Second Grade - Lesson 7A

• Music
• Age 5

Introduction (5 minutes)

Greet the students and introduce the K-Piano equipment and learning system.

Provide an overview of the lesson objectives and what students can expect to learn.

Class Expectations (5min)

• Read over classroom expectations for the Little Fingers class.
• Have students describe what these behaviors look like and don't look like.
• Example: A good choice is following directions. A silly choice is to be laughing at your friends.

Movement Activity

This movement activity at the beginning of class gets the wiggles out and helps mentally prepare students for the start of class.

Little Fingers - Lesson 1

Movement Activity Videos

• Choose a video from either 3 slides

Little Fingers - Lesson 1

Movement Activity Videos

• Choose a video from either 3 slides

Little Fingers - Lesson 1

Movement Activity Videos

Choose a video from either 3 slides

Vocal Exploration

 

Ask students, "What direction is high?"

Up

"What direction is low?"

Down

"What shapes can we use to draw moving up?"

EX: swirls, hills, squiggles, mountains use zoom tools to draw shapes

*be sure to review reading page from left to right using the girl and orange eighth note as a guide*

Teacher will draw these shapes and use singing voice to follow the shape to sing "high"

"What direction is low?"

Down

What shapes can we use to draw going down?

EX: swirls, hills, squiggles, mountains

Blank Slide

*next slide is for instructor reference only*

New Song - Growth Mindset

*for instructor viewing only*

"I have a new song for you. Listen first. When I am finished, I will have some questions for you."

Instructor sings song.

"Now listen again. Once I am finished, tell me which two phrases sound similar."

Instructor sings song while showing numbers on fingers for phrases (1 finger for first line, 2 fingers for second line, 3 fingers for third line, etc.)

1-2 or 4-5 (only take one of these answers at this time)

Instructor sings back phrases for students to hear (example: if students said 2 and 3, instructor shows 2 fingers and sings the second line, then 3 fingers and sings line 3. Ask students if those phrases sounded the same or different. Continue until students get the correct phrases.

"Now I want you to listen again and see if you can find two more phrases that sound similar. Remember to wait until I have finished singing."

Instructor sing whole song again while showing numbers for each phrase on fingers.

1-2 or 4-5

Instructor sings back phrases for students to hear until students are correct.

"Now I am going to take the melody out of the song. I will add it back in later. Repeat after me."

Instructor recites (do not sing!) the first line. Cue students to echo.

Instructor recites the second line. Cue students to echo.

Instructor recites the first and second lines. Cue students to echo. 

Once students can say the words to the first and second lines, the instructor sings the first and second lines. Cue students to echo.

Instructor sings the third line. Cue students to echo. 

We will finish the rest of the song next time. 

Rhythmic Echoes

*instructor will stop sharing screen here*

Invite students to pick a place on their body to show a steady beat. The instructor chooses one example. 

"Keep your steady beat and echo me."

Instructor reads rhythms four beats at a time using the neutral syllable "bah."

Read rhythms using rhythm syllables (quarter note = ta, quarter rest = no sound, eighth notes = ta-ti, sixteenth notes = ta-ka-ti-ki; refer to rhythm syllable cheat sheet if needed)

Students echo. 

Challenge time! Remember, I say 'bah.' You say..."

Ta and ta-ti.

Instructor reads rhythms a third time, 4 beats at a time, using neutral syllable "bah" while students echo using rhythm syllables "ta," "ta-ti," and "ta-ka-ti-ki."

Presenting Rhythms Visually

"Let's review. We had a note that made the sound ta. What is the name of that note?"

Quarter note

"How many beats does a quarter note get?"

1

"And how many syllables does ta have?"

1

"Which one of these notes is a quarter note?"

Students point at or describe a quarter note. Instructor drags a quarter note to a heart.

"Now, which note made the sound ta-ti?"

Eighth notes

"How many syllables are in ta-ti?"

2

"How many heartbeats is ta-ti?"

1

"Which notes are the eighth notes?"

Students point at or describe eighth notes. Instructor drags eighth notes to a heart.

"What about this one?" Instructor drags quarter rest to a heart.

"What is this one called?"

Quarter rest

"Does it make a sound?"

No

"Does it get any beats?"

Yes - 1 beat (if students say no, instructor ask students to point at hearts as instructor improvises a 4-beat rhythm with one quarter rest included in the middle - example: ta, rest, ta-ti, ta - ask students if they continued moving through the beats or if they stopped at the rest)

"Now what about ta-ka-ti-ki? How many sounds does that make?"

4 sounds

"How many beats does it get?"

1 (if students do not know, the instructor improvises a 4-beat rhythm that includes one set of sixteenth notes. Ask students how many hearts they touched on the sixteenth notes)

"So which note do you think will be ta-ka-ti-ki?"

Students point to sixteenth notes. 

"Ok. Let me write a rhythm for you. I'm going to give you 5 seconds to practice on your own before we read it together."

The instructor writes a rhythm and gives students a few seconds to practice on their own. The instructor then counts off students and cues them to read the rhythm together as a class.

Instructor write 3-5 more rhythms for students to practice reading. 

Blank Slide

The instructor will stop sharing the screen here.

Body Piano

*instructor will stop sharing screen*

Preparing Do

*for instructor viewing only*

Instructor sings each measure using body piano and neutral syllable "bum."

Students echo.

See next slide for continuation of this activity. 

La Challenge

*instructor viewing only*

Instructor uses body piano and sings each measure one-by-one using sol, mi, and la.

Students echo

"Time for our challenge! Remember, I am going to sing 'bum.' You sing sol, mi, and la. I am also doing a special challenge! I will not be showing you the body piano. I want you to show me the body piano by yourself while you sing."

Instructor sings each pattern on neutral syllable "bum."

Students echo using body piano and solfege. 

"So let's talk about solfege. We already know sol and mi (instructor - remember to sing these as these are tones and not just words!). Which one is higher?"

Sol

"And which one is lower?"

Mi

"What about la (remember to sing this one as well)? Is la going to be a high sound or a low sound?"

High sound

"Is la going to be higher or lower than sol?"

Higher

"Hmm...interesting. We will talk more about this next time."

Xylophone Song Review

Take out xylophones and discuss set up.

Review songs learned. 

• Seesaw
• Snowflakes
• Hopping Through the Snow
• Swirling Wind

Add mallets and borduns if ready.

Seesaw

Snowflakes

Hopping Through the Snow

Swirling Wind

Movement Activity

This movement activity at the beginning of class gets the wiggles out and helps mentally prepare students for the start of class.

Little Fingers - Lesson 1

Movement Activity Videos

• Choose a video from either 3 slides

Little Fingers - Lesson 1

Movement Activity Videos

• Choose a video from either 3 slides

Little Fingers - Lesson 1

Movement Activity Videos

Choose a video from either 3 slides

Lesson Recap

Recap with students what they learned.

• 
  
• Steady Beat
• Low and High Sound