Simply Beginning Sue Mueller - Beatin' Path Publications, LLC

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I Can Feel the Phrase Grade K - 1 Part of Me Begin Pulse and Phrase & b 4 2 œ œ œ œ œ œ œ œ œ <strong>Sue</strong> <strong>Mueller</strong> Œ 5 & b I can feel the beat phrase right œ œ œ œ œ œ œ here œ you œ see. œ Œ Please Don’t Copy I can feel the Preview Only beat phrase 'cause it's part of me. Aim Begin exploring the pulse and demonstrate phrase length through movement, body percussion and barred instrument exploration. Anticipatory Set Students have explored pulse for the length of a phrase. Exploration uu Teacher sings the song while students show pulse through locomotor and non-locomotor movement. uu Students explore keeping pulse on different parts of their body with both hands (bilateral movement). uu Students show pulse with scarf exploring high/low, in/out levels moving through space. Imitation uu Students learn song through echo process until secure. uu Students imitate teacher’s hand movements showing the phrase. Teacher shows phrase length while moving right to left and drawing an arch or “rainbow” in the air (mirror). 6
Improvisation/Creation uu Students explore showing the phrase length with a scarf while singing. uu Students internalize each phrase after singing and show pulse to the length of the phrase with scarf dances. (see glossary) Literacy uu Students draw pulse using stick notation for each phrase. uu Students demonstrate understanding of phrase length and realizing each phrase contains the same number of beats. uu Ask a student to trace the shape of each phrase on the visual. Performance Suggestions uu Students internalize each phrase after singing and show the pulse to the length of the phrase with scarf dances. uu Divide class into players and dancers. Players are at the barred instruments, dancers are scattered in the space with uu uu Preview Only Please Don’t Copy scarves. Everyone sings song in unison one time without playing or moving. Everyone sings phrase one followed by the internalization of the phrase - players play any two notes in the C pentatonic scale on the pulse to the length of the phrase. Dancers move to the pulse with their scarves, showing the phrase length, stopping at the end of the phrase. Encourage dancers to interact while moving through space. non-tuned percussion. uu Students sing phrase one as a question and sing a melodic answer the length of the phrase. (Use sol - mi or sol - la - mi.) uu Students speak the length of the phrase using nonsense or made-up words. Let half the class speak the first phrase as a pretend question, and half the class an answer. uu Students use the question/answer approach to create new phrases given a theme. Example: Recess. Question, “Do you want to go outside to play” Answer, “Yes, I think I’ll jump rope with my friend.” uu Extend the question/answer approach to new questions and answers with new melodic rhythms, songs, phrase lengths, and meters. Extensions uu Students play pulse on barred instruments choosing a sequence of notes in the F pentatonic scale creating a new melody. uu Students sing phrase one as a question and respond with a rhythmic answer the same length on body percussion or 7
Page 1 and 2: Simply Beginning Sue Mueller Layout
Page 3 and 4: Table of Contents Let’s Begin Beg
Page 5: Aim Sing and move in 4-part canon.
Page 9: Beginning the Day uu uu Teaching Su

Simply Beginning Sue Mueller - Beatin' Path Publications, LLC

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