Part-Singing and Percussion - MMEA · • Students read the BX/BM part, singing solfa and patting...
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Part-Singing and Percussion Missouri Music Education Association Thursday, January 25, 2018 9:15 – 10:15 am Roger Sams Director of Publications and Music Education Consultant at Music Is Elementary 5228 Mayfield Rd. Cleveland, OH 44122 (800) 888-7502 [email protected] www.MusicIsElementary.com
Transcript of Part-Singing and Percussion - MMEA · • Students read the BX/BM part, singing solfa and patting...
Part-SingingandPercussion
MissouriMusicEducationAssociation
Thursday,January25,20189:15–10:15am
RogerSamsDirectorofPublicationsand
MusicEducationConsultantatMusicIsElementary5228MayfieldRd.
Cleveland,OH44122(800)888-7502
www.MusicIsElementary.com
JohnnyontheWoodpilefromPurposefulPathways1
UsedwithPermission
PATHWAYtoLITERACY:Practicereadingrhythmswith 4 h, $ • Studentsreadrhythmfromvisual.• Addtext.
PATHWAYtoPARTWORK:SpeechtoUTP
• Turnthelastmeasureofthepoemintoanaccompanimentostinato.• Two-partspeech.• Transferpoemtowoodblockandostinatotohanddrum.
PATHWAYTOLITERACY:domisolaandintroducehalfnote
• Reviewrhythmandtext.• Studentsreadmelodyusingsolfawithhandsigns.Usethesolfatoneladderasasupport.• Studentssingsongwithtext.Leadthemintodiscoveringthat“fence”and“cents”are
morebeautifulwhenyouletthetonegoonlonger.Introducehalfnote,convertingthequarternoteandrestintoahalfnote.
PATHWAYtoPARTWORK:Melodywithostinato
• Teachostinatobyrote.• Studentssingintwoparts.
BowWowWowfromPurposefulPathways2
UsedwithPermission
PATHWAYTOMovementPlay:Traditionalsinginggame
• Studentsstandinacircle,withpairsfacingeachother.• Theystomptheirfeetthreetimeswhensingingthe“Bow,wow,wow”motive.They
gesture,movingtheirhandsapartwiththepalmsfacingup,tofillintherest.• Theyclaphandsthreetimeswhilesinging,“Whosedogartthou?”andthengesturefor
therest.Thisgesturewillresembleagesturemadewhenaskingaquestion,likeashrug.• Partnersjoinhandsandduring“LittleTommyTucker’sdog,”theystepleft,rotating
togetheruntiltheytradeplaces.• Onthefinal“Bow,wow,wow,”studentsstepinplacethreetimes,andonthelastbeatof
thesongbothplayersjumpandturnaroundtofaceanewpartner.Thesongbeginsagainwithnewpartners.
• Repeatuntileveryonereturnstotheiroriginalpartner.• Noovertsinginginstructionoccurs.Studentslearnthesongwhileplayingthegame.
PATHWAYTOEnsemble:ChordbordunwithUTPostinato
• PattheBX/BMbordunpattern.Thestudentsjoinyouwhenready.(simultaneousimitation)
• TransfertoBX/BMandputtogetherwithsinging.• Readtherhythmforthehanddrumpart(clapping).
• Dividetheclassinhalf.Halfsingsthesong.Halfclapstheostinato.Tradeparts.• Transfertohanddrum.• Dividetheclassinhalf.Halfdrums.Halfsingsthesong.Tradeparts.• Putitalltogether.
PATHWAYTORhythmicImprovisation:4-beatpatterns
• Singthemelodicpattern,fourtimesfollowedbysilentlycountingtofour.
• Studentsjoinyou,singingthepatternandcountingfourbeatsbetween.• Studentssingthepattern.Youmodelrhythmicimprovisationusingyour“dogvoice”
(barking,growling,whining,etc.)duringthemeasuresofrest.Besuretokeepitrhythmicanduserhythmsthatarewithintherhythmicvocabularyofthestudentsatthisdevelopmentalphase.
• Yousingthepatternandthestudentsimproviseintheir“dogvoices.”• Pairthestudentsupanddistributethepairsaroundtheroom.Onestudentisthe
“singer”theotheristhe“dog”.Tradeparts.Repeatmultipletimestogivethestudentslotsofpractice.
• Repeattheprocess,butnowuseBPrhythmicimprovisationinsteadof“dogvoices.”• Considercreatingasatisfyingformwiththesong.ItmightbeABAformoritcouldbea
GrandRondo,whichwouldallowtheopportunityforassessmentofin-tunesingingand/orimprovisationalskills.
PATHWAYTOMelodicImprovisation:4-beatpentatonicmotives• Teachthestudentstoplaythemelodicmotivefor“Doggie,doggie,where’syourbone?”
• Modelimprovisinga4-beatpatternusingonlythepitchdoduringthefourbeatsofrest.• Tradejobs.Youplaythemelodicmotiveandthestudentsimproviseafour-beatpattern
ondo.• Dividetheclassinhalf.Halftheclassplaysthemelodicpattern.Theotherhalfofthe
classimprovisesondo.Tradejobs.• Extendthemelodicimprovisationtodoremi.• Next,practiceimprovisationscontainingmisola.• Finally,theimprovisationscanusethefullpentatonictoneset.• Considerpairingthestudents,asyoudidfortherhythmicimprovisation.• Createasatisfyingfinalformwiththestudents.
LittleTommyTinkerfromPurposefulPathways2
UsedwithPermission
PATHWAYTOVocalExploration:Canon
• Lead4-beatechopatternswithvocalsounds.• Preparethestudentsforcanonicsingingbyincorporatingcanonintothevocalwarmup.
Remindthemthattheyknowtheconceptofcanonfromsingingrounds.Presentthis“inthemoment”canonasafunchallenge.Thestudentsmustlistencloselyforthenextpattern,evenastheyarerepeatingthepreviouspattern.
• Explorevocalconsonantsounds,andalsofindingtheheadvoicethroughvocalsoundsthattakestudentsintotheupperregister(suchas“Woo”). Example:
• Establishthetonicwithsolfapatterns.Extractpatternsfromthesong.Example:
PATHWAYTOLiteracy:4 h 2 1 doremisodo'• Studentsreadtherhythmofthesong. • Studentsreadthemelodyfromsticknotation,usingsolfaandhandsigns.
• Transferthemelodytothestaffandsinginsolfa.
PATHWAYTOPartwork:Singingaround
• Whenthestudentsareabletosingthesongconfidentlyusingsolfawithoutyoursupport,dividetheclassinhalfandsingthesonginaroundateightbeats.Besuretotradewhichgroupentersfirst.
• Addthetextandsinginaroundagain.
• Ifthestudentsareabletosinginatwo-partround,givethemanadvancedchallengeand
dividetheclassintofourgroups.Ina4-partroundtheentrancesareeveryfourbeats,ratherthaneight.
PATHWAYTOEnsemble:Movingbordun,melodicostinatoandrhythmicostinato
• ModeltheBPostinato.Jumpupandlandonyourfeetina“surprise”shapeonthe“Ouch!”Studentsjoininwhentheyareready.(simultaneousimitation)
• StudentsperformtheBPostinatowhileyousingthesong.(Establishtheostinatowith
thestudentsbeforeyoucomein.)• Dividetheclassinhalfandperformintwoparts.Tradejobs.
• TakeawaythetextfortheBPostinato.ThinkthetextandperformtheBPostinato.Combinewiththesong.
• ModelhowtopattheBXmovingbordun.Thestudentsjoinin(simultaneousimitation)whentheyareready.Besuretomovetheupperhandtotheoutsideoftheleg,torepresentmovingtotheA.
• TransfertoBX/BMandperformwithsingers.• PutBX/BM,BP,andsingerstogether.• Studentslistentoyousing(solfa)theSXostinatoseveraltimes.• Pointtothepitchesofthismelodicostinatoonthesolfatoneladderandthestudents
singwhatyoupointto.• ClassnotatestheSXostinato.Rhythmfirstandthensolfa.
• AcclimatethestudentstoC=dopentatoniconthebarredinstrumentsusingsolfaecho
patterns.• Havethestudentsfigureouthowtoplaythismelodicostinato.(HINT:Iftheyusetwo
lefthandstrokesinarowforthefirsttwonotesofthepattern,therestofthepatternflowsnicelyalternatinghands.)
• Oncethestudentscanplaythemelodicostinato,haveasmallgroupofstudentsplayitwhiletherestoftheclasssingsthesong.Repeatsothatallstudentshaveachancetoplaythemelodicostinato.
• Onceallthestudentshaveplayedthemelodicostinato,dividethestudentsuptocoveralloftheparts.Remembertohavealargegroupofsingers.WhenyouareaccompanyingsongswithOrffinstrumentsthesingingisalwaysthemostimportantpart.
• Rotatethestudentsthroughthegroups.
MyHatItHasThreeCorners
fromtheupcomingpublication,PurposefulPathways4UsedwithPermission
PATHWAYTOAudiation:Learningthesongandeliminatingwords
• StudentsperformathreepatterninBP(pat,clap,snap)whileyousingthesong.• Studentslearnthesongthroughechoimitation,whilepattingathreepattern.
• Studentssingtheentiresongwhilekeepingthethreepattern.• Studentscreategesturesorshapestorepresent“hat”,“three,”and“corners.”Theysing
thesongwiththemovementtheycreated.• Studentssingthesong,audiatingtheword“hat”withtheirgestureeverytimeitoccursin
thesong.• Studentssingthesong,audiatingthewords“hat”and“corners.”• Studentssingthesong,audiatingthewords“hat,“corners,”and“three.”• Studentsaudiatetheentiresongwhileperformingtheirgesturesorshapes.
PATHWAYTOPartwork:MelodywithcountermelodyandBPostinato
• Studentsreadtherhythmofthecountermelody.• Studentssinginsolfawhilereadingfromthestaff.• Studentssingthecountermelodyfromsolfanotation.
• Studentssingthecountermelodyinsolfawhilereadingfromthestaff.• Studentssingthecountermelodywiththetext.• Studentssingthecountermelodywhileyousingthemelody.• Dividetheclassinhalf.Halfsingsthemelodywhiletheotherhalfsingsthe
countermelody.TradeParts.
• PerformtheBPostinatowithtext.Askthestudentstojoinyouwhentheyareready.• StudentsperformtheBPostinatowhileaudiatingthetext.• StudentsperformtheBPostinatowhileyousingthemelodyorcountermelody.• Dividetheclassintothreegroups:melody,countermelody,BPostinato• Rotatethestudentsthroughthethreegroups.
PATHWAYTOEnsemble:I-Vaccompaniment
• StudentsreadtheBX/BMpart,singingsolfaandpattingtheirlegsappropriatelytoprepareforplayingthebarredinstruments.
• StudentssingandpattheBX/BMpartwhileyousingthemelody.• Dividetheclassinhalf.HalfsingsandpatstheBX/BMpart.Halfsingingthemelody.Trade
parts.• TransferBX/BMparttobarredpercussion.• StudentssingtheBX/BMpart,usingromannumerals.(I-V)• TeachorreviewthepitchesintheIchordandtheVchordintheKeyofC.
• Dividethestudentsintothreegroups.AllthreegroupsplaytheirassignedpitchestotherhythmoftheBX/BMpart.
o SopranoxylophonesplayEontheIchordandDontheVchord.o AltoxylophonesplayGontheIchordandBontheVchord.o Bassxylophonesandmetallophonesplaythechordroots,aswritten.
• Whenthestudentsaresecureplayingtheirchordtonesonthesamerhythm,havetheSXandAXplayersswitchtotherhythmwritteninthescore.(hh4)
• Putthebarredinstrumentchordalaccompanimenttogetherwithsingers.• Addthecountermelody,eitherasasecondsungpartoraGLdescant.• AddtheBPostinatoandperformtheentireorchestration,orusestudentcreatedBP
ostinatocompositions.
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