Materials:

Barred instrument(s)

Finger Cymbal or other metal unpitched percussion

Tick-tock block

A way to proceed:

• Present the rhyme to the students using purposeful vocal inflections and extended pauses at the end of each line (you can use the slides at any point within the process)
  
• Patschen the beat that you wish to use for your bordun
  
• Speak the rhyme while students patschen the bordun (depending on the ability level of the students, stressing over the steadiness of the bordun maybe effort best spent on other things)
  
• Discuss how the rhyme will be in 5 sections
  
  • Hickory Dickory Dock – Broken bordun
  • The mouse ran up the clock – ascending mallet playing
  • The clock struck one – Finger cymbal
  • The mouse ran down – descending mallet playing
  • Hickory Dickory Dock – Broken bordun
    
• Practice the entire thing without instruments
  
• Add instruments
  
• Use the Tick-tock block to “maintain” your tempo
  
• Add a coda – unison play after the last word

Click here to download a copy of Patrick’s slides

The post Hickory Dickory Dock – An Exploration in Sound first appeared on Teaching With Orff.

an excerpt from This Is What I Can Do: Improvisation Starters for Music Classes K-5

by Patrick Ware

I do

• Teach the words and melody of the B section.
• Many children will be familiar with this song.
• After completing the ‘We do’ teach the words and melody of the A section.
• Where the B section is very traditional, the A section is sung in a swing style.

We do

• Have students explore the 4 levels of body percussion
• Allow students time to Snap, Clap, Patchen (patting legs) and Stomp
• With each body percussion exploration begin by asking, “How many different sounds can you make using a ____________?
• Once students have explored the possibilities have each student create their own 8 beat body percussion rhythm.
• Encourage students to create an idea that they can remember and can readily re-create. Simplicity is good.
• Have students exchange 8 beat body percussion rhythms in shared space.

They do

• Having learned the A section; while singing students will use the A section to jazz walk to a new partner. Students should have selected a new partner before the end of the A section
  • During A section new-found partners create their own walk.
  • During A section partners figure our who is improvising first
• During the B sections students sing melody the melody while keeping the beat with a patchen clap pattern.
• In C section students take turns trading body percussion improvisations
• The final form is ABCAB

What’s left to do

• Play the arrangement on barred instruments
• Add recorder and/or barred instrument improvising in E blues (E G A B^b B D E)
• Add vocal improvisation

This lesson has been reproduced with permission, and is an excerpt from Patrick’s book, This Is What I Can Do: Improvisation Starters for Music Classes K-5. Classic Orff process added to some cool jazz riffs in arrangements of children’s rhymes and original tunes makes this book a perfect addition to your classroom library. Beatin’ Path Publications, Ltd. ISBN 978-0-9963591-6-0

The post Improvisation Lesson: Hot Cross Buns first appeared on Teaching With Orff.