Prek & K Grade - Lesson 5A

• 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 (3min)

 

"What is this a picture of?"

An elevator

"What does an elevator do?"

It moves people up and down in buildings

"I want you to point at the elevator. Use your finger and your voice to show the elevator is moving up."

Students move finger from low to high while making a siren sound going from low to high

"Now use your finger and voice to show the elevator is moving down."

Students move finger from high to low while making siren sound going from high to low

Try different combinations at various speeds. Make it fun!

Blank Slide

*next slide is for instructor reference only*

Rhythm Echoes

*instructor will stop sharing screen*

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 neutral syllable "bah." You may need to point to your self at your turn and to class at their turn as a reminder when to echo.

Students echo.

Once all rhythms are read, repeat using rhythm syllables (quarter note = ta, eighth notes = ta-ti; refer to rhythm syllable cheat sheet if needed)

Students echo. 

"Now I am going to do a challenge. Remember, I'm going to say the rhythms using 'bah.' When you echo, you are going to 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" and "ta-ti"

New Song - Hopping Through the Snow

*Instructor reference only*

"I want you to listen to my song. When I am finished, I want you to tell me what action that is being performed in the song."

Hopping

"How many times did I say the word 'hop' at the beginning of the song? Not 'hopping.' Just 'hop' by itself. Remember to wait until I am finished singing before you answer!"

4

"Listen again. When I am finished, tell me if I repeat the four hops anywhere else in the song."

Yes

"Listen one more time. When I am finished, tell me where we are hopping. There are two places."

Through the snow, to and fro

"So we are going to try to sing this song together. I want you to sing the first part. 'Hop, hop, hop, hop, hopping through the snow.' I will finish the song. If we can do that, we can switch jobs."

Students sing first line. Instructor sings second line.

If successful, switch roles (Instructor sings first line, students sing second line)

If successful, have students sing entire song by themselves.

Seesaw

*instructor reference only*

"Now I have a challenge for you. First, I want you to sing Seesaw."

Instructor gives starting pitch. Students sing song.

"Now your challenge is to sing the song using your rhythm syllables. I'll give you 30 seconds to see if can figure it out on your own."

Instructor gives students some time to practice, give starting pitch, class sings together. 

Ta, ta, ta-ti, ta

ta-ti, ta-ti, ta-ti, ta

Preparing Rhythms Visually

"Now I want you to sing 'Seesaw' using rhythm syllables again. This time, I want you to sing the rhythm syllables and touch the hearts for your steady beat. Everyone put a finger on a heart."

Instructor gives starting pitch.

Students sing in rhythm.

Blank Slide

*next slide is for instructor reference only*

Body Piano

*instructor will stop sharing screen*

High/Low Patterns

*instructor viewing only*

"Stand up, 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 each measure

Once all the patterns have been sung, repeat each measure but sing using solfege "sol and "mi"

"I just used two new words. What are they?"

Sol and mi

"Where did we put sol on our body?"

Forehead

"And where did we put mi on our body?"

Chin

"What word was on our forehead last time?"

High

"So that means sol is what?"

High

"And since low was on our chins, that means mi is going to be...?"

Low

Playing Snowflakes

Discuss xylo care

Students sing song with words.

Students sing first 2 measures using high and low.

Sing and play first 2 measures on xylos.

"Does that part repeat anywhere else in the song?"

Yes

"So I want you to try to sing the song and play only that part when you sing, "snowflakes, snowflakes."

Students sing and play

Instructor demonstrate singing and playing measures 3 and 4.

Students echo.

Put measures 1-6 together.

Instructor demonstrates measures 7-8. Students echo. Put whole song together. 

Extra challenge:

Split class in half. Half play steady beat on C. Other half play melody. Switch groups. 

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