First Grade - Lesson 8B

• 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*

Rhythm Echoes

*instructor will stop sharing screen*

*instructor will stop sharing screen*

The instructor invites students to demonstrate 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." 

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 READING VIDEO

Sixteenth note reading practice

Do not play video yet. Instructor should scroll through video and allow students to practice each pattern first. 

Rather than reading the icons as fruits, ask students to read icons with rhythm syllables (example: pear is ta, apple is ta-ti, watermelon is ta-ka-ti-ki)

Once all patterns have been practiced, instructor should scroll to the beginning of the video and play for students to read along. 

Blank Slide

The instructor will stop sharing the screen here.

Body Piano

*instructor will stop sharing screen*

Practicing LA

*instructor viewing only*

"Use your hand signs and echo me."

Instructor uses hand signs and sings each measure, one at a time, on neutral syllable "bum." 

Students echo.

The instructor uses hand signs and sings each measure, one at a time, using solfege 

Students echo.

Instructor uses hand signs and sings each measure, one at a time, using neutral syllable "bum."

Students echo using hand signs and solfege.

Instructors assess for accuracy. 

Blank Slide

The instructor will stop sharing the screen here.

La Aural Assessment 1

"Now I want to see how much you can do without me. Like in our challenge, I am going to sing everything on 'bum.' I am not going to help you at all. I want you to use your solfege and body piano to echo back what I sing."

Divide the class into groups of 3-4. 

Instructor sings each pattern using the neutral syllable "bum" without using body piano or hand signs. 

Students echo patterns using solfege and body piano.

Instructor assesses for accuracy.

Continue this with each group until all groups have completed the assessment.

La Aural Assessment 2

La Aural Assessment 3

La Aural Assessment 4

Xylophone Review - Running Fast

Review caring for xylos

*song for instructor reference on next slide*

"Sing 'Running Fast.' I want you to see if you remember the entire song."

The instructor gives the starting pitch. Students sing the song.

"Now I want you to sing again. This time, use your body piano as you sing the words. Remember, we will start on our foreheads."

The instructor gives the starting pitch. Students sing the song using words and body piano. Instructor assesses for accuracy. 

"Now we learned the first half of the song last week. Let's focus on the second half of the song today. I want you to start on 'Run, run, run so free' (the instructor sings this phrase) and use your body piano until the end."

The instructor gives the starting pitch. Students sing while using body piano. Instructor assesses for accuracy. 

"Now sing that part again, but this time, I want you to use solfege. Remember, what note are we going to start on?"

Sol

The instructor gives the starting pitch. Students sing solfege and use body piano. Instructor assesses for accuracy. 

"Now let's try that on our xylophones with our fingers. I want you to sing, 'Run, run, run so free' (instructor sing phrase) in solfege."

Students sing solfege. Instructor assesses for accuracy. If students are correct, instruct them to sing solfege and play xylophones with their fingers.

Continue this process for each measure until the end of the song.

Put the whole song together once students are ready. 

Remember - students will not know the last note. Remind them that it is a low note and to sing the word "red" in place of solfege.

Running Fast

*for instructor viewing only*

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