PreK & K - Lesson 2B

• 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 Explorations

1. Practice with students echoing different voices with you

2. Example

Teacher: "Repeat after me"

Student: "Repeat after me"

Teacher: "I have a whisper voice"

Students will repeat the same sentence in a whisper voice

Teacher: " I have a speaking voice"

Students will repeat

3. Examples: Whisper, Speaking, Squeaky, Low voice, Shouting Voice, Monster voice. Have fun with the different voices

Steady Beat Visual

"So now I am going to take my heartbeat or pulse and put it up on the board." 

"What shape is this?" (heart)

"What does the heart mean?" (beat)

"So how many beats do I have on the board?" (4)

"Now I would like for you to read the steady beat with me. When we read, do we start on the left or the right?" (left)

"On the left! Just like when we read in our other subjects, when we read music, we will also start on the left. Go ahead and show me your pointer finger. Point at the heart on the left. I want you to point at each heart as we read from left to right. Every time you point at a heart, I want you to say 'beat.' For example..." (instructor points at each heart and reads "beat, beat, beat, beat")

"Your turn!" (students read beats)

Blank Slide

Steady Beat Practive - Popcorn song

This slide is for instructor viewing only and will stop sharing screen*

• Ask students to stand up in their spots and put a steady beat in their feet (march) as instructor says the rhyme. 
• "Now I want your feet to match this rhythm." (Instructor claps quarter notes. Students march quarter notes)
• "I want you to continue marching, but make sure your feet match my hands. Listen again as I say the rhyme." (Instructor says rhyme again as students march eighth notes.)
• "Now I am going to say the rhyme 2 times. I want your feet to match my rhythm again. Watch carefully. Don't get tricked!" (Instructor claps steady beat/quarter notes first time, claps eighth notes second time)
• "Were those the same or not the same?" (not the same)
• "So you showed me big beats and little beats. What did the big beats look like?" (students march quarter notes)
• "What did the little beats look like?" (students march eighth notes)
• "Where else can we put our steady beat?" (students come up with other ideas such as head, shoulders, hands, etc.)

Practice rhyme using different body parts ("My hands love the rhythm of the popcorn...," "My head loves the rhythm of the popcorn...") 3 more times while practicing big and little beats

Open Shut Them

This slide is for instructor viewing only and will stop sharing screen*

Sing song and do motions for students to observe first.

"Now I would like for you to do the same motions as me." Students perform motions as instructor sings.

"So in the song, we opened and shut our hands. What are open and shut?" (opposites)

"Let's think of other opposites we can do in the song. Give me some ideas." (students suggest various ideas for opposites to perform, e.g., loud and soft, high and low, up and down, forward and backwards, etc.)

Pick about 5 opposites to perform with the song, but end with high and low

"Low and high. 

Low and high. 

Low, low, low, low, high, high high,

Low and high.

Low and high,

High, high, high, high, low, low, low."

Body Piano/ High/Low Patterns

OBJ: Students are beginning to establish to demonstrate high and low using their voice.

*Instructors will stop sharing screen here*

Teacher Script

"Now we are going to try something new called body piano. First, I want you to use both hands and touch your forehead. 

"Students touch their foreheads.

"Now I want you to sing what I sing. I'm going to sing first. You sing when I am finished.

Instructor touches forehead while singing the words, "high, high, high, high" on an A.

Students echo.

"Now I want you to use both hands and touch your chin."

Students touch their chins.

"Sing what I sing. Remember, I sing first, you echo when I am finished."

Instructor touches chin while singing words, "low, low, low, low" on an F#. 

Students echo.

"Now I am going to mix them around. Remember to echo me AFTER I am finished singing. Remember to use your body piano!"

Instructor uses body piano and sings one measure at a time while using body piano (forehead = high, chin = low)

Students echo each measure after the instructor while

High and Low Patterns

*instructor viewing only and will stop sharing screen*

"Now we are going to try something new called body piano. First, I want you to use both hands and touch your forehead."

Students touch their foreheads.

"Now I want you to sing what I sing. I'm going to sing first. You sing when I am finished."

Instructor touches forehead while singing the words, "high, high, high, high" on an A.

Students echo.

"Now I want you to use both hands and touch your chin."

Students touch their chins.

"Sing what I sing. Remember, I sing first, you echo when I am finished."

Instructor touches chin while singing words, "low, low, low, low" on an F#. 

Students echo.

"Now I am going to mix them around. Remember to echo me AFTER I am finished singing. Remember to use your body piano!"

Instructor uses body piano and sings one measure at a time while using body piano (forehead = high, chin = low)

Students echo each measure after instructor while using body piano

High/Low Exploration

*Instructor can share screen here*

"Before we get our xylophones, we have to talk about how to use them safely. When carrying our xylophones, should we use two hands or one?"

Two

"And when we carry our xylophones with two hands, should we hold it by the top or the bottom?"

The bottom

 

"What happens if you carry your xylophones by the top?"

The bars will fall off.

"If your bar falls off, let a grown up know so they can put it back on carefully."

"Now look at my xylophone. Tell me something you notice about my xylophone."

If students answer:

Colors - "What color is on the left? What color is on the right? What color is the biggest bar? What color is the smallest bar?"

Size - "What side are the big bars on? What side are the little bars on?"

"So when you get your xylophones, make sure to carry with how many hands? On the top or bottom? And when you put your xylophones down, what bar is going on the left? Big or little? What color is the big bar?"

Pass out xylophones

"Now I want you to use your finger. Play the big red bar on the left."

Students play

"Now use your finger and play the small green bar on the right."

Students play

"Did the big red bar make a high sound or a low sound?"

Low

"The small green bar made what kind of sound?"

High

"So if we are moving from low to high, start on what size bar?"

Big

"And then we move which way to get to the high sounds?"

Right

Instructor asks students to show examples of playing from high to low or low to high a few times to demonstrate understanding 

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