Submitted by Gretchen Taylor, Illinois
Idea posted August 18, 2004
Here is what I'm planning to do with my (potentially challenging) eighths when I introduce the Music K-8 song "Put On Your Thinking Cap" from Music K-8, Vol. 14, No. 2.
Listen to entire piece with the goal of identifying the number of different sections or parts. Most likely, the kids will listen half-heartedly and have no idea of the answer. I'll have them listen to the piece again, but begin by standing and facing the front of the room. Then every time the students hear a change of style, voice, mood, etc., they are to make a quarter of a turn in place. (I help them with the first change.) After the piece, I'll then ask them how many times they changed direction (seven). Then, I'll explain that each change represents a section, but some sections will sound the same, and some will sound different. I'll have them sit, and on a piece of paper write down the numbers one through seven. I'll then ask them to choose a shape (circle) to place by #1. We'll listen again and they are to use shapes to show the various parts, repeating the same shape(s) if they hear a repeating section. Different shapes for different sections. After this, we'll discuss their listening maps and discuss rondo. By this point they've heard the piece at least three times.
Now we'll focus on part one (circle). They'll listen only to this part and try to identify the phrase form: AABA. First, I'll ask them how many phrases make up this part (4)? Are any the same? Different? Then, we'll identify each phrase by color: Red1, Red2, Blue, Red3.
Next, we'll read the words of each phrase in rhythm. Then, divide into four groups with a different phrase assigned to each group. We'll read the words in rhythm again in round robin style: Group 1 on Red1, Group 2 on Red2, etc. We'll do this with the accompaniment track.
Then, we'll explore various levels of body percussion for each phrase, allowing groups to choose a level for their phrase, then perform round robin style again with accompaniment track. Finally, all will perform all phrases with the various levels of body percussion used. Of course, we could also transfer this to unpitched rhythm instruments too.
This is all before they are asked to sing a note. (That will come next.) Eventually, we'll move on to the part two with more of a strict vocal focus. Then of course part three, the rap section, for focusing on rhythm and inflection.
Now, let's say when it is time to sing, the resistant little selves rear up. Then my Love & Logic routine will kick in with something like, "Wow, you guys performed so well working out the form and rhythms of the piece, too bad you're not willing to give the vocals the same effort. Would you prefer to give the vocals another go with more effort and energy so we can focus on the text and it's message, or would you rather read the text together and then write an essay about it's meaning and importance?" If they choose to give it another go vocally, "That's a great choice class, but if we have to stop and talk about this again today, I'll get to choose how we'll proceed. Now let's listen to the melody..."