Homeschool teaching guide

Collaboration • Instructions: • Allow your child to create a pattern of long and short rhythms using cut outs of long and short rhythms

Digital Interaction and Sheet Music • Instructions: • Follow the onscreen directions • Instructions: • Printable options are supplementary materials you might use or assign as desired. • Use D, Doo Wop printable

Review Questions and Assessment • Instructions: • Ask the following review questions to gauge your child’s comprehension: • what new note did we meet today? D • what color is the D bell? orange • what is the hand sign and word for the note D? re • Have your child complete the assessment • Once completed, submit to be graded.

Short Notes and Long Notes with Beet and Melon K.L07 Lesson Overview • The purpose of this lesson is to help children feel, identify, and express the differences between a quarter note (steady beat) and a half note. Lesson Essential Question • How can your child distinguish between a quarter note and a half note? Concepts/objectives • Discern patterns of long and short using Beet and Mel-on. • Demonstrate long and short sounds using Beet & Melon. Standards • vCanr1ie1d.0c.oKnat,eMxtUs,:Cann1d1d.0ai.lKyaliDfee.monstrate understanding of relationships between music and the other arts, other disciplines, • Cr1.1.Ka With guidance, explore and experience music concepts (such as beat and melodic contour ). • Cdur1pl.1e .KanbdWtritiphleli)m. ited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as • oRteh7e.2rs.K. a With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over

Activator and Beet and Melon • Instructions: • Using call and response format, clap the Rhythm of the Day. Repeat as needed. • Instructions: • Play Beet and Melon video. Encourage your child to sing along with Mr. Rob.

Reinforcement • Instructions: • Using either cut outs or digital images of beets and melons, compose a 2-4 bar rhythm pattern together with your child. • Lead your child in clapping and chanting the pattern together; help if they are struggling to hold out the melon rhythm for two beats (on both syllables) without clapping a second time. Repeat and play the pattern on bells. • Connect this lesson to the previous lesson by asking which rhythm is a long sound (melon) and which is a short sound (beet).

Connection • Instructions: • Review with your child how 'beet' is a short note and melon is a long note. • Ask your child how many parts they hear in the word beet (one) and how many parts in the word melon (two). Discuss with your child how words are often split up into groups of sounds like 'mel' and 'on' for melon.

Collaboration • Instructions: • Using the rhythm pattern composed earlier, or allowing your child to create their own, clap or play the rhythm pattern for you. If your child is creating their own, they can have you guess the patterns for extra fun. • Make sure to go over guidelines for being good listeners and giving positive feedback.

Buenos Dia and Printable Option • Instructions: • Sing and clap along with the extension video: Buenos Dias • Instructions: • Printable options are supplementary materials you might use or assign as desired. • Use the Beet and Melon printable

Review and Assessment • Instructions: • Ask the following review questions to gauge your child’s comprehension: • what note is the color red? C, • what note is the color orange? D • is beet a long or short note? short • is melon a long or short note? long • Have your child complete the assessment • Once completed, submit to be graded.

Ostinatos Part I K.L08 Lesson Overview • wThheilepuinrtproosdeucoifngthaisnoletshseornniostetooifnttrhoeduCcMe ayojourrCchhoilrdd.to repeated patterns (ostinatos) Lesson Essential Question • How do musicians use repeating patterns? Concepts/Objectives • Identify the ostinato in Hola E • Identify the E bell. Standards • MU:Re7.2.Ka With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music • mAuetlhoodric'salNlyo. tes: Ostinatos are the concept being shown both rhythmically and

Activator and Hola E • 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 Hola E - Guided Performance video. Encourage your child to play and sing/sign along with Ms. Sam.

Reinforcement • Instructions: • Introduce the new note E and the corresponding solfege hand sign and syllable, mi. • Review previously learned notes C and D and compare and contrast with the new note, E. • Show images of all 8 bells. When the E bell is shown lead the class in playing the correct bell and saying \"Hola E!\" • Review what an ostinato is - a pattern that repeats over and over; practice playing ostinatos on all of the bells.

Movement • Instructions: • E JAMBOREE: Help your child create a dance move that repeats whenever they hear the pitch E. Play different pitches while they dance ad lib; when the pitch E is played everyone stops and performs the predetermined movement. • Your child will likely need help recognizing when the E pitch is played. Repeat as time permits.

Hola E- Performance and Sheet Music • Instructions: • Play or sing/sign along with the extension video: Hola E - Performance Track • Instructions: • Printable options are supplementary materials you might use or assign as desired. • Use the Hola E printable

Review Questions and Assessment • Instructions: • Ask the following review questions to gauge your child’s comprehension: • what do we call a pattern that repeats over and over? ostinato • what color is the note E? yellow • what solfege word and sign do we use for the note E? Mi • Have your child complete the assessment • Once completed, submit to be graded.

Ostinatos Part II K.L09 Lesson Overview • The purpose of this lesson is to introduce your child to repeated patterns (Cohsotrinda. tos) while further introducing them to another note of the C Major Lesson Essential Question • How do musicians use repeating patterns? Concepts/Objectives • Identify the ostinato in G Oh Gee. Identify the G bell. Standards • MU:Re7.2.Ka With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music

Activator and Gee Oh Gee • 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 Gee Oh Gee - Guided Performance video. Encourage your child to play and sing/sign along with Ms. Sam.

Reinforcement • Instructions: • Introduce new note G and the corresponding solfege hand sign and syllable, sol. Discuss the letter G and the color teal and think of objects that start with the letter G or are the color teal. • Review all notes from previous lessons. Show images of C, D, E, or G bells and lead students in playing the correct bell. Repeat with images of Do, Re, Mi, or Sol hand signs and lead your child in signing and singing the correct syllable.

Movement • Instructions: • Attach a printable C Bell, D Bell, E Bell, and G Bell to each corner in the room. Play one of those four pitches and instruct your child to run to the corner that matches the pitch. • Your child may need help identifying which pitch goes with which bell.

Connection and Sheet Music • Instructions: • Review the term ostinato - a pattern that repeats over and over. • Tell your child that a tongue twister is a phrase that is often hard to say because it uses the same sound repeatedly. Teach them a tongue twister with the letter G - \"A great gator golfs on green grass\". • Try saying the tongue twister again while playing the G bell on each G sound. • Repeat this activity by making up their own tongue twister with the letter G. • Instructions: • Printable options are supplementary materials you might use or assign as desired. • Use the G, Oh Gee printable

Review Questions and Assessment • Instructions: • Ask the following review questions to gauge you child’s comprehension: • what note is the color teal? G • what is the hand sign and word for the note G? sol • what is an ostinato? a pattern that repeats over and over • what note is the color yellow? E • Have your child complete the assessment • Once completed, submit to be graded.

Do Re Me Melody Lesson Overview • The purpose of this lesson is to study and sing Scale Degrees 2 and 3: Re and Mi. Lesson Essential Question • How can your child sing and sign along with Do, Re, Mi? Concepts/Objectives • Demonstrate Do, Re and Mi hand-signs. • Create music with vocals. Repeat in an echo. • Identify a variety of folk instruments (guitar, banjo, hand-drum, kazoo). Standards • MU:Pr4.3.Ka With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent • AAucothuosrt'isc Ninostterus:mDeinsctsusliskeexkparzeososi,vgeuqituaarl,itbieasnjoof adrieffetrraednittiionnsatrlufmoleknitnsstursuemdeinntsCaomftpenfirreepSroensge)nted at an outdoor \"jam,\" to evoke the \"Kumbaya\" sing-along feeling.

Activator and Campfire Song • 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 Campfire Song video. Encourage your child to sing/sign along with Mr. Rob.

Reinforcement • Instructions: • Review the solfege for do, re, and mi with your child. Using a simple echo pattern, slowly model different combinations of Do Re Mi (Re Mi Do, Mi Re Do, etc) and have them echo the pattern back. • Review all previously learned bells and solfege signs.

Movement • Instructions: • Arrange the Red C/1 Deskbells in one area of the room, the Orange D/2 Deskbells in another area & the Yellow E/3 Deskbells in another area of the room. • Show a pattern of 3 bells or sing and sign a pattern with do, re, and mi. Instruct your child to run to the correct bells in the order they were presented. • If there are enough bells, instruct them to play the correct pitches as well.

Connection • Instructions: • Talk about the number 3 and how things can come in sets of 3 like the 3 note phrase in campfire song. • Look around the room and find things that are in sets of 3 (ex. 3 windows, 3 rugs, 3 bookshelves, three magnets on board, etc). • Help your child divide a group of small objects, into sets of 3. • Digital activity: your child will click on only 3 items from each group.

Collaboration • Instructions: • Talk about how folk music was a way for many people to connect and have fun together as well as to express what life was like a long time ago. Teach your child a common folk song such as Skip to My Lou, She'll be Coming 'Round the Mountain, or Old MacDonald. Sing the song together with your child and ask them how it made them feel to be connected through a song you both knew.

Merrily We Roll Along and Printable • Instructions: • Play or sing/sign along with the extension video: Merrily We Roll Along • Instructions: • Printable options are supplementary materials you might use or assign as desired. • Use the Campfire Song printable

Review Questions and Assessment • Instructions: • Ask the following review questions to gauge you child’s comprehension: • what is the hand sign for Mi? • what is the hand sign for Re? • what is the hand sign for Do? • Have your child complete the assessment • Once completed, submit to be graded.

Rests Part I with Beet and Shh Lesson Overview • The purpose of this lesson is to help your child understand the need for rests in music. Lesson Essential Question • How can rests be used to create a musical pattern? Concepts/Objectives • Distinguish a beat from a rest. • Perform a pattern of quarter note beats and rests. Standards • MhigUh:P/lro4w.2, .lKoaudW/sitohftg,usiadmanec/ed,ifefexprelonrte) ainnda dveamrieotnystorfatmeuaswicarseenleecstsedoffomrupseicrfcoormntaransctes. (such as • Atlehuaetrhnboeerda'sth.NoTowhteetsob:epTaehtrefcsoaernmidbeaeassgtieavaerednyefxubpretlaohtre,erdsctauondndetrnadtsestmdwoenimtshotrnpasitttecradhtaeacntrdhoesdsyunmsaeumoltifcipsal,erliewkseeteiinknsC.cAo&nftterSrahshhta. tvoing

Activator and Beet and Shh • 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: • Watch the video and sing and sign or play along.

Reinforcement • Instructions: • Show a quarter note visual; tell your child that when music is written the rhythm 'beet' looks like this note. Repeat with a quarter rest and the word 'shh'. • Show a pattern of rests and quarter notes; lead your child in clapping and chanting the pattern together using the words beet and shh. • Repeat with several patterns.

Movement • Instructions: • Play a version of Red Light, Green Light but hold up a quarter note visual for go and a Rest/shh bell visual for stop. Your child will walk or run when they see the quarter note and stop when they see the rest. If your child continues to move when the rest is shown must return to the start line. • Repeat as needed.

Connection • Instructions: • Show the number zero and tell your child that a zero can 'hold a spot' after another number to create a 10, 20, 30, etc. similar to how rests 'hold spots' in music. Practice counting by tens or showing tens and naming them.

Social Emotional Learning and Printable Option • Instructions: • Talk about when it is appropriate to speak and when it is appropriate to be quiet and listen instead. Guide your child in giving examples of each scenario (ex. when a teacher asks a question, versus when a friend is telling a story). • If desired give your child time to practice being quiet and listening to others; set a 1-2 minute timer for each speaker and switch speakers when the timer goes off. • Instructions: • Printable options are supplementary materials you might use or assign as desired. • Use Beet & Shh printable

Review Questions and Assessment • Instructions: • Ask the following review questions to gauge your child’s comprehension: • what does a rest tell us to do? be silent • what food name do we use to refer to this note (show quarter note)? beet • what do we call this sign? (show quarter rest). rest or shh • what sign can we make for a rest? shh/finger over lips • Have your child complete the assessment • Once completed, submit to be graded.

Rests Part II with C and Shh K.L12 Lesson Overview • The purpose of this lesson is to reinforce rests in comparison with our homebase note C. This will help your child reinforce the sound of C while practicing resting on their core melodic instrument. Lesson Essential Question • How can rests and Cs be used to create a musical pattern? Concepts/Objectives • Repeat a pattern of rests and C. • Compose a pattern of rests and C. Standards • MU:Pr5.1.Kb With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music. • Author's Notes: Strategies will be associated with playing the C note in time, with expression. Rhythm is pfulartyhinegr rmeuinsfiocrceexpdrewsisthivecllya.pping exercises. Anticipating the next event with patterns is an invaluable skill in

Activator and C and Shh • 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 C and Shh video. Encourage your child to play and sing/sign along with Mr. Rob.

Reinforcement • Instructions: • Review concepts from the last lesson including 'beet' rhythm and rest or 'shh'. • Lead your child in composing 1 or 2 bar patterns of quarter notes and rests (beet and shh) using rhythm cut out or digital images. • Lead your child in clapping or playing each pattern on the note C with their primary instruments. • Repeat and play on additional learned notes, D, E, and G.

Movement • Instructions: • Using C Bell and Shh Bell images, demonstrate how to play a C note on instruments when the C bell is shown and how to remain silent when the Rest Bell is shown. Have your child watch images and play accordingly. • Repeat with D and E bells. • Alternatively, have your child perform a predetermined movement for each bell and freeze with their finger over their lips for the shh bell.

Connection • Instructions: • Talk about what a pattern is (a number of things that repeat in the same way). • Guide your child in creating patterns with several objects in sets of twos (ex. two colors, two numbers, two animals, etc). • Digital ALT: Your child will see patterns made of only two objects; student will be given the choice of both objects and will click on the correct object that would come next.

Mary Had a Little Lamb and Sheet Music • Instructions: • Play or sing/sign along with the extension video: Mary Had a Little Lamb • Instructions: • Printable options are supplementary materials you might use or assign as desired. • Use the C & Shh printable

Review Questions and Assessment • Instructions: • Ask the following review questions to gauge your child’s comprehension: • what does a rest tell us to do? be silent • what is the solfege word and sign for E? Mi • what is the solfege word and sign for D? Re • what is the solfege word and sign for C? do • Have your child complete the assessment • Once completed, submit to be graded.

High and Low Part I K.L13 Lesson Overview • The purpose of this lesson is to introduce and exemplify the idea of High Sounds and Low Sounds. Your oacnhthdiledhrsiglhohowureelrdsspboeeucntaidbv)lee.lyYt.ooudriscthinilgdusishhouthldebHeigahblCe/t8o bceolml (poarreotahnedr choignhtrsaostunthde) fCr/o1mBtehlel aLnodwethr eCc/1/8Bbeellll(oasr low Lesson Essential Question • How can your child differentiate high and low sounds? Concepts/Objectives • Differentiate high and low sounds. • Play high and low notes. • Express high and low notes using body movements. • Connect high and low sounds to everyday sounds. Standards • MlouUd:P/rs4of.2t,.KsaamWei/thdifgfueirdeanntc)ei,neaxpvlaorrieetaynodfdmemusoicnssteraletceteadwaforernpeesrsfoorfmmaunsciec contrasts (such as high/low,

Activator and Low C, High C • Instructions: • Using call and response format, clap the Rhythm of the Day. Repeat as needed. • Instructions: • Play Low C, High C video. Encourage your child to play or sing/sign along with Mr. Rob.

Reinforcement • Instructions: • Reinforce the concepts taught in the video including the new bell high C and the numbers 1 for low C bell and 8 for high C bell. • Play 'High and Low Sounds'. Instruct your child to play a high C or low C note on their instrument to correspond with the sound. • Alternatively, repeat activity with images of high/low notes on a staff.

Movement • Instructions: • Play a variety of high and low C notes (or high and low sounds); show your child how to reach for the sky when they hear high C and crouch down low when they hear the low C.

Connection • Instructions: • Show a variety of objects and animals that make different sounds. Allow your child to guess if the object makes a low or high sound. • Discuss some things your child knows that make low sounds and high sounds. Communicate how wonderful it is that everything has it's own sound/voice and how boring it would be if everything sounded the same.

Sheet Music • Instructions: • Printable options are supplementary materials you might use or assign as desired. • Use the Low C, High C printable