First Grade - Lesson 7B

• 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 - Running Fast

*for instructor viewing only*

"I want you to sing the part of 'Running Fast' that we learned last time."

The instructor gives the starting pitch. Students sing.

"Now we will be learning the rest of the song today. Listen first as I sing. When I am finished, tell me how many times I said 'run' at the beginning."

Instructor sings measures 5-8. 

3

"Listen again. When I am finished, tell me what we are going to do after we take a breath."

Instructor sings measures 5-8.

Run some more

"Listen one more time. When I am finished, tell me what running makes us want to do."

Instructor sings measures 5-8. 

Soar

"Echo me."

Instructor sings measure 5. Give audiation breath. Cue students to sing.

Instructor sings measures 6. Give audiation breath. Cue students to sing.

Instructor sings measures 5-6. Give audiation breath. Cue students to sing.

Instructor sings measure 7. Give audiation breath. Cue students to sing.

Instructor sings measures 5-7. Give audiation breath. Cue students to sing.

Instructor sings measure 8. Give audiation breath. Cue students to sing.

Instructor sings measures 5-8. Give audiation breath. Cue students to sing.

"Now I am going to sing the entire song from the beginning. I want you to listen first."

Instructor sings entire song.

"Listen again. This time, as I am singing, I want you to sing the song in your mind. Don't use your singing voice just yet! I want you to use your inner voice to sing the song."

Instructor sings song as students think song in their minds.

"Ok. Your turn to sing."

Instructor gives starting pitch and cue students to sing.

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. 

Rhythm Assessment

DO NOT share this slide

The instructor divides the class into groups of 4-5 according to the assigned color and number. 

The instructor invites 1 group at a time to come up and do a rhythm challenge.

Instructor reads each rhythm using neutral syllable "bah."

Students echo using rhythmic syllables. 

Assess students.

Blank Slide

The instructor will stop sharing the screen here.

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. 

La Hand Sign

"Let's review our hand signs. What is the hand sign for sol?"

Students show the hand sign

"What about the hand sign for mi?"

Students so hand sign

"Now let's add our new note: la."

Instructor shows hand sign for la. 

"Echo me."

Instructor sings and signs "la, la, la, la."

Students echo.

Instructor improvises (or uses examples from the previous slide) patterns using la, sol, and mi for students to echo and sign. 

Xylo - Running Fast

Review caring for xylos

"I want you to sing the beginning of 'Running Fast.' Just the part we learned last week."

The instructor gives the starting pitch. Students sing measures 1-4. 

"Now I want you to see if you can sing the song using solfege and your body piano. We will start on sol. Where is sol on your body?"

Forehead

"Take 10 seconds to see if you can figure out the song using solfege and body piano by yourself. We will go over it together after."

The instructor gives students a few seconds to figure out solfege.

"Let's see if we can sing it together."

The instructor gives the starting pitch. Students sing the song using solfege and body piano. The instructor does not sing with the students. Instead, the instructor watches to assess for accuracy. If students are struggling, the instructor may discuss melodic contour (example: We started on sol. Running, running is all on sol. Now did we go higher or lower for 'fast?' Lower. What note is lower than sol? Mi...etc.)

Once students can sing solfege and play body piano, add xylophones with fingers. 

Add mallets once students are comfortable playing with fingers first. 

We will finish playing this song in the next lesson.

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