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Using Children’s Literature to Teach Melodic Literacy presented by Darla Meek Texas A&M University-Commerce [email protected] Texas Choral Directors Convention July 20, 2017

Using Children’s Literature to Teach Melodic Literacy Children’s Literature to Teach Melodic Literacy ... a tool for teaching musical literacy. ... Display text visual and sing

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Page 1: Using Children’s Literature to Teach Melodic Literacy Children’s Literature to Teach Melodic Literacy ... a tool for teaching musical literacy. ... Display text visual and sing

Using Children’s Literature to Teach Melodic Literacy

presented by Darla Meek Texas A&M University-Commerce

[email protected]

Texas Choral Directors Convention

July 20, 2017

Page 2: Using Children’s Literature to Teach Melodic Literacy Children’s Literature to Teach Melodic Literacy ... a tool for teaching musical literacy. ... Display text visual and sing

2

The Kodály Concept

Kodalytrainingisacompleteandcomprehensiveapproachtomusiceducation.Thegoalistotrainbasicmusicalskillsandteachthereadingandwritingofmusic.Thedevelopmentofmusicalskillsbeginsveryearlywithsimpletasks.Asknowledgegrows,skillsaredevelopedfurtherinasequentialmannerthroughaprocessofpreparation-presentation-practice.

Inadditiontomusicreadingandwriting,childrendevelopskillinpart-singing,part-hearing,improvisation,intonation,listening,memory,phrasing,andunderstandingofform.Thissessionwillfocusonmusicreading…specificallymelodicreadingforyoungchildren.

SOLFEGE Themoveabledosystem,highlydevelopedinEnglishchoraltraining,wasadvocatedbyKodalyasatoolforteachingmusicalliteracy.Solfegeisconsideredthebesttoolfordevelopingtheinnerear.Itisaninvaluableaidinbuildingmusicalskills:

Sightsinging Hearingandsingingharmony EartrainingDictation Parthearing Perceivingform

SEQUENCE (K-2) sol-mi MillionsofCatssol-la BrownBear,BrownBear TheElvesandtheShoemakermi-laturn It’sRaining,It’sPouringsol-mi-do RollOverdo-re-mi-sol Mortimerdo-re-mi-sol-la ATurkeyforThanksgivinglowlaandsol ListentotheRain

Choosing Excellent Literature

1. Isthebookwell-written?2. Doesthebookhavedepth?3. Doesthebookhaveanelementofsurprise?4. Willthechildrenbeabletorelatetothesubjectmatterorthecharactersinthebook?5. Whatrolewillbebookplayinthemusicaltrainingofmystudents?6. IsthisbookonethatIwantmystudentstorememberfortherestoftheirlives?

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Millions of Cats BookbyWandaGa’gLessonPlanbyDarlaMeek CONCEPTS: introductiontobarredinstruments,sol-miintervalMATERIALS: textvisual,barredinstruments,catsoundcuecardsorpowerpoint1.Introducethestory.“Onceuponatimetherewasaveryoldmanandaveryoldwoman.Theywereverylonelyandwishedtheyhadacat.Onedaytheveryoldmanwentlookingforone.Hewentupthehighhilltops(pretendtoplayabarredinstrumentmovingupwards)anddownthroughthelowvalleys(pretendtoplaymovingdownwards).Canyoudothatwithme?”(Repeat.)2.Teachthesong.

• “Hedidfinallyreachaplacethathadlotsandlotsofcats.”Displaytextvisualandsingmelodyfor“Catshere,catsthere…”

• Havestudentssingthemelody,pattingthesteadybeatontheirlaps.

3.Introducethebarredinstruments.

• “Wehavetheperfectinstrumentstoplaysoundsfortheoldmanwalkingupanddownthehills,ANDtoaccompanyoursinging!Theseinstrumentsarecalledbarredinstruments.Theyareinthepercussionfamily.Weplaythemwithmallets.Let’slearnhowtouseourmalletsfirst.”

• Distributemallets.(Rhythmsticks,popsiclesticks,orchopstickscouldalsobeused.)Havestudentsplacethemonthefloorinfrontofthem.Instructthemtomirroryou.Leadthemthroughapantomimeshowinghowtograspthemallets(andhowNOTto!),wheretoplacethefingers,thepositionofthearms,andhowtobouncethemlightly.Alsoinclude“readyposition”and“malletsatrest.”

• Holdoneglockenspielvertically,lowsidedown.“Doyouseehowthisinstrumentlookskindoflikeamountainorahill?Thelargeendiswherethegroundis,andthesmallend

& 86 .œ .œCats here,

.œ .œcats there,

œ jœ œ jœCats and kit tens

œ jœ .œev 'ry where.- - -

& œ œ œ .œHun dreds of cats,

œ œ œ .œthou sands of cats,

œ œ œ œ œ œMil lions and bil lions and

œ œ œ .œtril lions of cats!- - - - -

CATS HERE

©

Score

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iswherethesunis.”Askonechildto“walkupthehill”withhis/herfingers.Encouragethechildtoplayinthecenterofthebars,andtobouncefingerslightlyoneachbar.

• Placetheinstrumentonthefloorinfrontofthechildandhavehim/herplayagain.ReinforcewhichdirectionisUPandwhichisDOWN.

• Displayalargevisualofabarredinstrumentandhaveallchildren“airplay”(pretendtoplay)theinstrument,movingupwardanddownward.

• Now,havechildrenmovetothebarredinstrumentstopractice.• HavechildrenplaythesteadybeatonC1andG1astheysingthesong.

4.Displayiconicnotationforeachofthefeaturedcats:

• Thestudentswillcreateshortmotifsforthefeaturedcatsthatdepictthenotation.The

studentswillplayeachmotifasthecatsareintroducedinthestory.• On“chosenthemall,”everyonepicksonemotiftoplay,sothatallmotifsarebeing

playedatthesametime.Thisalsowillhappenwhenthecatsgetintoafight.4.Assignvocalsoundeffects.

• On“Mew,mew!”everyonemeows.• On“eachcattookasipofwater,”everyoneslurps.• On“eachcatateamouthfulofgrass,”everyonenibbles.

5.Perform.

©Copyright2004DarlaMeek.Materialsmaybeusedinaclassroomsettingwithchildrenonly.Unauthorizedusewithadultteachersisprohibited.

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Brown Bear, Brown Bear, What Do You See? BookbyBillMartinJr,illustratedbyEricCarleLessonPlanbyDarlaMeekCONCEPT: singing/improvisingsol-la-sol-mipatternsMATERIALS: smallpuppets,stuffedanimals,orpicturesofcommonanimals,

oneforeachchild

• Singthebooktothestudents.• Distributestuffedanimalsorpicturesofanimals.Discusseach.• Playagamethatassessessequencing!Theteachersings,“BrownBear,

BrownBear,whatdoyousee?”andthestudentwhoisholdingthebrownbearanswers,“Iseearedbirdlookingatme.”

• Createadditionalverseswithotheranimals.Thegamecontinuesuntilallchildrenhavehadaturntosingabouttheanimalstheyareholding.

• Tomakethegamemorechallenging,havetheansweringstudentaskthenextquestion.

• Turnthisactivityintoanamegame!“Charlie,Charlie,whodoyousee?”“IseeAmylookingatme!”etc.Thisgamecanbeusedforliningthestudentsupinanorderlyfashion,fortakingturns,etc.

DarlaMeekCollection,2007

& # # 44 œ œ œ œBrown bear, brown bear,

œ œ œ œ Œwhat do you see?

œ œ œ œ œI see a red bird

œ œ œ œ Œlook ing at me.-

BROWN BEAR

©

Score

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The Elves and the Shoemaker

RetoldfromtheBrothersGrimmandillustratedbyJimLaMarche

StoryretoldbyDarlaMeekLessonPlanbyDarlaMeek

CONCEPTS: composingmelodieswithla-sol-mi;composingrhythm

patternswitheighthnotes,quarternotes,andhalfnotes;simplechorddroneonmacrobeat;Germanfolkdance

MATERIALS: barredinstruments;templeblocks;simplecostumes,ifdesired1.Introducethecharacteroftheshoemaker.

• Discussshoemakersandthetoolstheyuse.Listsomeofthesoundsyouwouldhearcomingoutofashoemaker’sshop:snippingofscissors,tappingofthetinyhammers,pullingofthread,whirringofamachine,windingofthebobbin,etc.

• Sing“WindtheBobbin”:

• Havestudentsfindapartnerandshowhowtheycouldtogetherwindthebobbin,pullthethread,andtapfivetimes.

• Havehalfthestudentsshare,thentheotherhalf.• Takesomeofthestudents’ideastocreatemovementsfortheAsection.Singand

performthesemovements.• Havestudentsskipthroughthe“cobbler’sworkshop”for16beatsandfindanew

partnerwhilesingingtheBsection(“La,la,la…”).2.Introducethestory.

• Tellthefirsthalfofthestory.

Page 7: Using Children’s Literature to Teach Melodic Literacy Children’s Literature to Teach Melodic Literacy ... a tool for teaching musical literacy. ... Display text visual and sing

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• InsertthePOEM“Cobbler,Cobbler”andthesoundsoftheelvesworkingatappropriatetimes.Youwillhavetoalterthetextofthebookslightly:

“Thatnight,fromtheworkshopcamethesoundsof…snipsnipsnipsniptap-atap-atap-atap-apuuuuuull--puuuuuull--puuuuuull--puuuuuull—“3.Createamelodyforthepoem.

• Askthestudentsiftheywouldbeabletocreateamelodyforthepoemusingthetwopitchessolandmi.Havethestudentsimprovisevocallyuntiltheycomeupwithoneidea.

• HavestudentsgotobarredinstrumentsandremoveB’sandF’storevealtheCpentatonicscale.

• Havethestudentsworkinpairstofigureouthowtoplaytheirmelodyonthebarredinstruments.

• Ifthechildrenareready,havethemcreateami-sol-lamelodyforthepoemonthebarredinstruments.Sharetheircompositions.

• Havethestudentschooseoneofthemelodiestobethe“classcomposition.”Theywillprobablychooseonethatislikethemelodyprintedbelow.Haveallthestudentsplaytheclasscomposition.Notateittogether.

• Addadroneonthemacrobeat.

4.Createworkshopsounds.

• Displaythefollowingvisuals:

&&

42

42BX/BM

œ œ œ œCob bler, Cob bler,

˙̇œ œ œmend my shoe.

˙̇œ œ œ œMake it just as

˙̇œ œ œgood as new.

˙̇- -

&&

5 œ œ œ œStitch it up and

˙̇œ œ œstitch it down

˙̇œ œ œ œI will give you

˙̇œ œ œhalf a crown.

˙̇

COBBLER COBBLER

Page 8: Using Children’s Literature to Teach Melodic Literacy Children’s Literature to Teach Melodic Literacy ... a tool for teaching musical literacy. ... Display text visual and sing

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• Chanteachpatterntwice.• Putfourstripsinarowandhavethestudentschantthepatterns.Repeat,havinga

studentarrangethefourstripsintoapatternofhis/herownchoice.• Asyourepeatthisseveraltimes,havethechildrenexperimentwithwaystomake

cutting,hammering,andpullingmotions.• Putstudentsingroupsoftwoorfour.Theywillworktogethertousethepatternsthey

madeuptocreatetheworkshopsounds.Theycanaddmovement.Theywillbeperformingfourmeasuresoffourbeats.

• Sharewiththelargegroup,thenhaveallthegroupsperformtogether.• Optionsformoreexperiencedstudents:Tellthestudentstheyhavefourbeatswith

whichtocreateapatternusingtap-a,snip,andpull--.• Goaroundthecircle,havingeachstudentchanthispatterntwice.• Divideintopartners(orevengroupsoffour)tocreatefourmeasuresoffourbeatseach.

Theycanaddmovementorunpitchedpercussion.• Theymayputthepatternsinanyformtheylike.Itwouldbefuntomaketheir

movementsrelatetoeachother—likeamachine.5.Performstorywithsongandsoundeffects.

• Havesomechildrenplaythedronewhilesingingtheclasscomposition,andsomeperformtheworkshopsounds.

• Dramatizethestory.• Haveonestudentimproviseontheglockenspielwhentheelvesmove.• Use“Shoemaker’sDance”forthebeginningandtheendofthestory.

©2000DarlaMeek.Forusewithchildreninaclassroomsettingonly

Unauthorizedusewithadultteachersisprohibited.

ã 44

Snare Drum x x x x x x x x

TAP A TAP A TAP A TAP A- - - - -

TAP-A

ã 44

Snare Drum x x x x

SNIP SNIP SNIP SNIP

SNIP

ã 44

Snare Drum X X

PUUUUUULLLL... PUUUUUULLLL....

PULL

Page 9: Using Children’s Literature to Teach Melodic Literacy Children’s Literature to Teach Melodic Literacy ... a tool for teaching musical literacy. ... Display text visual and sing

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Roll Over, a Counting Book! BookbyMerlePeekLessonPlanbyDarlaMeekCONCEPT: preparing,presenting,orpracticingsol-mi-doMATERIALS:

• barredinstrumentsorequivalent• handpuppetsmadeofgardengloves,ifdesired

1.Teachthesong.

• Singthesongforthechildren.Youmaychoosetoread/singRollOverbyMerlePeek.• Itisfuntocreatehandpuppetsoutofgardenglovesforthissong.Youcanfindtiny

babiesoranimalstogluetothefingertipsoftheglovesatnoveltystores.• Askthechildreniftheyrecognizedthemelodicpatternsol-mi-do.• Read/singthebookagain,havingchildrensignthesol-mi-dopatternwhentheyhearit.

2.Dramatizethesong.

• Lineuptenchildrentodramatizethesong!Theylieonthefloor,rollingoveronetimeoncue,asthechildrensingeachverse.Thelastpersongoestohis/herseat.

3.Playsol-mi-doonbarredinstruments.

• Lineupseveralbarredinstrumentsinarow.RemovebarssothattheG-B-Dbarsareeasilyaccessible.

• Chooseonechildtoplaysol-mi-doonthefirstinstrumentasthechildrensingthefirstverse.Chooseanewchildtotakehisplaceashemovestothesecondinstrument.Continuerotatinguntilallchildrenhavehadachancetoplayeachbarredinstrument.

©2003DarlaMeek.Forusewithchildreninaclassroomsettingonly

Unauthorizedusewithadultteachersisprohibited.

& 44 ..œ œThere were

œ œ œ œ œ œtennine

inin

thethe

bedbed,

andand

thethe

œ œ œ œ œlitlit

tletle

oneone

said,said,

"Roll"Roll

œ œ Œ œoo

ver!"ver!"

"Roll"Roll

œ œ Œ œ œoo

ver!"ver!"

SoSo

theythey

- - -- - -

& ..œ œ œ œ œallall

rolledrolled

ooverver

andand

œ œ œ œ œoneone

fellfell

out.out.

ThereThere

werewere

œ œ œ œ œ œone in the bed, and the

œ œ œ œ ¿ ¿ ¿lit tle one said, "A lone at

¿ Œ Ólast!"- - -

-

roll over

©

Score

Page 10: Using Children’s Literature to Teach Melodic Literacy Children’s Literature to Teach Melodic Literacy ... a tool for teaching musical literacy. ... Display text visual and sing

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Mortimer byRobertMunsch,illustratedbyMichaelMartchenkoLessonplanbyDarlaMeekCONCEPTS: simplechorddrone,do-re-mi-sol vocalimprovisation(ifdesired)MATERIALS: barredinstruments,props(ifdesired)1.Introducethestoryandteachthesong.

• “Thisisastoryaboutalittleboywhoneverwantedtogotobed.Everynighthisfamilywouldtellhimveryseverely.‘Mortimer,bequiet!’butitdidnogood.Perhapshisfamilydidn’tsayitseverelyenough.Let’sseeifyoucandobetter.Alltogether,let’ssay,‘Mortimer,bequiet!’”Practice.

• “PretendyouareMortimer’smother.Canyousay,‘Mortimer,bequiet!’inamotherlyvoice?”Practiceasafather,children,andapoliceofficer.

• “Now,I’msureyouarewonderingwhatMortimerdidtogethimselfinsuchtrouble.Afterhewastuckedintobed,hewouldsing,likethis.”Teachthesongwiththechildrenpattingthesteadybeatontheirlaps.

&&&

bbb

44

44

44

œ œ œ œ œ œ œ œ"Clang, clang, rat tle, bing, bang, gon na

∑œœ œœ œœ œœ

œ œ œ œ œ Œmake my noise all day!

Ó Œ œœœœœœœœ œœ œœ œœ

- -

&&&

bbb

œ œ œ œ œ œ œ œClang, clang, rat tle, bing, bang, gon na

∑œœ œœ œœ œœ

œ œ œ œ œ Œmake my noise all day!"

Ó Œ œœœœœœœœ œœ œœ œœ

- -

MORTIMER

©

Score

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2.Accompanythesongwithasimpledroneonbarredinstruments.• InstructthestudentstogotobarredinstrumentsandremoveB’sandF’storevealtheC

pentatonicscale.Discussthepentatonicscaleanditsuse.• PlaythesteadybeatonCandG,andexplainthatthisiscalledadrone,orbordun,which

isbasedonthetonicanddominant.SingMortimer’ssongwhiletheyplay.• Becausetherhythmofthedroneandtherhythmofthesongareoftenparallel,guide

thestudentstofindabetterchoiceforadrone.Itisfuntoplayadronewitharhythmicpattern.Singthesongandexploresomeoptions.Whichoptionscomplementthesongandareeasyforchildrentoplay?Atthisstage,thebestchoicesaretwohalfnotesoronehalfandtwoquarters.

• Singthesongacappella,addingasnapontherestsattheendofeachphrase.Transfertoaclusterchordonanytwonotesnexttoeachother.(Thispartisfortheglockenspiels.)

3.Addvocalimprovisationonla-sol-mi.

• Warmupvoices,echola-sol-mipatterns.• Havestudentspickoneofthepatternswepracticedandsingitfourtimes.• Havethestudentspickanotheroneofthepatternswepracticed,ORmakeuptheir

own,andpracticeitfourtimes.• Havestudentsusethosetwopatterns,arrangedinaformoftheirchoice,tocreatea

littlemelody.• Repeat,withadifferentform.• Singsongwithdrone,thenperformvocalimprovisationsforthesamelengthasthe

song(16beats),asiftheywereMortimersinginginbed.• Ifstudentsarefeelingadventurous,theycanexplorewithrhythmastheysing!

4.Addsoundeffectsandperform.

• “WhenMortimerwouldmakeallthatracket,hisfamilywouldwalkupthestairstocheckonhim.”Reviewwalkingupanddownthe“stairs.”

• Performthestorywithallspeakingparts,song,andsoundeffects.• Havesomestudentsdramatizethestorywithapillowandblankey,andotherprops.

©Copyright2004DarlaMeek.Materialsmaybeusedinaclassroomsettingwithchildrenonly.Unauthorizedusewithadultteachersisprohibited.

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A Turkey for Thanksgiving BookbyEveBunting,illustratedbyDianedeGroatLessonPlanbyDarlaMeekCONCEPTS: drmsl,simpledrone,unpitchedtechniqueMATERIALS: unpitchedpercussioninstrumentsofchoice1. Introducethecharactersandthestory.

• “OneThanksgivingmorning,Mr.andMrs.Moosewerebusymakingspecialpreparationsfordinnerwiththeirfriends.”Readthefirsttwopagesofthebook.

• Teachthefollowingsong:

• Ifdesired,havethestudentsplayasimpledroneonthemacrobeatastheysingthe

song.

2. Addsoundeffects.• Displayavarietyofinstrumentsandreviewthename,sound,andtechniqueforplaying

each.• Guidethestudentstochoosesoundeffectsforthestory,includingonesoundto

representeachofthecharacters.Someideas:

Moose: drum Rabbit: templeblocksGoat: guiro Turkey: flexitoneSheep: shaker Porcupine: triangle

3. Practiceandperformwhilereadingthestory.Havethestudentsexchangeresponsibilities

andperformagain!

©2003DarlaMeek.Forusewithchildreninaclassroomsettingonly.Unauthorizedusewithadultteachersisprohibited.

&&

bb

44

44œ œ œ œ œ œ Œ"Al most time for din ner!"

˙̇ ˙̇œ œ œ Œ

Moose did say.

˙̇ ˙̇- -

&&

bb

œ œ œ œ œ œ ‰ œ"I will find a tur key for

˙̇ ˙̇œ œ œ œ Œ

Thanks giv ing Day!"

˙̇ ˙̇- - -

A TURKEY FOR THANKSGIVING

©

Score

Page 13: Using Children’s Literature to Teach Melodic Literacy Children’s Literature to Teach Melodic Literacy ... a tool for teaching musical literacy. ... Display text visual and sing

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Listen to the Rain BookbyBillMartinJrandJohnArchambault

PoembyRobertLouisStevenson,adaptedbyDarlaMeekLessonPlanbyDarlaMeek

CONCEPTS: lowsolandla,crescendo/decrescendo,form,composition(ifdesired)MATERIALS: barredinstruments,windchime,rainstick,scarves,textofthepoemdisplayed

Rainydaysarelovelydays,eachdropissoftandlight. Therainperfumesthecityair,andglistensinthenight.

&

&

V&

42

42

42

42

Voice

SG

AM

BX/BM

œ œ œ œRain is rain ing

˙mi

˙˙̇˙(̇splash)

œ œ

œ œ .œ œall a round, it

˙sol

˙˙̇˙˙œ œ

œ œ œ œfalls on field and

˙mi

œ œ

œ ‰ jœtree. It

œ œ œ œla sol mi re

œ œ

- -

&

&

V&

..

..

..

..

V

SG

AM

BX?BM

œ œ œ œrains on the um

˙mi

˙˙̇˙(̇splash)

œ œ

œ œ œ œbrel las here and

˙sol

˙˙̇˙˙œ œ

œ œ œ œ œrains on the ships at

˙mi

œ œ

˙sea.

œ œ œ œla sol mi re

œ œ

- -

rainisraining

Page 14: Using Children’s Literature to Teach Melodic Literacy Children’s Literature to Teach Melodic Literacy ... a tool for teaching musical literacy. ... Display text visual and sing

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1.Introducetheconcept.• “Don’tyoujustloverainydays?BillMartin,Jr.wroteabookaboutthesoundsofrain

calledListentotheRain.Todaywegettocreateathunderstormtogether.• “Whenthere’sathunderstorm,doesitusuallystartsuddenly,orgradually?Usuallyit

startswithalittlepitter-patter(fingertipsonlap),andthenalittlemorewater(patlap),andthentheraincomesintorrentsandlightningflashes(clapsforlightning).Thenitstartstodiedown….andfinallythestormisgone.”Practicethiswiththestudents.

• “Somusically,thesoundstartssoftlyandgraduallygetslouder,thengraduallygetssofteragain.Herearethesymbolsthatrepresentthat:crescendoanddecrescendo.”

• Readthebooktothestudents,insertingthesong(orpoemonly)atintervals.2.OPTION:Guidestudentstocreateamelodyforthepoem.

• Pattherhythmofthepoem,firstwithwords,thenwithout.• HavethestudentsimprovisewiththerhythmofthepoeminFpentatonic(takeofftheir

“bacon”and“eggs”).• TellthestudentsthattheyaregoingtocreateanabacmelodyindopentatoniconF.

Havethemcomeupwithamelodyfora.• Haveseveralstudentssharetheirideas.Pickthreeandhavethosestudentsplaytheir

melodiesagain.Labelthem1,2,and3.• Havetherestofthestudentsclosetheireyesandholduptheirfingersshowingthe

numberofthemelodytheyprefer.Teachthemostfavoredmelodytotheclass.• Continuewithbandc.Playtheentiremelody.Tweakasdesired.

3.Teachthebasspart.

• “Let’sstartwithsomedripdrops.”(Alternatepatsonyourlap.)• Studentspatthepatternandsing.• Transfertoinstruments

4.Teachthemetallophonepart.

• “Ilovetosplashinpuddles!Whathappenstothewaterwhenyoustickyourfootinit?Thewaterrippleslikethis:Splaaash…”

• “Canyoucounthowmanybeatsmysplashlasts?”(4)• Singthesong,addingaclapontheword“rain.”• Havestudentsperformtheclapwithyouastheysing,thenwithouthelp.• Transfertoinstruments—removeB’sandE’s.Playanytwonotesthatarenext-door

neighbors.• Playandsing.

5.Teachtheglockenspielpart.

• Instructstudentstosnapfivetimes.Demonstratesnappingfivetimes(theSGpart)asyousingthesong.

• “Whenyouwatchraindropslandingonthewindow,itmightlooklikethis:‘Rainisfal-lingdown.’”(lsmrm)

• Studentssingandpracticewithhandssnappingwhilemovingdownward.

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15

• Transfertoinstruments.Startwithlaandwalkdownward.Thenchangethelastnotetomi.

• Addmi-sol-mi,thenplayandsingtogether.6.Addmovement.

• Explain:“Ascientificwordforrainstormisprecipitation.PrecipitationisoneofthefourpartsofwhatscientistscalltheWATERCYCLE.Haveyoueverwonderedwherethewatercomesfrom?Let’sexplorethewatercyclewithourbodies.Youarenowadropofwaterintheocean.”

• Studentslieonthefloorasifabodyofwater.Theinstructorleadsthemthroughthestagesofthewatercycle:

• Evaporationoccurswhenthesunheatsupwaterinriversorlakesortheoceanandturnsitintovapororsteam.Thewatervapororsteamrisesintotheatmosphere.(Studentsriseslowly,liftinglightlyashighastheycanreach.)

• Condensationoccurswhenwatervaporintheairgetscoldandchangesbackintoliquid,formingclouds.(Studentsgathertogetherintoagroup.)

• Precipitationoccurswhensomuchwaterhascondensedthattheaircannotholditanymore.Thecloudsgetheavyandwaterfallsbacktotheearthintheformofrain,hail,sleet,orsnow.(Studentsfallgracefullybacktotheground.)

• Collection:Whenwaterfallsbacktoearthasprecipitation,itmayfallbackintheoceans,lakesorriversoritmayenduponland.Whenitendsuponland,itwilleithersoakintotheearthandbecomepartofthe“groundwater”thatplantsandanimalsusetodrink,oritmayrunoverthesoilandcollectintheoceans,lakes,orriverswherethecyclestartsalloveragain.

• Distributescarves.“Ineedseveralpeopletocreateavisualrainstorm.Thinkabouttheformofourrainpiece:poem-song-poem-song-poem-song-poem.Youwillcreateashortdancetogowiththesong.Createmovementforthepoemthatreflectsthefourstagesofthewatercycle.Pretendthatyouareasingledropofwater.Howwillyoushowthefourstages?”

• Guidestudentstocreateavisualrainstorm,followingtheformofthepiece.7.Addsoundeffects.

• Addrainstickorwaddedupnewspaperthroughout.• Addthunderwithtimpani,shakingapieceofposterboard.• Itisalsofuntoturnthelightsoffandonquicklyforlightning!• Addwindchimeforarainbowattheend.

8.Readthebook,addingtheorchestrationandmovementthroughoutasdesired.

©Copyright1998DarlaMeek.Materialsmaybeusedinaclassroomsettingwithchildrenonly.Unauthorizedusewithadultteachersisprohibited.