Menu
Partner Songs
Bow Belinda & Sandy Land
Grade: 2
Objectives:
Materials and Repertoire:
Repertoire: folk songs Bow Belinda and Sandy Land
Piano or guitar to accompany students
Procedure:
I first introduce each song separately. It is an important building block to focus on one song at a time, as students will gain a deeper context and harmonic ear for each song. This internal knowledge will then create a strong foundation for when the songs are brought together. On separate days I introduce each song with an accompanying dance. The combination of movement with the song and gives students a kinesthetic connection to the music, allowing a deeper audiation to occur. In order to continue to the next step, students must maintain the melody of each song securely without teacher aid.
Once each song is sung securely, I have the students sing one song while I sing the other. This strategy allows for further reinforcement of the concept on a larger scale, and gives the teacher an opportunity to model the next task. After singing both of the songs simultaneously, we discuss how the songs related to each other, as well as their differences.
Once students can maintain their assigned melody, I then split the class into half. Each half is assigned a partner song and both groups sing simultaneously while performing the accompanying dance in separate circles. The kinesthetic movement with the song provides rhythmic reinforcement as students are physically observing and partaking in the timing of the music. The separation provides a focus environment to sing the song in.
After much repetition of singing in separate circles, the two can be brought together into large circle. The students will no longer do the dance at this point, but the audiation gained from the dancing allows for a a stronger foundation and security at the individual level. Students will draw from their internal audiation to maintain the melody of their assigned partner song.
Objectives:
- Students can maintain a melody while a different melody is being sung or played
- Convey expressive intent for a specific purpose
- Core Music Standards:
MU:Cr3.2.2a
Materials and Repertoire:
Repertoire: folk songs Bow Belinda and Sandy Land
Piano or guitar to accompany students
Procedure:
I first introduce each song separately. It is an important building block to focus on one song at a time, as students will gain a deeper context and harmonic ear for each song. This internal knowledge will then create a strong foundation for when the songs are brought together. On separate days I introduce each song with an accompanying dance. The combination of movement with the song and gives students a kinesthetic connection to the music, allowing a deeper audiation to occur. In order to continue to the next step, students must maintain the melody of each song securely without teacher aid.
Once each song is sung securely, I have the students sing one song while I sing the other. This strategy allows for further reinforcement of the concept on a larger scale, and gives the teacher an opportunity to model the next task. After singing both of the songs simultaneously, we discuss how the songs related to each other, as well as their differences.
Once students can maintain their assigned melody, I then split the class into half. Each half is assigned a partner song and both groups sing simultaneously while performing the accompanying dance in separate circles. The kinesthetic movement with the song provides rhythmic reinforcement as students are physically observing and partaking in the timing of the music. The separation provides a focus environment to sing the song in.
After much repetition of singing in separate circles, the two can be brought together into large circle. The students will no longer do the dance at this point, but the audiation gained from the dancing allows for a a stronger foundation and security at the individual level. Students will draw from their internal audiation to maintain the melody of their assigned partner song.
Proudly powered by Weebly