Each lesson is 30 minutes long.
 

LESSON 1 – Introduction

LESSON 2 – Rhythm

  • School Song / Character Counts
  • Seating chart
  • 1-2 minutes of echo patterns. (I do 4/4 rhythm, they echo.) I vary body percussion.
  • Hoop Rhythms – add body percussion (snap, clap, pat, stamp)
    • Use 8-beat patterns
    • Play shuffle blues beat on keyboard
    • Student “conductors” take turns by standing in one hoop at a time while students do the appropriate body percussion: 8 beats in each hoop. I say, “switch” at about beat 6 to help the “conductor” know when to go to a different hoop.
  • BOOK: Frank was a Monster Who Wanted to Dance
  • Introduce Fooba Wooba    (more silly songs)
    • I sing, teach students how to add motions (then I tell them it’s easier to do the motions if they sing along!)

LESSON 3 – Rhythm

  • School Song / Character Counts
  • 1-2 minutes of echo patterns. (I do 4/4 rhythm, they echo.) I vary body percussion.
  • 4 colored note cards on board I demonstrate a quarter note by patting the steady beat along with the shuffle blues beat on the keyboard.
    • Ask, “Which note am I doing?”
    • Demonstrate (and they do also) all of the notes on the colored cards (whole, half, quarter, eighth). Do hoops again with note durations this time  – a few conductors
    • Someone to front to put 4 hoops in order. (See hoops page “Variations.”)
  • Frank was Monster review
    • Hoops with improvisation
    • Bubbles: “Body percussion: stamp” becomes “walk around room”
  • Fooba Wooba – sing
    • Look at PowerPoint slide with rhythms. “Ta” and figure out which rhythm pattern is which line of the song.

LESSON 4 – Rhythm

  • Character Counts
  • Fooba Wooba – sing
    • Look at Fooba rhythm cards on the board.  Put them in order of song.  “Ta” the rhythms
    • Before passing out instruments, tell students the instrument rule: play only when you are supposed to – or you lose the chance to play the instrument. As instruments are passed out, I take the time the first few lessons to name and demonstrate each instrument.
    • Instruments: Group 1 (4-6 students) = hand drums; 2 = claves; 3 = maracas; 4 = guiros; 5 = triangles; 6 = cabasas
    • Put Fooba rhythms on board with colored magnet next to rhythms and let the groups know which group plays which rhythm pattern.
  • Show Check Yourself PowerPoint.
    • Students encouraged to check their knowledge of the notes and rests. Have them write the notes and rests down on pieces of paper they can use to study from.

LESSON 5 – Rhythm

  • Character Counts
  • Start Hole in the Middle of the Sea    (more songs with sixteenth notes)
    • I sing all the way through. I even made up a story that I was sitting on the beach one day when I saw… (have fun!) I have practiced it so many times that I can now sing it super-fast! Impress them with your speed and tell them you don’t think they can sing that fast (and then they will want to try to beat you – even the boys!)
  • Check Yourself – rhythms first
    • Pass out instruments
    • Each riser play in order: 1,2,3,4
    • Switch instruments until 5 mins left in class
  • Students look at their Check Yourself notes – or check their knowledge in other ways

LESSON 6 – Rhythm

  • Character Counts
  • Hole in the Middle of the Sea
    • Sing
    • Hole handout. Find time signature, barlines, quarter notes, eighth rests
    • Use colored notes on board. Show all notes & rests – students use the chart on the handout to figure out which is which.
    • Back of handout: give students about 30 seconds to figure out how to say each rhythm. Chant rhythms (with repeats).
    • Each riser gets assigned a rhythm. They have a minute to practice, then perform for the class, and the class echoes.

LESSON 7 – Rhythm

  • Character Counts
  • Hole in the Middle of the Sea
    • Sing
    • Hole handout – Students figure out how to remember the differences between all notes & rests.
    • Review rhythms on back.  Add instruments. Switch until 5 mins left.
  • Check Yourself

Links