March 27. Note, there was no class on March 20 because of conducting exams.

Warm up: Fa bungee. same base note exercise.
333 practice.
Students teach songs
Koops teaches a song; review Chay Chay Koolay
1. fun!!! authentic african fun!
2. a little slow... a little different version then mine...

3. with words

4. sound quality bad, but kids having fun with drums..

Review sequence (it is also on a separate page here-Overview Levels K,1,2,3)

Level - K - (base level)
Give attention to in-tune singing, tone matching Sol-Mi and Sol-Mi-La patterns. Much work should be given to the feeling of the beat. Identify rhythmic patterns of simple, familiar songs. Teach duple meter, step and clap rhythm and beat. Echo clap. Concepts of High-low, Loud-soft, Fast-slow should be taught and practiced. Repertoire of songs and singing games of small range and easy rhythms from which to draw the later skill-teaching material. Folk songs and nursery rhymes are used for the repertoire.
Give opportunities to:
  • Say words to song in rhythm.
  • Clap the basic beat. (circular clapping is more musically sound)
  • Step to the beat.
  • Clap the rhythm of the text. (simple ta/ta rest)
  • Clap the rhythm while thinking the words but don't say them out loud.
Level - 1
Review all K material, continue folk song material, echo clapping is continued. Teach ta, ti-ti, ta-rest, repeat sign, sing songs and use simple rhythmic ostinati while singing. Teach measure, accented and unaccented beats. After the concept of regular accented and unaccented beats are understood, it is a short step to the function of the barline. Should be taught with duple meter but does not mean that only duple meter songs should be sung. It is essential to teach 3/4, 4/4, and 6/8 songs. Teach S-M and handsigns for S-M. Remember to practice the descending interval first then the ascending interval of M-S. The ascending interval is harder.
Present staff -
  • 1. Teach first - staff has 5 lines. Count from the bottom to the top. Teach that the staff also has 4 spaces.
  • 2. Define what "on the line" means. (line goes through the note)
  • 3. Practice putting notes on lines with felt staff with no stem, next practice putting notes on spaces.
  • 4. Have the children show positions of S-M.
  • 5. Teach if Sol is on a line then Mi is on the line below, if So is on the space, then Mi is on the space below.
Teach La, then sing many S-M-L songs. A good starting repertoire is 25 songs.
Teach La on the staff. If La is on a line then So is on the space below and vice-versa. Same procedure as teacing S-M.
Level - 2
Continue singing the native country's folk songs. Continue echo clapping and singing of song material with ostinati, melodic and rhythmic. Present new note "Do", then after several weeks of practice using Do-So, S-D, D-M, D-L, L-D, you should present "Re".
Re-So, So-Re, etc. Work on inner hearing, and melodic dictation should be practiced often.
You should use 2/4 and 4/4 meter. Then teach ta-ah and ta-ah rest. Present the fermata.
Concepts for Level Two
  • tippi - tippi which is four sixteenth notes all sharing the same flag.
  • Do
  • Rhythmic canon
  • 4 beat meter
  • Melodic canon
  • 8-beat phrase
  • Re
  • Do pentatonic scale
  • half note, two quarters tied and half rest
  • whole note and whole rest
  • fermata
  • first ending and second ending signs
Third Level
  • syncopa (syncopation) eighth note followed by a quarter followed by an eighth note.
  • Low la
  • La pentatonic
  • ti-tippi - eighth note followed by two sixteenths flagged together.
  • Low So
  • tippi-ti - two sixteenths followed by an eighth note flagged together.
  • ti-tippi, tippi-ti - combination usage
  • High Do
  • Single eighth note and eighth rest
  • Form variants
  • Lower number of meter signature