Review Of The Elements Curriculum: 6th Grade

Submitted by Suzanne DeVene, Willard, Ohio

Idea posted October 2, 2002

These are some of the 'review of the elements' activities I've done at the beginning of the year with my 6th graders.

Before we do any of the activities, we would go over (as briefly as possible) all of the aspects of that element that I want them to know. THEN, apply it through some fun activities! By the way, many of these activities came from the great teachers on the MusicK8.com Mailing List!

1. (Examine the direction of a melody.) Sing through "London Bridge." Have the melody written on board or chart. Do you see a discrepancy between the meaning of the words and the direction of the melody? (The melody for 'falling down' goes up!) If we could rewrite this song, how would you change the melody? Create a version in which the 'falling down' notes do go down.

2. (Decode the letter names of notes.) Divide class into small groups and give them the notes of a familiar tune (a 'mystery tune'). They must figure out the letter notes of the melody, then play them on keyboards, bells, Orff instruments, etc. Identify your 'mystery tune' to the rest of the class after a short amount of time.

3. (Identify melodic patterns.) Have several melodic patterns (10 or 12) on board. If you have Cheryl Lavender's Melody packet, you can use some of these cards. Divide class into small groups to take the challenge! They must listen to a pattern played on piano and write down which one they hear. (I have them all numbered so they just write down the number on their paper.) If there is disagreement, they must defend their choice and the group has to agree on the answer. The group with the most correct answers gets a candy treat.

4. Play any of the staff games that have been posted to the MusicK8.com Mailing List. (I'm going to use this one this year!)

1. Sing various song forms of harmony: rounds, ostinati, partner songs, and descants. (That is, if your 6th graders will sing! My choir kids will in choir, but in general music, it's awfully soft singing sometimes!) I try to use wacky, fun camp songs a lot for this so that fun will outweigh the embarrassment of singing in front of their peers.

2. Chords - I get out the Boomwhackers®, Orff instruments, bells, etc. and create chords to play along with songs they will like. (I've used "Whomp Out Loud" (from Music K-8, Vol. 11, No. 5) and other Music K-8 songs that have a chordal structure with neat accompaniments to 'jazz' things up.) Any style of music can be used... just make sure the chords don't change too quickly for the class to keep up.

1. Rhythm Relays - Divide class into 4 or 5 groups and line up single-file as in a relay race. Teacher taps a simple rhythm on the backs of the last person in each line (different rhythm pattern for each row). That person taps the person in front of them, that person taps the rhythm on the back of the person in front of them, etc. When the rhythm pattern gets to the first person in line, he/she must go to board and write down the rhythm. This is not a contest of speed, but accuracy. They'll find that the first time, it's like that game of Telephone where the original message gets all mixed up! Have them do the same rhythm again and try for accuracy!

2. Human rhythm patterns - This one I got from the MusicK8.com Mailing List, and I LOVE it! Very easy way for kids to figure out rhythms! Space four chairs in front of the class. These four chairs represent a four-beat measure of music. Humans form the "notes!"

• whole note - one person laying across all four chairs
• half note - one person sitting on one chair with feet up on the next chair
• quarter note - one person in one chair
• two eighth-notes - two people on one chair
• four sixteenth-notes - four people on one chair (you figure out how!)
• quarter rest - empty chair

I call students up to make the first couple of patterns, but then I just choose a certain number of students and they figure out their own patterns for the class. After each pattern, we clap the rhythm and someone writes it on the board.

3. Pass out percussion instruments, and follow a rhythm pattern along with any peppy music. Last year, I used Laurie Zentz's Percussion Play-Along. ("Sugar, Sugar")

1. Theme & Variations - I use "Boom Chicka Boom" as a vocal theme & variations... lots of fun! Human illustrations - call down several students who are wearing T-shirts. Try to have a plain, solid-colored t-shirt first in line. Have the class tell how each of the t-shirts is a variation of the first basic t-shirt.

2. Movement forms - Divide class into groups and give each of them a form: AABB, ABACA, etc. and have them create a series of movements that illustrate the form. The rest of the class will try to guess their form when they are done.

1. This is a fun game to review instrument families (thanks again to a member of the MusicK8.com Mailing List). Divide class into 4 groups. Choose a 'runner' and a 'holder' in each group. Designate each group as being String, Woodwind, Brass, or Percussion. Put deck of instrument cards face down on a desk (make these up ahead of time - five instrument names for each of the four families). On "Go," each 'runner' comes up and takes one card back to their group. The group decides whether the instrument belongs in their family and whether to keep it or turn it back in. If they keep it, the 'holder' hangs on to it. If they want to turn it back in, the 'runner' takes it back to the desk. Teacher puts it on bottom of pile. Repeat process until one group gets all five instruments needed. They all stand up and shout "Go Fish!" Teacher checks for accuracy.

* Tips *

• "Runners" should not be allowed to look at card until they get to their group. (My runners wanted to look and make a decision right there at the desk. That takes away from the group decision!)
• It gets a little frantic and runners come and go. It might be easier to indicate a take pile and a discard pile. Teacher can then gather the discard cards and put on the bottom of the take pile.
• Rotate the names of the families so each group becomes familiar with instruments from all the families. Don't worry - this game goes very fast!

All of these activities are meant to just review the elements so they remember what each one represents. I try to use only three or four weeks doing this. But, you could easily expand to a couple of months if you wanted to have a more in-depth study of the elements.

For any beginning teachers of sixth graders... some advice from one who has had 29 years of sixth graders:

a) Develop a thick skin, and don't take most of what happens personally! Most of the non-participation or misbehavior comes from sixth graders being embarrassed in front of their peers. Even my best students are afraid of looking stupid in front of their classmates. Don't take their body language as gospel to what they really feel! Over the years, I've had some students who I could have sworn hated me and music class, only to find out later that I was their favorite teacher!

b) Don't purposely try to embarrass a sixth grader - they will never again cooperate for you!

c) I am very strong on everyone participating!! If they don't like something, TOUGH, it will be over soon! They must try! This way, they know that they're all "in it together," so everyone will look, sound, and act stupid!!

d) It's taken me a long time to realize this, but 6th graders thrive best on active, hands-on activities! Must be those hormones pulsating through their bodies - they just need action! My students do much better when they are up, out of their seats at least once a period and doing a hands-on activity at least once. I have more discipline problems when they are in chairs doing seat work for the whole class.

e) Speaking of discipline, have a plan and follow through! The worst thing you can do with this age is to not follow up on what you say you're going to do, or to not be fair in dealing with students/behavior.