Melodic Movement

Renee Bond
rid21432@ride.ri.net
Tiverton Elementary Schools

TI:ME Technology Areas Addressed:

Notation

Level:

Elementary

Class:

General Music

Equipment:

Notepad

Duration:

40 Minutes

Prior Knowledge and Skills:

1. Students have sung and moved to the song “Five Kites”.
2. Students have accompanied the song “Five Kites” on xylophone, playing the ascending 5 note scale DEF#GA and decending AGF#ED.
3. Students should be familiar with half notes and quarter notes.

NAfME Standards of 1994 Addressed:

NAfME Standards of 1994: Singing, alone and with others, a varied repertoire of music.
NAfME Standards of 1994: Performing on instruments, alone and with others, a varied repertoire of music.

NAfME 2014: Performing 

NAfME Standards of 1994: Reading and notating music.

NAfME 2014: Creating 

NAfME Standards of 1994: Listening to, analyzing and describing music.

NAfME 2014: Responding 

Materials:

1. Audio recording of “Five Kites” for World of Music, grade one, Silver Burdett & Ginn
2. Four xylophones
3. Computer with Notepad program on and “Five Kites” worksheet cued.
4. “Five Kites” worksheet created by Notepad and pencils
5. A staff on the floor for students to step on with some laminated notes you can place on the staff.

Objectives:

Sutdents will gain basic knowledge of melodic movement on the staff with a concentration on stepwise movement by:

1. moving in stepwise motion, independently and on a “floor-staff”
2. recognizing and singing ascending and decending 5-note scale
3. entering notes in Notepad using a computer mouse to complete missing ascending and decending 5-note scale
4. complete ascending and decending 5-note scale on worksheet
5. playing ascending and decending 5-note scale on xylophones

Procedures:

(10 min) 1. Attendance and review the song “Five Kites” by singing and moving, (with the recording) from a crouched position to a standing position, using five movements or positions, every time we sing “1-2-3-4-5” (DEF#GA) and moving from a standing position to a crouched position, using five movements, every time we sing “Fal-ling to the ground” (AGF#ED).
Ask:”Did we zoom straight up or down?”….no, moved in steps.
Sing again with four students (chosen because they grasped the concept easily last class and will be good models) playing the five note scale patterns when they occur in the music. Repeat again with four new students who did not grasp the concept easily last class. (second chance!)

(10 min) 2. Explain the staff on the floor and the relation of lines and spaces by placing five laminated half notes on DEF#GA. Explain that they are moving by step. Remove the notes and physically step the pattern while singing the lyrics or the letter names.
Have a student model. Then stand on a space and ask a student to stand one step away from you on the staff.
Do the same procedure to show repeats and skips.

(10 min) 3. Have students sit on the floor in front of the computer. Explain that “Five Kites” will play but there are missing notes. Listen to the example. Show how the students can add a note by clicking on a line or space (Teacher has entered the first note and preselected a half note from the template). Choose 8 students who did not play xlophone or walk on the staff, one student for each missing note.
As one student at a time enters a missing note from the 5-note scale have the class listen to the pattern and evaluate if the note sounds correct. Fix if needed and sing when it is completed. (If you have to fix a mistake you got to use the eraser!)

(5 min) 4. Move the students to tables/desks. While pencils and the worksheet created by Notepad are being distributed have a student draw an example of a half note on the board. Have students draw in the missing half notes for the two 5-note scale patterns.
Collect papers and have studnets line up for dismissal.

Evaluation:

Creat a rubric to your liking to correct the worksheet.
(8 notes to fill in, do you care if it’s the correct pitch or just if the student moved by step or both? Did they follow directions and use only half notes? etc.)

Teacher may want to repeat the lesson with other music examples and perhaps also evaluate:
1. Student xylophone accompaniment
2. Student movement on the floor-staff
3. Student accuracy with placing notes in program with the mouse
4. As well as the corrected worksheet

Follow Up:

– Can repeat the lesson in the same way with a different song containing a repeating step-wise pattern or to teach another melodic movement. (ie. “Old McDonald”…E-I-E-I-O…repeat & step!) This time alternate the students who accompanied, walked on the staff and used the computer.
– Can make a game of the staff by throwing a beanbag on the staff and then giving students 3 chances to toss a specific interval with their own beanbag. (step, skip, repeat.)

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