The guided composition activity towards the end of the lesson allows students to spread their wings a bit. They could use the ice cream flavors I created or choose their own. Most of my students choose the latter. I call these activities guided because I give them a basic structure, but they also have opportunities to make decisions and be creative. I also give my students opportunities to decide on their final form. We have utilized many elements in this lesson, but ultimately they decide how to put it together.

This lesson will work even if you don’t have enough barred instruments for every student. You can have one instrument for every two students, and the lesson works just as well. Some of you are reading this saying, I don’t even have that many. Again, this lesson will still work. Hand drums, wood blocks, rhythm sticks, or any un-pitched percussion instruments will work as our primary focus is on rhythm. The pitched percussion instruments just add a different flavor.

I hope you enjoy creating with your students this spring and take some time for a frosty treat this summer.

– Angela

Ice Cream Please

Concepts:

• Hand Drum Technique  
• Canon  
• Rondo Form  
• Rhythmic Building Bricks  
• *Composition

Click here to make a copy of the Teaching Slide Deck

[Based off of Rhythmic Canon, Music for Children, Vol I. pg. 74 #7 by Margaret Murray ] 

• What is your favorite flavor of Ice Cream? 
• Present visual of the three rhythmic units 
• Teacher speaks the pattern 
• What order did I say these in?  1 -2 -3 – 3 – 1 
• Teacher speak the pattern, perform body percussion (clap) 
• Underline word Please & Me – let’s make those a different level of Body Percussion (pat or stomp)
• Teacher speak the pattern, perform body percussion (clap & pat) one phrase at a time- Students echo
• Repeat as needed until S are comfortable with the rhythm 
• Challenge students to do it without your help. Tell them you are going to try and trick them. Teacher performs part 2 of the canon.  Can students hold their own? 
• Divide the class in half. 
• Perform the pattern without speech only Body Percussion – Try in a 2-beat canon and 4-beat canon 
• How is it different? Which do the students like the best? 
• What would happen if you tried a 1 beat canon? (This is a challenge but fun to try.  Some groups can do it- others can not) 

• T discusses hand drum technique: 
  • Play drum with dominant hand  
  • Two main sounds – ‘down’ with thumb and ‘up’ with middle & ring fingers  
  • Be sure to ‘bounce’ off the drum  

• T tells S to use the ‘down’ stroke for the pats and the ‘up’ stroke for the claps -T Models
• S play rhythm on drum  
• When S are comfortable on drum – play rhythm in 2-beat canon  

ON ANOTHER DAY! 

• Introduce the ice cream map with rhythmic building bricks- insert the building bricks into the ice cream map
  • Example:  I want some Ice, Tin Roof Sundae, Ice; I want some Rocky Road 
    Yes indeed! 
• Rotate several students to come up and choose their flavors to place in the chart. 
• Have students clap and say the new pattern. 
• Have students transfer rhythms to hand drums or other un-pitched percussion instrument.

• Option:  Have all students go to Orff Barred instruments and set in a Pentatonic (example C pentatonic they would take off their B’s & F’s)
  • At the instruments, can students play the rhythm that was created on the Ice Cream Map on only the note C? Can they expand to the notes C,D,E? Can they expand to the whole pentaton? (C, D, E, G, A)
  • Encourage students to play rhythm on any notes they wish; but end the last word (deed) on a C (your home tone). 

• You could just work on this as a class or you might choose to work in small groups to create your own building brick ice cream. 
• Talk about Rondo Form (The A keeps coming back) Day one is the A section – the whole class or small group creations are the contrasting sections. 
• Create Ronod Form – Perform as a class.   

• Another Option: Have small groups create a guided composition. See the project sheet below. Guided Composition will take more time, but students enjoy the freedom to choose and create. 

Building Bricks in Duple Meter (these are the basics, to begin with) You could create your own or have your students create their own based on these rhythms.

*Chocolate can be said in different ways depending on your region. Feel free to replace*

Example of Project Sheet I use with students

Click here to download a pdf of Angela’s lesson plan.

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Day 1

Teach “Canon” and sing as a two or three-part canon. (Music for Children I, #41 pg. 132 with adjusted rhythm to fit text)

Day 2

As a class, have students brainstorm superheroes and create an eight-beat rhythm using superhero names. For example,

Together, create body percussion to go with superhero rhythm, perform as a B section with the canon.

Day 3

In small groups the children choose two superhero’s from my stack of Super Hero Trading Cards and keep them secret from the other groups. You can make your own “superhero deck” with resources from the internet, purchase superhero playing cards on Amazon or old superhero trading cards on E-bay. The students create a list of adjectives that fit the superhero’s personality. (Courageous, fearless, epic, brave etc.) After creating the word list, they choose the hero they like best. Each group shares their list of adjectives and the other groups try to guess who it is. (This step may take two classes, depending on your students.)

Here is an example:

Day 4

Students create a 32-beat rhythm about their superhero using at least two of the adjectives from their lists. They CAN NOT use the word VERY. The speech pattern should be in an elemental form and the last beat should be a quarter note or quarter rest.  Examples of elemental form are as follows:

a a b a
a a a b
a b c a
a b a a
a b a c
a b b a

Day 5

Create “Action Cards” that say CM (creative movement), BP (body percussion), UTP (untuned percussion) and BP (barred percussion). The groups randomly select an action card and transfer their 32-beat rhythm to the action listed on their card. Share the creations with the class.

Day 6

Review composition, the canon, and the body percussion and rhythm from class two. As a class, decide on a form for the final product. The children may choose to use all of the parts or not.

Start with an introduction, and end with a strong coda.

The post Lesson: Super Heroes first appeared on Teaching With Orff.

Orff Schulwerk and New Beginnings

This lesson will use a process in which important nouns, verbs, and descriptive language are chosen and used as a springboard for individual and group creativity. A canon will serve as a unifying piece of music and a music literacy component will take shape as this piece of music comes to life slowly through solfege.

We will explore components of folk dance through the New England Dancing Masters version of “Sweets of May,” found in Chimes of Dunkirk (an invaluable resource) and use these figures to create our own adaptation of this folk dance. We’ll go one step further and create a new elemental composition of instrumental music to be played on Orff Instruments which includes ideas generated from exploring the the magical poetry of the children’s book. The final product will even include exploratory improvisations!

The power of Orff Schulwerk comes from unlocking the potential for creativity and awakening the endless possibilities of Music by Children!

Please click here to download a pdf of the lesson, which details Drue’s process and includes links to his Google slide presentation and printable cards.

The post Colors Springing, Voices Ringing first appeared on Teaching With Orff.

Download here:

Thank_You Lesson Roger Sams

The post Lesson: “Thank You” Canon first appeared on Teaching With Orff.