A Taste Of “So-La-Mi”
T.C. Passios Elementary School
TI:ME Technology Areas Addressed:
Prior Knowledge and Skills:
Students are able to:
– Read simple ryhthms
– Identify so,la and mi on a staff
– Sing syllables with Kodaly hand signs.
– Perform a variey of two and three-tone songs.
– Decode and identify two and three-tone songs.
Students will have pre-experience performing in small groups.
NAfME standard of 1994 Addressed:
NAfME standard of 1994: Singing, alone and with others, a varied repertoire of music.
NAfME standard of 1994: Performing on instruments, alone and with others, a varied repertoire of music.
NAfME 2014: Performing
NAfME standard of 1994: Reading and notating music.
NAfME 2014: Creating
– Notation software for teacher-generated song sheets
– Rhythm instruments
Students will decode three-tone songs.
Students will work together to create a performance. The performance will include singing with syllables and Kodaly hand signs, as well as performing the song with lyrics and optional rhythm or movement.
Students will observe and listen to other students’ performances.
Students will be set up in groups of four. Each group will receive a copy of a three-tone song that we have already studied in class. No title or lyrics will be included. Each group must work together to decode their song, then practice performing it with syllables and hand signs. Once this is accomplished, the group will plan a performance of the song with lyrics. Movement, body percussion or rhythm instruments may be included for the final performance. This portion of the lesson should require 15 minutes.
The class will come together and each group will perform for their classmates. Time will be provided after each performance for reflection and peer-assessment.
A performance rubric will be used to evaluate results. Since this is a group activity, the teacher must carefully monitor each student’s work during practice and performance.
WOW!! (4) The performance was highly effective. The student has clearly demonstrated the ability to read and perform a three-tone song. The performance was engaging, creative and in tune.
Good Job! (3) The performance was effective. The student demonstrted the ability to read and perform a three-tone song. The song was performed successfully and in tune.
Keep Trying (2) The performance was somewhat effective. The student showed some note reading ability but was uncertain during the performance. The song was performed for the class.
Uh-Oh (1) The performance was ineffective. The student was unable to read or perform a three-tone song.
This is the culminating activity in a first grade unit. Of course, students will continue reading more difficult melodies as they are developmentally ready.