e I PRODUCED BY THE GEORGIA EDUCATIONAL TELEVISION NETWORK TEACHER BARBARA RUSTIN STATE BOARD OF EDUCATION James S. Peters, Chairman Robert Wright, Vice-Chairman Claude Purcell, Secret~ry FIRST CONGRESSIONAL DISTRICT J. Brantley Johnson. SECOND CONGRESSIONAL DISTRICT Robert Byrd Wright THIRD CONGRESSIONAL DISTRICT Thomas Nesbitt, J r . FOURTH CONGRESSIONAL DISTRICT James S. Peters FIFTH CONGRESSIONAL DISTRICT David Rice SIXTH CONGRESSIONAL DISTRICToMcGrath Keen SEVENTH-CONGRESSIONAL DISTRICT Henry Stewart EIGHTH CONGRESSIONAL DISTRICT Lonnie E. Sweat NINTH CONGRESSIONAL DISTRICT Cliff C. Kimsey, Jr. TENTH CONGRESSIONAL DISTRICT Zack Daniel FOREWORD We are now providing more televised instruction that we hope will be of help to you in your classroom. YOU are the best authority on HOW it will help you and in what ways you wish to use it. We are providing teacher guides like this one with suggestions that may Qe of service to you as you plan the best use of these lessons and fit them into the program that you have planned. These guides were written by our television teachers. We think of the television teacher and the classroom teacher as being partners in the best creative teaching for the children. Television's dynamic power--long used in communicating other information--is now being made use of in education. It is making this a better educated world. None of us knows as much as we would like to know about it. It is a new medium and we are all learning together. We need your help and your suggestions as we seek to make the best use of our television facilities. our aim is to make the school program more meaningful in Georgia. Our competent television teachers are well prepared to help you and the members of your class with lessons in science, mathematics, modern foreign language, music, and Georgia history. They have time to gather up visuals that may not be readily available to you or that you may not have time to collect. This relieves you of much planning and preparation and leaves you with more time to devote to the actual teaching of the child in the classroom, and your personal teaching-and-learning contact with h~. I hope you will find this teacher guide useful in your classroom work. We would be happy to have your suggestions about how our television teaching can be made more effective. If you have found some especially good ways to adapt these lessons to your pupils, let us know about it. Perhaps it would help other teachers. This is a cooperative venture: it is important that we all work together to make the best use of this new power that has come into our hands in this technological age, so that we may make learning more effective in Georgia schools. Claude Purcell State Superintendent of Schools PREFACE This music series for the middle grades, DO RE MI, is based upon the philosophy and approach set forth in the Georgia Music Guide, PATHWAYS TO MUSIC, one copy of which is available to every Georgia elementary teacher. Dr. Frank Crockett, Music Consultant, State Department of Education, has assisted in the development of this television series which encourages active participation in music through singing, listening, moving to music, and playing rhythm and melody instruments. In order to foster more effective participation in the television lessons, this teaching aid has been designed for your use in preparing for and following up each lesson. You are, of course, the only judge of how much and what kind of follow-up is suitable for your class. The extensive list of musical terms in the Glossary is for your ready reference and should be reviewed with your class according to the ability of the students to grasp the material presented on television. I do not presume to teach such concepts as "phrase" and "dotted notes" in one lesson and expect the boys and girls to know it forever after--no, the television lesson can be effective only iP conjunction with your help in carrying on the total music program. Two things I hope you will do: (1) Let me know your feelings about the program as the year progresses, and (2) Remember each week to turn on DO RE MI! Barbara Rustin Television Music Teacher LESSON NO. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 LESSON TITLE PAGE NO. DO RE MI AND YOU! 1 ROLLIN' ON 2 FROM THE MOUNTAINS TO THE OCEANS 3 READY? BEGIN: ONE, TWO, THREE, HOP! 5 SING YE WELL? VERY WELL! 6 A CHANGE OF MODE, A CHANGE OF MOOD 7 SPOOKY 8 AMERICAN COMPOSERS' NEW MUSIC FROM OLD 9 IT'S SHUCKIN', PICKIN', AND PLUCKIN' TIME 10 THANKSGIVING TIME 11 FIRST SOUNDS OF CHRISTMAS 12 FLICKER LITTLE CANDLES 13 MUSIC OF CHRISTMAS 14 DANCE A SONG 15 DANCE THE POLKA 16 FOLLOW THE LEADER - GREEK STYLE 17 SA! LING FREE 18 SAILING FREE AND ADVENTURING WEST 19 THE BIG COUNTRY - COWBOYS, INDIANS AND SETTLERS 20 TAP YOUR TOE AND DO SI DO 22 21 GRIPE, GRIPE, ~RIPE! 23 22 WORK I WORK I WORK! 24 23 SHAKE, RATTLE, BOOM! 25 24 GOOD NEWS- CHARIOT'S A-COMIN'! 25 25 AIN'TA THAT GOOD NEWS 26 26 SPRING COMES IN 27 27 HALLELUIA! 28 28 SING, SING TOGETHER 29 29 MERRILY, MERRILY SING 30 30 THE INSECTS IN MUSIC 31 31 NEIGHBORING MUSIC 32 32 LOOKING BACK 32 33 LOOKING AHEAD 33 GLOSSARY OF MUSICAL TERMS 35 Teacher: Barbara Rustin LESSON 1: ETV - DO RE MI (Music for the Middle Grades) TITLE: DO RE MI AND YOU! MUSICAL OBJECTIVES: To learn what melodies are made of. To learn the sounds of the intervals of the major scale specifically the octave. To recognize repeated melodies. To be aware of producing appropriate tone quality in singing. To feel the accented beat in all music. CLASSROOM PREPARATION: Provide as much moving area as possible beside each student's desk. NATURE OF CONTENT: Theme song: "Don't Be a Dodo" involves visual as well as aural perception of the scale when it is danced on the keyboard stairs and seen in notation. "Two Wings", a lively spiritual, emphasizes the interval of an octave and evokes the rhythmic response to music which moves in twos. (MUSIC FOR YOUNG AMERICANS, p. 64, Book 5, American Book Company) "Lovely Evening", a round, demands a sustained singing tone and clearly represents music which moves in threes. When sung as a round, it is a good introduction to part singing. (VOICES OF AMERICA, p. 25, Follett: THIS IS MUSIC, p. 27, Book 5, Allyn and Bacon: SINGING EVERY DAY, p. 121, Ginn) SUGGESTED CLASSROOM FOLLOW-UP: Sing other rounds such as "Three Blind Mice", "Row, Row, Row Your Boat", and "Are You Sleeping" -- all of which - 1- 7J..I,.- L -~~-- "-L~ /i ~ ljJ.- ~ L 'I' r-... ~-- I c ,, Worth a.nd M16it::.. l\. Don e A D0 d0.I by B.arb4ra. ~ /9 R.tA.:J T ;; n b5" \,J c..JII I , - , ,T I I I I I ~- I - I I ' I - :;t ...... ..,. - - - , I ~ " ., i.JO lJC Don't be a DO-DO, L~rning music 1 s ~a.sy a$ DO RE r.:r !!.I, Corne with me and (Joh) r I ... i ., ! I ~ - , 71111' , - - ..I'\ =~:: r- I I 41: I I ~ 7 -~-~. ~-s -1: ~ !Ill ~ /") Jl- /. of!' / ~ /] r- :) ' ~ -o- - I v - ..- l'r' 1 t..J' - I T p ~ es- I I -,1.. I Ou-_ r-n- :111 r'\ Cl ... -_] _( \.I - - _) I - - -- - I , - I' I I I _I e 'I It ~ -..., so 11 sol-o-r.mlJ 11 we'll ll'arn our notes: DO RE I.:I FA so LA TI LO DO TI DO LA so FA l I :,E uO OJC "1' I AI' r'\.'' C' (.) w-~ -" 1~- ...l -... ~ - -. - .. . .. - - ~~ l ~ -i I * . I ......... --- .::r --- ~ ""'>-. - ~ J"yJI- -- - - I ,, l'f'_ / l:F \.;r '~ 0 "> ~ J I :> l'"'1 c=s FT ,, It ""''l_ I ::T :Ir I T I r-- / .& ...-J. - -- - - - ., ll. ""\ I I II J ..._- I -- '"1'} - :I! - 117 1-C il.E l1'E Ff.. SO LJ\ TI 00 LO TI i.JO LA SO FAURE~! DO! T ::> 0 :> T T ...... ' ..... ::> r I I ...1 I DGJ L('! VO! j)or; \Vho 1 I a DOLe? 1 ~ 'of[ . ... I / # h. .. - .. .. '} ! ~ 0 I-I ~ -- ' ... ~ L/"'\Jt; / I ~,4,- ~ :7 I r e,.. C::J T I .. -.J ~ ., ..., 411 ... ~ ~ ~ ~ 0 .... ~ -~ ,r .. ~ T ~ 41!' -.()., I l' f'--. It# ' r--=::1 . .~ -r .~ I' r I r - I Not mel ~ mel Not mel (~1(,.) 1tot ViE! r 1. 0 Lord, I want two wings to cov-er my face; 0 Lord, I want two wings to 2. I want two gola-en shoes to put on my feet; I want two gold-en shoe a to ,k, cov-er my face; 0 Lord, I want two winga put on my feet; I want two gold-en shoes J to cov-er my face, And the world can do me no to put on my feet, And the wo~ld can do me no harm. harm. ). I want a golden harp to play by myself, ETC. 4. I want a happy aong to sing in my heart, ETC. 'A me,-, c.a.n JId J J Oh how 4. d love - ly eve- ning, ia the eve- - ning, Ir r I or A above or below a note. LESSON 2: ETV - DO RE MI TITLE: ROLLIN' ON MUSICAL OBJECTIVES: To recognize the contour of the melody by ear and by eye. To learn to use the voice to sing expressively in keeping with the mood of the song. To listen for the expressive qualities in music, specifically how the mood of a composition is affected by variance in dynamics and rhythm. CLASSROOM PREPARATION: Provide "arm swinging" room for each student. NATURE OF CONTENT: Listen to excerpts from Ferde Grofe's MISSISSIPPI SUITE ("Father of Waters" and "Huckleberry Finn") to discover - 2- the sight and sound sensations created by his usage of melody, rhythm, tempo, and dynamics. (Bow.mar Orchestral Library, BOL#61.) Sing "Down the Ohio" to discover how the melody and rhythm combine to simulate the roundness of a paddle wheel or path of oars in the water. (MUSIC NEAR AND FAR, p. 36, Silver Burdett; p. 105, Summy-Bircharo, Book 4.) Sing a banjo-pluckin' type of song by Stephen Foster, "The Glendy Burke", a typical of Riverboat entertainment. (MUSIC NEAR AND FAR, p. 112, Silver Burdett; VOICES OF AMERICA, p. 60, Follett; p. 146, Summy-Birchard Series, Book 5.) Recognize the stepwise melodic patterns and heavily accented rhythms that give the rolling quality to "Roll On, Columbia". (VOICES OF AMERICA, p. 102, Follett; p. 118, Birchard Series, Book 5; MUSIC IN OUR LIFE, p. 4, Silver Burdett; THIS IS MUSIC, p. 154, Book 5, Allyn and Bacon; MAKING MUSIC YOUR OWN, p. 158, Book 5, Silver Burdett; and GROWING WITH MUSIC, p. 144, Book 4, Prentice-Hall, Inc.) SUGGESTED CLASSROOM FOLLOW-UP: Review songs learned today and practice singing "Down the Ohio" in two parts. Read about the life of Stephen Foster and sing other songs which he composed--see how many your students know. Musical terms used today: Tempo Dynamics the rate of speed of music. gradations of loud and soft. (See Glossary of musical terms for a review of dynamic and tempo markings.) LESSON 3: TITLE: ETV - DO RE MI FROM OCEANS TO MOUNTAINS IN SONG - 3- II 'I Down -the I ~ -It nP"'rr. fl ..,"" II 7 ...I',\ 7 u Srli sh 1 _I \ ~ 7' - "~" 51'/iSh ~ 7'. swtsh L' , ..\ c; .S.Wisoh -. 0 .,. Jl: Melodv X 71 :SF ../ (, ""\. J \. :/ 'V The - . - I I I - .t1lll ~ ri '1-tr . s up o.rrJ "f"l-te -I L -""' c.h. n r1 elfs d u p,1t_ _,I Wind r- is ~ ~ -' e.t"eady i*J - ...... srron 'j ' . "" .-I. Dh ) JJ. Jl .of[ 1l I ~ \. "\ ~- :J -I oJ -T. ...\. . '- a Swish - Ji- g I I 1! I lf'IIIOY /_ -:If ~ -... 1\... -.,; v --I ~ Swish -.,.I ., Srli~h .. ,, -I ~ ,..-1- < '- \ .I ~. Sw;~h ol. - -- -- , ~ I ....J n.;~:. .J "' -r .7' I -11 I b. \:i - - - - .II> v I I T I T v , r - / I v .-_ _[ I I I / ~ '0 [)own The t""iYer: oh, c:Jown -the ri11-er. oh' down ;-he riv-er We -0- D J 11 tplf!J I :r J J 3 I J ~ ~.J ~ ;;I: ;;l ~ ~ ~. ;I:~- I ~. 1 # -iJ i1 . -$1 ""'I' _j v - - - ,. , 1/ - T I I I .. J I Down ThE' riv-er, t>h, down -the ri ~er ai-l ,-, v I . , I I ~. ~ .,/ down -the 0 hi - O! (..Y-It .11 ;!I M / ~ .I ~ "\} ' - - - - I \ .l .I ~ ..1 - I .,. I .... ... -,..---...... MUSICAL OBJECTIVES: To learn a song quickly by observing the contour of the melody and by "thinking" the sound of the intervals. To learn a song quickly by observing the like and unlike phrases. To develop a feeling for music which moves in fours. CLASSROOM PREPARATION: We will be moving in a double circle to learn the Schottische. If your room arrangement does not permit moving the desks, the directions can be adapted to moving up and down aisles. NATURE OF CONTENT: Listen to recording of "Hawaiian Rainbows" to discover where the sound of the octave occurs and check this with the notation. Discover the similarity between the movement of the music with the actual movement of the ocean (swelling and receding resembles ascending and descending melodies). (MAKING MUSIC YOUR OWN, p. 152, Book 3; AROUND THE WORLD IN SONG, recording and book, p. 24, Silver Burdett.) Discover the wide intervals usually found in mountain music by learning the Swiss Walking Song, "From Lucerne to Weggis". Begin to learn the Schottische. (P. 64, Summy-Birchard, Book 4; SINGING TIME, Radio WABE Song Book, p. 27, Atlanta.) SUGGESTED CLASSROOM FOLLOW-UP: Encourage active review of the Schottische Step emphasizing the importance of feeling the even beats. A good playground activity is to take this rhythm step (run, run, run, hop or more slowly; step, step, step, hop) and play tag while doing the step. Musical terms used today: Meter a regular pattern of accented and unaccented beats. Meter signature or time signature: indicates the number of beats in a measure (top number); bottom number tells what kind of note gets one beat. Measure the music between two bar lines (vertical lines). - 4- , t( ~ Hawaiian f'Ojnbow5 J J J Ir r I ~ l J J I 0 I~ J J 3 I~ J I Ha - wai-ian rain-bows, White clouda roll by; You show your col - ora A - gainat the aky. Ha - wai - ian rain-bowa, It seema to me, Reach from the moun - tain Down to the sea. F'rom M~KJNU Llll$1t:_YOIIR OWN, Rook J, CoPJrigb+ 1964, Sil"er Burdett Comp~ Used ., th pernn .,, on Teachers' Notes; LESSON 4: ETV- DO.RE MI TITLE: READY? BEGIN: 1, 2, 3, HOP! MUSICAL OBJECTIVES: To learn to readily identify the meter of the music. To develop an awareness of the underlying beat in music as contrasted with the accented beat and the melodic rhythm. To review note values and their corresponding rests. CLASSROOM PREPARATION: Have partners designated to dance the Schottische as we review it - these may be boy-girl couples or any way you (or they) decide. NATURE OF CONTENT: Through a review of the SWISS WALKING SONG, note the difference between the Schottische step (an even run, run, run, hop) and the melodic rhythm of the words sung. To emphasize the understanding of the steady underlying beat, sing the spinning song SARASPONDA in two parts. Notice the octave interval in the melody. (VOICES OF THE WORLD, p. 63, Follett; MAKING MUSIC YOUR OWN, p. 49, Book 5, Silver Burdett; THIS IS MUSIC, p. 40, Book 5, Allyn and Bacon.) SUGGESTED CLASSROOM FOLLOW-UP: Find the underlying beat in America ., l ~ ~ J J J { .~ J J JJ J .J IJ J J IJ J J f/ Contrast it with the melodic beat - in 1st, 3rd and 5th measures the melodic rhythm is the same as underlying l.u.q;. l; . I beat. .J ..1.J I.J.l.J .t.J u d. II Study note values: (All show duration, and each decrease in value by one-half.) - 5- Note 0 ------ d .Rest .J ~ j' '1 ~ 4f Whole Half Quarter Eighth Sixteenth LESSON 5: ETV - DO RE MI TITLE: SING YE WELL? VERY WELL! MUSICAL OBJECTIVES: To review note values by using line notation (line indication of short "__" or long " .. duration of notes). To discover the difference between response singing and two parts sung simultaneously. CLASSROOM PREPARATION: The movement today will be limited to that which can be fitted into the aisles although more stepping out room would be desirable. NATURE OF CONTENT: Learn a call and response song "The Keeper" (SummyBirchard, p. 4, Book 5; MAKING MUSIC YOUR OWN, p. 48, Book 4, Silver Burdett.) Learn "The Hiking Song" in two parts by discovering through movement the rhythmic beat of the descant. (MUSIC NEAR AND FAR, p. 128, Silver Burdett - recorded.) SUGGESTED CLASSROOM FOLLOW-UP: Review the two-part hiking song by singing both the main melody and the descant separately until each part is securely learned. - 6- ''The J. 1 I J9 J J J I 3 3 r j (!.a.rrieJ a.. ~ 41' r n r n IU J J J 1lJ FJQidffi -the /eavrs >o ~ ree n, 0. .,. _..1{'~11. ; (): :fY -...... -- I"' Ja.cfie, boy! - ........ ., , Sinij ye Wf!/1 ~ - _.I Hey dtJ'wn ' -- - _.. !" I ...J ~ ' de.r ry dQ.rry down, A- O..r "[/_ 7 ~ '\ - ,-" 1 J\f,ute rl , , - -- -Verv w,l/t ...1. - - - J/o dDwn I -. __>,. . I ~ JJ.- - - ""--11- ....... - r-,. .., - - - - -- - - 1<'1 " ~ IJ.. rn Dn1 -tf.e ~a..VRS So A - ""' - ~ ., -- - - - - - ''.J " "v ..._ I ~ green, o -d- ' > "'); \. Tt> ~~ty hey, ~wn. dawn Hty down _,l'l'lv h11 rJ,wndtJwn ht, dow'l --..\,..- ..... ..:,J.,' :::r I I :::r <:: I- n~ ..G "1i LL 1/1' t..... v '.L JJ.,r .L. --11.- "" I.L I.\. . J t,; , ~ -,..... , ..1 derry derry down - .,\. 7 " - -II.. A':' rnonj' -the /ea.~~ - - .. -- ... " - -~ _, ..__ ...... ----.I.- So 5reen1 0. I - ...._- -eJ- \ II ,jl nr II ~ ~ ~ ,.,.,1!'1 D - ... 1r- n .. J n"T 'I 1.. J.~c: n11..d c.c.. W;tJ, roun~ s 4nd " n ~ p _L _...... ....... L --1 v \.I Oe5co.nrJ 0 / ,c "'\ / v Step _-, ..._}.... .a - - ..-.- --long, ./ n M~ e/,.,J--:7n, :-:na Jol n our hike to-day. ' -'1 ~ -1 hik -- - - ing; -..... ~ I - - Ho-lol.- hi ' ho-la- ho, I ,-.... ~- -- - -. Step .a -- long .J_- r- I l I \ I Wlk-inr:' fun thii utumn ci;; I L !"'- \, '-' 0 / .'\ ' / '\ v n I ""' ._; ,, ~ - hik - - -....... " - - - ing. __... .,>.. - Ho - - - hi l.a hJo CY c::~ -..-.I -.....J , . Hik - ing ....... ., * .. donn the T ~ -' ~ ' -. From the cit y we will bao I (~ 7"'Y coun- tr;y - -I -~ " -Ho l.a-hi ~ C::l - -.-1 I I t! ..I, -~ Hik - ing down the coun - trJ ro.ad ! El II ~ ~ ~ ~ 3 3 ~ ~ I~ j ~ ... t ~- -- -road, .....\. - ho la-ho hill~ -nd dale& are .all .a-glow Ho - la-hi - 1 ho. us~d n1 th permHi:il.On. Study words: Descant A second melody which harmonizes with the main melody. LESSON 6: ETV - DO RE MI TITLE: A CHANGE OF MODE AND CHANGE OF MOOD MUSICAL OBJECTIVES: To discover the intervals of the minor scale. To experience bodily the rise and fall of the phrases in the music. To develop a feeling for a spirited rhythmic pulse of ~ meter. CLASSROOM PREPARATION: "Stretching space" will be needed. NATURE OF CONTENT: Learn the minor song AUTUMN which is based on the minor scale and involves learning a most plaintive descant. (MUSIC THROUGH THE YEAR, p. 34, Follett -recorded.) Learn the melody of WHEN JOHNNY COMES MARCHING HOME emphasizing the crispness of the dotted notes and the m & change from minor to major and bac~ to minor. Add a rhythmic chant as accompaniment. J'fl: J'" 1 1":1/ (AMERICAN BOOK COMPANY, p. 171, Book 5; THIS IS MUSIC, p. 116, Allyn and Bacon, Book 4.) Learn the song HALLOWE'EN emphasizing the primary melody during this lesson in order to add the harmony parts and instruments during the next lesson. (MUSIC ROUND THE TOWN, p. 78, Follett.) SUGGESTED CLASSROOM FOLLOW-UP: Review the characteristics of the minor scale (the lowered third and sixth) in contrast with the sound of the major scale. - 7- ,, / ~ .,LJ.. ,. ., ,-,/.. -- --- / ........ I -I ~ I I urnn ...... __,. .--. .-1' I' ..- _I~- _l - -- - - - 0/14elo.!iyp<-~;'-tJ.ereJ Jette Are I fa,.fl-inj,MOII-rnf-.1 \ c.,...,~::c;:/t-;-, , - Oa.ys a~ 'irot~in1.shorl, l=or -the o.~-"t.-. rnn'.J h..~l re. 1 n"* '.2.1-leu -the Wire/ Ct>f'l-pla.in -i "'' All -tht! da.y it~ nz.; fl-i n,, sa a.-rwnd the f; re ; f you. Wish ijtJod c. hee.r. - - .. ''1" _, -. ..-.,,. / / ~) --,. Jh. 1..... ~ ....... -............_, ""l .., ...-_:r ""T I I I -' I 1 .J -I '"' - --- - ~ne!iant 1 dh~r~J /ea.res 4.11 - -in fa.II - - ; n ' Da. -s rrM shorl. ftlt- -r-he' Ac.t - fu. nr rts here. Gob-lins a.l-leyccds, Witches on brooms, Wind in -rhe "trees Sin1ij Se.o.r-y "Thnes ,, f JJ F JJ IJ 3 CJ l:r-J J 3 :J :! IJ :1 ~ II f 1 J ~ :11: l 1 J l n :1 lhese a.re +I.e fh;nts tha.1are hea.rcl anti s~n, r, -the darK of n;'Jh1 on Ha.l-/ow-een J) J Review the meaning of mode - the tonality that results when music is based primarily on tones from the major or from .the minor scales. LESSON 7: ETV - DO RE MI TITLE: SPOOKY MUSICAL OBJECTIVES: To review the minor sounds associated with Hallowe'en. To develop instrumental accompaniment appropriate for the music. To learn to observe the rests in music - to feel the power of organized silence. SPECIAL GUESTS: Members of the Atlanta Contemporary Dance Group. CLASSROOM PREPARATION: Have available the rhythm instruments described below. DANSE MACABRE will be portrayed through movement during the program by members of the Atlanta Contemporary Dance Group. For those who are thoroughly familiar with the music it is hoped that space can be made available for participating during the television program. Encourage them to use their own movement ideas. NATURE OF CONTENT: Review the song HALLOWE'EN adding the chant-like harmony parts and appropriate instruments such as castanets and spoons (to simulate leaves rattling) and maracas and other shakers (to simulate wind sounds and swish of broomsticks). Listen to HALLOWE'EN NIGHT (a song in two parts) to observe the pauses in the music as indicated by rests in the notation. (MUSIC FOR YOUNG AMERICANS, p. 34, American Book Company, Book 5 - recorded.) Listen to excerpts from DANSE MACABRE by Saint Saens to learn how one composer expressed in music the mood when death tunes his fiddle and leads the dancing. We will be listening for the instruments that portray the rattling bones of the skeletons (Xylophone), the harp that strikes 12 o'clock and the oboe that crows the signal of the approach of dawn and the dance's end. - 8- of f k'e'f f)tinor , / () Mv5feriou.'l" u A _L / ....... ., 11 A - _j._'- v 1};'/, ~ .. Halloween - -- J .. - -- / 1 ..." ... A p _/ r-.. ~ u /] I ') \ "' 1..e.:!t ~ - --- .....---"""'l ----. r I .,- .._ - - _._,,- --- . ~ L 7 - I I --....., I ""'SS I L I.., ..., ....;!: ,.. .- -..;:::, ....,. r- J.. 7 ._L.. , .. _n_ II ,II ff- '.'/ u v ,'/itch-es pump-kin heads and black cats, scary spook and black bats oh it's Hallow- - -- - - - - I .-1 ..... r -.. I""" .,~ I I I r L _I ~ Eal-low-ecn's the night to dru.a up like a lilight to _. g!lve your -::--... , ..! friends a n , h r--"'"r"" ".j (~ '" ~en! ~ " ,11 " 'II fl_ '} ., ~ - -,.. I ..d - - _...,. .... ... - _.:;:;;t ..;;::r I .J - ,.._ ~ ..... lf- 7 ......... Witch.. , punp-kin heads & black cats, acar - J spooka; and -.,.,-J - ' I <:. \. - - iiiJiii- -' I r - -r --I -- T - I fright, Look out! it'~ Hal-low-een Hal-low-een night i the time when fearful thing a a: 1 ...O..,..h. , 1/ '>" II I ,..- ___, ~ '\. ....... - ... L ~.If- 7 " --- - tlack bats! Oh, it's Hal-low- eenl - -- - 0 Uln 1/ '\"huJ ~ 1/ , ,. > ~ ' ~ - ,..._ ... r ~..... I ~ I \. < (~. I..; seen Look outl Look out! 'It' Hal-low-een. 0 I.U,._.,k {(~f 'V - '" + } ')<. I ' I ~ ..... .. . \ ~ --..- ....;;J .. ..... ..,I L _. -~ ., " ~. \ Look outl Oh, it' Hal-low- eenl @/f6~ Amer;<:an Boof&mpan~ SUGGESTED CLASSROOM FOLLOW-UP: Review the recording of DANSE MACABRE, giving everyone an organized chance to enact his interpretation of the music. LESSON 8: ETV - DO RE MI TITLE: AMERICAN COMPOSERS' NEW MUSIC FROM OLD MUSICAL OBJECTIVES: To learn to listen actively to composed music - listening for such specific sounds as changes in mode, changes in tempo, the section of the orchestra or the instrument that is playing. To discover how a change of mode and meter can drastically affect even the simplest of songs. To develop awareness of the most natural harmonic interval (the 3rd). CLASSROOM PREPARATION: We will not need a moving area today but desks and room should be as free of distractions as possible - a listening lesson requires greater concentration. NATURE OF CONTENT: Sing WHEN JOHNNY COMES MARCHING HOME stressing the harmonic interval of thirds on the descending scale pattern. ( "the men will cheer, the boys will shout, the ladies they will all turn out".) Listen to Morton Gould's AMERICAN SALUTE noticing particularly the changes of mode and the section of the arrangement where the drums maintain a heavy underlying beat while the melodic rhythm is broadly played above. (Bomar Orchestral Library, Album No. 65.) Listen to another American composer's treatment of an equally familiar American tune as we hear excerpts from Virgil Thomson's Fugue and Chorale. (Bomar Orchestral Library, BOL No. 65.) Arrange your own music by using some of the devices used in the pieces just heard. - 9- Discover. how a "plain as a mud fence" tune can be dressed up fit for a symphony orchestra as we listen to: Robert McBride's PUMPKINEATER'S LITTLE FUGUE. (Bowmar Orchestral Library, BOL No. 65.) SUGGESTED CLASSROOM FOLLOW-UP: Obtain recordings of the favorites in today's lesson for review and repeated hearing - familiar music is best loved music, therefore, let's strive to make more worthwhile music familiar. Musical terms used today: Pizzicato Fugue method of playing stringed instruments by plucking rather than bowing. a form of music wherein a theme is stated by one voice and then imitated by other voices. LESSON 9: ETV - DO RE MI TITLE: IT'S SHUCKIN', PICKIN' AND PLUCKIN' TIME MUSICAL OBJECTIVES: To become thoroughly familiar with the major keys of C F and G in order to provide accompaniments on the autoharp. To learn how to find DO or the key note of any major scale (this should be just a review for most students.) CLASSROOM PREPARATION: The appendix of this book includes a diagram of the autoharp chords as do many of the music textbooks. Such a chart, if drawn by every student, would facilitate becoming familiar with the arrangement of chords. NATURE OF CONTENT: Sing the rollicking SHUCKIN' OF THE CORN emphasizing its play-party mood. Find DO and explore the chords in the key of C. (THIS IS MUSIC, p. 19, Book 4, Allyn and Bacon.) - 10 - -- P; II Co t ton JYe e cls k; n 1 c '' Cot-ton need pickin' so bad, Cotton need1 pickin' 10 bad, Cot-ton needs pickin 1 $' r r-tr E.llx 3. ;~J JIJ. r11 .rJ J J J J I01 El I so bad, 1 1m gon-na pick all o-ver this field. Planted thil cotton in A- pril, by !PAchers l=dtfion by Wtlst>n fl te era/ RebrDcft;lced perth$Sion ' ' I OH, LEMUEL by Stephen Foster furthers our mood of gaiety while providing a study of the Key of G. (MAKING MUSIC YOUR OWN, p. 192, Book 5, Silver Burdett; MUSIC FOR YOUNG AMERICANS, p. 10, Book 5, American Book Company.) We will PICK A BALE OF COTTON in the Key of G. (MUSIC NEAR AND FAR, p. 11, MAKING MUSIC YOUR OWN, p. 14, Book 5, Silver Burdett; GROWING WITH MUSIC, p. 29, Prentice Hall, Book 3.); because the COTTON NEEDS A PICKIN' SO BAD. (THIS IS MUSIC, p. 99, Book 4, Allyn and Bacon; GROWING WITH MUSIC, p. 80, Book 5, Prentice Hall.) This song is also in the Key of F. Hog callin' sound effects are recorded in Edna Doll's RHYTHMS TODAY. SUGGESTED CLASSROOM FOLLOW-UP: Consult the glossary of terms for the definition of key signature and the rules for finding DO in order to review this procedure with the students as you use your music books. LESSON 10: ETV - DO RE MI TITLE: THANKSGIVING TIME MUSICAL OBJECTIVES: To discover the range of sounds as well as moods that the violin can produce. To become more adapt at sight reading. SPECIAL GUEST: Mrs. Anna Lambros, Violinist with the Emory Chamber Quartet and Orchestra. NATURE OF CONTENT: Listen to SUNSET SONG, a Zuni Indian song of thankfulness, recorded by Ataloa of the Chickasaw Nation using only a Tom-Tom accompaniment. (VOICES OF AMERICA, p. 80, Book 5, Follett.) - 11 - '=if Jj r-1 J J IEJ rIr rIr r J IJ J Id :J IJ ~ I f* Ia Ir r r Ir Jl r r I Ir r vIe I We praiae Thee and bleaa Thy name. De-fend ua with Thy Al- might - y power 1EJ 3 E cJ. Grant to all Thy peo-ple Thy peace. Yic prain Thy mm. Lord, make Uil free! : I~ all do extol Tbu 1 Tbou leader triumphant, And pray that Thou atill m'r rlaofcnrier nilt bt'. Let lhy con~n~at]on ucapt tr3bjJlatjpp. 'l'h;.r name he ever pr.;dsed, 0 T.ord, m11k 111 tree! (From Book 5 ~.AKING MUSIC YOUR OWN, Silver Burdett Company, Copyright 1965) Used with permi~sion. To Thee, 0 Lord, Humbly we pray;Grant ua Thy blea~-ing on thia Thankir,ivine Lay. Listen to violin's flowing tone and strive for the same quality as we sing FOR THE BEAUTY OF THE EARTH, (MUSIC NEAR AND FAR, p. 1, Silver Burdett) and WE GATHER TOGETHER (MAKING MUSIC YOUR OWN, p. 60, Book 5, Silver Burdett). The descant part will be played by Mrs. Lambros. A change of pace for a different sound made by the violin. Sight read the THANKSGIVING ROUND and sing it expressively as the violin makes it into a round. (SINGING TOGETHER, Enlarged Edition, p. 207, Ginn and Company.) SUGGESTED CLASSROOM FOLLOW-UP: Sing todays song, remembering to be conscious of the kind of tone quality you are trying to produce. Musical terms used today: Legato Staccato smoothly and sustained. a separated or detached effect indicated by a dot under or ~ver a note. LESSON 11: ETV - DO RE MI TITLE: FIRST SOUNDS OF CHRISTMAS MUSICAL OBJECTIVES: To develop a keen awareness of the harmonic Intervals and rhythm patterns that give flavor to the music of this holiday season. CLASSROOM PREPARATION: If they are available, have handy such rhythm instruments as finger cymbals, maracas and small drums. NATURE OF CONTENT: ! Learn the spiritual GO TELL IT ON THE this rhythmic descant accompaniment If: MOUNT~ith .I J f.l. 2 ~.1..1 J :fJ (MUSIC NEAR AND FAR, p. 165, Silver Burdett.) - 12 - l' The Hurotl Carol'' Jesuit 5ong from Canaca Wordli by Lr. J.E. Jdddhtor ~-. 'Twas in the moon of Tiintertime when all the birda had fled, That mighty Git-chi ~ 2 0"/ith-in lodg of brokon bark the ton-do r babo a found. ,\ ra ggod rob< of $ Man - i -tau sent an-gel choira in-stead. rab-bit okin n-rapp'd hia buuty !~ b~-fore their light the atars grew dim and And ao th< huntor bravu dr.r. nigh tho wa.nd'ring hunters heard the h:ymn: -n-gel song ranz loud and high: nJe-&ua, your Kin~ is born,Jeaua ia born! In ex- FF F cel-si1 glo-ri- - a!" .i''rom !.look ) 'l'~IS IS nJSIC, All;vn and F'acon Company Copyright 1962 Oakvi 11 e, Ont.;;r] o, Canrd.a. 2/ - J Jl r r r r IJ n J- J Ir J Id J 31 J i :1 Jl Willie, bring your little dr~ Robin, bring ;your fife and com~ On the instruments .te 'll ,,. phy, Tu-re-lu-re-lu, Pa.t-a-pat-a r -I p;~.n, On then inatrumenta "'11 play making music all the day. Chri stmo..s Ro , lnm rh!> h-u!>v. _.,. ,.; luh-heet-rah-ot) From VOICES OF THE WORLD, Follett Publishing Co. Copyright 1963 Used with permission. NATURE OF CONTENT: using the lighted candle as a theme, learn the following Hanukkah music, observing the music specifics indicated with each song: "Eight Nights of Hanukkah" is an example of the use of first and second endings and is also in the minor mode. (MUSIC IN OUR TOWN, p. 150, Silver Burdett.) "Who Can Retell?" offers the opportunity to accompany the recording percussively using the established drum beat. (MUSIC IN OUR LIFE, p. 82, Silver Burdett.) "Chanukah" - notice the reference to the Hora, a national Hebrew dance. {MUSIC AROUND THE WORLD, p. 82, Silver Burdett.) "Rock of Ages", a traditional Hanukkah song. (THIS IS MUSIC, p. 199, Book 5, Allyn and Bacon.) It includes fl the use of the repeat sign : SUGGESTED CLASSROOM FOLLOW-UP: Review the music heard today and add further improvisation on rhythm instruments. Musical terms used today: Repeat the portion of music to be repeated, as indicated by repeat sigs :II There may be a different ending the second time which is indicated by placing brackets over the first ending ( 11 second ending ( r~ ) . ) and LESSON 13: ETV -DO RE MI TITLE: MUSIC OF CHRISTMAS MUSICAL OBJECTIVES: To observe and listen carefully to the demonstration of harmony by a guest choral group. To become aware of voices' parts and the vocal range of each section of the choir (soprano, alto, tenor, and bass). - 14 - NATURE OF CONTENT: Listen to arrangements of favorite Christmas music such as "Birthday of a King" and "Go Tell It On The Mountain". Notice the dynamics of the music as the choir sings the quiet "Still, Still, Still", a lovely poem set to the music of an Austrian folk melody. SUGGESTED CLASSROOM FOLLOW-UP: Play fine recordings of seasonal music, directing the students' attention to the music specifics mentioned in today's lesson. Musical terms used today: Harmony a musical element based on the simultaneous combination of tones. LESSON 14: ETV - DO RE MI TITLE: DANCE A SONG MUSICAL OBJECTIVES: To learn to respond to music creatively through large free movements. To become aware that dance movements should be as varied as music itself and that limitations are only in the physical ability of the dancer, his immediate environment, and the scope of his imagination. SPECIAL GUEST: Mrs. JoAnn McGhee, Director of the Atlanta Contemporary Dance Group. CLASSROOM PREPARATION: If possible, try to arrange ample moving space for the students while keeping the television within viewing range. The purpose of the lesson is to inspire creative movement--both during and following the program. NATURE OF CONTENT: Kinds of movement will be demonstrated by Mrs. Jo Ann McGhee, Director of the Atlanta Contemporary Dance Group. - 15 - 1 They can.be divided into two categories: Locomotor (walk, run, hop, jump, leap, skip, gallop) and Axial (twisting, turning, spiral, pendulum swing). Emphasis will be placed on the correlation of music and musical terminology with the three dimensions of dance: (1) Time (the duration of notes as well as movement, (2) Space (the size of the movement, and (3) Force (the energy factor--the intensity or dynamics of a movement. Ways in which these movements can be used to "make up a dance" will be demonstrated by dancing three American folk songs: "The Leather-Winged Bat", "Buckeye Jim", and "Mr Rabbit". SUGGESTED CLASSROOM FOLLOW-UP: I The songs used are delightfully singable and should be I repeated as both singing and dancing activities: "Mr. Rabbit" GROWING WITH MUSIC, p. 138, Prentice- Hall, Inc. SINGING TOGETHER, p. 172, Ginn & Co. MUSIC NOW AND LONG AGO, p. 17, Silver Burdett Company "Buckeye Jim" MUSIC NEAR AND FAR, p. 33, Silver Burdett "Leather-Winged Bat" (also called the "Bird's Courting Song") THIS IS MUSIC, p. 31, Book 5, Allyn & Bacon LESSON 15: ETV- DO RE MI I TITLE: YOU CAN DANCE THE POLKA I MUSICAL OBJECTIVES: To establish a definite feeling for music which swings in twos and contains dotted note rhythm patterns. To develop a dance step in keeping with the music. CLASSROOM PREPARATION: Provide the maximum moving area possible. We will move in a circle formation (a small circle inside a larger one affords good use of the space at hand). I - 16 - I NATURE OF CONTENT: Listening to discover how the music swings, listen to: Shostakovich's "Pizzicato Polka" (Adventures in Music, RCA Victor, Grade I) and Straus' "Tritsch-Tratsch Polka" (Bowmar Orchestral Library, BOL No. 56). From a basic gallop, develop the polka step. (For additional instruction, RHYTHMS TODAY, by Edna Doll and Mary Jarman Nelson, Silver Burdett Company, gives detailed directions about doing the polka on pp. 110-112). Keep the steps as free and unemcumbered as possible, using a German Polka for accompaniment. A Polka-based dance may be made-up to the music of the "Cumberland Mountain Bear Chase" (MUSIC IN OUR COUNTRY, p. 54, Silver Burdett) or to "Can't You Dance The Polka," (MUSIC FOR YOUNG AMERICANS, p. 39, Book 5, American Book Company) SUGGESTED CLASSROOM FOLLOW-UP: Review the Polka step using a recording or other accompaniment that is in a moderate tempo--most ballroom dance polkas are recorded too fast for the beginner and this proves to be most frustrating. LESSON 16: ETV - DO RE MI TITLE: FOLLOW THE LEADER - GREEK STYLE MUSICAL OBJECTIVES: To review the minor tonality often associated with Greek music. To discover the difference between ~ meter and the more common ~ meter. To become familiar with the Bouzouki (a stringed instrument that resembles a lute). CLASSROOM PREPARATION: Insure freedom of movement space in the desk area. - 17 - SPECIAL GUESTS: Atlanta Greek School Dancers under the supervision of Mrs. Georgia Sotus, Chairman of the Atlanta Greek School Board. The Bouzouki Band under the direction of Mr. John Demos of the Georgia state College Music Department Faculty. NATURE OF CONTENT: Listen and tap out the 87 meter of the Greek song "Donkey Cart". Feel the way the music swings in sets of threes and twos. (MUSIC AROUND THE WORLD, p. 12, Silver Burdett.) Observe the demonstration of the Atlanta Greek School Dancers under the supervision of Mrs. Georgia Sotus, Chairman of the Atlanta Greek School Board. As they step through traditional Greek dances, compare their movements with the Schottische steps we have learned. The Bouzouki Band accompanying them is under the direction of Mr. John Demos of the Georgia State College Music Department Faculty. SUGGESTED CLASSROOM FOLLOW-UP: Try to do the simplest and stately Greek dance to the music of "The Sponge Diver" (MUSIC IN OUR COUNTRY, p. 170, Silver Burdett Company). LESSON 17: ETV - DO RE MI TITLE: SAILING FREE MUSICAL OBJECTIVES: To feel two swings in meter as well as in ~ and ~ meter. To recognize that can replace in ~ meter. To acquire the vigorous tone quality of the chanteys and the contrasting mournful quality of the sea ballads. CLASSROOM PREPARATION: The students will need room to reach up, out, and pull. - 18 - e th~ an-chor i weir,hed /!.. the saili th('J 01re r.>et;A-way for H.i-0! Th~ l - toTin tht l'le 1 re le::~ving we'll never fo1r,et, For we're bound for F!io Grmde. ~ So a- 4? 1I.D' f .iiJ__) J ltr7tklr CD :ot~ ..a J And aye for H.io! Sing fare ye well for man-y " I 3 :t :J :J. II .J 7 :f) -- c"y; for Ne dl"~ to~nd 1\. ~ Hi- 0 \ \ j 7 Grande! 11-;n') r~rh pend ~ - $4(4 t 13 J j l.There ':"las 01 ship ll The Golden --d. Fj IJ~ J from the far coun-try,and name of the ship was the lit-tle ca-bin boy, and skip}!er fii;:tat n_jl- JJ _L .1 ~ ~ r;.t l - - - - - - Vn" civ~ nito ~ "'I t v , ' And me ..... if _I they ~ .('eared ahe might I I' swim ..a...lons:r r a:i de-. ...J I be of the r by the Turkish en~my,that saila Turk-iah en-e~-T. and sink her r.. upon th~ in the ..J ' . I ....... 7 Lowland, Lowland that saila upon the Low-l<~.nd sea. Lowlanc, Lowland, and aink her in the Low - land s;;~a~" = : ). 110h, I 71 :i'l give you ail.'ITer >n;,,d I 1'iill gi" you ~old, acd IIIJ ocly dmghter yovr bride vU l:e' I f JUU 'll swim ~longsldt of tht Turkish ell!DIJ' And sink he! in the !.owl ;;nd, I owl O?~J.d, mJ.d sick her ic Ute LowlO?I:lU ua 11 , = 4. Then the boy mde tim ready and overboard s;;prang he, And he ~am aloncside of the Turkish enemy; And with his auger sharp, in her side he bored holes three; And sank Lei in the Louland, Louland, and sank het in the Louland sea. 5. 'fhe boy turned :~rot.nd aM oacll:: ag:l1n aw:~m ne, .0.nd he crHd out to the a:kipper or tht Go] cooks; "Turkey in the Straw", MAKING MUSIC YOUR OWN, p. 17, Book 4, Silver Burdett: "The Girl I Left Behind Me", THIS IS MUSIC, p. 76, Book 5, Allyn and Bacon: and "Captain Jinks", SINGING TOGETHER, p. 35, Sinn and Co. The dancers will demonstrate the fundamen~als of square dancing and show how even the simplest of pattern combinations can be made to look and feel like finished dances. 22 , SUGGESTED CLASSROOM F9LLOW-UP: Use this lesson as a basis for further dance instruction. Complete square dance teaching and accompaniment records are available. Check with a record shop. LESSON 21: ETV - DO RE MI TITLE: GRIPE, GRIPE, GRIPE! MUSICAL OBJECTIVES: To recognize ways in which the dynamics of the music help to give the idea of working. To recognize the importance of rhythm and melody patterns in setting the mood and pace of the workers. CLASSROOM PREPARATION: Provide room for free-swinging-hand-clapping. NATURE OF CONTENT: Learn "complaining" songs of the cowboys, lumbermen, and railroad workers--noting the musical similarities in all of them: "Lone Star Trail" (Old Chisholm Trail) "Timbrr" (a foot-tappin' hand clappin' song) "Drill Ye Tarriers" "Roll On The Ground" (Work On The Railroad) GROWING WITH MUSIC, p. 88, Book 4, Prentice-Hall: MUSIC IN OUR TOWN, p. 120, Silver Burdett: MUSIC ACROSS OUR COUNTRY, p. 47, Follett. MUSIC IN OUR LIFE, p. 16, Silver Burdett. SINGING TOGETHER, p. 52, Ginn: p. 69, Book 5, SummyBirchard. MUSIC NEAR AND FAR, p. 122, Silver Burdett: SINGING TOGETHER, p. 53, Ginn and Co. SUGGESTED CLASSROOM FOLLOW-UP: Review the songs by clapping the distinguishing rhythm pattern to see if the class can identify each. Try this identification of rhythm pattern with any of the students' favorite songs. - 23 - 1 " WorK on the 'I Rail road I ... 3 J J c rl k r ~ J J nl :r J" --t-.- ;vork on the r;;~il-road' lYOrk all u--.~ ;._;.,._:,' Eat ::o-dy CI'O.Ck"'r!" <:nC: Lhe ... Lv.i tlon I ~t a - way. doll out your blan - k~tb, sl~ep on the ~round, :toll out your tl~nk~ts J JI Frcr.1 Sir.;ir!.l:_ Togeth~r, OUH Sii~GING ;c;;il.Jj Series (c:) JCi)l, 1S'S7 a: ::;leep on the ground. Used nith permis~ion. l9)Y. ~ ... Goober Peas'' co>il Chatting wi tr. :Gy r.:~umc.te1,. Y the "Yank ar' pau-int; time a- way. Hear titeir rifles noTI!" the ~had-c1: under -neath tl1e trees "on-del' lYhat do ?Ole think he sel"s? A Good-n~~s, hon de- li-cious I .1 J I m band of Georgia sol-diers eat-inr, eat-inr, JJ I j r,co-ber pea~. Goo-ber peas. F Ic- ~ cxl; r 'il J / '"'\ \,. J v P~as! peas! pea~!peaa! 1at-ing ,. 1v1. 7 I/ ..... y, '"[ v . p . ~ ~at-ing coo-ber p~a$! goo-ber peas! Goodnes~, hon d~-li-cious, .rrom ~: .nf": _nQ' ae 1er s 'I' 0. [H; _[; .i .ti.Li ::JerH~ Copyright 1951, 1957, 1959. Used with permission. ' LESSON 22: ETV -DO RE MI TITLE: WORK, WORK, WORK! MUSICAL OBJECTIVES: To recognize recurring rhythm patterns. To recognize the solo-chorus form used in many work songs. CLASSROOM PREPARATION: Have a variety of rhythm instruments available which would express working sounds. NATURE OF CONTENT: Learn a variety of work songs, noting the following specifics about each: "Eric the Lumberman" -minor mode, 'answering phrase' form, duple meter. (MUSIC FOR YOUNG AMERICANS, p. 145, Book 5, American Book Company.) . t "Don't Let Your Watch Run Down" - phrases of syncopated rhythm pattern: J .f , followed by phrases with regular rhythm. (SINGING TOGETHER, p. 63, Ginn; MUSIC IN OUR COUNTRY, p. 92, Silver Burdett.) n "Choppin I II - syncopated rhythm pattern of: ,J (MUSIC IN OUR COUNTRY, p. 65, Silver Burdett.) "Hold On" - minor mode, slower tempo, syncopated rhythm pattern of: J"'l J";{_j . (MUSIC NOW AND LONG AGO, p. 104, Silver Burdett.) SUGGESTED CLASSROOM FOLLOW-UP: Review the favorite songs learned today and be alert for other songs with "working" rhythm patterns. You could also let the class invent rhythm patterns to accompany occupations or tasks in our present day world, such as computers' beeps and whirr, squeak, plop of an assembly line. - 24 - ~$11'~1 F I~;t:r:h~1uls~;r;;~ u In n Er-ic works in a lumber camp, lJo"n in J.lin-ne- so - ta;Through the rain and the sno" he'll tj J I Ehi IU In PI I J .~.rf;J [J F :: .4,. C 3 ! lP R,.iiin 1 ~ ~ F Amln ~t?ramp, , 1 .t F 1 Lmvn in t:in - ne - so- ta, Hey, loo-lee-a ee - la-la, \'le 111 be home next sum-mer; ~ E . i ~ ~r Hey, loo-l~e-a ee - la - la, Look for us next sum -mer! Book American Book Com a . Teac. hers' Notes r LESSON 23: ETV - DO RE MI TITLE: SHAKE I RATTLE I BOOM! MUSICAL OBJECTIVES: To discover the scope of the percussion section of the orchestra. SPECIAL GUEST: Mr. Ken Krause, Percussionist, Composer, and Director of the Lakeside High School Band, DeKalb County, Georgia. NATURE OF CONTENT: Mr. Krause will demonstrate the performance media of the orchestral percussion section (timpani, snare, and bass drums, zylophone, orchestra bells, cymbals, tambourine, triangle, wood block, castanets, maracas, and claves), using his own compositions, symphonic pieces of music, and familiar songs. CLASSROOM PREPARATION AND SUGGESTED FOLLOW-UP: Have available selected percussion instruments for firsthand experimentation immediately following the lesson. Playing during the program should be controlled to the point that it does not overpower the sounds made by Mr. Krause. LESSON 24: ETV - DO RE MI TITLE: GOOD NEWS - CHARIOT Is COMIN I ! MUSICAL OBJECTIVES: To feel the subtle syncopation in the rhythm of the Spirituals. To recognize the ABA form in music. - 25 - CLASSROOM PREPARATION: All activities can easily be handled in the desk area today. NATURE OF CONTENT: Sing a variety of Spirituals, noticing their characteristic rhythm patterns and ABA form: "Good News" P. 7~, Book 5, Summy-Birchard. "Swing Low, Sweet Chariot" THIS IS MUSIC, p. 147, Book 5, Allyn and Bacon; MUSIC FOR YOUNG AMERICANS, p. 97, Book 5, American Book Company. "Now Let Me Fly" MAKING MUSIC YOUR OWN, p. 38 I Book 4, Silver Burdett. "Ezekiel Saw The Wheel" MAKING,MUSIC YOUR OWN, p. 39, (Chorus only) Book 4, Silver Burdett; MUSIC FOR YOUNG AMERICANS, p. 126, Book 5, American Book Company. SUGGESTED CLASSROOM FOLLOW-UP: Review these and other favorite Spirituals noticing the music specifics discussed today. Musical terms used today: Form Da Capo Fine (D.C.) the structure of a musical composition. al Fine repeat from the beginning to the place marked "Fine" (pronounced "Fee-nay"), an Italian word meaning "The End". LESSON 25: ETV- DO RE MI TITLE: AIN'TA THAT GOOD NEWS! MUSICAL OBJECTIVES: To sense the 'oneness' of melody and harmony and the fervor of the Spirituals. To develop awareness of a choir's attention to dynamic and tempo changes as indicated by their director. - 26 - SPECIAL GUESTS: Guests from the Laudisti Chorale of the Audobon Forrest Methodist Church under the direction of Mr. Tom Callahan. CLASSROOM PREPARATION: There will be a minimum of moving today, for it is more important for this lesson that the students be seated compactly in order to get the best possible view of the television screen. NATURE OF CONTENT: The choir will sing both for us and with us as we explore further the subject of Spirituals. They will sing such selections as "Ain'ta That Good News" and "Ezekiel Saw The Wheel" and then a change of pace and mood as they sing a quiet, thoughtful Spiritual. SUGGESTED CLASSROOM FOLLOW-UP: There are many excellent recordings of Spirituals which would provide the listening experiences necessary to really understand and appreciate Spirituals: some of these are: "Deep River and Other Spirituals" - Robert Shaw Chorale (LM-2247 - RCA Victor) "He's Got the Whole World In His Hands" -Marian Anderson (LM-2592 - RCA Victor) "My Lord What A Mornin'"- Belafonte Folk Singers (LM-2022 - RCA Victor) "Swing Low Sweet Chariot" - Leontyne Price (LM-2600 - RCA Victor) LESSON 26: ETV - DO RE MI TITLE: SPRING COMES IN MUSICAL OBJECTIVES: To relate the aesthetic feeling of the coming of Spring to the major mode usually used with this subject. - 27 - ... n - ~ / ... II '::.I J 1'-" lr'\ v 'J / --, 0 Spring - - ,, s c pr-int:J I ornes n - - t- I \ I l'"" I ,. I I - tin:e, :Sreezes so freah and cl,.an, I JJ ') I nJ I "'J" /1 1C - - ~ _J -.. ~ I ,_ r 1 _..:;;;..- ,. r- _T, ....... -,. ...... I ~ -~ 1Ll =~r -I l Sprinb comes in sinr,ing Brisk breezes win~ing Sweeping the countryaide fr~sh and clean. /n II "'k.l' -t-' 'I I I r-- - - - I l \" \ - II II II t: - 1:orn -- - ing, ahim - mer - ing green. ) u "' / :\r ; '" ~ - -I I .J ~ -,...--_, I r I - ,. I ./" -.I .... ~ - r ,. ~ _l -..::::! ... I iioTI sweet the morning,NeTI le-.vca -dorning V-.lleys nd hills with shim - mer-ing gl'een. FF F I j j r r Strems rip-ple on, Mur - mur - ing liOnp:s, c: J Ir A c.:r I J D JI Streams ripple throuGh the woods to the se-., 1:ur-mur-ing songs to you and to n:e. r I r I J j J d ~ II iiinds sigh Spring' mel- 0 dy. :J n n Ir u c:J Ir c;;; J:I I cH L Elue-birda -.re fly-ing, Soft ninds are sighing Spring'~ haunting mel - o - dy. From 1;AKING MUSIC YOUR ONN, Book 5, Cop;vri~ht 1965 Silver Burdett Company Used with permission. Tze - na, l:loe - ing, T II -r ,, zena, 1zena hand. Tze-na, tze - na, building a new na-tion, toiling Lu~ily all rrJ?irvJ.sln n J J Jl r v lJ ciay_ _ _ __ Soon we'll dance and have a eel - e - br<~-tion, But first we'll work ;;nd '3 Ie ~ I then ne'll play. From 1:.AKING ~IUSIC YC'U:l C:i~, rook 5, Copyrir,ht 1965 Silver 2urciett Company, Used with permission. CLASSROOM PREPARATIO~: Moving area will be important today and should be large enough to permit the boys and girls to slide and hop in circle formation. Inasmuch as the steps should be free and vigorous, if yours are close quarters, it would be best to limit the number dancing at the same time. NATURE OF CONTENT: In order to discover if the sounds we associate with Spring are repeated in music, hear and learn the round "Halleluia" (MUSIC IN OUR LIFE, p. 31, Silver Burdett) and the melody of "Spring Comes In" (MAKING MUSIC YOUR OWN, p. 200, Book 5, Silver Burdett). Compare the mood of "Spring Comes In" with that of the folk song, "Tzena, Tzena" (MAKING MUSIC YOUR OWN, p. 132, Book 5, Silver Burdett). Discover the movement inherent in this song by experimenting with such body movements as running lightly, hopping, and sliding. SUGGESTED CLASSROOM FOLLOW-UP: Provide ample space and opportunities for the students to move with today's music (or music similar) letting the phrases indicate the change of direction and kind of movement. LESSON 27: ETV - DO RE MI TITLE: HALLELUIA MUSICAL OBJECTIVES: To listen for the blend of voices when singing rounds and descants. To learn to pay careful attention to the correct singing of the melodic line. CLASSROOM PREPARATION: The desk area offers adequate space today. - 28 - j NATURE OF CONTENT: Review the "Halleluia" round and begin to learn "Music Alone Shall Live" listening to each other. (MAKING MUSIC YOUR OWN, p. 183, Book 4, Silver Burdett; p. 10, Book 5, Summy-Birchard Series.) Begin to learn the descant part for "Spring Comes In" noticing that it does not contain the rushing quality of the melody. (MAKING MUSIC YOUR OWN, p. 132, Book 5.) Listen to a Spring song with a Spanish flavor in ~ meter. (MUSIC FOR YOUNG AMERICANS, p. 180, Book 5, American Book Company. ) SUGGESTED CLASSROOM FOLLOW-UP: Offer the students many opportunities for singing ~ounds and descants, being careful that they listen to not try to beat the other parts. LESSON 28: ETV - DO RE MI TITLE: SING, SING TOGETHER MUSICAL OBJECTIVES: To learn to sing and read more difficult rounds and descants. CLASSROOM PREPARATION: Have clip-clop instruments available for use by the students at their desks. NATURE OF CONTENT: To learn the basic melody and rhythm patterns of these songs: "Sing, Sing Together" (GROWING WITH MUSIC, p. 10, Book 5, Prentice-Hall, Inc.) "Giddap, Old Dobbin" (MUSIC ACROSS OUR COUNTRY, p. 92, Follett). This is a song in three sections, all of which may be sung simultaneously. - 29 - .Jri~JJJ The &J wind in the trees will sing, Ay, ay, ay, To nelcome the ~unny days of spring A carpet of green will cling, Ay, ay, ay To cov-er the earth;once more i~ ' :t y J Prlr-r spring. A bird will sing as h~ flies by, A flash of r~d in a blue sky. The J JJ JJ r:!l.r::D :J '7 ;-I] n -- soft southern breeze warms ev'rything Ay,ay,ay, The wtol~ world awak~ns in the spring. .tl.J, ay, ay, ay l From MUSIC FOR YOUNG A~iERICANS, Book 5 Copyright 1963, American Book Company Ileed njtb permissdpn. \' Tadd le Dadd le ,, c ~ I've got a song that I can sing, oh;I'm not bashful,no such a thing oh,I've got a son~ ~ F ~ that' Jingo, Listen to the melody that I can sing-o,Taddle daddle,taddle daddle Oh by Jine;o, it' righ~ catchy ~nd g heap of fun. From MUSIC FOR YOUN8 .'\l 'RLANS, Fook 5, CopJright 1963, American Eook Company Used with permission. A-bove the plain of gold and green, A young boy's head i& plain-ly seen. A $~ _g J J r:J f I-1J n J 1 :1l J J J 3 _r:J $ ? I n J II~';.~P~Y/);"."'..-~~. hu-ya, hu-ya, hu - ya - ya Swiftly flon-ing riv-er, A hu - ya, hu-ya, hu-ya- j j _t G::'t'2WrTh/T/im ya, Sr.iftly flow-ing riv - er. from ~~The ~- y.W. C,A. ~\ G;dd ap, Old Dobb;n '' q F; cJ p13 :1 as: ~;b 11:1 :1 :1 :JI>d 1::ril Gid - d-.p, old lJobbin,we 1 re goin' to tonn, - Let'& get those nheel11 -turr.in' around, Let's ~ c f get tho&e 11heels a turnin' around, There's miles to go be-fore aun - conn. I like to $~ J :J J J I :1 J 7 ~ t v 3 1 3 :1 3 1!" nrote the la-d;; c:.t, F DW J=J I 3 _,e-3 I~Pj J On a Who waa Ga-to sat, He went there to re:.d let-t~r meow,meow,m~ow wher~ the nic~ and f~t, There was not a ~et-er kit-ty In the ,r--,___ __..J~~=-t-~-=--~~J?J---t-t---:1~;;;t-,n J~J--+---~\1-+-~~JJ JE--=--J -+-JtJ.....J-+1-=-:l--+3'=---+--el - - r~'c-ing coun-try light was bet-ter or the cit-:r ~Ia& a meow, m~on,~~on And she love said note for Don Ga-to she'd wed Lon Ga-to! l1. Then the doctor:;; all came on t.be rllDrTUst to ue i f something coJllC h dcne, And they held a ccnsultati~'~ mecw, meow, meow, About how to aave their patient 1!eow, ml!cw, meow, How to saYe Senor Don Gato! 6. When if.~ f~.meral pas&ed the market square, Such a smell of fih ws in the n.i!' Though hia buril was slated, meow, meow, meow, He became re-animated! meo~,rreow,meow, He Cel.Jr,e back to life, Don Gato! From li:AKING r,;usrc YOUR OWN, Book 4,. Copyright 1965, Silvsr Burdett Company Used nith :p.::rmi&sion. MUSICAL OBJECTIVES: To review the high points of the year, including some of the favorite songs as well as the "how to's" and "what are's" of music. CLASSROOM PREPARATION: Provide plenty of "elbow room" for each student. NATURE OF CONTENT: A review of such favorites as: "Sarasponda" (VOICES OF THE WORLD, p. 63, Follett; THIS IS MUSIC, p. 40, Book 5, Allyn and Bacon; MAKING MUSIC YOUR OWN, p. 49, Book 5, Silver Burdett) ."Eric the Lumberman" (MUSIC FOR YOUNG AMERICANS, p. 145, Book 5, American Book Company). "Don't Let Your Watch Run Down" (MUSIC IN OUR COUNTRY, p. 92, Silver Burdett; SINGING TOGETHER, p. 63, Ginn and Company). "Above the Plain" (MAKING MUSIC YOUR OWN, p. 131, Book 5, Silver Burdett; GROWING WITH MUSIC, p. 50, Book 6, Prentice-Hall, Inc.). highlighting some of the music specifics learned this year: underlying beat, form in music, syncopated rhythm, and harmony (singing of rounds). SUGGESTED CLASSROOM FOLLOW-UP: Review the definitions of music specifics about which your class may have seemed vague and repeat songs which illustrate these specifics--learning definitions is useless if-there is no attached musical experience. LESSON 33: ETV - DO RE MI TITLE: LOOKING AHEAD - 33 - MUSICAL OBJECTIVES: To challenge each student to be aware of the melodies I rhythms, and harmonies in music and in the world around him. CLASSROOM PREPARATION: Desk area will provide adequate space. NATURE OF CONTENT: A whimsical look at melody and rhythm of such fun songs as "When Sammy Put The Paper On The Wall" (GROWING WITH MUSIC, p. 186, Book 5, Prentice-Hall). A look at the harmony of a camp song such as "Tell Me Why" (MUSIC IN OUR LIFE, p. 151, Silver Burdett; THIS IS MUSIC, p. 20, Book 6, Allyn and Bacon). A round of goodbyes: "Shalom Chaverim" (VOICES OF THE WORLD, p. 135, Follett; MAKING MUSIC YOUR OWN, p. 87, Book 5, Silver Burdett). SUGGESTED CLASSROOM FOLLOW-UP: LISTEN - SING - MOVE! - 34 - - ll J.lf? (When 3 1 Sar..-r.::.' lHill, nall, He put the parlor ra-pr i-1~ soilled ;: 'lot of ::lue :m- J :rl EJ. j a. r; i:J Jfi2ll. in the h;:ll, l:~r ra!Jered up the stairs, ,,J. J ~0.,; J.J ~ J J .I J 3 ..r J 1 ~ J IF ~ F vr r j 1' If II Like tirds of a featl:er Since S cod would nood chuck chuck i f a nood chuck could chuck wood (Hu.m,,,j ~ r r IJ J I J J IJ J J1J J IJ JI::t f:."::r '7 Would a wood chuck chuck ltOOd chuckin 1 to eat chuck-rrg-on food (Hn;nrmn:rr) t ::r; A R0