Bongos Week Four - 11

Bongos Week Four - 11

Hello E in C

Micro Macro – awareness of beat division:

Start Macro beat tap (hear it) – this could be a macro beat, the beat of the song that adults clap to. (Divide the beat by two) – this is the Micro beat (hear it), the beat that children are drawn to. 12345678 stop! (proceed to talk through PE)

How do we know they prefer the micro beat? Because younger children show us that faster beat in their bodies when they are involved with the music. Like this… or this…..or this. (model characteristic gestures like waving stick with one hand on micro, bouncing on micro, kicking feet on micro) Until they get older this response is involuntary and often matches the micro beat. Once they start voluntarily finding the beat we will still most often find the micro beat or a steady internal beat that doesn’t match the external music. We know they are heading towards BRC when we start seeing them purposefully hitting or moving to the macro beat. So let’s notice today when we’re on the micro beat and when we’re using the bigger macro beat.

Ding a Ding - A

· Playing with harmony and parts singing. Set up each part with a specific super simple action along with clap at the end of the phrase. Sing through each part once before starting. Then begin to break into parts based on the singing level and confidence of your group (whole group and teacher à three parts going with three groups). Be a clear leader. Make sure everyone is on the same tempo. Let them sing it themselves so they can hear themselves (encourage if necessary) and then move on to adding the next part once they have it.

o Part 1 – action 1 with clap at end of phrase

o Part 2 – action 2 with clap at end of phrase

o Pings – action 3 with clap at end of phrase

o Part 3 – action 1 with clap

· Either finish in unison on part 1 or 2 or end everyone together in harmony.

TP’s Minor

Paolo Paolo F# in D

· Chorus side to side on micro with two bounces on micro (ay ay ah) back to side to side

· Chorus

· Baila con la conga – rolling arms

· Chorus

· Baila con los bongos – playing bongos on child’s legs or back

· Chorus

· Riqui Tiqui – with dyad action (rolling bouncing etc)

· Chorus

· Can do more reps with counting verse, vocable verses. Finish with Chorus.

Down Under – 123/123/12/12/12/12

· Introduce idea of unusual metre (count it through) Two macro divided into 3 beats and four macros divided into two beats! Uneven macro beat.

· Can use Songbook

· Straight

Train is a Comin w/ train whistle – D

· Start Chugga Choo’s and get your train set up sitting

· “Join me” – Verse

· Chugga Choo’s (can add harmony to the choo choo’s on D F# or A – could break group into two parts and you sing the verse over their harmony)

· Come along children

· All Aboard Children Here we Go - to standing, tuck the group in behind you

· Chugga choo’s in train around the room – Slow, fast, loud, quiet, tunnel, up hill, down hill (great for beat division in the feet) verses about where the train is going

· Can bring the train to a small circle or a seated circle at the end and set up a three or four part Train Whistle. F# A high D or F# A C# high D (this adds the 7th note which can be tricky to find but really rich if it’s easy for you to find).

· I have found ending with a big CHshhhhhh of steam releasing from the train is a nice calm finish into silence

“Sit Sit Sit with Sticks” “If you need to walk around, then put your sticks down. Or take some shakers and do the swap cause we don’t want the run run plop!” (TIP: do not give infants who can’t sit up on their own (1- 5/6 months) long sticks. Can offer shorter sticks from PAL or tiny maracas or egg shakers)

This Old Man w/ Sticks A in D major

Start with Knick Knack Paddywack Give the Dog a Bone chant with actions IE. Floor floor, tap tap, rolling sticks

· Vocable – action macro

· Vocable – Action micro

· Vocable – Action macro

· Knick knack paddy wack… chant repetitions

· Vocable – Action

· Can add chant for older kids “Look at ____, she’s got tricks. What could you do, could you do with your sticks?” and then do whatever action they show you in the next verse.

· Vocable - Action

· Vocable – Action

· Knick Knack Paddywack…. chant repetitions

· This old man – one - thumb

· This old man - two – shoe

· This old man – three – knee

· This old man – four – floor

· Knick knack paddywack tag ending.

RP’s and 1-8

Hey Diddle Diddle

· Form = Intro/ Interlude, 3 actions sitting/ Interlude, 3 actions locomotor / Interlude 3 actions locomotor or non locomotor / Tagged ending of Dish Ran Away with the spoon Yeah!

· Intro + chant

· Interlude 8 count - Right/Left fist on fist

· Verse - snap

· Verse - vocable – Fiddle playing

· Verse - bouncing on hands

· Interlude + 8 count – to Standing

· Verse – Circle Right

· Verse – Free Dance

· Verse - Circle Left

· Interlude + 8

· Verse – Vocable – Charleston

· Verse – Vocable – Charleston knee/hand cross

· Verse – Free dance

· Repeated Cadence to end 4x

PAL

Sleepyhead F# in D (D F# A = 135) – Teacher can play two resonators (A and D)

· Verse

· Vocables

SJ and St. Stephens and Intergen classes Pre-reg for Winter

Parent Info Night – the more parents you have come to this event the more participation you will have. Really celebrate this event and let them know it’s included in their tuition.

Things they will learn:

· What to look for in their child’s musical development at all ages – newborn to four years – what you might be missing

· Why immersion in a music making community is good little infants and why it still important for older children who are three and four

· How you can feel more empowered as a parent to bring music to your child.

You can also check in to see if any of your parents have been before and have them give a little testimonial. If no one has gone, then “Great what a golden opportunity for you to go this term! J Book a babysitter, go for martini’s afterwards and call it night!” Thanks!!

Winter Reg now open at GE! J

Goodbye – A in D