Little Fingers - Lesson 5

• Music
• Age 3-5
• 1st,2nd Grade

Lesson 5

Review previously learned concepts—heartbeat, Body Piano, and moving to Walk/Tiptoe.

State the new learning concepts students will be able to build from lesson one and achieve in lesson two.

Class Expectations (5min)

1. Read over classroom expectations for the Little Fingers class.
2. 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 (5 minutes)

• Begin with a movement activity to allow students to practice listening, maintain a steady beat, and release excess energy before class. 
• Click on one of the videos to choose a movement activity, or ask the students which one they would like to do.

Little Fingers - Lesson 1

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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

Rhythm Echos (5 min)

*For teacher reference only - Do not share slides with students*

1. Read rhythm syllable patterns on the neutral syllable "bah" 4 beats at a time

2. Students echo

3. Read rhythms using rhythm syllables "ta" and "ta-ti" 4 beats at a time.

4. Students echo

5. Remind students of the translation challenge from last week, where the instructor reads rhythms on a neutral syllable, and students echo the rhythms using rhythmic syllables in sets of 4 beats at a time.

Rhythm Review Activity - Instructor Drag & Drop (10 minutes)

This is a drag-and-drop activity meant for the instructor only.

Before sharing your screen in teach/mode, make sure "Student Devices" is unchecked, located at the bottom of the screen. 

You will use this slide to drag and drop notes to write notations in the heart.

• Discuss how many sounds in ta (1)
• Discuss how many sounds in ta-ti (2)
• "Would bat be called ta or ta-ti?" (ta). "How do you know?" (Ta and bat both have 1 sound).
• "Would pumpkin be called ta or ta-ti?" (ta-ti). "Why?" (ta-ti and pumpkin have 2 sounds)

Show students this slide: 

• "Which of these notes would be ta?" "Why?" "Which one of these notes would be ta-ti?" "Why"
• Pick a rhythm from the video and drag and drop notations on hearts (start by reading as pumpkin and bat - have students read as rhythm syllables)
• Ask the class who would like to create a rhythm. Select a student and invite them to create a rhythm using 'ta' and 'ta-ti.' As the student shares their rhythm, drag and drop the corresponding notes into each heart. Once complete, read the rhythm aloud and have all students perform it together. Then, repeat the process with another student.

Rhythm Read Along (5 min)

1. Discuss words in last week's video and the number of sounds in each word (bat = 1, pumpkin = 2).

2. Discuss using rhythmic syllables (ta, ta-ti) in today's video. Remind students what quarter rest looks like/means.

3. Show first rhythm and practice as a class.

4. Practice reading video. 

Movement Activity (5 minutes)

1. Select another movement activity to practice active listening, steady beat, and to provide a brain break.
2. This allows for students to practice listening, steady beat, and get the wiggles out before class. Click on the link to choose a movement activity. 

Little Fingers - Lesson 1

This video is no longer available

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Movement Activity Videos

1. Choose a video from either 3 slides

Little Fingers - Lesson 1

Movement Activity Videos

1. Choose a video from either 3 slides

Little Fingers - Lesson 1

Movement Activity Videos

1. Choose a video from either 3 slides

Tonal Practice (5 mins)

1. The instructor sings using the neutral syllable "bum," 4 beats at a time.

2. Students echo

3. Instructor sings using solfege 4 beats at a time.

4. Students echo

5. Draw attention to skips ("Was that a step or a skip? What note did I skip?

Use the next slide as a reference to create patterns.

Body Piano Tonal Practice (5min)

*Teacher Reference Only - DO NOT SHOW STUDENTS*

1. The teacher reads each measure one at a time while singing the neutral syllable "bum" while using the body piano.

2. Students use body piano to echo each measure on a neutral syllable.

3. Discuss with students new notes (fa and so - do not label for students yet). "Are they higher or lower?" (higher)

Body Piano Tonal Practice (5min)

*Teacher Reference Only - DO NOT SHOW STUDENTS*

1. The teacher reads each measure individually while singing solfege using the body piano.

2. Students echo each measure on solfege while using the body piano.

Tonal Reading

Instructor Drag & Drop Activity

Before sharing the screen, make sure that "Student Devices" is unchecked in presentation mode. You will be able to drag the Do, Re, Mi icons.

1. Have students build a tonal ladder - "What note is the lowest? (do), 

"What note comes next?" (re),

"What note is last?" (mi)

2. The instructor moves icons to to the boxes to make a vertical line with Do at the bottom, Re in the middle, and Mi on top. You can use the drag-and-drop tools to interact with students. 

-Use Check to show the correct answer

-Use Reset to reset the drag-and-drop slide

-Use Show Answer to place solfege in the correct order automatically.

3. Once in the correct order point at and sings patterns of 4 beats on the tonal ladder. Use the patterns below.

Patterns:

1. drmm

2. ddr-

3. dmm-

4. rrr-

5. ddrr

6. m-r-

7. dmm-

8. rrr-

9. ddrr

10. r-d-

Dinosaur Song (10 min)

*Teacher Reference Only - DO NOT SHOW STUDENTS*

Before continuing, please get your xylophone or use a digital xylophone from this link: https://playxylo.com/

Request the in-class teacher to distribute the Xylophones. Then, instruct the students to place their Xylophones before them and listen attentively.

1. Sing the Dinosaur song with the students to start.
2. Have the students sing the Dinosaur song using solfege.
3. Have the students sing Dinosaur using solfege and play it on the xylophone.

If the students are able to play, you can proceed to introduce them to "Gently Sleep." Transition to "Gently Sleep" on the xylophones (you may introduce it by showing on the tonal ladder).

Gently Sleep (5 minutes)

1. Introduce students to "Gently Sleep" on the xylophones (you may introduce it by showing on the tonal ladder.

Review (5 minutes)

Review with students what they have learned.

1. Rest
2. Tonal Ladder
3. Dinosaur Song
4. Gently Sleep

Review and Movement Activity

1. Review hand signs and practice maintaining a steady beat.
2. Conclude the session with a movement activity.

Little Fingers - Lesson 1

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Little Fingers - Lesson 1

Little Fingers - Lesson 1