MUSE 351 Portfolio

Fall 2017
Created by: Chase Malcom and Emily Reed
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Summary of Contents

List of Rhymes (Alphabetical)

Bobby Shafto p. 4
Caracol p. 8

Ickle Ockle p. 6
I Pick Up My Hoe p. 12
The Farmer's Curst Wife p. 10
Kye Kye Kule p. 15

List of Songs (Alphabetical)

Black Snake p. 23
Bounce p. 19

Doggie, Doggie p. 17
Every Night When the Sun Goes Down p. 27
Sally Go Round the Sun p. 21
Skating Away p. 25
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List of Rhymes (By Grade)

Kinder: Bobby Shafto p.4
1st Grade: Ickle Ockle p. 6
2nd Grade: Caracol p. 8

3rd Grade: The Farmer's Curst Wife p. 10

4th Grade: I Pick Up My Hoe p. 12
5th Grade: Kye Kye Kule p. 15

List of Songs (By Grade)

Kinder: Doggie, Doggie p. 17
1st Grade: Bounce p. 19

2nd Grade: Sally Go 'Round the Sun p. 21

3rd Grade: Black Snake p. 23
4th Grade: Skating Away p. 25
5th Grade: Every Night When the Sun Goes Down p. 27
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Title: Bobby Shafto

Source: Kodaly Center
Author: American Folk song
Rhythms used: Ta, ta di

Grade (play): K
Grade (read): K/1
Form: a a a a

Text:
Bobby Shaftoes gone to sea,
Silver buckles on his knee,
Hell come back and play with me,
Bonny Bobby Shaftoe.

Notation:
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Introductory material/activity:
o Once there was a boy named Bobby whos dad was a big ship captain. One day, he left
with his dad to go sailing and left his friend behind. This is what his friend would say
whenever they were sad.
Instruction:
o Listen to my rhyme
o whole part whole. Model and echo the rhyme.
1, 2, 3, 4, 1 2, 3 4, 1 2 3 4
Transition Technique/Material:

Lets act like we are Bobbys friend, searching around for him. What would it
look like to search for someone?

Musically Meaningful Activity:

Lets search to the beat of this drum! (use handdrum of some sort)
- Ready, ready, ready, go, Bobby Shaftoe..
Keep repeating until you can take away the ready, ready, ready, go

Transition out:
o I think that we have looked for Bobby enough today. Lets go back to our seats this time
that we look. (repeat rhyme with drum)
Potential Extension of Activity/Concept:

o The next lesson would involve adding the traditional pitches of the song back in.
Afterwards, we would continue on our theme of sailing and learn, Sail Away!
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Title: Ickle Ockle

Source: Dr. Harrington

Author: Folk song

Rhythms used: Ta, ta di
Grade (play): 1
Grade (read): 1

Form: a b c b

Text:

Ickle ockle blue bottle

Fishes in the sea

If you want to catch a fish
Try and catch me.

Notation:
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Introductory material/activity:

Talk about fishing

Who has gone fishing before?
When I was a kid, my brother and I would fish all the time. Fishing takes a long time, so
we would say this rhyme when we got bored.

Instruction:

Model whole rhyme

Whole part whole
o 1, 2, 3, 4, 1-2, 3-4, 1-2-3-4

Transition Technique/Material:

What does fishing look like? What are the motions?

o Allow them to try and pick someone doing a casting motion

Musically Meaningful Activity:

Simple body percussion that accounts for the rests

o Alternate patting for eighth notes, clap for quarter note, cast a line for quarter
rest
o Pat p p p clap p p p p p p c cast p p p p p p c p p c c cast

Transition out:

Weve had a lot of fun fishing but it is time to go back. Whenever I tap your shoulder do
your best fish swim back to your seat. Remember, fish dont make noise!

Potential Extension of Activity/Concept:

The next lesson will add pitches to the rhyme, using do, la, and re (m3 interval and P4).
Pitched percussion elements could eventually be added to facilitate improvisation on a
limited melody, or just playing together in an ensemble.
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Title: Caracol
Source: Consejo Nacional de Educacin
Author: Uruguayan folk song
Rhythms used: Ta, ta di, ta ki da

Grade (play): 2
Grade (read): 2
Form: a a a a

Text:

Caracol, col, col, saca los

cuernos para el sol, que te
vienen a buscar a la
orilla de la mar.
Snail, ail, ail
Bring your tentacle into the sun
Because theyre coming to look for you

By the seashore
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Notation:

Introductory material/activity:

What does a snail look like? Where do they live?

This rhyme is a Spanish rhyme about snails on the seashore.

Instruction:

Listen to my rhyme
Whole part whole
o 1, 2, 3, 4, 1-2, 3-4, 1-2-3-4
o Be sensitive because it isnt English

Transition Technique/Material:

What do snails look like? Are they loopy?

Musically Meaningful Activity:

o Students will hold hands in a line. Leader will lead the students into a spiral snail
shape all the while, keeping beat and saying song. Once in a spiral, the lead
student will turn and undo the spiral.
o Instructor will facilitate steady beat with drum and eventually without.

Transition out:
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Now lets move our snail back to our desks

o Students will say rhyme one last time in a snail shape back to their desks.

Potential Extension of Activity/Concept:

The introduction of the triplet, ta ki da, was the primary concept for this lesson.
Afterwards, we would discuss the rhythm and give it the ta ki da naming. Instructor
would use projector to facilitate this and beat cards to rehearse.

Title: The Farmers Curst Wife

Source: Sail Away 155 American folk songs
Author: Horton Barker 1939
Rhythms used: quarter notes, eighth note, and half notes

Grade (play): 3rd Grade

Grade (read): 3rd Grade
Form: binary
Text: There was an old man at the foot of the hill,
If he aint moved away hes livin there still,

Sing high, diddlei, diddlei fie!

Diddlei, diddlei day!

Notation:
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Introductory material/activity:

- Start with students sitting in a circle

- Has anyone moved into a different house before?
- Who has never moved houses before?
- I never moved houses before. My neighbor hasnt either. I know a rhyme about him.

Instruction:
- Listen to my rhyme
- Model and echo rhyme using whole-part-whole
o 1, 2, 3, 4, 1-2, 3-4, 1-2-3-4
Transition Technique/Material:

- What are some things you would find in a yard of a house?

o Allow chaotic response for 3 seconds then prompt students toward car, mailbox,
window, and a tree.
- Model car
o Students echo car
- Model tree
o Students echo tree
- Model mailbox
o Students model mailbox
- Model window
o Students model window
- Teacher shows pre-made rhythm cards using car, tree, mailbox, and window and
students sight read them.
o Above the pattern is a picture of a house.
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o Below each picture is a line or two lines showing if it is a beat or division of the
beat.
Musically Meaningful Activity:

- Students create their own rhythm patterns with a buddy and read through it twice.
- Students march in a circle and say the rhyme and once they are done, they stop at
whichever house they and on and read through that pattern with their buddy.
Transition out:

- Students do this until they, and their house, is blown away by a tornado ad moves
them back to their seats.
Potential Extension of Activity/Concept:
- Beat and division of the beat symbols on pictures are tools used in pre-notation.
Students will notate the rhythm patterns they made in the next lesson.

Title: I Pick Up My Hoe

Source: bethsnotesplus.com

Author: Jamaican folk song

Rhythms used: ta, ta di, syncopated ta di di
Grade (play): 4
Grade (read): 4

Form: A A A B

Text:

I pick up my hoe and I go.

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I pick up my hoe and I go.

Come with me and help hoe a row,
and well hoe and well hoe, and well hoe!

Notation:

Introductory material/activity:

Farmers use a lot of different tools when they farm. They use big tractors, shovels,
pitchfork, plowss; can you think of any other tools?
This is a poem that farmers in Jamaica say

Instruction:

Listen to my rhyme
Whole part whole
o 1, 2, 3, 4, 1-2, 3-4, 1-2-3-4
What was the farming tool in the poem?
Have picture of a hoe to show them.
Add body percussion
o Stomp - clap clap - clap clap- pat pat clap (x3)
o Pat pat clap clap clap pat pat clap - clap
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Transition Technique/Material:

Lets think back to the farm tools we talked about earlier

Hold up pictures of tractor, hoe, shovel, pitch-fork, plow
o Speak them rhythmically, class response.
o Have pre-made pattern ready to rehearse.

Musically Meaningful Activity:

Students, in pairs, will make rhythms by arranging their pictures on their farm
o Students will also create their own body percussion.
After group rehearsal, students will hoe around the classroom to a steady beat to a
new farm.
Initially, teacher will beat hand drum as students say poem around the room. Teacher
will give 4 beats before students recite their picture poem.
o Eventually, students will keep steady beat while instructor plays the melody to I
Pick Up My Hoe on recorder
o Students will quickly make body percussion patter on new farm and will recite
after four beats from drum.

Transition out:

Its been a long day of farming, lets put up our farming tools in this bag and go back to
your seats.

Potential Extension of Activity/Concept:

The next lesson will add orff instruments to the poem. Students will illustrate the poem
by playing the original melody, which has already been primed by teacher on recorder.
Eventually, some students will be moved to unpitched percussion while the rest of the
class plays orff instruments and says the rhyme.
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Title: Kye Kye Kule

Source: Music in Childhood (third edition)
Author: Ghanaian Childrens song
Rhythms used: quarter notes, eighth notes, and dotted quarter notes. Involves syncopation.
Grade (play): 5

Grade (read): 4
Form: ternary
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Text: Kye Kye kule, (Kye Kye kule)

Kye Kye kofeesah, (Kye Kye kofeesah)
Kofeesah langa (Kofeesah langa)

Kokoshilanga (kokoshilanga)
Kum adende (kum adende)
Kum adende (Hey!)

Notation:

Introductory material/activity:
o Who has been on an airplane before? How about a train? Or a long car ride?
When you got there, were things a little different from home?
o I went to Ghana. Everyone was wearing bright colors and patterns on their clothes.
While I was there, I learned a rhyme.
Instruction:
o Listen to my rhyme
o whole part whole. Model and echo the rhyme.
1, 2, 3, 4, 5, 6, 1-2, 3-4, 5-6, 1-2-3-4-5-6
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note that this song is a call and response

Transition Technique/Material:
o Pick a mode of transportation and move over to a circle on the ground.
Students would pretend they were an airplane, car, train, etc., and move to a
circle on the ground.
o Model snap
Students echo snap
o Model clap
Students model clap
o Model pat
Students model pat
o Model Stomp
Students model stomp

Musically Meaningful Activity:

o Simple body percussion emphasizing the syncopation
First teacher models body percussion emphasizing syncopation, and students
echo. Body percussion can be made up of the body percussion vocabulary
previously modeled. Students have to model what the first call is, then on the
second call, they cant use what the teacher modeled.
Teacher gets switched out by students whose birthday is closest, then after they
model and class echoes their body percussion, they get to pick the next student.
Teacher is assessing now.

Transition out:
o After student has modeled for class, they pick someone to model and two other
students to go back to their seat with him/ her

Potential Extension of Activity/Concept:

o The next lesson would involve assigning specific body percussion actions to specific part
of the song and then identifying that that body percussion is on the syncopated
patterns.

Title: Doggie, Doggie

Source: Katalin Forrai, Music in Preschool Primary: P4 and m3 interval
Composer: Jean Sinor Range: P4
Intervals: m3, P4
Solfege Pitches: sol, mi, la
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Grade (sing): K Grade (read/write): 1

Introduction:

My favorite animal is a dog! I have two dogs, pepper and moonshine. How many of you
have dogs?
I know a song about a dog!

Teaching Sequence:

Sometimes my dog howls. Lets try doing a dog howl.

o Howl vocal exploration.
o Transition into song pitches on neutral syllables (sol, mi, la)
WPW model with neutral syllables.
WPW model with text
o 1-2-3-4, 12-34, 1234
Students can sing song independently

Transition:

What happened to the doggies bone? (someone stole it)

What do you think the doggie would do? Would he look for it?
I know a game we can play.
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Musical Activity:

Model Who stole the bone? on loo

Students will sit in circle. One student in the middle, who is the doggie, and covers his or
her eyes.
Another student is given bone.
All students sing first four lines, doggie sings line 5 and bone person sings line 6
Doggie guesses who has the bone
o Whoever has bone goes into middle to become doggie

Transition out:

That was a fun game! Now lets go back to our seats.

Extension/Concept:

Kindergarten is more about introducing musical concepts through exposure, so the main
concept of this lesson was the m3 and P4 intervals. Further exploration of these
intervals in other songs or on orff instruments (or boomwhackers) will serve to
strengthen this.
-

Title: Bounce
Source: Sail Away- 155 American Folk Songs Primary: introducing solfege syllable 1a
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Composer: childrens rhyme Range: E4 A4

Intervals: M2 and m3 Solfege Pitches: mi, sol, la
Grade (sing): 1st grade Grade (read/write): 1st grade

Introduction:
- I was playing basketball with my sister and we had so much fun!
- When we were bouncing the ball, it bounced high and low like this (teacher models ball
bouncing)
Teaching Sequence:
- Vocal exploration- teacher uses finger and ball to model vocal contour. Teacher and
students explore the students vocal range.
- Introduce pitches of song on woo.
- Model entire song using whole-part-whole on woo.
o 1, 2, 3, 4, 1-2, 3-4, 1-2-3-4
- Model pitches of the song using appropriate hand signs.
- Model song using whole-part-whole
o 1, 2, 3, 4, 1-2, 3-4, 1-2-3-4
Transition:
- Students bounce ball on their way to seeing the manipulatives modeled by teacher.

Musical Activity:
- Teacher shows students pre-made patterns with balls representing pitches of sol and
mi.
- Students will get four pictures of basket balls and they will get to make their own
pattern choosing between the pitches of sol and mi.
- They will then get to choose where to put each basketball. (one high and one low? Both
high? Both low?)
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- Then the students will march around the circle singing the song and stop at the end of
the song. The teacher will pick a new pattern that one of the students made and will
give the starting pith each time as the class says the students pattern.

Transition out:
- Sometimes ball players need a break. If I tap your shoulder, take a break at your desk
until everyone as returned.
Extrension/Concept:

- Use the basket balls at note heads and place them on a net/ line on the board to help
with pre notation.
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Title: Sally goes round the sun

Source: Sail Away 155 American Folk songs Primary:

Composer: Childrens song from St. Helena Island Range:

Intervals: M2, m3, M3, P5 Solfege Pitches: D4 B4
Grade (sing): 2nd grade Grade (read/write): 3rd grade

Introduction:
- I woke up this morning and I was so tired. I was yawning every three seconds. Can you
show me what a yawn looks like?
Teaching Sequence:
Vocal Exploration- vocalize the yawn and explore the students vocal range on the syllable woo.

Pick a pitch- find the starting pitch and introduce it on woo using different dynamics,
articulations, and lengths.
Teach
- Teach the song on woo without solfege using whole part whole
o 1, 2, 3, 4, 1-2 ,3-4 ,1-2-3-4
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- Teach the song on solfege using whole part whole

o 1, 2, 3, 4, 1-2 ,3-4 ,1-2-3-4
- Teach the song on text using whole part whole
o 1, 2, 3, 4, 1-2 ,3-4 ,1-2-3-4
Transition:
- Model and echo with students different cut outs of sun, star, rocket, and planet while
maintaining a steady beat.

Musical Activity:
- Everyone finds a buddy and they make their own pattern
- As a class the students read the pattern in front of them twice.
- After reading through the patterns, the class marches around in a circle while singing
the song and once the song stops, the students will sight-read the pattern in front of
them.
Transition out:
- Mark every third pattern and when students land on it, after singing, they can go back to
their seats like a shooting star.

Extension/Concept:
- Introduce division of simple meter and compound meter together.
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Title: Black Snake

Source: Kodaly Center Primary: introduction of syncopation
Composer: southern folksong Range: M6

Intervals: M2, M3, P4, M6

Solfege Pitches: do, re, mi, sol, la
Grade (sing): 3 Grade (read/write): 3

Introduction:

Teacher will tell story about camping and animals to introduce vocal exploration

Teaching Sequence:
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Vocal exploration with snake shapes on oood

Move to neutral syllables
o D-D-D-D
o D-L
o D-L-S
o M-R-D
o R-S-M
o M-R-D
Model melody on solfege
o Whole part whole
o 1-2-3-4, 12-34, 1234
Model song
o Whole part whole as described above

Transition:

The snake from the song is named Sammy the Snake. He loves to play hide n seek, and
he wants to play with us today. Please sit down criss-cross apple sauce and scoot in until
you are shoulder-to-shoulder with the people next to you. Now put your hands behind
your back, palms up.

Musical Activity:

Teach call and response

Students will sit in circle
One student will sit in middle, instructor will hold black snake
As students sing, instructor will place black snake in a students hand
o Call and response
Student in middle becomes hider, student with black snake becomes one in middle

Transition out:

Sammy says he is tired and wants to go home, but he wants us to go with him. He lives
in a snake house, though, so we will have to act like snakes. When I tap your shoulder,
do your best snake slither back to your desks.
Extension/Concept:

The main concept of this lesson was to introduce syncopation, so the extension would
be actually naming and discussing it. Then, we would introduce a song that has more
heavy syncopation.
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Title: Skating Away

Source: Sail Away 155 American Folk songs Primary: introducing modes
Composer: childrens song from mid-west Range: C4-A4

Intervals: m2, M2, m3, M3, P4, P5 Solfege Pitches: sol, la, ti, DO, RE,
MI, SOL, LA
Grade (sing): 4th grade Grade (read/write): 4th grade

Introduction:
- It snowed this weekend. I made a snowball and threw it. When it fell, it made a sound
like this, (model descending whoosh)

Teaching Sequence:
- vocal exploration- teacher and students will go skiing with their voices up and down a
pre-made slope while the teacher uses a pointer (either finger or stick) to show students
where to ascend and descend.
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- Pick a pitch- Teacher will pick starting pitch and have the class experiment that pitch on
different dynamics, articulations, and lengths.
- Teacher will model and students will echo song on woo using whole-part-whole.
o 1, 2, 3, 4, 1-2, 3-4, 1-2-3-4
- Teacher will model and students will echo song on solfege using whole-part-whole.
o 1, 2, 3, 4, 1-2, 3-4, 1-2-3-4
- Teacher will model and students will echo song on text using whole-part-whole.
o 1, 2, 3, 4, 1-2, 3-4, 1-2-3-4
Transition:
- teacher will model and students will echo manipulatives.
o Teacher models evergreen
o Students echo evergreen
o Teacher models snowflake (in long-short) pattern
o Students echo snowflake (in long-short pattern. Repeat if necessary)
o Teacher will model blizzard (in short-long pattern)
o Students will echo blizzard (in short-long pattern. Repeat if necessary)
o Teacher will model sled
o Students will echo sled
Musical Activity:
- Teacher will present pre-made patterns and students will sight-read them.
- Students will make their own pattern then say it twice
- Once finished with their own pattern, the students will skate around the classroom to
other patterns.
Transition out:

- If the teacher tells students to freeze, they must freeze in whatever position they are in
for the rest of the song until they thaw out and must go back to their seat.
Extension/Concept:
- The next lesson would include pairing the manipulatives used in this activity with a pre-
notation symbol. Then the teacher will help the students make connections between
the pre-notation and written notaion.
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Title: Every Night When the Sun goes Down

Source: Sail Away; 155 folk songs Primary: introduction of 3/2time signature
Composer: southern folksong Range: E4 to E5

Intervals: m2, m3, M2, P5, P4, M6 Solfege Pitches: do, re, mi, sol, la, te, do
Grade (sing): 5 Grade (read/write): 4
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Introduction:
Last night I watched the sun go down and it made me very sleepy. I yawned a lot and it
sounded like this- Ah (descending siren).

Teaching Sequence:
- Vocal Exploration/ Vocal warm up on the ah vowel in a comfortable and appropriate
range or the sixth-grade class.
- Model pitches of song using hand signs as visual aid.
- Model entire song. (Evry night when the sun goes in x 3, I hang down my head and
mournful cry)
- Model line 1. (Evry night when the sun goes in,)
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- Model line 2. (Evry night when the sun goes in,)

- Model line 3. (Evry night when the sun goes in,)
- Model line 4. (I hang my head and mournful cry).
- Model lines 1 and 2. (Evry night when the sun goes in, Evry night when the sun goes in)
- Model lines 3 and 4. (Evry night when the sun goes in, I hang my head and mournful
cry)
- Model entire song and assess while the students echo. (Evry night when the sun goes
in, evry night when the sun comes in, evry night when the sun comes in, I hang my
head and mournful cry.)
Transition:
- Have premade rhythm cards made involving many half notes. Sneak into the cards, a 3/2
measure once or twice and identify what it is.
Musical Activity:
- Have students create their own pattern using rhythm cards involving 3/2 measures.
- Students model their pattern twice then move to another pattern while singing the
song.
- Students model new pattern twice.
- Repeat this step until most cards have been read through.
Transition out:
- As the students read more patterns, the instructor will transition them out by having
them go back to their desks like a sun going in for the night.
Extension/Concept:
- The extension for this lesson will be the new 3/2-time signature.
- The students will identify the terminology associated with the notation ad will practice
identifying it in context.