Second Grade - Lesson 5B

• 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 here*

Invite students to pick a place to show a steady beat on their body. Instructor chooses one example. 

"Keep your steady beat and echo me."

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

Read rhythms using rhythm syllables (quarter note = ta, quarter rest = no sound, eighth notes = ta-ti, sixteenth notes = ta-ka-ti-ki; refer to rhythm syllable cheat sheet if needed)

Students echo. 

Challenge time! Remember, I say 'bah.' You 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," "ta-ti," and "ta-ka-ti-ki."

Sixteenth Note Aural Prep - Drag & Drop

Discuss the fruits from last lesson's video and how many syllables each fruit made.

Instructor picks one pattern (or improvises a pattern with fruit) and says pattern while keeping a steady beat on hearts. 

Students echo.

Discuss how many sounds each fruit made per beat (example: pear makes one sound, apple made two sounds, etc.)

"Now you told me that pear makes 1 sound. What note makes 1 sound?"

Quarter note (if students say ta, ask what the name of the note that makes that sound is)

"You also told me that apple makes 2 sounds. What note also makes 2 sounds?"

Eighth notes (if students say ta-ti, ask them what the name of the note that makes that sound is)

"How many sounds does watermelon make again?

4

"Hmm...do we know a note that makes 4 sounds?"

Ta-ka-ti-ki (if students do not know, point at each heart and say the rhythm ta, t-ti, ta-ka-ti-ki, ta and have students point and echo)

"So ta-ka-ti-ki makes 4 sounds. But how many beats is it?"

1

"So is ta-ka-ti-ki going to be a fast sound or a slow sound?"

Fast

Blank Slide

*next slide is for instructor reference only*

Sixteenth Note Aural Assessment

Place students in groups according to assigned paddle colors and numbers. 

Begin recording this activity.

Call up one group at a time.

Instructor reads each rhythm using neutral syllable "bah."

Students echo using rhythm syllables ta, ta-ti, and ta-ka-ti-ki.

Once students have read each rhythm, ask them to sit down and call up another group. 

Continue recording until all groups have been assessed. 

Sixteenth Note Aural Assessment cont.

Sixteenth Note Aural Assessment cont.

Sixteenth Note Aural Assessment cont.

Body Piano

*instructor will stop sharing screen*

Preparing La

*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

Instructor uses body piano and sings each measure one-by-one using sol, mi, and la.

Students echo

"Time for our challenge! Remember, I am going to sing 'bum.' You sing sol and mi. I also replaced the sound for 'higher' with a different word. What is our new word?"

La

Instructor sings and uses body pian. Students echo.

Swirling Wind

*Instructor reference only*

Review Swirling Wind. Instructor picks up from where last lesson left off. Use next two slides as needed. 

"I want you to sing 'Swirling Wind.'"

Instructor gives starting pitch. Students sing.

"Now sing the first half of the song. I want you to stop at the word 'sky.'"

Instructor gives starting pitch. Students sing.

"Sing that again, this time I want you to use your body piano. Remember, I still want words, but let's use body piano. We will start here. Remember, we are only singing the first half of the song." (instructor places hands on forehead)

Instructor gives starting pitch. Students sing words and use body piano.

"Now time for a challenge! We are not going to sing the words anymore. I want you to sing what you just sang, but this time, using only the solfege. Remember, we know mi, sol, and la. We will start with sol."

Instructor gives starting pitch. Students sing and use body piano. If successful, move onto next slide.

Swirling Wind on Xylos

Take out xylophones and discuss set up.

"What note do we start with in this song?"

Sol

"What color is sol on your xylophone?"

Dark green

"How many sols do we play at the beginning of the song?"

2

"Play 2 sols with your fingers."

Students play.

"What note comes next?"

La

"Is la higher or lower than sol?"

Higher

"So we will move which direction on the xylophone?"

Right

"What color is la?"

Purple

"What other note will we use in this song?"

Mi

"Is mi higher or lower than sol?"

Lower

"What color is mi?"

Yellow

"Go ahead and play the song with your fingers. Remember to sing the solfege as you play!"

Instructor gives starting pitch. Students sing and play. Instructor watches students play and assess for accuracy and understanding. 

If time permits:

"Sing the last half of the song using words."

Students sing

"Sing the last half of the song using solfege." 

Students sing but will most likely struggle with the last note. Do not worry about the last note.

"Hm...let's worry about that last part later. For right now, I want you to use your fingers to play what you just sang on your xylophones. Remember to sing as well!"

Students sing and play.

"Now let's talk about the last note. Is it a high sound or a low sound?"

Low

"Is it lower than mi?"

Yes

"What color bar have we played before that is lower than mi?"

The red one.

"So let's end our song on the red bar."

Students sing and play song with their fingers. May move to mallets if time permits.

Blank Slide

*next slide is for instructor reference only*

Adding Bordun

*for instructor viewing only*

If time permits

"Now I would like for you to put your mallets down and do what I do."

Instructor demonstrates tapping half notes on lap. 

Students copy. 

Once students are tapping the bordun on their laps, give students starting pitch.

Students sing song while playing bordun on their laps.

"Now let's take that rhythm and put it on our xylophones. I want you to take your fingers and put them on do and sol. What colors are do and sol?"

Red and dark green

Instructor watches for students to put fingers on do and sol. Once all students are ready, give starting pitch. Students sing song and play bordun on xylos with fingers.

May add mallets once students are ready. 

"Now I want you to keep doing that. This time, I will be doing something different."

Students sing song while playing bordun. Instructor plays melody.

"We were playing the same thing or something different?"

Different

"What was I playing?"

The melody/the song

Divide class in half. Half of the class sing and play bordun. The other half of the class sing and play the melody. Switch parts.

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