Little Fingers - Lesson 3

• Music
• Age 3-5
• 1st,2nd Grade

Lesson Three

1. Review the following previously learned concepts: 

• Heartbeat
• Body Piano
• Moving to Walk/Tiptoe

2. Identify the new learning concepts that students will build upon from lessons one and two to achieve in lesson three.

Class Expectations (5min)

1. Read over classroom expectations for the Little Fingers class.
2. 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 (5 minutes)

• Begin with a movement activity to allow students to practice listening, maintain a steady beat, and release excess energy before class. 
• Click on one of the videos to choose a movement activity, or ask the students which one they would like to do.

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

Review Steady Beat (5 min)

1. Show this page to students
2. Review steady beat
3. Read rhythms on the next page as students keep a steady beat on their bodies or by pointing to their hearts.

Rhythm Echos (5 min)

*For teacher reference only - Do not

1. Read rhythm syllable patterns on the neutral syllable "bah" 4 beats at a time
2. Students echo
3. Read patterns under "Rhythm Syllables" again using rhythm syllables "ta" and "ta-ti" 4 beats at a time.
4. Students echo

Translation Challenge

*For teacher reference only - Do not show students*

1. Announce to the students that we have an exciting challenge for them today. The instructor will say the rhythms under "Translation Challenge" using the neutral syllable "bah," and the students will echo using the rhythm syllables "ta" and "ta-ti."
2. (ta-ti, ta-ti, ta-ti, ta ta-ti, ta, ta-it, ta ta-ti, ta-ti, ta-ti, ta-ti ta, ta-ti, ta, ta-ti ta, ta-ti, ta-ti, ta)

Rhythm Game (5min)

*For teacher reference only - Do not show students*

1. Instructor improvises various combinations of "walk" and "tiptoe"
2. Ask students what two movements they will demonstrate
3. Ask students to stand and demonstrate walking and tiptoeing. Remind students of their personal and shared space. When performing, they only use their personal space.
4. Ask students to demonstrate walking or tiptoeing as the teacher says patterns (see slide). If time allows, create different tiptoe/walk patterns for students to perform.
5. Discuss how many sounds (syllables) were in "walk" (1) and how many sounds (syllables) were in "tiptoe" (2)

Rhythm Read Along (5 min)

1. Review the number of sounds (syllables) in "walk" (1)
2. Review the number of sounds in "tiptoe" (2)
3. Play the video for the students
4. Identify and discuss the fruits shown on the screen (apples and pears)
5. Review the number of sounds for each word (pear = 1, apple = 2)
6. Have students follow along with the rhythm video

Movement Activity (5 minutes)

1. Select another movement activity to practice active listening, steady beat, and to provide a brain break.
2. This allows for students to practice listening, steady beat, and get the wiggles out before class. Click on the link to choose a movement activity. 

Little Fingers - Lesson 1

Deze video is niet meer beschikbaar

explain

Movement Activity Videos

1. Choose a video from either 3 slides

Little Fingers - Lesson 1

Movement Activity Videos

1. Choose a video from either 3 slides

Little Fingers - Lesson 1

Movement Activity Videos

1. Choose a video from either 3 slides

Tonal Practice (5 mins)

Teacher Reference Only - DO NOT SHOW STUDENTS

Instruct students to echo the teacher's actions.

1. Sing patterns one measure at a time for students to echo using body piano and neutral syllable "bum".
2. Students repeat
3. Sing patterns one measure at a time again for students to echo using solfege (do, re, mi)
4. Students repeat

Use the next slide as a reference to create patterns.

Tonal Practice (5min)

*Teacher Reference Only - DO NOT SHOW STUDENTS*

1. Tell students to echo the teacher 

2. Sing patterns one measure at a time for students to echo using body piano and the neutral syllable "bum"

3. Students repeat

4. Sing patterns one measure at a time again for students to echo using solfege (do, re, mi)

5. Students repeat 

6. Ask students if the last part of echoes sounds familiar (yes - Dinosaur)

High and Low Exploration (5min)

*Teacher Reference Only - DO NOT SHOW STUDENTS*

Before continuing, please get your xylophone or use a digital xylophone from this link: https://playxylo.com/

Request the in-class teacher to distribute the Xylophones. Then, instruct the students to place their Xylophones before them and listen attentively.

1. Discuss measure 3: Instructor sings "walking through the" - is the sound going higher or lower? (higher)
2. Discuss measure 4: Instructor sings "valley" - is the sound going higher or lower? (lower)
3. Discuss measure 7
4. Discuss measure 8
5. The instructor plays measures 2, 3, 7, and 8 at random on the xylophone - are the sounds going higher or lower?
6. The instructor plays another measure (2, 3, 7, or 8) at random on the xylophone - is the sound going higher or lower?
7. Discuss the directions (lower = left, higher = right)
8. Assess learning by asking students to play higher and lower notes on the xylophones.

Note: It may be easier for students if the instructor demonstrates everything backward (instructors tell students to point to the right, but the teacher points left) as students are more likely to mirror instructors.

Review (5 minutes)

1. Revisit what the student learned earlier by asking the following questions:
2. How many sounds are in "Pear" and "Apple"?
3. Recall the higher and lower sounds on the xylophone.

Review and Movement Activity

1. Review hand signs and practice maintaining a steady beat.
2. Conclude the session with a movement activity.

Little Fingers - Lesson 1

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Little Fingers - Lesson 1

Little Fingers - Lesson 1