In first grade this week we continued reading sol and mi on the staff using a chart called “Hey Ho, ‘Round We Go” which was written by the late Aden Lewis. The chart uses the entire 5 line staff, repeat marks , and space notes in the 2nd and 3rd spaces. (l = du, quarter note, TT = du day, 8th note pairs.
ll: m s mm m mm ss mm :ll l l TT l TT TT l l (repeat)
ss s mm m TT l TT l
sssss s TTTTTT l
mm s mm m TT l TT l
mm ss mm m TTTTTT l
ll: Hey Ho, round we go. Round we go together. :ll
Sometimes up, sometimes down
Sometimes turning round and round.
Tell us please, you know how
Guess what we are doing now.
I begin this chart by having the students show me space notes with their hands and heads.
(Her other hand is under her chin.)
I then show them the chart with the sols and mis in the spaces, and ask them to identify which kind of note it is by showing me. We sing “Sol is higher, mi is lower” as I point to sols and mis. We then read the sols and mis from the staff. I have them practice the rhythm separately using the dus and du days, then practice melody and rhythm together. Finally, I teach the words by rote, and then teach the following game:
I introduced “re” in second grade this week. I began by running them through the hand signals for do, re and mi, while singing the tones for them. Then I showed them a chart for “Hot Cross buns” using the letters d, r and m…but they were placed on the lines and space of a 3 line staff. We noted that do and mi were both line notes, but re was not. Then we used do and mi on spaces, and re as a line note. Finally, we moved on to “Pease Porridge Hot”, using note heads instead of letters. After having the students sing some mi’s re’s and do’s by following random hand signals, I ask them to identify which is which by sound. I’ll hum one without singing the syllable, and call on individuals to tell me which one they think it is, reminding them all that the pitches are high, medium or low. Next we work on the rhythm of the song, speaking; clapping and speaking; clapping without speaking. (I tell them to say the syllables in their heads. We use du for quarter notes, duday for eighths and, when necessary, shh for rests, although I ask them to try to do it with no sound at all, since that’s what a rest is supposed to be.) We work on the melody without rhythm, then add the rhythm. Finally, I sing the song through for them one time, then tell them what the words are, phrase by phrase, and have them sing them using the correct pitches. Finally, we sing the entire song. Next we get ourselves a partner and face each other. The steady beat pattern is patsch (lap), clap, partner’s hands, clap. After practicing it a few times we set it to the music, starting slowly, and gradually speeding up each time.
Here is the melody: (Z = rest.)
d dr m Z Pease porridge hot.
d dr m Z Pease porridge cold
d dr mr d r m r Z Pease porridge in a pt, 9 days old.
d dr m Z Some like it hot.
d dr m Z Some like it cold.
d dr mr d r m d Z Some like it in a pot, 9 days old.
We also read “Three Swingin’ Pigs”, and, of course, worked on music for our upcoming Second grade program. ( I decided that it’s not quite long enough, and am adding a song introduced by Count von Count called “Counting Backwards in Spanish.”).
That’s it for now.