Little Fingers - Lesson 9

• Music
• Age 3-5
• 1st,2nd Grade

Lesson 9

The purpose of these brief lessons is to review and strengthen the concepts students have already learned and to help them get ready for upcoming recitals.

Class Expectations (5min)

1. Read over classroom expectations for the Little Fingers class.
2. At this point student do not need to provide examples of each classroom expectation.

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. 
• The video has been pre-selected on the next slide.

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

Echo Challenge

*instructor reference only*

1. Read rhythms as neutral syllable "bah"

2. Students echo

3. Repeat with rhythm syllables "ta" and "ta-ti"

4. Students echo

Rhythm Echos

*instructor reference only*

1. Read rhythms as neutral syllable "bah".

2. Students echo rhythms as rhythm syllables "ta" and "ta-ti" for the translation challenge.

Movement Break

1. Students dance along to video. Draw students' attention to slow motion. 

Dreams

Learn the Song "Dreams"

*instructor reference only*

1. The instructor sings only the melody for students to hear one time.

2. Instructor: "I have some questions for you now. When I am finished singing, can you tell me how many times I sing the word dream?"

3. The instructor sings the whole song again. Students answer after the instructor finishes (3)

4. Instructor: "After I am finished singing, Where is the person going?"

5. Instructor sings the whole song again. Students answer (sky)

ECHO

1. Instructor sings the first 2 measures. Students echo.

2. Instructor sings measures 3 and 4. Students echo.

3. The Instructor sings the first 4 measures. Students echo.

4. Instructor sings measures 5 and 6. Students echo.

5. Instructor sings measures 7 and 8. Students echo.

6. The instructor sings the last 4 measures. Students echo.

7. The instructor sings the whole song. Students echo. 

Review Cloud Song

For Instructor Reference Only

1. The instructor sings the whole song for students to hear once.

2. The instructor asks the Students if they remember the song. Have the students sing the song with you, and then hear them sing it alone. 

3. Review any sections that students need extra support in. Be aware of measure 3, where students clearly feel the pick-up eighth note.

Song Review & Practice with Xylphones

1. Ask the students to sing "Clouds" again, but this time, move in slow motion as they sing. You may need to explain the connection between moving in slow motion in freeze dances and moving slowly while singing the song.

2. Students who can sing the song and move slowly may receive xylophones.

3. Have a discussion about do, re, and mi on xylophones, including their corresponding colors and identifying which bar is the biggest and smallest.

4. Demonstrate how to sing solfege and play drm on the xylophone using fingers only (without mallets). Have students echo your demonstration.

5. Show students how to sing solfege and play mrd on the xylophone using fingers only. Students should echo your demonstration.

Adding "So"

*For Instructor Reference Only*

*Note: If students struggle to maintain a steady beat or start rushing, pause and have them sing the song again while dancing in slow motion to feel the song's movement.*

1. Sing the first measure of "Clouds" using solfege (dssm).

2. Ask the question, "What note did I add?" (so).

3. Follow up with, "What color is 'so'?" (green).

4. Prompt the question, "Will 'so' produce a high sound or a low sound?" (high).

5. Ask, "Will 'so' be played on a big bar or a little bar?" (little).

Playing "So" on Xylophones

1. Ask students to touch "so" with their fingers to see if they can identify the note.

2. Sing and demonstrate how to play the first measure of the song using solfege and fingers. Have students echo your demonstration.

3. Once students can successfully sing the solfege and play with their fingers, they may start using mallets.

Adding Second Measure

If there is no more time, we will start at this point and continue with the remaining slides in the next lesson.

Instructor Reference Only

1. "Now, I will begin playing from 'so.' Can you tell me if the second note is higher or lower than 'so'?"

2. Play the sequence and have students answer once you finish playing the second measure (higher).

3. Ask, "Which note is higher than 'so'?" (la).

4. Play 'so' and 'la' and confirm with the students, "Is that correct?" (yes).

Measures 7-8

Instructor Reference Only

1. "Listen as I sing the last phrase of the song. When I am finished, tell me what part you already know how to play." Instructor sings measures 7-8. ("White sheep, white sheep"

2. "Is the ending the same or different from what you just learned to play?" (Different)

3. "Does the ending go higher or lower?" (lower)

4. "So let's play "White sheep, white sheep" again and stop after the second sheep. What note did we end on?" (mi)

5. "So if the ending goes lower, what note is lower than mi?" (re)

6. Instructor plays measure 7 and first note of 8. "Is that right?" (yes)

7. Proceed through same process for the rest of measure 8. 

8. Students sing measures 7-8 with solfege then add fingers on xylos. Proceed to mallets if students successful singing solfege and playing with fingers

9. Review measures 1-2 and 7-8

Review and Movement Activity

1. Conclude the session with a movement activity.

Movement Activity

Have students follow along with the Super Yoga video.