Kipp DC

Thanks for a great workshop today! I really enjoy working with you all!

Here are the major strategies that aren't in the handout. The animals sounds lesson description below is more elaborate than what I showed you. Do you know "pop tubes"? They are tubes that expand and contract; you can find them online. "Slider" is just a little puppet; you could use any small animal prop.

Please remember to check out education.wolftrap.org for more lesson plans, music and videos. I'll be happy to hear about how all this is working for you!

Best, Sue

 

WIGGLE YOUR FINGERS

By Jamaal “Mr. Root” Collier, WT teaching artist

 

This is a syncopated chant that uses words in rhythm. Every stanza has 16 beats, except the last, which has 8.  Movements are as described in the lyric. 

 

Wiggle your FINgers (rest, rest)

Wiggle your FINgers (rest, rest)

Wiggle your FINgers (rest, rest)

Wiggle your FINgers, (rest, rest)

 

Shake your wrists, just like this

Shake your wrists, just like this

Shake your wrists, just like this

Shake your wrists, just like this

 

MOVE your elbows 

MOVE your elbows

MOVE your elbows 

MOVE your elbows

 

Pop your SHOULders, HUNH (rest)

Pop your SHOULders, HUNH (rest)

Pop your SHOULders, HUNH (rest)

Pop your SHOULders, HUNH (rest)

 

HANDS in the air – SHAKE ‘em up

HANDS in the air – SHAKE ‘em up

HANDS in the air – SHAKE ‘em up

HANDS in the air – SHAKE ‘em up

 

 

SHAKE ‘em up, SHAKE ‘em up, SHAKE ‘em up, SHAKE ‘em up

SHAKE ‘em up, SHAKE ‘em up, SHAKE ‘em up, SHAKE ‘em up

FREEZE!!

Drop your hands.

 

 

RHYTHM PATTERNS WITH ANIMAL SOUNDS

-Sue Trainor

VOCABULARY:

Music: long sound, short sound, rhythm pattern

Numeracy: Pattern

 

EXPERIENCE PROCEDURES

 

Step One: 

-Introduce Slider and the pop tubes. "Slider likes to slide and sing. At the end, he stops." Demonstrate with a short straight tube held horizontally. Is the tube long or short? Did you sing for a long time or a short time?

 

-Extend the tube.  Repeat. Is the tube long or short? Did you sing for a long time or a short time?

 

-Offer children the opportunity to explore the tube; make Slider sound for the duration of the ride.

 

Step Two: 

I’ve noticed that some animals make short sounds and some animals make long sounds. Here is a cow.  What sound does she make?

 

Moooo Moooo  

 

What do you notice about that sound? Was it long or short? 

Let’s use this long rectangle to show the cow’s long sound. (Stick rectangle on a flat surface, by the words “cow” and “long.”)

 

Here’s a pig. What sound does she make? 

 

Oink oink oink oink   

 

What do you notice about that sound? 

Was it long or short?  

Let’s use this short rectangle to show the pig’s short sound. (Stick rectangle on a flat surface, by the words “pig” and “short.”)

 

Step Three: 

We know from our story that the animals had a big party in the farmer’s house. They must have had music! Let’s make the Cow and Pig song.

 

Who sings first? (Put up the marker.) Does that animal sing again or is it the other one’s turn? How does the song go so far? (Create a core for the pattern, then invite children to extend it.)

 

Show the pattern several times using short and long rectangles. Chant it, for example:

pig pig cow      oink oink moo

pig pig cow      oink oink moo

pig pig cow      oink oink moo

pig pig cow      oink oink moo 

 

Closure: 

The cows and pigs are great songwriters! Do you think other animals could write songs? We’ll find out soon. Right now, say goodbye to the cows and pigs. Time for them to go back to the barn.

 

 

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