Folk Songs

TITLE: Ah Poor Bird ORIGIN: English canon SOURCE: 150 Rounds for singing and teaching TONE SET: l t d r m FORM: TYPE OF SONG/GAME: RHYTHMIC ELEMENTS: MELODIC ELEMENTS: APPROPRIATE AGE LEVEL: AB TEACHING PURPOSE: si l’ SCALE: Harmonic minor - fa CSP: CD Four part canon  l t d ; d r m ; m l’ si l’ m ; m r d t l Level 2  4  Practise ; prac harmonic minor scale; partwork; chords i V i Come Follow Me 2 &4 œ Come & œ Come œ fol - low, œ œ œ œ fol - low, fol - low œ œ fol - low œ œ œ me, œ me, œ lis - ten œ œ œ œ œ to my song. œ ech - o - ing œ a - Œ Œ œ long. TITLE: Dinah ORIGIN: American Folk song SOURCE: The Kodaly Context (Choksy) Word Improvising Game One student is chosen to improvise at a time. Students sing together except for the words “Dinah” and “old banjo”. In place of “Dinah”, the improvising students sings another name (not necessarily own), and a different instrument to banjo in the final line. TONE SET: drm s SCALE: do tetratonic FORM: TYPE OF SONG/GAME: RHYTHMIC ELEMENTS: MELODIC ELEMENTS: APPROPRIATE AGE LEVEL: TEACHING PURPOSE: ABAC CSP: CF Folksong  dmsmsm;dmrd;rmrd Level 2  3  Prep and MC ; prep and prac re; prac conducting in duple metre; call & response; form; word improvisation TITLE: Good News ORIGIN: American folk song SOURCE: The Kodaly Method TONE SET: drm SCALE: do trichord FORM: TYPE OF SONG/GAME: ABAC CSP: RHYTHMIC ELEMENTS: EB Folk song  MELODIC ELEMENTS: d-r-m APPROPRIATE AGE LEVEL: Year 8 TEACHING Prac d-r-m. prac simple quadruple conducting . MC PURPOSE:  . TITLE: Mail myself to you ORIGIN: Woody Guthrie SOURCE: James Cuskelly/Youtube TONE SET: drmfsl SCALE: Major minus ti FORM: TYPE OF SONG/GAME: RHYTHMIC ELEMENTS: MELODIC ELEMENTS: APPROPRIATE AGE LEVEL: TEACHING PURPOSE: A Av B C CSP: Song  d-r-m. f Older beginners Prac  . prep fa G  Bb . l . s . s l s d m r d Levels 2  3  . prac internal anacrusis. l d’ l s .TITLE: Pourquoi ORIGIN: West Virginian Folk Song SOURCE: 150 American Folk Songs TONE SET: d r m s l d’ SCALE: do pentatonic FORM: TYPE OF SONG/GAME: RHYTHMIC ELEMENTS: MELODIC ELEMENTS: APPROPRIATE AGE LEVEL: A B A’ C CSP: TEACHING PURPOSE: Practise d’. word improvisation game (colour) GA Folksong  s m r m s. conducting in quad metre. m s m r m s . prac . . l t d r m SCALE: Natural minor minus fa FORM: TYPE OF SONG/GAME: ABCD CSP: EG Four part canon  RHYTHMIC ELEMENTS: MELODIC ELEMENTS: d-r-m. APPROPRIATE AGE LEVEL: Year 8  9 TEACHING PURPOSE: Partwork. t. s. partner songs. s. l. m. . practise  .TITLE: Rose Red ORIGIN: English Folk Song SOURCE: 150 Rounds for Singing and Teaching TONE SET: m. TITLE: Swing a Lady ORIGIN: American folk song SOURCE: Music for All TONE SET: d r m FORM: TYPE OF SONG/GAME: AB RHYTHMIC ELEMENTS: s SCALE: do tetra-tonic CSP: EB Folksong  MELODIC ELEMENTS: d-r-m . s APPROPRIATE AGE LEVEL: Year 8 TEACHING PURPOSE: Present so. aural analysis of form . prac  . l . Primary Levels 2-3 TEACHING PURPOSE: prep and prac E  F# . f APPROPRIATE AGE LEVEL: Year 8. s .TITLE: Tideo ORIGIN: American Folk Song SOURCE: 150 American Folk Songs TONE SET: d r m f s l d’ SCALE: Major minus t FORM: TYPE OF SONG/GAME: ABACDC CSP: Circle game  RHYTHMIC ELEMENTS: MELODIC ELEMENTS: d-r-m . d’ . d’ . Primary Levels 2-3 TEACHING PURPOSE: prep and prac E  F# . s . f APPROPRIATE AGE LEVEL: Year 8.TITLE: Tideo ORIGIN: American Folk Song SOURCE: 150 American Folk Songs TONE SET: d r m f s l d’ SCALE: Major minus t FORM: TYPE OF SONG/GAME: ABACDC CSP: Circle game  RHYTHMIC ELEMENTS: MELODIC ELEMENTS: d-r-m . l . TITLE: Who’s That Yonder ORIGIN: African-American spiritual SOURCE: The Kodaly Context TONE SET: drm SCALE: do trichord FORM: TYPE OF SONG/GAME: RHYTHMIC ELEMENTS: MELODIC ELEMENTS: APPROPRIATE AGE LEVEL: TEACHING PURPOSE: AB CSP: EC Folksong  d-r-m Year 8 MC d-r-m. MC phrase . MC beat. MC  . . S. P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ .TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. TEACHING PURPOSE: .: . TONE SET: SCALE: . TYPE OF SONG/GAME: . APPROPRIATE AGE LEVEL: . SOURCE: . S. P.TITLE: . MELODIC ELEMENTS: . ORIGIN: . FORM: C. . RHYTHMIC ELEMENTS: . : _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . S.TITLE: All Things Shall Perish ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. P. : _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ .TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. S. P. P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ .TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. S. : _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ .TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. P. S. : _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . S.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. P. . : _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ .TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. S. P. va lo. (a new circle can be formed using those people already out) TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. left hand palm up and right hand palm down on the upraised palm of the person sitting next to them.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ .co tri . if the person passing the beat misses this person is out. however. va  lo. va        1 2 3 4 5 lo.co del qua.            si .a       tra.         va lo.    A TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________         o . va lo.ma tri . P. On the number 5 if the persons hand is tapped they are out. S.    va  lo.co tri . While singing the song the beat is passed clockwise around the circle. Children sit in a circle.mar qua qua qua qua del . Shostakovich                               .Artist Theme (from Symphony No 5)                            f 7 11  D. . TITLE: . ORIGIN: . SOURCE: . TONE SET: SCALE: . FORM: C. S. P.: . TYPE OF SONG/GAME: . RHYTHMIC ELEMENTS: . MELODIC ELEMENTS: . APPROPRIATE AGE LEVEL: . TEACHING PURPOSE: . . . : _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . P.TITLE: Chairs to mend ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. S. . TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. P. S.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . . TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . S. P. S.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . rals deep.ters swirl. Spray blows like smoke  a -   gain.cross the sea. .ing through When   out will our   to tall     ships sail   the reef? Where the     the trees.        a .ing Music by Tim Sherlock wa .       a . out       foam .bove co .    to the reef.Corals Deep                 Trade winds are blow . bought me a hat. S. TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. They don’t fit but do not mind that.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ 2. my darling. P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . Hi ho. Bought me a coat. . Bought me a coat.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . They don’t fit but do not mind that. my darling. TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. bought me a hat. P.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ 2. S. Hi ho. . . P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ .TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. S. ORIGIN: . P. S. TEACHING PURPOSE: . RHYTHMIC ELEMENTS: . APPROPRIATE AGE LEVEL: . FORM: C. MELODIC ELEMENTS: . TYPE OF SONG/GAME: .TITLE: . TONE SET: SCALE: . . SOURCE: .: . . S.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . P. P.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. S.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . . . P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . S.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. : . . TONE SET: SCALE: . SOURCE: . ORIGIN: . P. FORM: C. S. RHYTHMIC ELEMENTS: .TITLE: . TEACHING PURPOSE: . MELODIC ELEMENTS: . TYPE OF SONG/GAME: . APPROPRIATE AGE LEVEL: . . . . RHYTHMIC ELEMENTS: . S. TEACHING PURPOSE: . SOURCE: .TITLE: . MELODIC ELEMENTS: .: . FORM: C. TYPE OF SONG/GAME: . ORIGIN: . P. APPROPRIATE AGE LEVEL: . TONE SET: SCALE: . MELODIC ELEMENTS: . APPROPRIATE AGE LEVEL: . TONE SET: SCALE: .TITLE: . TEACHING PURPOSE: . RHYTHMIC ELEMENTS: . . ORIGIN: . P.: . SOURCE: . S. FORM: C. TYPE OF SONG/GAME: . Children walk in an anti-clockwise direction for 16 beats. On the last word “ocean”. 6. 5. One child stands in the centre. P. S. the children take the closest person as partner. Bars 5-7. 3. The outside circle continues to walk anti-clockwise. On “Sailing east” the centre child joins the inside circle which changes direction and walks clockwise.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . partners swing arms sideways 6 times. TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. 2. On “turn the glasses” they do a complete turn with their partners (as in wash the dishes). 4. Game: 1.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ Formation: A double circle with partners holding hands. On “over” they turn and face their partner and hold both hands. The child without a partner becomes the next child in the centre and the game begins again. . 6. On the last word “ocean”. The child without a partner becomes the next child in the centre and the game begins again. On “turn the glasses” they do a complete turn with their partners (as in wash the dishes). One child stands in the centre. 2.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ Formation: A double circle with partners holding hands. Bars 5-7. The outside circle continues to walk anti-clockwise. 4. On “over” they turn and face their partner and hold both hands. On “Sailing east” the centre child joins the inside circle which changes direction and walks clockwise. partners swing arms sideways 6 times. Game: 1. S.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . P. TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. 3. Children walk in an anti-clockwise direction for 16 beats. 5. the children take the closest person as partner. . P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . S.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. . . . The Kodaly Method Canoe Song Chicken on a Fencepost Old Brass Wagon Drunken Sailor I see the Moon Land of the Silver Birch Love Somebody Rain Come Wet Me #1 Rocky Mountain Sailing on the Ocean Deedle Deedle Dumpling Fuzzy Wuzzy I’ve been to Harlem Who’s That 
 150 Rounds Are you Sleeping Sing Sing Together Music in Preschool Dinah Tideo Pease Porridge Hot PDF Icka Backa Early in the Morning Sea Shell Pudding Bag Song Paw Paw Patch One Two Three Money and the Key Mail Myself to You Long Legged Sailor The Drover’s Dream Lime Juice Tub Let Us Chase the Squirrel Green Green . The Kodaly Method 1 Alabama Girl I Gave my Love a Cherry I’se the B’y Jubilate Deo Land of the Silverbirch Old House Pat Works on the Railway Scarborough fair Simple Gifts Who Killed Cock Robin? 150 Rounds All Things Shall Perish Chairs to Mend Coffee Debka Hora London’s Burning My Paddle Oh How Lovely Rise Up O Flame Sing Sing Together The Birch Tree The Swan There Was an Old Fellow Toembai Viva La Musica PDF Al Citron Annie Annie Aqua qua Black Key Canon #6 Chatter With the Angels Dog and Cat I’ve Been to Harlem Liza Jane Miss Mary Mac Old Joe Clarke (tim-ka) O Sinnerman Phoebe Poor Old Howard Skin and Bones Weav’ly Wheat . : _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ .TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. P. S. . P.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. S.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . . . . . . . Mac. fence.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . jump the fence.  TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________     Miss Ma . black.tons. back. fence. She asked her mother. high. S. back. He jumped so high. To see the elephant. July. cents. elephant. And didn’t come back.   Mac. July. elephant. sky sky. he reached the sky.tons.ver      down her back. back. cents. mother for fifty cents. high. TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C.    but . back ‘til the fourth of July.With sil .tons all        black.      Mac. mother. P. all dressed in  but . black.ry     but . . Mozart 3-part (from Variations)                                                         9                                                                                                    17 . La is F         Mozart minor 3-part (from Variations)                                                         TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ Dip, Dip and swing her back, Flashing with silver, Swift as the wild goose flight, Dip, dip and swing. TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. S. P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ 1. Run to the rocks, rocks won’t you hide me (3 times) All on that day. 2. Run to the sea, sea is a-boiling (3 times) All on that day. 3. Run to the Lord, Lord won’t you hide me (3 times) All on that day. 4. O sinner man, should bin a-praying (3 times) All on that day. TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. S. P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . Run to the Lord.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ 1. Run to the sea. Run to the rocks. P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . should bin a-praying (3 times) All on that day. 2. 3. TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. S. sea is a-boiling (3 times) All on that day. Lord won’t you hide me (3 times) All on that day. 4. O sinner man. rocks won’t you hide me (3 times) All on that day. . S. P.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . . S.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . . . . TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________                        Phoe - be in her pet - ti - coat,Phoe - be in hergown, Phoe - be in her pet - ti - coat, Go - ing in - to town. TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. S. P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________          Poor Old How - ard's dead and gone,   dead  and  gone,         Left me here to sing this song.       Left me here to sing this     Poor Old How - ard's   gone. TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. S. P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . . . : _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ .TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. P. S. . . P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . S.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. . low  that flies   ver that ne    the sun -   my love -    so high. She's    shine on the lee     and my   love -  is  no - shore  more.  She's    ver runs dry.  I .She's Like The Swallow      She's     like the   like the ri    like   love   swal . S. P.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . Pat own knees twice 3&4. Pat knees of right neighbour twice 7&8.TITLE: Sing Song Saya ORIGIN: ____________________________________________ SOURCE: ____________________________________________     Sing 3    sinf 5    sing 7   song sa   song sa   song sa   -  - tra  -   va     and for Ka Verse 1: Beat 1.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . Right shoulder with L. Pat own knees 5. with R. S.H. Pat own knees twice 3&4. P. Pat own knees twice 5&6. Cross hands and repeat 5&6.H. Pat knees of left neighbour twice Verse 3: Beat 1&2.H. Verse 5: Extend left arm. Extend hands to pat neighbour’s knees on both sides Verse 4: Hold neighbours hands on both sides and rock forward for two beats. Uncross hands and pat own knees twice 7&8. Rock back for two beats with hands above shoulders. Verse 2: Beat 1&2. Pat own knees li la ya    sing for Ms    sing for Sum     I sing for Ja   -    ya   - man - - ma - -   I   tra I   va Ja  - va  - tan 3. Repeat TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C. 7. 1) Touch wrist 2) Touch elbow 3) Touch right shoulder with left hand 4) Extend right arm. Left shoulder with R. 3. She walked down by the old grave yard. She saw the bones a lying around.           Oh 2. 6. 7.     TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________       There was an old wo . She opened the door and BOO! TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . P. She lived by the old grave yard. She went to the closet to get a broom.man all     skin and bones. 4. 5. S. One night she thought she’d take a walk. N. . Tickle me. The musical skills of the teacher. Therefore participants will be involved in the development of their own musical skills. Brisbane. Early Childhood 1 is focussed on children aged 0-3 years.B. Participants are required to complete each of the 3 levels of the Early Childhood Program in order to be eligible for the Australian Kodály Certificate. D. Clayfield School of Music. day care providers. carer or parent are central to the provision of appropriate music-making activities for children. parents and all those interested in childhood development. crèche and kindergarten carers.SUMMER SCHOOL MUSIC PROGRAM Early Childhood Music Level 1 This 10-day course caters for prep-school teachers. Tower Books Forrai. K. It is designed to provide participants with an informed understanding of both childhood development and the key role of music in that development. early childhood specialists. Music in Pre School. Sound Thinking Australia retains the right to cancel the course if there are insufficient enrolments. Clayfield School of Music Bridges. J. The curriculum includes:  Methodology  Repertoire  Practicum  Musicianship  Choir  Research Topics Required Text books: Johnson. the Young Child and You. Music. Outcomes:  The students will demonstrate their ability to provide a good teacher model for this age group. communicate ideas and display a growing awareness of developmental sequencing appropriate for the youngest children. dynamics.  An overview of the development of musical skills – 0 to 3 years.  Lesson planning – long range planning and short term objectives.  They will be able to discuss.SUMMER SCHOOL MUSIC PROGRAM METHODOLOGY – LEVEL 1 – Early Childhood (0 to 3 years) 15 hours Course Content:  An overview of child development – 0 to 3 years. pitch. .  They will show a growing knowledge of the abilities and requirements of the children. rhythm and form appropriate for this age group.  The Musical characteristics of children – 0 to 3 years  A spiral curriculum for understanding the musical elements of timbre.  Adult involvement – parents and carers.  Written assignment which demonstrates the student’s understanding of the readings and class discussions on the value of early childhood music.  Lesson plans for different stages of this age group. Assessment:  A demonstrated knowledge of Kodaly’s educational philosophy through individual research and group discussion on the writings of Kodaly. tempo.  Written and/or practical lesson segments demonstrating an understanding of the particular steps in the teaching of a concept/element covered in class.  Demonstration that the song file and retrieval system continues to develop Outcomes:  Through performance of the repertoire the students will memorize a body of material suitable for this age group and be able to demonstrate it musically and confidently.  Through analysis. . rhymes and recorded music which allow young children to respond to a variety of moods.SUMMER SCHOOL MUSIC PROGRAM MATERIALS – LEVEL 1 – Early Childhood 5 hours Course Content:  An investigation of the various categories of songs.  Listening songs  The beginning of a song file and retrieval system to allow teachers to categorize and organize their resources as an aid to better lesson planning.  Songs. Assessment:  Preparedness and willingness to participate in class to demonstrate set materials  Written test which requires the student to write out set materials and to discuss their use in a music program for this age group.  An analysis of suggested material with guidelines to help teachers choose wisely for the children.  Songs. rhymes and recorded music which allow young children to develop a strong feeling for beat and which prepare them for future music learning. they will begin to understand the attributes of appropriate resources for this age group and find it easier and more effective to choose material for their classes. rhymes and games which are appropriate to the 0 to 3 year age group in an Early Childhood music program.  The students will demonstrate a growing ability to plan lesson segments which show more understanding of the requirements of children of this age. Assessment:  Students will prepare a minimum of 4 required segments.SUMMER SCHOOL MUSIC PROGRAM PRACTICUM – LEVEL 1 – Early Childhood 5 hours Course Content:  An introduction to peer teaching.  Peer discussion and analysis of demonstrated techniques.  Peer teaching of repertoire appropriate for Early Childhood classes  Peer teaching of short lesson segments suitable for the age group.  Willingness of the student to act as the “teacher” and the “student” Outcomes:  The students will demonstrate a growing confidence in the repertoire and the teaching techniques under discussion. . Gardner. Assessment:  Each student will demonstrate their understanding of the material by leading a class discussion based on their analysis of a topic expressed in some of these sources. Viewing of videos demonstrating best practice in Early Childhood music programs. and recent journal articles relevant to early childhood and music education.  A written assignment to critically analyse a set piece of research and compare it with other research in the area. Gordon. Piaget. This could include articles by writers such as Kodaly. . Forrai. Feierabend etc.SUMMER SCHOOL MUSIC PROGRAM RESEARCH AND RESOURCES: Level 1 – Early Childhood – 0 to 3 years 10 hours Course Content:  An investigation of readings relevant to the age group under investigation. Outcomes:  The students will gain a more in-depth understanding of the development of young children and how this affects the planning and implementing of music programs for this age group. Bruner. Therefore. Clayfield School of Music. It is designed to provide participants with an informed understanding of both childhood development and the key role of music in that development. early childhood specialists. participants will be involved in the development of their own musical skills. Early Childhood 2 is focussed on children aged 3-5 years. N. K. carer or parent are central to the provision of appropriate music-making activities for children. day care providers. The curriculum includes:  Methodology  Repertoire  Practicum  Musicianship  Choir  Research Topics Required Text books: Forrai. The musical skills of the teacher. crèche and kindergarten carers. Sound Thinking Australia retains the right to cancel the course if there are insufficient enrolments. Brisbane . Participants are required to complete each of the 3 levels of the Early Childhood Program in order to be eligible for the Australian Kodály Certificate.B.SUMMER SCHOOL MUSIC PROGRAM Early Childhood Music Level 2 This 10-day course caters for prep-school teachers. parents and all those interested in childhood development. . Music in Pre School. dynamics. .  Adult involvement – parents and carers.  An overview of the development of musical skills – 3 to 5 years. Assessment:  A demonstrated deeper knowledge of Kodaly’s educational philosophy through individual research and group discussion on the writings of Kodaly. rhythm and form appropriate for this age group.SUMMER SCHOOL MUSIC PROGRAM METHODOLOGY – LEVEL 2 – Early Childhood (3 to 5 years) 15 hours Course Content:  An overview of child development – 3 to 5 years. pitch. Outcomes:  The students will demonstrate their ability to provide a good teacher model for this age group.  The Musical characteristics of children – 3 to 5 years  A spiral curriculum for understanding the musical elements of timbre.  A final written test on work covered in this Level. communicate ideas and display a growing awareness of developmental sequencing appropriate for the youngest children.  Written and/or practical lesson segments demonstrating an understanding of the particular steps in the teaching of a concept/element covered in class.  They will show a growing knowledge of the abilities and requirements of the children.  Written assignment which demonstrates the student’s understanding of the readings and class discussions on the value of early childhood music.  Lesson planning – long range planning and short term objectives.  They will be able to discuss. tempo.  Songs. rhymes and recorded music which allow young children to develop a strong feeling for beat and which prepare them for future music learning. rhymes and recorded music which allow young children to respond to a variety of moods.  Through analysis. rhymes and games which are appropriate to the 3 to 5 year age group in an Early Childhood music program.SUMMER SCHOOL MUSIC PROGRAM MATERIALS – LEVEL 2 – Early Childhood 5 hours Course Content:  An investigation of the various categories of songs.  Songs.  Demonstration that the song file and retrieval system continues to develop Outcomes:  Through performance of the repertoire the students will memorize a body of material suitable for this age group and be able to demonstrate it musically and confidently.  An analysis of suggested material with guidelines to help teachers choose wisely for the children. Assessment:  Preparedness and willingness to participate in class to demonstrate set materials  Written test which requires the student to write out set materials and to discuss their use in a music program for this age group. .  Listening songs  The continuation of a song file and retrieval system to allow teachers to categorize and organize their resources as an aid to better lesson planning. they will begin to understand the attributes of appropriate resources for this age group and find it easier and more effective to choose material for their classes.  Peer teaching of short lesson segments suitable for the age group.  The students will demonstrate a growing ability to plan lesson segments which show more understanding of the requirements of children of this age.SUMMER SCHOOL MUSIC PROGRAM PRACTICUM – LEVEL 2 – Early Childhood 5 hours Course Content:  Further work in peer teaching. . Assessment:  Students will prepare a minimum of 4 required segments.  Peer teaching of repertoire appropriate for Early Childhood classes.  Willingness of the student to act as the “teacher” and the “student” Outcomes:  The students will demonstrate a growing confidence in the repertoire and the teaching techniques under discussion.  Peer discussion and analysis of demonstrated techniques. Assessment:  Each student will demonstrate their understanding of the material by leading a class discussion based on their analysis of a topic expressed in some of these sources. This could include articles by writers such as Kodaly. Piaget.SUMMER SCHOOL MUSIC PROGRAM RESEARCH AND RESOURCES: Level 2 – Early Childhood – 3 to 5 years 10 hours Course Content:  An investigation of readings relevant to the age group under investigation. and recent journal articles relevant to early childhood and music education. Forrai. Gardner. Feierabend etc. Bruner.  A written assignment to critically analyse a set piece of research and compare it with other research in the area. . Gordon. Outcomes:  The students will gain a more in-depth understanding of the development of young children and how this affects the planning and implementing of music programs for this age group.  Viewing of videos demonstrating best practice in Early Childhood music programs. (1999). The classroom music course is designed as a 3-year sequential program in the area of Primary Classroom Music Pedagogy. Clayfield School of Music. R. studio teachers and other interested people who wish to improve their music teaching skills. classroom teachers. Please indicate if you have previously completed components within a specialisation. The curriculum includes:       Methodology Repertoire Practicum Musicianship Choral Conducting Choir Required Text books: Choksy. Prentice Hall.B.SUMMER SCHOOL MUSIC PROGRAM Primary Classroom Music Pedagogy Level 1/ Early Childhood Level 3 This 10-day course caters for music specialists in primary schools. Brisbane. (1998). (1990). Sound Thinking Australia retains the right to cancel the course if there are insufficient enrolments. K. Participants are required to complete each of the 3 levels of the Primary Classroom Music Pedagogy Program in order to be eligible for the Australian Kodály Certificate. Clayfield School of Music. The Kodály Method. L. Forrai. Music in Pre School. A guide to lesson planning in a Kodály setting. Klinger. . N. s-m.  Repertoire memorisation.  They will show a growing knowledge of the abilities and requirements of the children. Outcomes:  The students will demonstrate their ability to provide a good teacher model for this age group.  Written and/or practical lesson segments demonstrating an understanding of the particular steps in the teaching of a concept/element covered in class. communicate ideas and display a growing awareness of developmental sequencing appropriate to the children in lower primary.  Elements: Rhythmic: beat. .  They will be able to discuss. Assessment:  A demonstrated knowledge of Kodaly’s educational philosophy through individual research and group discussion on the writings of Kodaly.  Repertoire suitable for the teaching of the above concepts and elements  Writing exercises for the lower primary  Listening activities suitable for this age group.SUMMER SCHOOL MUSIC PROGRAM METHODOLOGY – LEVEL 1 Primary/ LEVEL 3 Early Childhood 15 hours Course Content:  Methodological sequencing of musical concepts and elements for preschool and lower primary necessary for a developmental music program. l  An introduction to focus teaching.  Readiness Music for Preschool.  Introduction to lesson planning and long range planning.  Lesson Plan which demonstrates an understanding of work covered in class. rhythm Melodic:  high/low. . Willingness of the student to act as the “teacher” and the “student”. 2. Students will prepare a minimum of 4 required segments. . The students will demonstrate a growing confidence in the repertoire and the teaching techniques under discussion.  Peer teaching of repertoire appropriate for preschool and lower primary classes  Peer teaching of the rhythmic and melodic elements covered in Methodology 1 – Primary.SUMMER SCHOOL MUSIC PROGRAM PRACTICUM – LEVEL 1 Primary/ LEVEL 3 Early Childhood 5 hours Course Content:  An introduction to peer teaching. Assessment: 1. 2. Outcomes: 1. Peer discussion and analysis of demonstrated techniques 3. The students will demonstrate a growing ability to plan lesson segments which show more understanding of the requirements of children of this age.  Written test which requires the student to write out set materials and to discuss their use in a music program for this age group.  NOTE: Early Childhood Level 3 students only will be required to demonstrate that their song file and retrieval system have reached an acceptable level.  Songs.  The continuation of a song file and retrieval system to allow teachers to categorize and organize their resources as an aid to better lesson planning. Assessment:  Preparedness and willingness to participate in class to demonstrate set material. .  Listening songs.SUMMER SCHOOL MUSIC PROGRAM MATERIALS – LEVEL 1 Primary/ LEVEL 3 Early Childhood 5 hours Course Content:  An investigation of the various categories of songs. rhymes and games which are appropriate to a lower primary music program. rhymes and recorded music which allow young children to respond to a variety of moods. they will begin to understand the attributes of appropriate resources for this age group and find it easier and more effective to choose material for their classes. They will be expected to perform and discuss all material in their song file. Outcomes:  Through performance of the repertoire the students will memorize a body of material suitable for this age group and be able to demonstrate it musically and confidently.  An analysis of suggested material with guidelines to help teachers choose wisely for this age group. rhymes and recorded music of other cultures.  Through analysis.  Songs. studio teachers and other interested people who wish to improve their music teaching skills. R. classroom teachers. Klinger. Clayfield School of Music. Forrai. Participants are required to complete each of the 3 levels of the Primary Classroom Music Pedagogy Program in order to be eligible for the Australian Kodály Certificate. (1990). . K. Music in Pre School. The classroom music course is designed as a 3-year sequential program in the area of Primary Classroom Music Pedagogy. Prentice Hall. A guide to lesson planning in a Kodály setting. Please indicate if you have previously completed components within a specialisation. Clayfield School of Music. The curriculum includes:       Methodology Repertoire Practicum Musicianship Choral Conducting Choir Required Text books: Choksy.SUMMER SCHOOL MUSIC PROGRAM Primary Classroom Music Pedagogy Level 2 This 10-day course caters for music specialists in primary schools. N. Sound Thinking Australia retains the right to cancel the course if there are insufficient enrolments. Brisbane. (1999).B. (1998). L. The Kodály Method.  An overview of the teaching of FORM in the lower and middle primary school.  They will show a growing knowledge of the abilities and requirements of the children.  Writing a focus activity as part of a lesson plan for this age group.  Final written test on work covered in this Level. do pentatonic scale and do’ An introduction to M2 and m3 in the context of the Pentatonic Scale An introduction to letter names. re.  Listening activities for the middle primary school  Repertoire suitable for the teaching of the above Assessment:  A demonstrated knowledge of Kodaly’s educational philosophy through individual research and group discussion on the writings of Kodaly. . Outcomes:  The students will demonstrate their ability to provide a good teacher model for this age group.  Written and/or practical lesson segments demonstrating an understanding of the particular steps in the teaching of a concept/element covered in class.  Writing activities for the middle primary school. communicate ideas and display a growing awareness of developmental sequencing appropriate for the middle primary school. a) Rhythm:  b) Metre: 2 and 4 metre c) Melodic: do.SUMMER SCHOOL MUSIC PROGRAM METHODOLOGY – LEVEL 2 Primary 15 hours Course Content:  Methodological sequencing of musical concepts and elements for the middle primary school in a developmental music program.  Focus writing and lesson planning for the middle primary school.  They will be able to discuss. SUMMER SCHOOL MUSIC PROGRAM PRACTICUM– LEVEL 2 Primary 5 hours Course Content:  Continued development of peer teaching.  Peer teaching of repertoire appropriate for Middle Primary classes.  Peer teaching of short lesson segments suitable for the age group. Assessment:  Students will prepare a minimum of 4 required segments.  Peer discussion and analysis of demonstrated techniques.  Willingness of the student to act as the “teacher” and the “student” Outcomes:  The students will demonstrate a growing confidence in the repertoire and the teaching techniques under discussion.  The students will demonstrate a growing ability to plan lesson segments which show more understanding of the requirements of children of this age. SUMMER SCHOOL MUSIC PROGRAM MATERIALS – LEVEL 2 Primary 5 hours Course Content:  An investigation of the various categories of songs, rhymes and games which are appropriate to a middle primary music program.  An analysis of suggested material with guidelines to help teachers choose wisely for this age group.  Songs, rhymes and recorded music of other cultures.  Songs, rhymes and recorded music which allow young children to respond to a variety of moods.  Listening songs.  The continuation of a song file and retrieval system to allow teachers to categorize and organize their resources as an aid to better lesson planning. Assessment:  Preparedness and willingness to participate in class to demonstrate set material.  Written test which requires the student to write out set materials and to discuss their use in a music program for this age group.  Demonstration that a start has been made on a song file and retrieval system. Outcomes:  Through performance of the repertoire the students will memorize a body of material suitable for this age group and be able to demonstrate it musically and confidently.  Through analysis, they will begin to understand the attributes of appropriate resources for this age group and find it easier and more effective to choose material for their classes. SUMMER SCHOOL MUSIC PROGRAM Primary Classroom Music Pedagogy Level 3 This 10-day course caters for music specialists in primary schools, classroom teachers, studio teachers and other interested people who wish to improve their music teaching skills. The classroom music course is designed as a 3-year sequential program in the area of Primary Classroom Music Pedagogy. Participants are required to complete each of the 3 levels of the Primary Classroom Music Pedagogy Program in order to be eligible for the Australian Kodály Certificate. Please indicate if you have previously completed components within a specialisation. The curriculum includes:       Methodology Repertoire Practicum Musicianship Choral Conducting Choir Required Text books: Choksy, L. (1999). The Kodály Method. Prentice Hall. Forrai, K. (1998). Music in Pre School. Clayfield School of Music, Brisbane. Klinger, R. (1990). A guide to lesson planning in a Kodály setting. Clayfield School of Music. N.B. Sound Thinking Australia retains the right to cancel the course if there are insufficient enrolments. SUMMER SCHOOL MUSIC PROGRAM METHODOLOGY – LEVEL 3 Primary 15 hours Course Content:  Methodological sequencing of musical concepts and elements for the upper primary school in a developmental music program.  An extension of listening activities suitable for the age group. f.  More detailed work in strategy writing. Assessment:  A demonstrated deeper understanding of Kodaly’s educational philosophy through individual research and group discussion on the writings of Kodaly.  An overview of the primary school developmental music program. . a) Rhythm:  3 metre.  Writing a strategy.extended pentatony and la pentatony Introduction to pentatonic tri-chords/ intervals in the tri-chords.  Written and/or practical lesson segments demonstrating an understanding of the particular steps in the teaching of a concept/element covered in class. s. Outcomes:  The students will demonstrate their ability to provide a good teacher model for this age group. anacrusis – external and internal  Compound time signatures b) Melodic: l.  Practice activities: (a) written.  They will show a deeper knowledge of the abilities and requirements of the children. (c) dictation. .  They will be able to discuss.  Lesson Plans which demonstrate an understanding of sequentially based learning.  Final written test on work covered in this Level. (d) reading. (b) improvisation. and t  Repertoire suitable for the teaching of these concepts and elements. communicate ideas and display a growing awareness of developmental sequencing appropriate for the upper primary school. Assessment:  Students will prepare a minimum of 4 required segments.  Peer teaching of short lesson segments suitable for the age group.  Willingness of the student to act as the “teacher” and the “student” Outcomes:  The students will demonstrate a growing confidence in the repertoire and the teaching techniques under discussion.  Peer discussion and analysis of demonstrated techniques.  The students will demonstrate a growing ability to plan lesson segments which show more understanding of the requirements of children of this age.  Peer teaching of repertoire appropriate for Upper Primary classes. .SUMMER SCHOOL MUSIC PROGRAM PRACTICUM – LEVEL 3 Primary 5 hours Course Content:  Continued development of peer teaching. .  Demonstration that the students have developed their song file and retrieval system to an acceptable level.SUMMER SCHOOL MUSIC PROGRAM MATERIALS – LEVEL 3 Primary 5 hours Course Content:  An investigation of the various categories of songs. Students will be expected to perform and discuss all material in their song file.  The continuation of a song file and retrieval system to allow teachers to categorize and organize their resources as an aid to better lesson planning.  An analysis of suggested material with guidelines to help teachers choose wisely for this age group. Assessment:  Preparedness and willingness to participate in class to demonstrate set material. Outcomes:  Through performance of the repertoire the students will memorize a body of material suitable for this age group and be able to demonstrate it musically and confidently.  Songs.  Listening songs. they will begin to understand the attributes of appropriate resources for this age group and find it easier and more effective to choose material for their classes. rhymes and games which are appropriate to an upper primary music program. rhymes and recorded music which allow young children to respond to a variety of moods.  Through analysis. rhymes and recorded music of other cultures.  Written test which requires the student to write out set materials and to discuss their use in a music program for this age group.  Songs. Clayfield School of Music. .(1998). Clayfield School of Music. The classroom music course is designed as a 3-year sequential program in the area of Secondary Classroom Music Pedagogy. Sound Thinking Australia retains the right to cancel the course if there are insufficient enrolments. Information on Musicianship and Choral Conducting levels are found on the specific relevant pages under those headings. The Kodály Method. Music for all.B. Participants are required to complete each of the 3 levels of the Secondary Classroom Music Pedagogy Program in order to be eligible for the Australian Kodály Certificate.SUMMER SCHOOL MUSIC PROGRAM Secondary Classroom Music Pedagogy Level 1 This 10-day course caters for music specialists in secondary schools. studio teachers and other interested people who wish to improve their music teaching skills. R. Prentice Hall. Required Text books: Choksy. (1999). J. L. (1990). N. Johnson. Klinger. Please indicate if you have previously completed components within a specialisation. A guide to lesson planning in a Kodály setting. The curriculum includes:  Methodology  Repertoire/ Materials  Practicum  Musicianship  Choir  Choral Conducting Details for each of these course components are to be found below. G and C Canons in up to 4 parts and melodic and rhythmic ostinati.  They will show a growing knowledge of the abilities and requirements of lower secondary students. Patterns in simple time using:  Metre: Simple duple.  Investigating the use of a teaching focus and its relevance to strategy writing. d’.  An understanding of the overall philosophy of a developmental music program based on Kodaly concepts. . Outcomes:  The students will demonstrate their ability to provide a good teacher model for this age group.  Managing classes of mixed ability and experience. s. simple triple  Repertoire suitable for the teaching of the above concepts and elements including part work – drm. Tonal centres = F.  Using repertoire and games effectively with this age group.  An introduction to tone set analysis. Assessment:  A demonstrated knowledge of Kodaly’s educational philosophy through individual research and group discussion on the writings of Kodaly.  Written and/or practical lesson segments demonstrating an understanding of the particular steps in the teaching of a concept/element covered in class.  Teaching older beginners with particular attention to the changing voice. communicate ideas and display a growing awareness of developmental sequencing appropriate to the children in lower secondary.  They will be able to discuss. l. Treble clef letter names. simple quadruple.  Pitch:  Rhythm: Beat and rhythm.SUMMER SCHOOL MUSIC PROGRAM METHODOLOGY – LEVEL 1 SECONDARY 15 hours Course Content:  Methodological sequencing of musical concepts and elements for a lower secondary aural based music program. SUMMER SCHOOL MUSIC PROGRAM PRACTICUM – LEVEL 1 SECONDARY 5 hours Course Content:  An introduction to peer teaching. Assessment:  Students will prepare a minimum of 3 required segments. .  Peer teaching of repertoire appropriate for Lower Secondary classes.  Willingness of the student to act as the “teacher” and the “student” Outcomes:  The students will demonstrate a growing confidence in the repertoire and the teaching techniques under discussion.  The students will demonstrate a growing ability to plan lesson segments which show more understanding of the requirements of children of this age.  Peer discussion and analysis of demonstrated techniques.  Peer teaching of short lesson segments suitable for the age group. rhymes and recorded music of other cultures. rhymes and recorded music which allow young children to respond to a variety of moods. they will begin to understand the attributes of appropriate resources for this age group and find it easier and more effective to choose material for their classes. Outcomes:  Through performance of the repertoire the students will memorize a body of material suitable for this age group and be able to demonstrate it musically and confidently. .  Songs. Assessment:  Preparedness and willingness to participate in class to demonstrate set material.  An analysis of suggested material with guidelines to help teachers choose wisely for this age group.SUMMER SCHOOL MUSIC PROGRAM MATERIALS – LEVEL 1 SECONDARY 5 hours Course Content:  An investigation of the various categories of songs.  Songs.  Listening songs.  Through analysis.  Written test which requires the student to write out set materials and to discuss their use in a music program for this age group. rhymes and games which are appropriate to a lower secondary music program.  The beginning of a song file and retrieval system to allow teachers to categorize and organize their resources as an aid to better lesson planning. Participants are required to complete each of the 3 levels of the Secondary Classroom Music Pedagogy Program in order to be eligible for the Australian Kodály Certificate. 1). The Kodály method.B. (1990). Sound Thinking Australia retains the right to cancel the course if there are insufficient enrolments. (1995). Boosey & HAwkes. Please indicate if you have previously completed components within a specialisation. The classroom music course is designed as a 3-year sequential program in the area of Secondary Classroom Music Pedagogy. Tacka. M. N. studio teachers and other interested people who wish to improve their music teaching skills. Information on Musicianship and Choral Conducting levels are found on the specific relevant pages under those headings. . Required Text books: Choksy. and Houlihan. Sound thinking (Vol. L.SUMMER SCHOOL MUSIC PROGRAM Secondary Classroom Music Pedagogy Level 2 This 10-day course caters for music specialists in secondary schools. Prentice Hall. The curriculum includes:  Methodology  Repertoire/ Materials  Practicum  Musicianship  Choir  Choral Conducting Details for each of these course components are to be found below. P. SUMMER SCHOOL MUSIC PROGRAM METHODOLOGY – LEVEL 2 SECONDARY 15 hours Course Content:  An investigation of the various categories of songs. Assessment:  Preparedness and willingness to participate in class to demonstrate set material.  Songs.  The continuation of a song file and retrieval system to allow teachers to categorize and organize their resources as an aid to better lesson planning. rhymes and recorded music of other cultures. they will begin to understand the attributes of appropriate resources for this age group and find it easier and more effective to choose material for their classes. Outcomes:  Through performance of the repertoire the students will memorize a body of material suitable for this age group and be able to demonstrate it musically and confidently.  Demonstration that the song file and retrieval system continue to develop. .  Songs. rhymes and games which are appropriate to a middle secondary music program.  An analysis of suggested material with guidelines to help teachers choose wisely for this age group.  Through analysis. rhymes and recorded music which allow young children to respond to a variety of moods.  Listening songs.  Written test which requires the student to write out set materials and to discuss their use in a music program for this age group. Assessment:  Students will prepare a minimum of 4 required segments. .  Peer teaching of short lesson segments suitable for the age group.SUMMER SCHOOL MUSIC PROGRAM PRACTICUM – LEVEL 2 SECONDARY 5 hours Course Content:  Continued development of peer teaching.  The students will demonstrate a growing ability to plan lesson segments which show more understanding of the requirements of children of this age.  Peer discussion and analysis of demonstrated techniques.  Peer teaching of repertoire appropriate for Lower Secondary classes.  Peer teaching of short lesson segments suitable for the age group.  An introduction to peer teaching.  Peer teaching of repertoire appropriate for Middle Secondary classes.  Willingness of the student to act as the “teacher” and the “student” Outcomes:  The students will demonstrate a growing confidence in the repertoire and the teaching techniques under discussion.  Listening songs. Assessment:  Preparedness and willingness to participate in class to demonstrate set material.  Songs.SUMMER SCHOOL MUSIC PROGRAM MATERIALS – LEVEL 2 SECONDARY 5 hours Course Content:  An investigation of the various categories of songs.  An analysis of suggested material with guidelines to help teachers choose wisely for this age group.  Written test which requires the student to write out set materials and to discuss their use in a music program for this age group. . Outcomes:  Through performance of the repertoire the students will memorize a body of material suitable for this age group and be able to demonstrate it musically and confidently.  The continuation of a song file and retrieval system to allow teachers to categorize and organize their resources as an aid to better lesson planning. rhymes and games which are appropriate to a middle secondary music program. rhymes and recorded music of other cultures. they will begin to understand the attributes of appropriate resources for this age group and find it easier and more effective to choose material for their classes.  Demonstration that the song file and retrieval system continue to develop.  Songs. rhymes and recorded music which allow young children to respond to a variety of moods.  Through analysis. (1995). P. The Kodály method. 2). The curriculum includes:  Methodology  Repertoire/ Materials  Practicum  Musicianship  Choir  Choral Conducting Details for each of these course components are to be found below. . The classroom music course is designed as a 3-year sequential program in the area of Secondary Classroom Music Pedagogy. Prentice Hall. studio teachers and other interested people who wish to improve their music teaching skills. Tacka. Sound Thinking Australia retains the right to cancel the course if there are insufficient enrolments.B. (1990). L. and Houlihan. Sound thinking (Vol. Please indicate if you have previously completed components within a specialisation. N. Participants are required to complete each of the 3 levels of the Secondary Classroom Music Pedagogy Program in order to be eligible for the Australian Kodály Certificate. Information on Musicianship and Choral Conducting levels are found on the specific relevant pages under those headings.SUMMER SCHOOL MUSIC PROGRAM Secondary Classroom Music Pedagogy Level 3 This 10-day course caters for music specialists in secondary schools. M. Boosey & Hawkes. Required Text books: Choksy.  The students will demonstrate a synthesis of vocal techniques appropriate to the target group. Assessment:  A demonstrated knowledge of Kodaly’s educational philosophy through individual research and group discussion on the writings of Kodaly. Outcomes:  The students will demonstrate their ability to provide a good teacher model for this age group.  Written and/or practical lesson segments demonstrating an understanding of the particular steps in the teaching of a concept/element covered in class.  An in-depth investigation of improvisation and composition activities for the senior school. aural based program. for listening in a secondary school with a sequential. including Art Music.  Intervals  Tonality with emphasis on pentatony and diatony  Harmony  An investigation of the principles guiding the selection of appropriate repertoire.  Lesson Plans which demonstrate an understanding of work covered in class.  Critical reflection of the cultural significance of music and music education.  They will show a growing knowledge of the abilities and requirements of upper secondary students. .  Final written test on work covered in this Level.  They will be able to discuss.SUMMER SCHOOL MUSIC PROGRAM METHODOLOGY – LEVEL 3 SECONDARY 15 hours Course Content:  An in-depth study of focus teaching and its relevance to strategy writing for students in the upper secondary school.  Sequential methodological approaches to the following concepts in the middle and upper secondary school. communicate ideas and display a more mature awareness of developmental sequencing appropriate to this age group. .  Peer discussion and analysis of demonstrated techniques.  Peer teaching of repertoire appropriate for Upper Secondary classes.  Peer teaching of short lesson segments suitable for the age group. Assessment:  Students will prepare a minimum of 4 required segments.  Willingness of the student to act as the “teacher” and the “student” Outcomes:  The students will demonstrate a growing confidence in the repertoire and the teaching techniques under discussion.SUMMER SCHOOL MUSIC PROGRAM PRACTICUM – LEVEL 3 SECONDARY 5 hours Course Content:  Continued development of peer teaching.  The students will demonstrate a growing ability to plan lesson segments which show more understanding of the requirements of children of this age. . rhymes and games which are appropriate to a upper secondary music program. Outcomes:  Through performance of the repertoire the students will memorize a body of material suitable for this age group and be able to demonstrate it musically and confidently. they will begin to understand the attributes of appropriate resources for this age group and find it easier and more effective to choose material for their classes.  Through analysis. rhymes and recorded music which allow young children to respond to a variety of moods.  An analysis of suggested material with guidelines to help teachers choose wisely for this age group.  The continuation of a song file and retrieval system to allow teachers to categorize and organize their resources as an aid to better lesson planning.SUMMER SCHOOL MUSIC PROGRAM MATERIALS – LEVEL 3 SECONDARY 5 hours Course Content:  An investigation of the various categories of songs. Assessment:  Preparedness and willingness to participate in class to demonstrate set material.  Listening songs.  Written test which requires the student to write out set materials and to discuss their use in a music program for this age group.  Songs.  Songs. Students will be expected to perform and discuss all material in their song file. dances.  Demonstration that the students have developed their song file and retrieval system to an acceptable level. rhymes and recorded music of other cultures. Allegretto Stalin Theme (from Symphony No 5)                          p      D. Shostakovich           6                            12                 . D.                                                 11 S. D.                                           14 S. D. Shostakovich                              p                                     6 S.Stalin Theme.                                     . with accompaniment Allegretto D. . . RHYTHMIC ELEMENTS: . TEACHING PURPOSE: .: .TITLE: . FORM: C. P. S. TYPE OF SONG/GAME: . MELODIC ELEMENTS: . APPROPRIATE AGE LEVEL: . ORIGIN: . SOURCE: . . TONE SET: SCALE: . FORM: C. . RHYTHMIC ELEMENTS: . P. TEACHING PURPOSE: . APPROPRIATE AGE LEVEL: .: . S. TONE SET: SCALE: . ORIGIN: . SOURCE: .TITLE: . MELODIC ELEMENTS: . TYPE OF SONG/GAME: . S. P.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . bottom part (from L'Estro Armonico Opus 3 No 11)               4         Vivaldi      .   Vivaldi ritornello theme . Vivaldi ritornello theme .top part (from L'Estro Armonico Opus 3 No 11)                 4       Vivaldi              . . P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . S. Five times nine is forty-five Five times ten is fifty Five times eleven is fifty-five Five times twelve is sixty. TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ 2. numbered 1-4 around the group. Number 1 places left hand into the circle. 3. “Don’t want…” walk for 8 beats. “Five times five” Layer hands to the beat. Hands are layered during verse 2. then number 2 places hand on top of Number 1. 4. 2.) Formation: Groups of 4. “Five times eight” Left hands are removed. . Game: 1. right hands are removed.Weav’ly Wheat (cont. 5. The game begins again. 6. “Five times seven” Starting with number 4. then 3 & 4 follow. “Take some…” change direction and walk for 8 beats. “Five times six” As above but with right hands. . TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ 2. Five times nine is forty-five Five times ten is fifty Five times eleven is fifty-five Five times twelve is sixty. S. P.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . “Five times eight” Left hands are removed. then number 2 places hand on top of Number 1. 3. 5. 4. numbered 1-4 around the group. . “Don’t want…” walk for 8 beats. then 3 & 4 follow. Hands are layered during verse 2. Game: 1. Number 1 places left hand into the circle. “Five times six” As above but with right hands. “Five times seven” Starting with number 4. 2. 6. “Take some…” change direction and walk for 8 beats. “Five times five” Layer hands to the beat.) Formation: Groups of 4. The game begins again.Weav’ly Wheat (cont. right hands are removed. Whole Tone Canon                Tim Sherlock                                             . But why she won’t have me I well understand. S.TITLE: ____________________________________________ ORIGIN: ____________________________________________ SOURCE: ____________________________________________ 2. TONE SET: ______________________________ SCALE: _________________________ FORM: __________________________________ C.: _________________________ TYPE OF SONG/GAME: _____________________________________________________ RHYTHMIC ELEMENTS: _____________________________________________________ MELODIC ELEMENTS: ______________________________________________________ APPROPRIATE AGE LEVEL: _________________________________________________ TEACHING PURPOSE: ______________________________________________________ . She wants some freeholder and I have no land. P. I cannot maintain her on silver and gold And all other fine things that my love’s house should hold.