Ah Poor Bird
1) Sing through twice on your own first so your students can hear the melody.
2) Ask your students to sing along (You can have the music posted so the students can follow along).
3) Ask the students how they could change the music ( examples; dynamics, accents).
4) Add in what the student have come up with.
5) Create another variation.
6) Sing through with variation two.
7) Now you sing the song with lyrics and have the students hum the melody.
8) Ask your students to add harmonization to their humming.
9) Get the students moving! Ask them to walk around the room while the hum (You continue to sing the lyrics).
10) Now you sing the lyrics of verse one and three while the students hum and ask the students to sing verse two while you hum.
11) Discuss with the class what happens and what is heard.
The Sheet Music is posted below!
1) Sing through twice on your own first so your students can hear the melody.
2) Ask your students to sing along (You can have the music posted so the students can follow along).
3) Ask the students how they could change the music ( examples; dynamics, accents).
4) Add in what the student have come up with.
5) Create another variation.
6) Sing through with variation two.
7) Now you sing the song with lyrics and have the students hum the melody.
8) Ask your students to add harmonization to their humming.
9) Get the students moving! Ask them to walk around the room while the hum (You continue to sing the lyrics).
10) Now you sing the lyrics of verse one and three while the students hum and ask the students to sing verse two while you hum.
11) Discuss with the class what happens and what is heard.
The Sheet Music is posted below!
Harmonizing
Objective: Listen to everyone in the room and create beautiful harmonization by following, listening, and being creative.
*NOTE* Try to avoid building chords
Objective: Listen to everyone in the room and create beautiful harmonization by following, listening, and being creative.
*NOTE* Try to avoid building chords
- Leader starts by singing one note of their choice
- Everyone joins in singing the same note
- Begin singing different pitches (continue to listen to each other)
- Walk around the room as you continue to sing and change notes
- What happened? What did you notice?
- Start again and focus on coming back to the starting pitch at the end of this round
- Did anything different happen? Were students more comfortable changing notes or did they stay around the starting pitch more?
- Start again and don’t worry about your finishing note
- Observe what happened
‘Dinah’
Instead of explaining that you are going to play a game, announce that are playing a game with the class and begin. Make sure you use lots of body language and cues.
Lyrics
No ones in the house but Dinah, Dinah
No ones in the house but me, I know
No ones in the house but Dinah, Dinah
Strummin’ on the old banjo
Instead of explaining that you are going to play a game, announce that are playing a game with the class and begin. Make sure you use lots of body language and cues.
Lyrics
No ones in the house but Dinah, Dinah
No ones in the house but me, I know
No ones in the house but Dinah, Dinah
Strummin’ on the old banjo
- Sing the song as a solo to start
- Sing it again but add actions keeping the pulse (two times)
- Students join in with the actions but no singing (Use cues)
- Break up verses and have the students repeat back with actions (Change action each time through.)
- Students sing the whole song
- Take a short break to discuss the meaning of the song
- Then students add their own action while singing
- Get the students to replace ‘Dinah’ with their own names
- Replace their own names with their neighbours on either sides names
- Replace with the names with the person one away on either side
- Replace with the names with the person two away on either side
- Sing together as a group with ‘Dinah’