First 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*

Rhythm Echoes

*instructor will stop sharing screen*

The instructor invites students to show an example of a steady beat. Pick one example for class to use.

"Ready and echo me."

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

Students echo.

Instructor reads rhythms four beats at a time using rhythm syllables.

Students echo.

"Now it's time for our challenge. Remember, I'm going to say 'bah.' You use your rhythm syllables."

Instructors remember to assess for accuracy. Go back and correct mistakes if students make mistakes.

Instructor reads rhythms using neutral syllable "bah."

Students echo using rhythm syllables. 

Presenting Rhythms Aurally" Drag & Drop

"Let's review the notes we already know. Ta has how many sounds?"

1

"And it has how many beats?"

1

"Ta-ti has how many sounds?"

2

"But ta-ti has how many beats?"

1 (if students do not get this right, remind them to touch a heart and say ta-ti)

"Hmm...what is the new one we've been hearing the past few weeks, but we haven't talked about yet?"

ta-ka-ti-ki

"How many sounds/syllables does ta-ka-ti-ki have?"

4 (may have to have students count on fingers if they do not get this right)

"So ta-ka-ti-ki has 4 sounds. But let's see how many beats it has. Touch a heart and say ta-ka-ti-ki."

Students touch heart and say ta-ka-ti-ki

"How many beats does ta-ka-ti-ki have?"

1

"So ta-ka-ti-ki has 4 sounds and 1 beat. Interesting...we will talk more about it another time!"

RHYTHM READING VIDEO

Blank Slide

The instructor will stop sharing the screen here.

Swirling Wind

*instructor viewing only*

"Sing the song 'Swirling Wind' for me using the words."

Students sing.

"Now sing the song using rhythm syllables."

Students sing

"Did you hear a new note in there? What was it?"

Yes - ta-ka-ti-ki

Body Piano

*instructor will stop sharing screen*

Preparing LA

*instructor viewing only*

"Use your body piano and echo me."

Instructor uses body piano and sings each measure, one at a time, on neutral syllable "bum." 

Students echo.

Instructor uses body piano and sings each measure, one at a time, using solfege (la should be referred to as "higher")

Students echo.

Instructor uses body piano and sings each measure, one at a time, using neutral syllable "bum."

Students echo using body piano and solfege.

Instructors assess for accuracy. 

Sol/Mi Reading Practice Video

Do not play the video yet.

The instructor should scroll through the video and allow students to practice each pattern first.

Once all patterns have been practiced, the instructor should scroll to the beginning of the video and play for students to read along. 

Swirling Wind on Xylophone

Review xylo care.

"Sing 'Swirling Wind' with words again."

The instructor gives the starting pitch. Students sing.

"Now I want you to sing the first part of the song using your solfege and body piano. We are going to start on 'sol.' Where is sol on your body?"

Head

The instructor gives the starting pitch. Students sing the first 2 measures of the song. 

sol sol higher higher

sol la sol

"So, using your fingers, let's see if we can put that on the xylophones. What color is sol again?"

Dark green

"How many sols do we play first?"

2

Students sing and play 2 sols

"After that, we sang 'higher, higher.' What color is higher than the dark green bar?"

purple

"And how many purples do we play?"

2

"Let's put those two together."

Students sing and play the first measure on xylophones with their fingers.

"I am going to give you 10 seconds to see if you can figure out the rest."

The instructor gives students a few seconds to practice. Give a starting pitch. Students sing and play the first 2 measures. 

Proceed with the same process for measures 3-4.

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