PreK & K - Lesson 1B

• 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 - Review

"Directions

If needed, review with students how to track the heartbeats from left to right. Point to each heartbeat and evaluate if the students need instructor’s assistance or not.

Choose 3-5 students to come up to the board one at a time to lead the class in a steady beat.

Students can improvise different ways of keeping a steady beat using body percussion.

Example: Stomp, pat lap, pat head, pat shoulders, etc.

Steady Beat Practice

"I have a video for us to practice our steady beat. Let's think of a place we can keep a steady beat on our bodies. Can someone show me where we can keep a steady beat?" (students can show a variety of places to show steady beat including head, heart, knees, lap, etc. instructor finds one example and leads the class in showing steady beat)

"So let's practice our steady beat. In this video, we are going to be putting the steady beat on many different body parts. Can you show me a steady beat on your head? What about your shoulders? How about your tummy? We will start with a steady beat on our heads."

Instructor starts video and follow along with students. 

Steady Beat Practice 2 - Popcorn

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

Opposites - 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."

A

B

C

D

E

High and Low Game

Instructors will explain that music can be separated into high or low sounds. 

Give the students an example using your voice, xylophone, or piano. 

Play a few high and low notes on one of these instruments.

Instructors will continue explaining that we can hear high and low sounds everywhere not just in music. 

Use the slide and play through one audio at a time. 

Ask the students to vote using a number a 1 with their pointer finger if the sound is high or vote using 3 fingers if they think the sound is low. 

Drag and drop the answer so students can see if they voted correctly 

Continue voting until students have differentiated all audios correctly

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