Thanks for the idea, Kit! I'm going to have to order that book, I
also love using books for examples and incorporating literacy into
lessons. Thanks for the suggestions! Kitty
On 1/31/13, kitmusic/OK wrote:
> Here's what I do:
> I choose a theme and introduce that theme -- either using a book
> or from pictures that I've gathered and put on the smartboard. It
> helps if the theme is based on something in nature -- like stars,
> or animals, or weather, or something like that.
> Then, after reading the book -- having kids look at the pictures,
> etc... you ask the kids to name as many aspects of that theme.
> For example, if your theme is "trees", then have them name as many
> trees as they can -- that's why a book or pictures are good, to
> help kids think of those words.
> Then, you use one measure rhythm patterns in 2/4 meter -- for
> example - one measure is two quarter notes (ta, ta), one measure
> is one quarter followed by barred eighth notes (ta titi), one
> measure is a quarter note and a rest( ta, rest), one measure is a
> set of barred eighth notes followed by a quarter (titi ta), and
> one measure is two sets of barred eighth notes (titi titi). Then,
> you have the kids match one of the names to the rhythm that fits.
> For example: ta ta might be "oak tree", ta titi might be "crepe
> myrtle". Get it?
> Practice putting these "model words" into different combinations
> -- using all four levels of body percussion. Then separate the
> kids into 4 groups and have each group choose their own two model
> words to practice saying 4 times each. They can also decide what
> body percussion they are going to use with their rhythm.
> Then, you put it into a rondo form like this -- choose a song that
> will be the A section -- in the case of a tree theme, you can use
> "Shake the Papaya" -- or "Shake them Simmons" -- but only sing the
> first part. Then each new section is one of the groups who clap
> and say their rhythm 4 times -- so their rhythm is the same length
> as the song. Once a group has performed their rhythm 4 times
> each, then sing the A section again, and go to the next group.
> Your form should look like ABACADAEA -- and as a Coda, start one
> group, and have other groups come in, so all the rhythms can be
> It's a COOL thing to do! And from there, you can expand it by
> having each group choose an instrument timbre to illustrate their
> rhythm, or create movement WITH their instruments.
> These rhythms are also called "model words", and this exercise as
> well as others can be found in a book called "Elementaria". I
> highly recommend it!
> I hope that helps!
> Good luck!
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