and Temple Yards

.nu& Guide
TeachingILearning Sequence
Leve1:Grade 6 to Adult
1. Share your thoughts on the deeper meaning of the poem.
2. This song style uses various poems for the same melody. This is a common practice
the world over. Members of the group might recall other examples from their traditions. For
example, in the United States the folk song "Clementine" has been recast as the silly song,
"I Found a Peanut;" "Cheerio," "Willowby," and "Zydeo" share some words andmelody; and
"On Top of Old Smokey " is parodied by "On Top of Spaghetti."
3. In Vietnam, different melodies are set to the same text. Compare the settings of the
"Ave Maria7' by Shubert and by Bach-Gounod. The Hebrew song "Shalom Chaverim" has
been set to several melodies. Find others from various traditions.
4. Listen to the recording:
The song lang (wood clapper) sounds a pulse every four beats. Clap along with
two fingers as the song lang plays.
As one student plays the wood block with the song lang (heat I), others patsch
on beats 2,3 and 4.
Tap or clap the rhythm of the chorus section, "waving off' the rests.
2
-1- y3
UIJJJJII
~ ~ I J ~ ~ J ~ ~ ~ J I J J J J ~
5. Prepare to sing the song:
Sing exercise #7. The rhythmic scale-like exercise should be sung slowly on a
neutral syllable while keeping the pulse. Sing the tonal patterns derived from the song, group
members imitating the leader,
LOO--
- - - etc.
I.cader/Group: LIG : LIG: LIG :
- - eic-
Exercise 7
Pronounce each phrase of the chorus in its melodic rhythm.
6. Sing the song:
Divide into two groups. As one group sings the chorus, the other steps the
rhythm of the melody.
Sing the chorus together with the recording. Clap on the first beat, and patsch
on beats 2,3 and 4.