Bells Week 5

Hello

Bells of Westminster

·  Hook - Start group on a big bell Ding Dong on the resting tone on the macro beat

·  Sing through the parts together as a group thinking about how you want to develop this over the next 3 weeks with each of your classes. In one class you might just want to focus on 1 or 2 parts or you may want to sing them all because you know this group could break into a three part singing group this week or next:

o  The little bells of Westminster - Sway side to side macro

o  The Big Bells – dramatic big beat sway like falling

o  The tiny bells of Westminster – pretending to ring a tiny bell in your hand – there are two harmony parts on this one if you want to do both

·  Introduce part-singing 1st level IE. Whole class on Ding Dong resting tone ostinato and teacher on verse or two groups on two different parts depending on what level will bring the greatest feeling of success to the group. (Sometimes having to reach a bit brings a greater feeling of success.)

·  Sing through 2-3 times and finish with unison singing or in harmony still singing the parts.

Note -Think this one through regarding the parts so that leading them in class is easier for you.

Wow! You are all excellent participators! I definitely noticed a lot of the children watching us closely and absorbing everything we were doing and singing. Remember that most children will use this class (pause) as an opportunity to take in musical information (pause and let that idea sink in), and then practice what they learn (pause) at home. In fact, I often don’t get to see very much of their musical behaviour! So I’ve got a musical assignment for you. This week, I want you to be “Musical Detectives”. Your job is to watch and listen to your child as they play with music at home, and then report back to me what you notice next week. Are the babies being vocal while music you’re singing or moving their bodies when music plays? Are the toddlers imitating actions from class or bouncing to the beat? Are the preschoolers making up their own songs or playing teacher? Get curious and have fun being a Musical Detective! (If you have a bigger kid/s in the class who could take this in, they may realize that you’re asking their parents to watch them so you could also speak directly to them and say “Or come and tell me how you played with the music at home this week.)

Two Little Kitty Cats

·  Start with finger play – meow sounds on the 1, 3 and or 5 with fingers pretending to be cats etc.

·  Hold hands up with two peace signs and then set them on opposite knees so hands are crossing the midline

·  Bounce in the body to set the beat and then have each cat jump up in time with the music and the lyrics IE. First one on the word UP and second one on the word OTHER then let cats run in front of you or down your legs etc

·  Big yawn to loop back into repeat of above

·  Big yawn to lying down on ground – two little kitty cats lying in the sun – people (not fingers) become the kitty cats. Can extend this phrase with legato (slower singing) and sleepy effect to allow time for settling to the ground.

·  One jumped up – model putting child onto your lap

·  Then said the other…. – model singing to your neighbor

·  Running round…. – two knees bouncing oppositely to imitate running and give a bumpy bouncing action. Tag this phrase to extend running time if you like.

·  Big yawn and loop back to repeat above as many times as you like

·  Repeat song again pretending but this time use the closing words: One jumped up and said, I think I’m done. Then said the other one, I’m done too. Napping Napping Napping Napping Napping in the Sun

·  Can end with sleeping cats – combination of meow/snores/purrs??

TP’s minor

Splishing and Splashing

·  Set up imaginary ball play – bounce spin toss roll

·  Oh I like to bounce my ball on the ground – bouncing and bouncing…..2x

·  Oh I like to spin my ball round and round – spinning and spinning 2x

·  Oh I like to toss my ball in the air – tossing and tossing…2x

·  Oh I like to roll my ball to a friend – rolling and rolling….2x - last one rolling and rolling and rolling and CATCH!

Hopping and Sliding

·  Get to sitting from last song and walk fingers around eventually ending up with knees up and fingers waiting at toes (“Note to parents of little babies like (insert name) – you could do them same actions on your child’s body while they lay down in front of you and look up into your eyes”)

·  A – walking one hand/fingers up one shin and then the other hand/fingers up the other shin to top of knees. “Let’s ski down!!”

·  B- skiing fingers from side to side down the shins

·  Repeat above

·  A – tickle – going around the circle to interact with each child

·  B – Sway (rocking side to side) – sit down wherever you get to in the circle and don’t worry about getting all the way around

·  Repeat above getting back to your spot or going around again.

·  A – “Let’s put on our tiny fee” – small feet running to standing

·  B – standing sway (big arms – toddler waltz)

·  A – micro feet circling right with “freeze” at the end of both doo doo phrases (could repeat A if you feel people are just getting it)

·  B – standing sway

·  A – Micro feet circle left with “freeze” (could repeat A)

·  B – Standing Sway

·  A – In/out: IN - “tickle tickle tickle” at the end of 1st doo doo phrase with everyone in the middle (don't be afraid to take a little time with this and sing tickle on the note the phrase ended on to extend slightly) Out – “Statue!” at the end of 2nd doo doo phrase and make a statue pose and see if group will do the same. Can comment on statues – “ Look at that one, I see a statue there, (try to avoid words like good, nice = judgment instead of noticing – very hard for me to do too!)

·  B – Waltzing

·  Repeat – could go around the room with just statues or repeat in and out.

·  Repeat? Your call.

·  A – to sitting (could continue statue theme and have frozen sitting statues)

·  B – Sway

·  End or repeat and end

TP’s Aeolian

French Folk Song

·  This song can be a straight stick play song or you can add instruments into the mix (using sticks like violin, trombone, drumsticks etc) and create a little band.

·  If you do the band, do at least half the song as play with instrument ideas/free play and then set up a band in the last 4 or so verses. You can assign each group (three to four groups) an instrument idea and let them know to keep singing their instrument. Stop singing and see if they hold it before you add the next instrument group. If you’ve really got a band going, you can use your stick as a conductors wand and conduct them with dynamic IE. Down to quiet and back up or getting slow and slower etc.

RP’s and 1- 8 stop play

Misty Morning w/ scarves CD with tonal patterns to follow

·  Let’s go flying! We need some wind to fly….let’s make some wind!

·  A - Up and down

·  B – Turning

·  A – fast shake (can hear the shaker in the background)

·  B – figure eights

·  A – Fly around the room

·  B – Flying around the room

·  End – Turning

TP’s letting CD play

FM – keep scarves?

PAL

By n By

·  Can reference the stars above and count them on the 1-3-5 (-c-e-g) or the major scale (cdefgabc)

·  Can do all verses all numbers if you have a quiet interested group or some usual variation of verses and vocals.

Whenever you see a bell, sing Little Bells of Westminster this week!

Music and Your Child Presentations (see email for dates) Adult only presentation on musical development in young children and how to support music learning in the early years. Lots of great information about music in our culture and ideas for making music at home! ( Imagine if every parent in your class had an hour and half information session on why we do what we do. How much easier would your job be!?) RSVP to the email invitationor just come if you can make it at the last minute!

False Creek – Spring registration now open! (like pre-reg!)

Goodbye