Homeschool teaching guide

Borduns Part II- Row Your Boat K.L28 Lesson Overview • The purpose of this lesson is to further develop your child’s understanding of the 1-5 treolapteiorfnosrhmiptbhyispblaoyrdinugn.a simple bass line underneath a famous melody. Your child should be able Lesson Essential Question • How can we simplify a song using C and G? Concepts/Objectives • Play along with Row your Boat using C and G. Standards • MU:Cr3.1.Ka -With guidance, apply personal, peer, and teacher feedback in refining personal musical ideas. • Amthueetmh\"ooMrr'easrbrNlieloywt\"eassye:cItniornefoefreRnocwe tYooutrheBocaretawtihoinchofusmeesloadCicMpaatjoterranrspuegsignigo tinhea nhoigtehslyCefEfeGc.tiLviekeanndto

Activator and Row Your Boat-Bordun • Instructions: • Using call and response format, clap the Rhythm of the Day. Repeat as needed. • Using call and response format sing and sign the Melody of the Day. Repeat as needed. • Instructions: • Play Row Your Boat - Bordun video. Encourage your child to play or sing/sign along. • Performance video tip: use the tool setting at the bottom of the screen to adjust the playback speed.

Reinforcement • Instructions: • Review the solfege hand signs and syllables for C and G. Remind your child that most songs can be made simpler by playing just C or G along with the song. Ask them which song they just made simpler by playing only those two notes with - Row Your Boat.

Movement • Instructions: • Instruct your child to imagine they are in a boat; demonstrate how to 'row' with their left and right paddle. • Repeat the main video again and lead them in 'rowing' on the left side when the C note is played and on the right side when the G note is played. • Sing the song while 'rowing' if desired.

Connection • Instructions: • Talk about what a rhyme is - words that end in the same sound. Find the rhyme in Row Your Boat. • Lead your child in thinking of several other words that rhyme or show images of objects and help them think of rhyming words for each object. • Digital option: On your child’s device, they will be shown a simple object and two other objects, one that rhymes with the first and another that does not. Your child will sound out the end sounds of the words and click on the second object that rhymes with the first.

Collaboration • Instructions: • Sing the lyrics to Row Your Boat several times. If you have multiple children, split them into two groups and show them how to sing in a round by leading one group to start the song and the next group to wait until the second phrase to start. You can do this with just you and your child also! • Sing the song all together using solfege and hand signs rather than lyrics. Ask your child which of the many ways they have performed Row Your Boat they liked best.

Hand Signs Compilations #1111 and Sheet Music • Instructions: • Play or sing/sign along with the extension video: Hand Signs Compilations #1 • Instructions: • Printable options are supplementary materials you might use or assign as desired. • Use the Row Your Boat printable

Review Questions and Assessment • Instructions: • Ask the following review questions to gauge your child’s comprehension: • what two notes did we use in the song Row Your Boat today? C and G • can you sing and sign C? do • can you sing and sign G? sol • did you know the song Row Your Boat before today's class? answers vary • Have your child complete the assessment • Once completed, submit to be graded.

Expression Part I with Vivaldis Spring K.L29 Lesson Overview • The purpose of this lesson is to focus on dynamics as your child perform Vivaldi's Spring with the note E. • Your child should be able to perform at 2 or more dynamic levels to make their playing more expressive. Lesson Essential Question • How can dynamics change my performance when I'm working with just one note? Concepts/Objectives • Perform using the note E and at least 2 dynamics. • Play along with Vivaldi's Spring using the note E. Standards • MU:Re8.1.Ka With guidance, demonstrate awareness of expressive qualities (such as dynamics and tempo) that reflect creators’/performers’ expressive intent ] • aAruet:hor's Notes: The intent of Vivaldi's Four Seasons was to evoke that time of the year musically. Associations here are made with signs of Spring. Other ideas to be entertained • 1. Have students recognize character traits of Ms. Sam, smiling, happy. Sing solfege hand sign for Mi. • 2. Big smiles when singing Mi. • 3. Apply smiley face to E bell (digital interaction) • 4. Think about smiling when playing E bell. • 5. Try another emotion when singing/signing/playing note/bell

Activator and Vivaldi’s Spring • Instructions: • Using call and response format, clap the Rhythm of the Day. Repeat as needed. • Using call and response format sing and sign the Melody of the Day. Repeat as needed. • Instructions: • Play Vivaldi's Spring - Easy Performance video. Encourage your child to play or sing/sign along. • Performance video tip: use the tool setting at the bottom of the screen to adjust the playback speed.

Reinforcement • Instructions: • Talk about spring time and the activities, items, or feelings generally associated with that season. Ask your child to give examples of things that make them think about spring. • Tell your child that in Vivialdi's Spring the composer used different sounds and expressions to help the listener think of spring. Discuss ways that your child thinks someone could play or sing to help the listener think of spring time. • Show images of items having to do with springtime. Ask your child to categorize the images based on the sound it might make (loud or soft). • Lead them in playing a loud or soft note to correspond with the image.

Movement • Instructions: • Lead your child in imagining what springtime things they hear in Vivaldi's Spring, ex. birds, flowers, wind, streams, etc. Listen to a recording of Vivialdi's Spring and encourage them to act out what they hear.

Connection • Instructions: • Ask your child what they already know about composers and the composer Vivaldi. Tell them some basic facts about Vivaldi. • Listen to short excerpts from his other seasons. Ask your child which season they think they hear and why. What sounds or instruments did Vivialdi use to help convey the intended season?

Performance • Instructions: • Using just the performance portion of the Vivaldi's Spring track (1:05-2:55) lead your child in playing with the track first loudly and then softly. (Alt: if them are following the concept well, try calling out different dynamics within the piece.) • Give positive feedback about the dynamics you heard the performer use.

What Not Is It? #2 and Sheet Music • Instructions: • Play or sing/sign along with the extension video: What Not Is It? #2 • Instructions: • Printable options are supplementary materials you might use or assign as desired. • Use the Vivaldi’s “Spring” printable

Review Questions and Assessment • Instructions: • Ask the following review questions to gauge your child’s comprehension: • what season did Vivaldi show with his music from today? spring • what sounds helped us think of spring during Vivaldi's piece? answers vary but can include high/light sounds, bird sounds. plucking strings, etc • if you were Vivaldi what season would you write a song about? answers vary • Have your child complete the assessment • Once completed, submit to be graded.

Expression Part II with Habenera K.L30 Lesson Overview • The purpose of this lesson is to allow your child to express their personal preferences between a vdaidrientoyt olifkemwushiiclealbseegleincntiinognst.oYocuorntcrhaisltd dsihffoeurlednbt estaybleles toof smpuesaikc.about the sounds they liked and Lesson Essential Question • How can I contrast musical styles to form an opinion? Concepts/Objectives • Express their opinion about various musical selections. • Contrast styles of music in order to form an opinion. Standards • MU:Pr4.1.Ka With guidance, demonstrate and state personal interest in varied musical selections. • AViuvtahldoir's Notes: Express opinion about Habanera vs. previous weeks' selections i.e Beethoven,

Activator and L’amour est un Oiseau Rebelle • Instructions: • Using call and response format, clap the Rhythm of the Day. Repeat as needed. • Using call and response format sing and sign the Melody of the Day. Repeat as needed. • Instructions: • Play L'amour est un Oiseau Rebelle - Easy Performance video. Encourage your child to play or sing/sign along. • Performance video tip: use the tool setting at the bottom of the screen to adjust the playback speed.

Reinforcement • Instructions: • Lead your child in talking about what place or activity today's song made them think about. Guide them in thinking of a short story to go along with the music. • Compare and contrast today's song with the last several weeks' songs, (review these songs at least minimally). • Ask your child which song they like better and why.

Movement • Instructions: • Using the images imagined in the previous activity, encourage your child to act/dance out what they hear while listening to a classical recording of Habanera. https://www.youtube.com/watch?v=cCrKncOpE7Q

Connection • Instructions: • Tell your child that the song Habanera is part of an opera and that an opera is a story that was told through singing and dancing. Discuss how actors may use their voices and bodies to show different emotions during an opera. • Allow your child to share about plays or musicals they may have experienced. • Experiment with acting skills by giving an emotion (tired, confused, excited, etc.) to your child and instructing them to act it out for you using just their body and not their voice. Repeat with several emotions and follow up with the question, Was it hard to show that emotion using only your body? Why or why not?

Social Emotional Learning • Instructions: • Using the emotions acted out in the previous activity, talk with your child about times when they may have felt one of those emotions. • Allow your child to share how they felt, why they felt that way, or what they did about how they felt. Let them know that when we feel a certain way it is often helpful to stop and think about what we are feeling and why we may be feeling that way.

Let Us Play- Bordun and Sheet Music • Instructions: • Play or sing/sign along with the extension video: Let Us Play – Bordun • Instructions: • Printable options are supplementary materials you might use or assign as desired. • Use the L’amour est un Oiseau Rebelle printable

Review Questions and Assessment • Instructions: • Ask the following review questions to gauge your child’s comprehension: • what actions did we imagine we heard in the song Habanera today? answers vary • what did the song Habanera make you feel like doing? answers vary • did you like the song Habanera? why or why not? answers vary • Have your child complete the assessment • Once completed, submit to be graded.

Form Part I with Come By Here K.L31 Lesson Overview • The purpose of this lesson is to introduce students to song form. Students should be able to recognize a song that only has one section by performing and discussing Come By Here. Lesson Essential Question • How can a student identify song form? Concepts/Objectives • Recognize that each song contains a form. • Sing and play along with the one section song Come By Here. Standards • MthUe:Cotnh1e1r .a0r.Ktsa, Dotehmeor ndsistrcaiptelinuensd, evrasrtiaenddcinogntoefxtrse,laatniodndshaiiplyslbifeet.ween music and

Activator and Come By Here- Easy Performance • Instructions: • Using call and response format, clap the Rhythm of the Day. Repeat as needed. • Using call and response format sing and sign the Melody of the Day. Repeat as needed. • Instructions: • Play Come By Here - Easy Performance video. Encourage your child to play or sing/sign along. • Performance video tip: use the tool setting at the bottom of the screen to adjust the playback speed.

Reinforcement • Instructions: • Talk about how songs often repeat things (notes, rhythms, dynamics, etc.) to help us feel familiar with the music. Point out the opening six notes of Come By Here (do, do, do, sol, sol, sol) and lead your child in first singing and signing the phrase and then playing it on their instruments. • Listen to Come By Here and count how many times those opening notes are repeated. • Tell your child that Come By Here has one big part to the whole song and that next lesson they will hear a song that has two different parts. Consider drawing a diagram with one section for the whole song with markers counting the repeating phrase discussed above to help your child visualize the form of this piece.

Movement • Instructions: • Play 'Hot Potatoe'; have your child sit across from you and pass a soft object back and forth while listening to Come By Here. When the music pauses, whoever is holding the object has to pause too. Once the music starts again, you can toss it! • If desired, teach the words of the song to your child and encourage them to sing along while playing the game.

Connection • Instructions: • Talk about how writers of poems and stories also use repeated phrases in their works. Read a book with repeating phrases such as Go Sleep In Your Own Bed! by Candace Fleming, The Napping House by Audrey Wood, or Silly Sally by Audrey Wood. • Ask your child to recite the repeating part and how many times they heard it in the story. Go back and count how many times the repeat did indeed happen. Ask them what the repeating phrase helped them know about the story (what was coming next). Ask them if they liked the story more or less when they knew what was going to happen.

Collaboration • Instructions: • Review the six note phrase taught in the previous activity. Listen to Come By Here again and lead your child in playing that phrase when they hear it repeated. Repeat this activity by singing and the signing do and sol. Ask your child if they think repeating the notes so many times made it easier or harder to learn the song?

Extension Video and Sheet Music • Instructions: • Play or sing/sign along with the extension video: C and G, Best Friends • Instructions: • Printable options are supplementary materials you might use or assign as desired. • Use the Come by Here printable

Review and Assessment • Instructions: • Ask the following review questions to gauge your child’s comprehension: • how many parts did the song Come By Here have? one • what notes did the song Come By Here repeat over and over? do, do, do, sol, sol, sol • did you think it was easy to hear the repeated parts in Come By Here? answers vary • Have your child complete the assessment • Once completed, submit to be graded.

Form Part II with Shosholoza K.L32 Lesson Overview • The purpose of this lesson is to introduce your child to an AB Song form with Shosholoza. Your child should be able to connect the idea of a two-part songs with other songs from their childhood. Lesson Essential Question • How can your child compare and contrast song form? Concepts/Objectives • Identify a song with AB Song Form. • Contrast song forms. • Compare and contrast other two part songs from students' cultures. Standards • MU:Re9.1.Ka With guidance, apply personal and expressive preferences in the evaluation of music • Author's Notes: How does this traditional African song compare to other music the student has heard or wthaes satusdtaepnlteporfeftehreir family, culture, childhood. The music is joyful and conversational, what elements does

Activator • Instructions: • Using call and response format, clap the Rhythm of the Day. Repeat as needed. • Using call and response format sing and sign the Melody of the Day. Repeat as needed.

Reinforcement • Instructions: • Talk about how music can be written with different sections to make it tpehxaacrttiti(wnrgaes.viTseepwlllitCyooinumtroecthBwiylodHptehararettsifl.atsitmleesaslolonwtsh)eaynpdlatyoeddaya tshoenygpwlaityhedonaesboingg • Tnevhigeinhnkt/todhfaoyud,gifehftectr.he)en; yttatalhrkeinagdbsioffuyeotruewrnhtca.htilmd akkneoswtshethseatphaairss towfothpianrgtss g(omitlok/gceethreearl, • Ltdhiisaetgmernasmtuocwhtihtahesttfwwaoostspaeancrdttsiosfnlooswro,tfhbeSohutonwscohyosaleonczdtaioraennlsadxoetfdhS,inhekotcsoh.foCwlooonzrsadidsaentroddcwroarnwittiinrnaggsttahe descriptive words in each section to help your child visualize the form of this piece.

Movement • Instructions: • Talk about the lyrics in Shosholoza. Since the first section talks about a train, lead your child in walking around the room making a train. Lead the train in going fast/slow, up hill/down, right/left, etc. while listening to Shosholoza again.

Connection • Instructions: • Talk about how the two sections of Shosholoza show some opposites (rhythm, speed, dynamic, etc.). • Guide your child in thinking of things that are opposites, or show images and instruct students to think of the opposite action, characteristic, etc. • Digital option: your child will be presented with an image and will click on the image that shows the opposite.

Social Emotional Learning • Instructions: • Share some facts about African culture with your child or read a book such as We All Went on Safari by Laurie Krebs or A is for Africa by Ifeoma Onyefulu. • Talk with your child about things that are the same and different about growing up in their country vs. growing up in Africa. How do they see parts of African culture reflected in music like Shosholoza?

Sheet Music • Instructions: • Printable options are supplementary materials you might use or assign as desired. • (waiting on the printable option to be loaded on this one)

Review Questions and Assessment • Instructions: • Ask the following review questions to gauge your child’s comprehension: • how many parts did the song Shosholoza have in it? two • how many parts did our song from last lesson - Come By Here - have? one • what were some different things about each section in Shosholoza? answers vary but can include speed, volume, lyrics, etc. • Have your child complete the assessment • Once completed, submit to be graded.

Timbre with Brahm’s Lullaby K.L33 Lesson Overview • The purpose of this lesson is to introduce timbre and sing and play along with Brahm's Lullaby. Lesson Essential Question • How can your child tell different instruments apart? Concepts/Objectives • Define timbre and identify various examples. Standards • (MsUuc:Rhea8s.1d.KynaaWmiitchs gauniddatnecmep, od)emthoantsrteraflteectawcarereantoersss’/opferefxoprrmesesrisv’e qualities expressive intent

Activator and Brahm’s Lullaby • Instructions: • Using call and response format, clap the Rhythm of the Day. Repeat as needed. • Using call and response format sing and sign the Melody of the Day. Repeat as needed. • Instructions: • Play Brahm's Lullaby - Easy Performance video. Encourage your child to play or sing/sign along. • Performance video tip: use the tool setting at the bottom of the screen to adjust the playback speed.

Reinforcement • Instructions: • Show images and play clips of several common instruments (piano, violin, drum, trumpet, guitar) and talk about the kinds of sounds each one can make. Allow your child to share times when they may have heard or seen one of the instruments before. • Talk about how each instrument has a certain sound even if they were playing the same song. Think of words to describe the sounds each instrument makes (beautiful, gentle, hard, sharp, etc.). Think of activities that could be done while listening to each instrument (sleeping, dancing, doing homework, etc.)

Movement • Instructions: • Show your child how each of the instruments discussed above are held and played. • Listen to Brahm's Lullaby or a classical song with multip instruments (ex. The Young Person's Guide to the Orchestra) and encourage them to 'play' along on the instrument of their choice.

Connection • Instructions: • Explain how the word 'timbre' describes sounds. Tell your child that when we use words that describe how something looks, feels, sounds, etc. those words are called 'adjectives'. • Show an image of an object and guide your child in coming up with as many describing words, adjectives, for that object as possible. • Play a game by instructing your child to think of their own adjectives for an object. • Repeat with other objects as time allows.

Performance • Instructions: • Review the sounds for each common instrument used in the previous examples. Allow your child to share which sound they like the best and why. • Perform Braham's lullaby again; guide them in thinking of descriptive words that talk about how they performed.

The Wheels On the Bus and Sheet Music • Instructions: • Play or sing/sign along with the extension video: The Wheels On the Bus • Instructions: • Printable options are supplementary materials you might use or assign as desired. • Use the Brahms’ Lullaby printable

Review Questions and Assessment • Instructions: • Ask the following review questions to gauge your child’s comprehension: • what is an example of an instrument that sounds big and bold? answers vary • what is an example of an instrument that sounds gentle and quiet? answers vary • what instrument sound is your favorite? answers vary • Have your child complete the assessment • Once completed, submit to be graded.

Create and Compose Part I with Hall of the Mountain King K.L34 Lesson Overview • The purpose of this lesson is to have your child compose and arrange their own music with the notes E and 2A. nAoftteesr ipnerafovramrieintgy \"oHf apllatotfertnhse aMnodupnltaayinthKrionugg\"hwtithheitrwnoewnoatrersa.nYgoeumr ecnhtisld. should be able to arrange those Lesson Essential Question • How can a musician arrange patterns of 2 to create music? Concepts/Objectives • Play along with Hall of the Mountain King using just E and A. • Identify personal interests and connect these to music. • Compose a song using two notes. Standards • MU:Re7.1.Ka With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others. • Acoumthpoors'sitiNoonteths:atBesfuoitrse tbheegirintnainstgecomposition, students define personal interests with the goal of creating a

Activator and In The Hall of the Mountain King • Instructions: • Using call and response format, clap the Rhythm of the Day. Repeat as needed. • Using call and response format sing and sign the Melody of the Day. Repeat as needed. • Instructions: • Play In the Hall of the Mountain King - Easy Performance video. Encourage your child to play or sing/sign along. • Performance video tip: use the tool setting at the bottom of the screen to adjust the playback speed.