
                    Original Poem by T Borden


My Grade 3 students are doing really well with singing and recognizing mi re do patterns.  With the past few weeks of success, I want to push their literacy to include reading, creating and improvising -  transferring to soprano recorder.

This week, I used Little Bat as my foundation to create simple B-A-G melody patterns for a B Section in our poem.  I found some wonderful unfinished wooden bats online and purchased and painted them black.  On each of the bats, I place glow-in-the-dark letters -- m, r, and d.

One of my October bulletin boards has a large tree on the left side of the board.  While the tree has many limbs, I purposely created two longer branches that comes out from the left side into the right side of the board.  This creates a B and G line -- the space between is our A space.  While we recited the poem, I placed 8 bat shapes on the 2 tree limbs and in the space between to create a class m-r-d melody.  We sang this after the poem, and then repeated the poem - creating an ABA form.  After completing this a few times, I invited a student to "create" his/her own "batty" melody as we recited the poem.  The only criteria I gave them was that the last bat MUST end on the bottom branch - so that our melody would end in do.

The second time we did this, I used a set of bats that did NOT have m, r, d letters on them.  I wanted them to begin reading the m-r-d patterns.  Then we repeated the activity as above - creating several ABA selections.

Then I decided that it would be fun to provide the children with an opportunity to create their own "batty" experiences.  To do this, I had the children trace each hand on black construction paper with a black crayon, pencil or marker.  Once they had traced each hand and cut them out carefully with safety scissors, they used glue sticks to glue the right thumb on top of the left thumb -- leaving the 4 fingers wiggling on each side.  The 2 thumbs (glued on top of one another) create the bat body.  Add white paper eyes (or wiggly eyes from the craft store) -- or just click on the link below to buy them.

As the children recite the poem, choose 7 children to place their bat on the bulletin board.  I used an owl with a quarter rest in his tummy for the last beat.  Remind them that bats do not like to be on top of one another -- thus, the bats can be "read" from left to right.

After reciting the poem, invite the children to sing to pattern on mi, re, do.  Repeat the poem and then invite them to play the new "bat" song.

Repeat the whole thing again to create a rondo pattern.

FORM:  A - Poem
              B - Sing "bat" melody
              A - Poem
              C - Play "bat" melody
              A - Poem

Extension:  Try playing these B-A-G melodies on soprano recorder.

CLICK HERE TO PURCHASE WOODEN BAT SHAPES

STEADY BEAT - LITTLE BAT

I am using this poem to reinforce steady beat with my primary class.  Since it has an autumn feel, but isn't a Halloween poem, all of my children can participate.

Little bat, little bat,
You are such an acrobat.
Flying low and flying high
in the dark October sky.
                    Original Poem by T Borden

Formation: Circle, Seated

Invite the children sitting in the circle say the poem.  Choose one child one child to take the bat puppet and walk around the outside of the circle gently tapping each classmate on both the left and right shoulder.  ( I found that by tapping both shoulders, it makes it much easier for children to move around the circle without having to run.)  At the end of the poem, the child with the puppet trades places with the last student he/she tapped and the poem begins again.

Click any title to purchase a children's literature selection:
Bat Jamboree - Written by Kathi Appelt
Bats - Written by Gail Gibbons
Bats at the Ballgame - Written by Brian Lies

Bats at the Beach - Written by Brian Lies

Bats at the Library - Brian Lies

Nightsong - Written by Ari Berk
Stellaluna - Janell Cannon
There Was an Old Lady Who Swallowed a Bat - Lucille Colandro

Zipping, Zapping, Zooming Bats - Ann Earle

FOR MORE INFO ON THESE TWO PUPPETS - CLICK THE PUPPET TAB ON THE HOME PAGE.

TO ORDER EITHER PUPPET -- EMAIL US AT creativemusicclassrooms@gmail.com.

CHILDREN'S LITERATURE - BOOKS TO SING

Fall Mixed Up
Written by Bob Raczka
Illustrated by Chad CameronISBN:  978-0-7613-4606-7

Here is another wonderful reminder of the Fall season -- but wait, something's not quite right with these verses.  After singing the song, ask your students to go back through the story and find the many autumn descriptors that aren't stated correct.  For example, do bears really gather nuts while geese hibernate?

The book can be easily adapted to the melody of the folk song "My Horses 'Ain't Hungry."  However, if you're not as familiar with this particular folk song, you can also adapt the book to the melody of "The Eency Weency Spider."  Both songs can be found in the folk collection "150 American Folk Songs" collected by Peter Erdei (published by Boosey and Hawkes) -- or you can simply adapt the words to sing the story to any other familiar song that has a 6/8 meter.

Enjoy and keep singing.

CLICK THIS LINK TO PURCHASE "FALL MIXED UP" FROM AMAZON

MELODY

STEADY BEAT - LITTLE BO-PEEP

Little Bo-Peep has lost her sheep,
And can't tell where to find them,
Leave them alone, and they'll come home
Wagging their tails behind them.

I thought this poem might offer a fun opportunity to reinforce the sixteenth-note rhythm patterns we have been working on in class -- tika-tika, ti-tika, and tika-ti.  I took white shape patterns of a sheep and wrote a variety of 1-beat rhythmic patterns on each sheep.  The patterns included the 3 above patterns as well as those previously being practiced -- quarter note (ta), quarter rest, 2 eighth-notes (ti-ti) and the half note (ta-o).

Once each sheep had a 1-beat rhythmic pattern, I laminated each sheep and put a magnet on the back for easy magnetic board use and manipulative floor work.

To do this, I adapted the poem to allow one sheep to be removed.

Little Bo-Peep lost her rhythm sheep,
And can't tell where to find them,
Leave them alone, and they'll come home
Wagging their tails behind them.



CLICK THIS LINK TO ORDER THE LARGE SHEEP NOTEPAD.

MELODY - BAA BAA BLACK SHEEP

Baa, baa, black sheep, have you any wool?
Yes, sir! Yes, sir! Three bags full.
One for my master, one for the dame,
One for the little boy who lives down the lane.

This week, my first grade students are starting to sing and create sol-mi melodies.  In a whole-class activity, I drew a line (fence) on the white board and then placed all of the sheep above the fence.  After saying the poem, "Baa, Baa, Black Sheep," we sang a 3-sol melody after reciting the poem.  As we said the poem again, I moved the sheep to create a sol-sol-mi melody.  When we finished the poem, we sang the new melody.  After a few more times, I was ready for the kids to create their own melody.  So we decided that the sol-sol-mi melody was the "class song" and that you had to create something different.  (Yes, I know there are only so many patterns you can create -- but they don't care -- to them, if they make it, then it's new!)

I put a piece of masking tape down on the carpet for each child (about 6-8 inches) and gave each child 3 sheep pattern pieces.  I kept the "class melody" on the board.  I then shared with the class that we would create a 4 melody (4 phrase) song each time we said the poem.  So we said the poem, then sang the three of the student melodies and ended with the "class melody" the fourth time.  They LOVED the activity!

To complete the lesson, I gave each child a 3x5 card and 3 stickers that I have previously cut apart into little groups of 3 (that I purchased at a local teacher store).  On each of the 3x5 cards, I had drawn a black line across the middle to represent the fence.  I asked the children to "write" or copy their melody using the stickers onto the index cards so that they could take the song home to sing to their family.  I reminded them to say the poem first before singing the poem.  They walked out of class as if they were carrying the Gutenberg Bible!!!

CLICK HERE TO PURCHASE SHEEP SHAPES

CLICK HERE TO PURCHASE SHEEP STICKERS

STEADY BEAT - BAA BAA BLACK SHEEP

After the children have learned the poem BAA BAA BLACK SHEEP, I use to poem to prepare different meters.  I do this by taking die cut pictures of sheep and putting them on sentence strips.  After they have been laminated, I can use a dry erase pen to make a bar line after every 2, 3 or 4 sheep.

Make several strips, as I'm finding that 2 kids per strip is just the right number.  For extra fun, have the children draw the bar lines after every 5 sheep.

CLICK HERE TO PURCHASE SHEEP SHAPES

CHILDREN'S LITERATURE - BOOKS TO SING

Nuts to You
Written by Lois Ehlert
ISBN:  978-0-15-200002-X

Enjoy this wonderful fall selection full of "squirrly" actions and activities.  The book can be easily adapted to the melody of "I Have a Car."  However, after singing 2 verses, or 4 phrases, I add an additional section when I get to the "honk, honk" portion of the song.

Enjoy and keep singing.  Click the link below to purchase this book.

Nuts to You! By Ehlert, Lois (Google Affiliate Ad)

STEADY BEAT - APPLE TREE, APPLE TREE

Apple tree, apple tree,
Will your apple fall on me?
I won't cry and I won't shout
If your apple knocks me out!

This week's activity focuses on steady beat and audiation.  I placed 8 paper plates on the floor and asked the kids to watch as I laid a paper apple on each plate.  As I laid the apple on the plate, I said, "Yum!"  After saying the poem, I touched each plate and said, "Yum."  I asked the children to join and repeated the process.  After saying the poem and "reading" the plates a few times, I removed one of the apples from the plate.  I told them, "Someone ate the apple -- so we have to leave the "yum" out."  We repeated the activity and when we got to the silent plate, we left out the word.  Yes, there were a few that still said "yum" but they were in the moment and I could tell immediately that they realized that they should have been silent.  JOY  :)

Continue repeating the poem and removing apples until all of the apples are gone.  At another time, I have already written quarter rests on the back of each apple and will be ready to practice the quarter rest once I have presented "ta rest."

(Thanks to Jeff and Randy for the inspiration of this activity.)

CLICK HERE TO PURCHASE APPLE SHAPES

MELODY - WAY UP IN THE APPLE TREE

I use a tape line and place apples above and below the line.  Have the children sing the sol-mi pattern that is created by the apples.  While I start with a very predictable pattern (the traditional sol-mi melody for this poem), I tell children that I'm going to create my own apple tree song.  Move the apples around and sing the new melody.

Invite children to create their own apple tree song by moving apples above or below the line (improvise).  Once they have created and performed a "song" they like, provide bingo markers and ask them to write their apple song down so that you can share it with other classes (literacy).

Post as many apple songs as possible on a hall bulletin board for other children to sing.  I've had fun listening to the children stop to "sing" the songs as they pass by the board.

CLICK HERE TO PURCHASE APPLE SHAPES

STEADY BEAT - WAY UP IN THE APPLE TREE

Welcome Back!  Can you believe that it's already time to start another year of blogs?  :)  This year, I decided to focus on the wonderful world of nursery rhymes.  There are so many familiar -- and not so familiar -- rhymes and poems that can engage our classrooms.  Please let me know if you like the idea of having this focus for the year!  :)

Way up in the apple tree
Two little apples smiled at me
I shook that tree as hard as I could
Down came the apples ....
Mmmmm! They were good!

Use this poem to assess steady beat in those first few weeks of school with the little ones.  Invite children to show steady beat in a variety of ways like walking to the orchard (patting a steady beat on the legs), or climbing the ladder, or shaking the tree.

Have a great back-to-school week.  Enjoy the poem and keep sharing your thoughts!

SUMMER BREAK

As we move into the summer months, I can't believe that another year of posting musical manipulatives has come to an end.  Please be sure to check out last week's posting for summer reading suggestions from the reading organization, IRA.

PLEASE RETURN TO OUR SITE IN AUGUST 2012 -- THERE WILL BE MANY MORE GREAT IDEAS AND ACTIVITIES FOR YOUR CLASSROOM.

IN THE MEANTIME, WE OFFER 2 PUBLICATIONS -- MUSICAL MANIPULATIVES 1 AND MUSICAL MANIPULATIVES 2.  EMAIL US AT creativemusicclassrooms@gmail.com for more information.

THOM IS ALSO WORKING ON A NEW PUBLICATION CONCEPT ADDRESSING CHILDREN'S LITERATURE IN THE MUSIC CLASSROOM.  BE SURE TO WATCH FOR HIS THIRD EXCITING PUBLICATION SOON!!!

We'll be back with more activities and ideas starting in August of 2012.  Have a great summer -- and remember to review the posting for summer reading suggestions.

SUMMER READING SUGGESTIONS

Just in case you’re looking for some summer reading…

Book recommendations from the International Reading Association

Every year the IRA polls thousands of children to get their book choices.

Here are the 100 titles for 2012: http://www.reading.org/Libraries/Awards/ChildrensChoices2012_web.pdf

Here are 30 trade books recommended by teachers, librarians, and reading specialists:

http://www.reading.org/Libraries/Awards/TeachersChoices2012_web.pdf

And here are 30 young adult books selected by middle and high-school students:

http://www.reading.org/Libraries/Awards/YoungAdultsChoices2012_web.pdf

CHILDREN'S LITERATURE - BOOKS TO SING

Summer Days and Nights
Written and Illustrated by Wong Herbert Yee
ISBN: 978-0-8050-9078-9

From the author that wrote Tracks in the Snow (blog activity from Jan 2 and Jan 9 2010) and Who Likes Rain, Wong takes us on a delightful journey with an adventurous little girl that discovers the many joys of summer.

This story can easily be adapted and sung to the familiar folk melody of "Skip to My Lou."

Enjoy the story and keep singing!

STEADY BEAT - SYNCOPATED PATTERNS

In this activity, I wanted to connect to another summertime reading.  I'm using the children's book Summer.  The book was written by Alice Low; illustrated by Roy McKie.

Have children play the rhythm of the first 2-line phrase, "We like the things that summer brings" with a syncopated pattern.  For example, the rhythm pattern would be:

We like the things that       sum - mer brings.
ti     ta    ti    ta      ta      I    ta       ta       ta       (r)

Have children repeat this rhythmic pattern at the beginning of the story.  Then have them repeat the syncopated pattern after 2 of the 4-line phrases throughout the story.

Extension:  To extend the rhythmic pattern, add a second line "Summer brings so many things!"  This line is taken directly from the story.

MELODY - M-R-D SUNSHINE CHIPS

This week, I wanted to create an activity that would inspire reading, singing, playing and improvising with m-r-d.  I am specifically connecting the to children's book Summer Days and Nights by Wong Herbert Yee.

Place the painter's tape across the floor or on your white board.  This will be the re line.  If you are using your white board surface, your chips will need to have a piece of magnetic strip affixed to the back.  Chips placed on top of the tape line will represent re, while notes placed above and/or below the painter's tape will represent mi and do.

The book has a similar rhythmic pattern to the familiar folk song "I Bought Me a Cat" -- so sing each 2-line phrase using the melody of the folk song.  When you get to what would be the animal portion of the song, insert "my melody went ..."  Use 3 of the chips to create a m-r-d pattern.  Have children sing the pattern that you create.

After they have successfully been able to read and sing your patterns, give each child 3 sunshine chips and a piece of painter's tape (string, yarn or even a pipe cleaner will work as well).  Have the children place the painter's tape on their table top or floor space.  This will be the re line.  Chips placed on top of the tape line will represent re, while notes placed above and/or below the painter's tape will represent mi and do.  Ask the children to create m-r-d patterns using the sunshine chips.  Repeat the story as above, allowing a different child to sing his/her pattern each time you complete a 2-line phrase.

Extension:  Have the children begin to read the sequence of m-r-d patterns created by classmates.  Much like the sequence of animals in the folk song story, children will sing a collection of m-r-d patterns that have been created, adding one new pattern each time.

STEADY BEAT - DIVIDED BEAT SUNSHINE CHIPS

In this activity, I wanted to work with divided beat.  I purchased plastic chips (wooden disks would work as well) and sunshine stickers.  Place a sunshine on each sticker.

After having the children find partners, give each group a set of 8 chips (with affixed stickers) and a sentence strip (or a long piece of paper 3"x12") or wooden paint stick.  Write 8 quarter rests on the strip.  I usually place a green line at the far left and a red double bar line at the far right.  Have the children place a sunshine chip on each quarter rest.  For easy storage, consider hook-n-loop along the bottom of the stick and on the back of each chip for easier storage.

As you read a summertime story (Example:  Summer Days and Nights by Wong Herbert Yee), have the children touch as say the word "sunshine" after each 4-line phrase.  After completing the story, repeat the story asking children to remove 1 sunshine each time a 4-line phrase is completed.  When the read their "sunshine" line, invite them to say the words "sunshine" and "rest" when they touch the sticker chip and quarter rests respectively.

For an extension, repeat the activity above asking children to say and clap what the words say.  Finally, invite children to only play their "sunshine" lines -- reinforcing their divided-beat experiences.  As you read, take turns inviting different groups to read, say/play or play their "sunshine" lines.

Extension:  Add additional chips with moon stickers to create a beat, divided beat, rest activity.

Click the link below to to purchase the sunshine stickers from Teacher Storehouse.

120 Sunshine Stickers for $1.99

CHILDREN'S LITERATURE - BOOKS TO SING

Raindrop, Plop!
Written by Wendy Cheyette Lewison
Illustrated by Pam Paparone
ISBN: 978-0-670-03620-X

Begin with a yellow hat, a red raincoat and a special dog.  Then add one little raindrop at a time until there are so many that you must run, run run.  This enchanting springtime story takes us on a journey of the many things a little girl and her dog encounter on a rainy walk.  The language of the story can be adapted to sing to the familiar folk melody of "Chicken on a Fence Post."

Between each 4-line stanza, invite children to sing the song "Rain, Rain, Go Away!" to create a B Section or refrain between verses.  When you begin singing about the eighth raindrop, you will find that there are only words for 3 of the 4 lines -- so after singing "too many raindrops run, run, run . . . " invite children to play the following pattern on xylophones - l s m r d d d.  Invite children to create words for the descending l-d  melody or simply sing the title of the song as they play.  For example, "Raindrop, Raindrop, Raindrop, Plop!"

Enjoy the story and keep singing!

MELODY - IMPROVISATION RAIN DROPS

April showers come to life in this activity.  After the first page, ask children to sing a simple sol-mi arrangement of "Rain, Rain, Go Away."

Before the book is shared a second time, cut out patterns of rain drops.  I found precut raindrops at my local teacher store.  Laminate and place magnets on the back to create a magnetic white board manipulative.  When presenting the book a second time, place a long piece (at least 12" to 18") of blue painters' tape on the magnetic white board or on the floor.  Have children place 8 rain drops above or below the line to create a sol-mi melody.  This time, sing the folk song as an A Section, inviting children to sing the created sol-mi pattern as a B Section.  Repeat the A Section to complete an A-B-A song.

Form:
A Section - Rain, rain, go away.  Little children want to play.
B Section - Sing sol-mi pattern created by 8 raindrops above or below the tape line.
A Section - Rain, rain, go away.  Come again another day.

EXTENSION 1:  Prepare bar instruments in C pentatonic.  Invite children to play any pentatonic note each time they hear the word "rain" as the story is told.

EXTENSION 2: Invite children to find a partner.  Working with a partner, write down a new sol-mi melody.  Provide an opportunity to practice the new melody on bar instruments.  Have children exchange the new melodies and play them as the story is told.  Children will enjoy hearing their classmates playing their melody patterns.

EXTENSION 3:  This is a great story to prepare a listening activity of The Moldau by Smetana as the story starts with a drip, drop, splash that eventually travels from a puddle into a pond, a brook, a lake, and a river until it finally reaches the sea.  As you tell the story, invite children to choose non-pitched percussion instruments to play each time they hear the words "drip," "drop," and "splash."  My children used a finger cymbal, triangle and smaller hand cymbal to represent the dynamic growth from "drip" to "splash."

STEADY BEAT - RHYTHM SEED PACKS

This week, I'm reflecting back on a wonderful session I saw at a national Orff conference.  With apologies to the young lady that presented (since I don't remember her name) -- I give credit to her for sharing the book Planting a Rainbow by Lois Ehlert as it inspired my activity.

I recently found that with the new spring, lots of local shops have flower seed packets available for very affordable prices.  I purchased several different flower seed packets -- each seed packet having a different rhythmic value.  For example, rose = quarter note, iris = eighth notes, etc.

After removing the seeds, some of which I planted, I laminated the packets with the rhythmic values printed and affixed to the back of the packet before laminating.  After reading the story, ask children to create a "garden of rhythmic flowers" to be spoken and/or performed in a B section of a piece like "Chain, Chain, Daisy Chain" or "All Around the Buttercups."

Extension:  Add different flower seed packets with more difficult rhythmic names to increase difficulty levels.

Assessment:  Have children create rhythmic flower lines and write the rhythmic notation without turning the packets over.  Once complete, turn the "sentences" over to self-assess work.

MELODY

CHILDREN'S LITERATURE - BOOKS TO SING

Springtime with Bunny
Written by Lynn Plourde
Illustrated by Laura Logan
ISBN: 978-1-4027-8188-9

This wonderfully colored springtime story, that includes 100 stickers, can be sung to the familiar folk melody of See the Rabbit Running (see March 17 2012 blog for additional recorder improvisation activities).  If you're unfamiliar with this song selection, you can also sing the words of the story to the melody of Lucy Locket with some adaptation to fit words and rhythm patterns.

The story follows Little Bunny as he leaves his burrow to hop, jump and bump into new adventures in search of new friends.  Since there are 8 verses, create a simply 8-beat rhythm pattern to practice ta rest by using wooden rhythm rabbits.  Each rabbit has the word "hop" written on it (magnet on the back if desired).  Line the rabbits in a single row.  After each verse, children read the rhythm while saying the word "hop."  Remove one rabbit shape after each reading, leaving a space that becomes a ta rest moment.  Repeat this activity after each verse in the story until all of the rabbits are removed -- 8 rests.  A simple bordun can be added to the song and rhythm section to complete the storytime experience.

Enjoy the story and keep singing!

STEADY BEAT - USING BINGO MARKERS

Very elemental idea this week.  Once children have mastered steady beat, have them show the beat by tapping a single picture of a heart while reciting a familiar rhyme or speech piece.  If they can tap the heart picture on each beat, give them bingo markers.  They can use the bingo markers to indicate how many beats in a rhyme or speech piece by tapping the marker on poster paper (or making a mark) as they repeat a familiar rhyme or speech piece.  The total number of "spots" will show them how many total beats there will be.

Once they know how many total beats there are in the rhyme, have them lay a heart-shaped pattern on each of the colored bingo marker spots.  Rearranging the hearts to determine phrases will come later.



Click on the link below to purchase heart shapes -- though you can also find them at many Dollar Tree stores across the country.
Carson-Dellosa Heart Shapes

MELODY - RECORDER RABBITS

 With Easter around the corner, and the children's recorder skills getting better each passing week, I wanted to create an activity that would encourage their improvisation skills while engaging their sense of play.  However, I find that in early improvisation activities, many of the children have trouble with abstract visualization.  Therefore, I wanted them to have an improvisation activity that they could "see" the creative pieces needed to improvise.  In this case, to be able to touch and move the notes that they know on the recorder to create a new melody line.  To do this, I'm connecting the activity to the family folk melody See the Rabbit Running -- but you can certainly use any folk melody pertaining to rabbits (i.e. John the Rabbit, Old Mr. Rabbit, 'Gwan 'Roun Rabbit, etc.).

For the activity, I used wooden rabbit shapes and put one of the following letters -- "B", "A", "G" and "E" -- on each rabbit.  On the reverse side of the rabbit cutout, I drew the staff and added the absolute notation of the same corresponding letter.  For example, if the rabbit had a "B" on one side, then the absolute note "B" was written on a non-metered staff on the other.  In short, I write the note-head on the staff but do not include any stems to indicate rhythm.  When played, they simply play them as whole notes.

When the folk song See the Rabbit Running is played in E minor, the folk melody is simply B-A-G-E.  To "play" the game, give 8 rabbits to one child.  Try to include at least 1 "E" since this is the new note that is being practiced and is the focus of the assessment.  As children play the folk melody, the child with the rabbit shapes must place them in an 8-shape line to create a B Section.  The child with the wooden rabbits must have their melody line completed with the absolute letters or notation by the time the A Section is completed.

Have children play the A Section twice to give the "it" child time to manipulate the rabbits to his/her liking.  After the children have played the melody of the folk song as an A Section, have them manipulate the wooden rabbit shapes to create an 8-measure melody that they can play as a B Section.  You can add specific criteria as the skills increase (i.e. end on "E", use at least 2 "E" rabbits, use only notated rabbits, etc).

EXTENSION:  Place rhythm carrots above each rabbit to indicate the rhythm pattern in which each rabbit "note" should be played.  For example, if the rabbit has a "B" on it -- and the carrot has 2 eighth-notes on it -- then the child should play B-B (ti-ti).   Since the rabbits and carrots are randomly placed, each melody is a new "improvisation."

Click on the link below to purchase unfinished wooden rabbit shapes from FACTORY DIRECT CRAFT.COM -- though you may find them at craft stores across the country.
UNFINISHED WOODEN RABBIT CUTOUTS

STEADY BEAT

MELODY

CHILDREN'S LITERATURE - BOOKS TO SING

Countdown to Easter
Written by AnnMarie Harris
Illustrated by Claudine Gevry
ISBN: 0-8431-0757-X

This wonderfully colored seasonal countdown can be sung to the familiar folk melody of "Skip to My Lou." Along the way there are wonderful surprises to discover.

At the beginning of each page, there is a short number sentence (i.e. 3 Easter baskets).  After singing "skip to my lou . . ." on the previous page, turn the page and invite children to sing the beginning number sentence on mi-re-do.  Use colored eggs patterns the rearrange the pattern or invite children to move the colored egg patterns to create new  mi-re-do patterns.

Enjoy the story and keep singing!

STEADY BEAT

MELODY - SOLFA MATCH-UPS

Take foam hearts and cut them into 2 equal pieces.  On one set of halves, write the solfa letters that you are working with.  For example, in GR 1 you might only use so and mi.  In GR 3, you might want to use do, re, and mi.  On the other sets of halves, write the absolute letter names.  Have children match up the solfa letter to the corresponding absolute letter.

The challenge will be in the class ability to "change keys." If you tell them that do is G, then mi is B, re is A and do is G.  However, if you tell them that do is C, then they must be able to change their match-ups to reflect the new key.

I use the solfa letters for the keys of C, F and G since pentatonic scales won't include any sharps or flats.  However, you can certainly add more challenging keys for upper grade levels.  You can also color code your hearts to make them easier to identify when choose "sets" of match-ups (i.e. GR 1 is Green, GR 2 is yellow, etc.).  Once children have completed the match-ups correctly, have them PLAY their solfa patters on Orff instruments or recorder (whichever fits or is appropriate for the age).

STEADY BEAT

CHILDREN'S LITERATURE - BOOKS TO SING

10 Little Penguins
Written and Illustrated by Kate Toms
ISBN: 978-01-84879-741-3

This charming counting book can be sung to the familiar melody of  "Ten Little Elephants."

With a little adaptation, you can also sing the words of the story to "Ten in the Bed."  However, once you get to the "... roll over" portion of the song, sing the number of penguins remaining.  For example, after penguin number 10 leaves, sing "9 penguins, 9 penguins.

While supplies last, you can find penguin bath puppets at Oriental Trading.  As of 2/28/12 they are currently on sale -- but as we all know, they may run out at any moment.  Here is the weblink:

http://www.orientaltrading.com/penguin-printed-bath-hand-puppet-a2-12_3944-12-1.fltr?Ntt=penguins

Enjoy the story and keep singing!

MELODY - SOLFEGE LITERACY

On January 7 2012, we created winter solfege blocks.  This week, I wanted to use them in another activity.  For this activity, you will need to paint and letter another block (I painted mine a bright winter blue).  After the block is painted and dry, write a single letter (C, D, E, F and G) on each side.  You may wish to seal this block with a clear varnish before using.  Children will be using this block to roll and determine the "key" in which they create their melody.

Create a large piece of staff paper - large enough for the solfege blocks to either fit between lines of on a line.  Have the children roll the white winter solfege dice to create a solfege melody.  Then roll the "blue" die to determine the key or home tone.  To make it easier, you may wish to use only d, r, m, s, and l solfege dice.  Once the key or home tone has been rolled (the blue dice), children must place the solfege blocks on the staff paper and sing their melody.  There are no specific rhythm patterns as children will simply be singing the solfege blocks on absolute pitch.

For an assessment, have the children write their "melody" on personal pages of staff paper that can be reviewed after class.  Although they are simply copying the block patterns to paper, this will give you time to assess which children can associate the solfege pitch on the staff.

STEADY BEAT - RHYTHM ICE CUBES

For this game, you will need to purchase "Don't Break the Ice" game.  They can be found at Target and Walmart and usually run $5.  When you look at the game, you will see that there is a large blue border that you place white cubes into, filling the frame with "ice cubes."  The object of the game is to tap on an individual ice cube, knocking it out, while not disturbing other cubes that are held into place due to the tightness of the frame.  The "loser" of the game is the person that taps an ice cube an causes all of the cubes to fall out of the frame.  Reset the cubes and play again.

So -- let's make it musical.  I wanted to work on my sixteenth-note patterns, so using a permanent marker or label maker, write sixteenth-note patterns, eighth-note patterns, and even quarter-note and other rhythmic patterns on each cube.  Just remember that you need rhythm patterns that have been presented to the children.  Do NOT include rests -- as each time a cube is knocked out of the frame, that empty space become 1 beat of rest.

Place all of the rhythm cubes into the frame and begin playing.  Start the game by having children in the playing group (you may want to make 4 or 6 of these games so that your playing groups are 4-6 children) say, say/play, play the complete rhythm patterns on the cubes.  After they complete reading the patten, have player 1 tap out a cube, that player will then have to read/play the new pattern as a rest was created when the cube fell out of the frame.  Keep going around the circle, as each player taps out a cube and reads/performs the new pattern.  The game continues until someone taps a cube causing the entire frame of ice cubes to fall out.  Reset the cubes and the game starts again.

Extension:  The game could be extended to lower or higher levels by purchasing additional sets of the game (as they are only $5) to create different ice cube pattern sets.

MELODY - ICE BLOCK SOLFEGE

Paint 16 wooden blocks white and let them dry.  I prefer the 2" size over other options.  Once dry, add solfege letters on the blocks.  This is determined by the group that you would like to use the blocks with.  Have the children roll the blocks to create a 4 4-beat melody.  Add a simply winter song as an "A" sectino and invite children to sing their melody to create a rondo activity.  When I am finished with my blocks, I simply place them on the shelf and place my penguin puppet on top!