Maracas Week Four -11

Hello

PE: Can jump off from singing the resting tone of the previous song into singing doh re me fa sol – 12345 - highlighting visually the resting tone and the 5.We choose these notes specificallybecause they are the backbone notes of a song or the spine of a song or the north and south of a song.They also harmonize with each other so you can be singing the high note while she is singing the low note.

We constantly reinforce these two notes because these are the two notes that the children hear most clearly, and we know that they hear them most clearly because those are the notes that they’ll tone most spontaneously. So we get you to sing them so that we let the children know that what they are hearing in their head is very musical – so musical that this big group of adults is going to sing it too! Very empowering!

So when in doubt, sing those two notes – when you’re putting your instruments away, in between songs, if you need to say something to your while making music – use those two notes. No harm can be done when you’re singing “ba-bum!”

Frere Jacque - D.

  1. Round or Ostinato
  • As last week
  1. Row Row Row Your Boat
  • If you want to try something different, you can get one half the group singing Frere Jacque and the other half singing Row Row Row Your Boat. Practice this at home with the CD first!
  1. Reso Bells for SJ, Kerr and GE
  • Can try to do any of the above with the bells if you like as well.
  • RITUAL: Singing on the 5-1 as you hold the box. “These bells are either the 5 or the 1. The short ones are the 5 and the long ones are the 1. The only rule with this instrument is that parents hold onto your stick for dear life (if you can)! It’s YOUR stick. Then you’ll be able to play the bells.” Hand out one to the child and parent – two parents with one child share a bell in a full class. Keep one for yourself!!!
  • Get them playing with the bells. Then, lets hear the Short bells with A- there’s our 5 and now the long bells with the D – there’s our 1. Then rapid ding and stop – repeat until it sounds a little like a phone. “you know what that sounds like” then use bell like phone and say hello. “I’m going to call_____. (ring bell) Hello_____, how are you? (all on 5-1) Are you at Music Call with mommy right now? Ok I’ll call ya later” All big kids you think would get the joke.
  • Play with these variations:
  • Tapping on Macro
  • Tapping Micro
  • Then hit on 123 123 with stick flying up and away
  • Tapping submicro on plastic
  • Let’s here the 5 = Bye Bye – now the 1’s = Bells

William Tell - B below E

  • Offer opportunity for parents to face kids/babies different ways (IE. facing you/ on your legs while lying down) if you have young babies 8 months and under in your class, let parents know that eye contact and exaggerated singing is wonderful stimulus to focus their babies on the music. (Be sure to really notice if you young ones in the class as this is unnecessary talking to add if you don’t!)
  • Horsey sounds and clip/clops (Sing to Big Kids “What colour is your horsey?” Do they answer on pitch?)
  • 1x straight IE:
  • A - macro/micro bounce riding the horse
  • B – Rocking side to side
  • C – Tapping tummy and bouncing at end of phrase
  • RP’s
  • 1x straight
  • Can repeat if you like

TP’s major

Pease Porridge Hot

  • Start with “Tsss” sound on the macro with hand action
  • Pease Porridge
  • Repeat quietly with or without crescendo
  • Pizza Pie
  • Taste Pizza at the end (high silliness for how old)
  • Could do one of two variations:
  • What else is in the box? (like last week) What else could we find in the box that we would eat? (Could do Jelly like Kera at the SSW) 2-3 reps
  • Set up two rhythm ostinatos in two groups
  • Ostinatos
  1. Cooooold/ peas – 1234/1…
  2. Hot..Hot/ Hot – 1234/1
  • Finish with 123 beat /456 beat /789 beat /9 days old/ eeewww for 8 counts (2-3 times)
  • “Pease Porridge in the pot Nine days old!”

Dee Da Dum - Db below Gb

  • Pull circle in knee to knee and start with little finger guys coming out to look around
  • 1 x right hand finger guy comes out
  • 1x lefthand finger guy comes out
  • Doo Doo – conga fingers – into hand dancing platform position
  • 1x dancing finger guy on platform macro
  • 1x dancing finger guy on platform micro
  • Doo Doo – conga fingers
  • Climbing high with fingers /Melting down with fingers
  • Climbing high with fingers to standing and Melting down with fingers
  • Doo Doo - Turn one way for one phrase then back the other for next
  • Walking forwards right
  • Walking back left
  • Doo Doo - Turn one way for one phrase then back the other for next
  • Step kick
  • Kick kick kick mircro
  • Doo Doo - Turn one way for one phrase then back the other for next
  • Tipppy toe to the right
  • Tipppy toe to the left
  • Doo Doo - Turn one way for one phrase then back the other for next
  • Jump on Big Beat
  • Jump on Macro
  • Doo Doo - Turn one way for one phrase then back the other for next
  • Fingers walking down body to finish sitting on the floor

TP’s major

Sit sit sit with siticks

Doodle w/ Sticks A in D dorian

  • Stick play
  • Can use contrasts on the Doodle sections like small/big, soft/loud, yes/no
  • Doodle = 4x - drum sticks on floor and click click click
  • Interlude with different vocable extending the notes = Micro action
  • Doodle = 4x – drum sticks on floor and click click click AUDIATION
  • Interlude with different vocable extending the notes = Macro Action
  • Doodle = 4x - drum sticks on floor and tap tap tap (head or body part)
  • Interlude with different vocable extending the notes = Kid action
  • Doodle = 4x – drum on the floor and tap tap tap (head or body part)
  • Interlude with different vocable extending the notes = Kid Action
  • Doodle = 4x - drum sticks on floor and click click click with last repeat no click keep drumming and getting slower with audiated last note

Bim Bam – CD (can put out the bells if you want)

  • Basic circle dance getting faster and faster. Form in each verse is A B B:
  • A – step together circling around
  • B – in 4 steps, out 4 steps, in with whoo! at the end
  • B – out 4 steps, in 4 steps, out with whoo! at the end
  • 2x right (vocal and instrumental)
  • 2x left (vocal and instrumental)
  • 3x right (vocal and instrumental and vocal)

FM

PAL

Russian Folk Song

  • Mommies
  • Daddies
  • Vocable
  • Music

SJ and St. Stephens and Intergen classes Pre-reg forFALL and Summer

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!  Book a babysitter, go for martini’s afterwards and call it night!” Thanks!!

Summer Reg now open at ………………………..!! 

Goodbye - A