Mrs. Ferg

I found the following on the K-8 website. "Me" in the following paragraphs is not me but...Tami Mangusso who submitted the info. 1. I use hula hoops, one for each center. I place the hula hoops in a circle. I sit at a table for my center, because I can't sit that long on the floor without having back aches or without my legs falling asleep. 2. My students are assigned groups by me. I usually have one to two students who are stronger players and do well with music reading in each group. I also make sure I spread out the trouble makers or the ones who get off task easily. I change my groups at the end of each quarter. 3. All the materials for the centers are placed in the middle of the hula hoops. At each center, I have either cards, sticks, or dice to help determine who will be first, second, third, or who gets what job, etc. Here are the centers I use for recorders: A. Recorder Memory Game: Students will be able to read a fingering chart and to learn how t...

I'm cleaning out my school email and finding things I don't want to forget. LINK to Kodaly flash cards. Rhythm and melody. Oh the fun.

Everyone needs a good Hello Song. (triplets instead of eigth notes) The B section: Well you walk through the room and you move through the space, and you're looking for a friend with a smile on their face and when you find them you stop... and shake their hand, then you sing the song again... cause that's the plan!

One of my favorite lessons. Usually I teach this to 2nd grade. Use to introduce barlines and time signature. Ideas from an Orff workshop...don't have the clinicians name....bummer. * demonstrate ways to keep pulse *students keep pulse while teacher reads The Foot Book by Dr. Seuss *draw attention to phrase "oh how many, feet you meet". Whenever that phrase is read, students change the way they keep the pulse. *model movements to the "Little Shoemaker" (Children's Dances of Terra Del Zur, Vol. 1) A- slow motion opposite arms, B- rhythmic pounding pattern, C- skipping away. Practice with music. *practice with partner *perform *students remove one shoe and practice moving to the drum beat (walk, tip-toe, jog, march, skip) *adjust dance to one shoe on, and one shoe off *discuss what it feels liek to move with one shoe off and one shoe on *share poem "Deedle, Deedle Dumpling" *words to poem are written on sentence strips, have students place them in ord...

Oh my. Search this database for anything. Who knew? I especially like that it can be narrowed by grade level or concept.

In honor of our spring musical. We only wish it was THIS cool.

While I do find John Jacobson superbly obnoxious his choreography is helpful. When we have extra time in choir the kids love to dance. Linking so I won't forget!

We are knee deep in the musical world right now. Taken from Sally Albrecht at TMEA 1. THEME - Whatʼs the song about? Is there a main focus? Story line? Try to develop a concept around which you will plan your actions. Look for recurring musical themes, rhythmic patterns or special lyrics. 2. KEY LYRICS - Pick out movement-oriented words. The most effective movement—and most memorable—reflects the lyric. 3. RHYTHMS AND RESTS - Look both in the vocals and in the accompaniment! Reinforce interesting rhythms with a clap, snap, toss of the head, shoulder pulse, etc. 4. POSITIONING YOUR SINGERS - Each staged song should have its own look. Women vs. men? Partners or trios? Gals center, men outside? Bowling pin formation? Always weigh these choices against your vocal needs. 5. SIMPLICITY vs. VARIETY - Keep movements simple and clean, but varied; easy to learn and execute, yet effective and appropriate. Avoid too much repetition, working for surprises on the third time through the chorus! 6. FA...

I need this CD and book. Already mentioned. It's great.

Read while listening. Listen and move. Nora’s Stars, Satomi Ichikawa (ISBN: 0‐399‐21616‐2) Arabesque 1, Claude Debussy (“Piano Works Vol. 1” Francoise‐Joel Thiollier & Weill) The Falling Star, by Sara Teasdale I saw a star slide down the sky, Blinding the north as it went by, Too burning and too quick to hold, Too lovely to be bought or sold, Good only to make wishes on And then forever to be gone. Movement exploration - Beth Nelson • Sit in self‐ space, with eyes closed (turning off some lights will set the mood) • Listen to the finger cymbals, open eyes only when the sound stops • Listen again, walk freely around room, freezing when the sound stops • Teacher recites poem. What time of day would this poem be said? • Today is a special day! We get to have music class in the middle of the night! • Brainstorm goodnight wishes (sweet dreams, I love you, etc) • Walk freely around room, listening to the poem. After the phrase… “Good only to make wishes on” walk to a neighbor and whisper...

Formation: Standing circle. T position, shoulder hold 8 beat Intro Part 1: side/back, side/back, side/bang, bang 4X Part 2: side/back, side/bang 4X Part 3: step/band, step/bang, step/band, bang Random video example below...

I don't care how many times she comes to TMEA and does the same thing...I still love her. There's a Spider on the Floor Use toy spiders. Create many verse to the tune of "If You're Happy and You Know It". Have students their own rhyming verses and sing for their classmates. Ex: There's a spider on the floor, on the floor. There's a spider on the floor, on the floor, there's a spider on the floor and he walked right out the door. There's a spider on the floor, on the floor. toes - wiggling his nose knee-lived up in a tree belly- eating peanut butter and jelly neck-make me feel like a wreck ear-so little I can't hear hair- I think he's dancing way up there back-he's eating a little snack tush- if I roll over he'll be smushed floor- we're not going to sing anymore The Wild Horseman (Schumann) Use horse puppers to demo the first time. Divide into two groups. Establish a barn on each side of the room. One group rides for A, the other...

Other great video finds here !

Random words and ideas... Use unifix cubes for rhythmic representation Quality literature is: appealing to all ages, still good after countless repetition, and has a sense of wonder Mistakes are ok Every performance does not need a response Use children to model examples

I went to a slightly confusing session on listening examples, etc, etc, Not sure it required an hour of my time. I suppose the most important point was to choose listening examples through and connected by music already known to the children. Makes sense to me. Examples: Class sing London Bridge is Falling Down Class listens to variation (found on iTunes) Class sings song Relate song to book with pictures after Find a folk song that is in a classical piece Other examples in the book Kodaly Today

I gave myself $100. I spent less than....go me! I purchased Recorder Success by Chris Judah-Lauder, and Feierabend's Beat Motions and Echo Songs My wish list includes..... Slide whistle My aunt came back Down my the bay pictures Feierabend's Call and Response, and CDs Recorder Games by CJL New pack of games by Artie Kodaly Today book book and cd "no mirrors in my nana's house"

I plan on writing down information from the 2011 convention in hopes I will one day remember it all. And then hopefully - implement the information - imagine! Intensely Kodaly. Musical people are tuneful, beatful, and artful. Warm-Ups Slide whistle, puppets, maps, microphone, pipecleaner, bean bag Start high, end low With group and then individually Should only last 30-60 seconds Fragment Singing Learn as a group and practice for a few lessons My turn, your turn is showed with a magic microphone Review one echo song they know well and one that is less familiar Start in the key of f and g so that head voice will be used Once song has been practiced and reviewed add pictures Eventually students should sing fragment alone Simple Songs Have them listen only Next day have them listen and move Next have the move and sing small part Next have them sing alone Arioso Model by singing instructions First crete without words (puppets hum to each other) Then create with familiar text. ( Jack be nim...