My Doggie Likes To Disco

An Orff Arrangement for the Elementary Music Classroom

Grade Level:  Elementary Education, Grade 3

Subject:  Music, Orff

Duration:  5-10 minutes at the beginning of each class period 

Description:  This lesson was created in hopes of engaging the imagination, exploration, musical literacy, and improvisational skills of the children.  This will be accomplished through building their understanding of concepts and skills through connecting with the music by experiencing it on all levels. These levels include speech/chants, movement, singing, drama, and by playing pitched and unpitched instruments.       

Goals:  To show young children the importance of musical knowledge based on imagination and play.

Objectives:  Students will be able to, among other things:

                        *Sing, alone and with others, a varied repertoire.

                        *Perform on instruments, alone and with others, a varied repertoire.

                        *Improvise melodies, variations, and accompaniments.

                        *Compose and arrange music within specific guidelines.

                        *Read and notate music.

                        *Listen to, analyze, and describe music.

                        *Evaluate music and musical performance.

                        *Understand relationships between music and other disciplines.

Materials:  Introduction

                        *Doggie puppet/stuffed animal

                        *Song Chart

                        *Rhythm Charts

                  Activity I

                        *Doggie puppet/stuffed animal

                        *Song Chart

                        *Rhythm Charts

                        *Orff Instruments

                        *Copies of each instrumental part

Vocabulary:  Whole note, half note, quarter note, eighth note, sixteenth note, ti’s/ta’s, rhythm, iconic/symbolic, chant, drama, pitched/unpitched, improvisation.

Procedure:  Introduction

                        *Shake out tension

                        *Jump right into rhythm practice with excerpts from song

                        *Ask students to create movements-have them express a rhythm from the board and have another student guess with one they did & have them put up on board their own rhythmic example

                        *Introduce doggy friend/explain song

                   My Doggie Likes To Disco

                        *Sing through once(ask students what they think will happen next)-echo            learning-any aspect of song sound familiar?

                        *Show rhythm poster of song-pat rhythm independently-mentally sing text

                        *Pat rhythm while singing aloud

                        *Add instruments

                        *Practice separate sections (if needed)-keep building ask why? 

                        *Instruments alone (internally sing text)

                        *Final Product!

Assessment:  Go back to the activity the following class periods to review.  Ask students to share and describe what they remember as well as their experience with creating. 

 

The technologies used in this lesson are Smart Music, Karaoke Revolution, and the use of a CD/DVD. 

Objectives of the technologies:

·        Smart Music-The Smart Music program will be used as a practice aid.  Students will be able to access the accompaniment for “My Doggie..” and practice the vocals.  If necessary, students will be asked to record a “final cut” and submit it for a grade. 

·        Karaoke Revolution-As a continuation in our quest for comprehending and retaining the concept of melodic dictation, Karaoke Revolution will be introduced to the class.  Students will be asked to choose a popular piece from the list which has the same melodic progressions as “My Doggie Likes to Disco,” such as do-mi-so-mi-do (1,3,5,3,1). A comparison/contrast will then be made concerning the remainder of the chosen piece and “My Doggie..”

·        CD/DVD-In an attempt to integrate what students are learning in science, a video may be shown highlighting actual animal behaviors. 

Software and Hardware requirements:

·        Access to computers which have the installed Smart Music program.

·        Microphones.

·        Internet access.

·        Karaoke Revolution software.

·        Screen projector.

·        CD/DVD player.

Skills required:

 

• Teacher-It should be the teachers responsibility to install the Smart Music program on appropriate computers and to set up the Karaoke Revolution software in an acceptable environment, properly aiding the students throughout the process of completing assignments.
• Students-Students should have an understanding of certain vocabulary terms, such as whole note, half note, quarter note, eighth note, sixteenth note, ti’s/ta’s, rhythm, iconic/symbolic, chant, drama, pitched/unpitched, improvisation, and melodic dictation in order to successfully accomplish assignments with technology.    

 

 

Sammy Sackett

Teaching a song through the rote note method

Grade level:  Elementary Education, Grade 2

Subject:  Music, Rote note, Kodaly

Duration:  5-10 minutes each day during a two or three day lesson involving concepts such as melody and improvisation.

Description:  This lesson was created in hopes of engaging the imagination, exploration, musical literacy, and improvisational skills of the children.  This will be accomplished through building their understanding of concepts and skills through connecting with the music by experiencing it on all levels. These levels include speech/chants, movement, singing, and drama.          

Goals:  To show young children the importance of musical knowledge based on improvisation, identification, and the use of ones own singing voice.   

Objectives:  Students will be able to identify a do-re-mi-so phrase, with the ability to:

                        *Sing in groups on pitch.

                        *Perform easy melodic patterns.

                        *Improvise.

                        *Compose short pieces.

                        *Read rhythms.

                        *Read pitches.

                        *Relate music to other disciplines.

Materials:  Access to marker board, rhythm poster.   

Vocabulary:  Melody, improvise, four-tone scale, Kodaly.

Procedure:  Introduction:

                        *Create a link between music and social studies

                        *Practice four-tone scale.

                        *Ask students to echo back various combinations of do-re-mi-so with syllables and hand signs.

                   Sammy Sackett

                        *Read rhythm using syllables and hand signs

                        *Sing song with text.

                        *Review patterns and identify within song.

                        *Which pattern makes a better ending and why?

                        *Form groups, have each group create new melody from given patterns.

                        *Have groups share new melody.

                        *Sing original song once more.

Assessment:  Write a melody on the board and have students listen as you point to the pitches, having them identify the familiar melody. 

 

The technologies used in this lesson are Clickers, Smartboard, and Inspiration software.

Objectives of the technologies:

·        Clickers-These will be used for assessment of melodic dictation and inner listening skills.  A “quiz” will be presented to students with questions concerning concepts of melodic dictation (pitch) and inner listening (Kodaly) skills.

·        Smartboard-Students will use the Smartboard to display their newly composed melodies.

·        Inspiration-Inspiration software will be used to make a connection with the students social studies knowledge of immigration.  Graphic organizers will be created based on the history of Sammy Sackett and the genres of music which might have been listened to back in those days.

Software and Hardware requirements:

 

• Clickers and the appropriate computer software to create a warm-up “quiz.”
• Access to a Smartboard and screen projector.
• Inspiration software.
• Color printer.

 

Skills required:

 

• Teacher- It should be the teachers responsibility to set up the Smartboard and clicker programs on appropriate computers and in acceptable environments for learning, properly aiding the students throughout the process of completing assignments.
• Students- Students should have an understanding of certain vocabulary terms, such as melody, improvise, four-tone scale, and Kodaly in order to successfully accomplish assignments with technology.    

 

Reflection on the technology:

 

*With these technologies, the teacher can assess easily while students do not feel segregated from others for not knowing a concept.  An interpersonal experience can also be experienced with the above activities.