Folk Songs
Post on 17-Nov-2015
311 Views
Preview:
DESCRIPTION
Transcript
TITLE: Ah Poor Bird ORIGIN: English canon SOURCE: 150 Rounds for singing and teaching
TONE SET: l t d r m si l
SCALE: Harmonic minor - fa
FORM: A B
CSP: C D
TYPE OF SONG/GAME: Four part canon RHYTHMIC ELEMENTS: MELODIC ELEMENTS: l t d ; d r m ; m l si l m ; m r d t l APPROPRIATE AGE LEVEL: Level 2 4
TEACHING PURPOSE:
Practise ; prac harmonic minor scale; partwork; chords i V i
Come fol low,- fol low- me, lis ten- to my song.
Come fol low,- fol low- me, ech o- ing- a long.-
2
4&
Come Follow Me
&
TITLE: Dinah ORIGIN: American Folk song SOURCE: The Kodaly Context (Choksy)
TONE SET:
d r m s
SCALE:
do tetratonic
FORM:
A B A C
CSP:
C F
TYPE OF SONG/GAME:
Folksong
RHYTHMIC ELEMENTS: MELODIC ELEMENTS:
d m s m s m ; d m r d ; r m r d
APPROPRIATE AGE LEVEL:
Level 2 3
TEACHING PURPOSE: Prep and MC ; prep and prac re; prac conducting in duple
metre; call & response; form; word improvisation
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.
TITLE: Good News ORIGIN: American folk song SOURCE: The Kodaly Method
TONE SET: d r m
SCALE: do trichord
FORM: A B A C
CSP: E B
TYPE OF SONG/GAME: Folk song
RHYTHMIC ELEMENTS:
MELODIC ELEMENTS: d-r-m APPROPRIATE AGE LEVEL: Year 8 TEACHING PURPOSE: Prac d-r-m; MC ; prac simple quadruple conducting
TITLE: Mail myself to you ORIGIN: Woody Guthrie SOURCE: James Cuskelly/Youtube
TONE SET: d r m f s l
SCALE: Major minus ti
FORM: A Av B C
CSP: G Bb
TYPE OF SONG/GAME: Song RHYTHMIC ELEMENTS: MELODIC ELEMENTS: d-r-m; s ; l ; f APPROPRIATE AGE LEVEL: Older beginners TEACHING PURPOSE: Prac ; prep fa
TITLE: Pourquoi ORIGIN: West Virginian Folk Song SOURCE: 150 American Folk Songs
TONE SET: d r m s l d
SCALE: do pentatonic
FORM: A B A C
CSP: G A
TYPE OF SONG/GAME: Folksong RHYTHMIC ELEMENTS: MELODIC ELEMENTS: s m r m s; l d l s ; m s m r m s ; s l s d m r d APPROPRIATE AGE LEVEL: Levels 2 3
TEACHING PURPOSE:
Practise d; prac ; prac internal anacrusis; conducting in quad metre; word improvisation game (colour)
TITLE: Rose Red ORIGIN: English Folk Song SOURCE: 150 Rounds for Singing and Teaching
TONE SET: m, s, l t d r m
SCALE: Natural minor minus fa
FORM: A B C D
CSP: E G
TYPE OF SONG/GAME: Four part canon
RHYTHMIC ELEMENTS:
MELODIC ELEMENTS: d-r-m; s, l, ; t, ; m, APPROPRIATE AGE LEVEL: Year 8 9
TEACHING PURPOSE:
Partwork; partner songs; practise
TITLE: Swing a Lady ORIGIN: American folk song SOURCE: Music for All
TONE SET: d r m s
SCALE: do tetra-tonic
FORM: A B
CSP: E B
TYPE OF SONG/GAME: Folksong
RHYTHMIC ELEMENTS:
MELODIC ELEMENTS: d-r-m ; s APPROPRIATE AGE LEVEL: Year 8 TEACHING PURPOSE:
Present so; prac ; aural analysis of form
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: A B A C D C
CSP: E F#
TYPE OF SONG/GAME: Circle game
RHYTHMIC ELEMENTS:
MELODIC ELEMENTS: d-r-m ; s ; l ; d ; f APPROPRIATE AGE LEVEL: Year 8; Primary Levels 2-3
TEACHING PURPOSE:
prep and prac
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: A B A C D C
CSP: E F#
TYPE OF SONG/GAME: Circle game
RHYTHMIC ELEMENTS:
MELODIC ELEMENTS: d-r-m ; s ; l ; d ; f APPROPRIATE AGE LEVEL: Year 8; Primary Levels 2-3
TEACHING PURPOSE:
prep and prac
TITLE: Whos That Yonder ORIGIN: African-American spiritual SOURCE: The Kodaly Context
TONE SET: d r m
SCALE: do trichord
FORM: AB
CSP: E C
TYPE OF SONG/GAME: Folksong RHYTHMIC ELEMENTS: MELODIC ELEMENTS: d-r-m APPROPRIATE AGE LEVEL: Year 8 TEACHING PURPOSE: MC d-r-m; MC beat; MC ; MC phrase
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: .
ORIGIN: .
SOURCE: .
TONE SET: SCALE: .
FORM: C. S. P.: .
TYPE OF SONG/GAME: .
RHYTHMIC ELEMENTS: .
MELODIC ELEMENTS: .
APPROPRIATE AGE LEVEL: .
TEACHING PURPOSE: .
TITLE: All Things Shall Perish
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
A
qua qua del
a- o
mar
- qua
qua
qua,
del
si ma- tri
co
- tri co- tri
co-
tra,
va lo,
va lo,
va lo,
va lo,
va lo,
va
lo,
1
2
3
4
5
Children sit in a circle, left hand palm up and right hand palm down on the upraised palm of the person sitting next to them. While singing the song the beat is passed clockwise around the circle. On the number 5 if the persons hand is tapped they are out, however, if the person passing the beat misses this person is out. (a new circle can be formed using those people already out)
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
Artist Theme
(from Symphony No 5)D. Shostakovich
f
7
11
TITLE: .
ORIGIN: .
SOURCE: .
TONE SET: SCALE: .
FORM: C. S. P.: .
TYPE OF SONG/GAME: .
RHYTHMIC ELEMENTS: .
MELODIC ELEMENTS: .
APPROPRIATE AGE LEVEL: .
TEACHING PURPOSE: .
TITLE: Chairs to mend
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
Corals DeepMusic by Tim Sherlock
Trade
winds are blow
ing- through
the trees.
Spray
blows like smoke
a cross
- the sea.
When
will our tall
ships sail
a
gain,
- out
to the reef,
out
to the reef?
Where the foam
ing- wa ters- swirl,
a bove
- co rals- deep.
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
2. Bought me a coat, bought me a hat, They dont fit but do not mind that, Hi ho, my darling.
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
2. Bought me a coat, bought me a hat, They dont fit but do not mind that, Hi ho, my darling.
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: .
ORIGIN: .
SOURCE: .
TONE SET: SCALE: .
FORM: C. S. P.: .
TYPE OF SONG/GAME: .
RHYTHMIC ELEMENTS: .
MELODIC ELEMENTS: .
APPROPRIATE AGE LEVEL: .
TEACHING PURPOSE: .
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: .
ORIGIN: .
SOURCE: .
TONE SET: SCALE: .
FORM: C. S. P.: .
TYPE OF SONG/GAME: .
RHYTHMIC ELEMENTS: .
MELODIC ELEMENTS: .
APPROPRIATE AGE LEVEL: .
TEACHING PURPOSE: .
TITLE: .
ORIGIN: .
SOURCE: .
TONE SET: SCALE: .
FORM: C. S. P.: .
TYPE OF SONG/GAME: .
RHYTHMIC ELEMENTS: .
MELODIC ELEMENTS: .
APPROPRIATE AGE LEVEL: .
TEACHING PURPOSE: .
TITLE: .
ORIGIN: .
SOURCE: .
TONE SET: SCALE: .
FORM: C. S. P.: .
TYPE OF SONG/GAME: .
RHYTHMIC ELEMENTS: .
MELODIC ELEMENTS: .
APPROPRIATE AGE LEVEL: .
TEACHING PURPOSE: .
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
Formation: A double circle with partners holding hands. One child stands in the centre.
Game: 1. Children walk in an anti-clockwise direction for 16 beats. 2. On over they turn and face their partner and hold both hands. 3. Bars 5-7, partners swing arms sideways 6 times.
4. On turn the glasses they do a complete turn with their partners (as in wash the dishes). 5. On Sailing east the centre child joins the inside circle which changes direction and walks clockwise. The outside circle continues to walk anti-clockwise. 6. On the last word ocean, the children take the closest person as partner. The child without a partner becomes the next child in the centre and the game begins again.
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
Formation: A double circle with partners holding hands. One child stands in the centre.
Game: 1. Children walk in an anti-clockwise direction for 16 beats. 2. On over they turn and face their partner and hold both hands. 3. Bars 5-7, partners swing arms sideways 6 times.
4. On turn the glasses they do a complete turn with their partners (as in wash the dishes). 5. On Sailing east the centre child joins the inside circle which changes direction and walks clockwise. The outside circle continues to walk anti-clockwise. 6. On the last word ocean, the children take the closest person as partner. The child without a partner becomes the next child in the centre and the game begins again.
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
The Kodaly Method 150 Rounds Music in Preschool PDF Canoe Song Are you Sleeping Dinah Icka Backa Chicken on a Fencepost Sing Sing Together Tideo Early in the Morning Old Brass Wagon Pease Porridge Hot Sea Shell Drunken Sailor Pudding Bag Song I see the Moon Paw Paw Patch Land of the Silver Birch One Two Three Love Somebody Money and the Key Rain Come Wet Me #1 Mail Myself to You Rocky Mountain Long Legged Sailor Sailing on the Ocean The Drovers Dream Deedle Deedle Dumpling Lime Juice Tub Fuzzy Wuzzy Let Us Chase the Squirrel Ive been to Harlem Green Green Whos That
The Kodaly Method 1 150 Rounds PDF Alabama Girl All Things Shall Perish Al Citron I Gave my Love a Cherry Chairs to Mend Annie Annie Ise the By Coffee Aqua qua Jubilate Deo Debka Hora Black Key Canon #6 Land of the Silverbirch Londons Burning Chatter With the Angels Old House My Paddle Dog and Cat Pat Works on the Railway Oh How Lovely Ive Been to Harlem Scarborough fair Rise Up O Flame Liza Jane Simple Gifts Sing Sing Together Miss Mary Mac Who Killed Cock Robin? The Birch Tree Old Joe Clarke (tim-ka) The Swan O Sinnerman There Was an Old Fellow Phoebe Toembai Poor Old Howard Viva La Musica Skin and Bones Weavly Wheat
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
Miss Ma
ry- Mac,
Mac,
Mac, all dressed
in black,
black,
black,With sil
ver-
but tons,- but
tons,- but
tons- all down
her back,
back,
back.
She asked her mother, mother, mother for fifty cents, cents, cents, To see the elephant, elephant, elephant, jump the fence, fence, fence, He jumped so high, high, high, he reached the sky, sky sky, And didnt come back, back, back til the fourth of July, July, July.
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
Mozart 3-part
(from Variations)
9
17
Mozart minor 3-part
(from Variations)
La is F
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 wont 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 wont 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: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
1. Run to the rocks, rocks wont 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 wont 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: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. 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,
Left me here
to sing
this song.
Poor Old How
ard's-
dead
and
gone,
Left me here
to sing
this
gone.
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
She's Like The Swallow
She's
like
the
swal
low
- that
flies
so
high.
She's
like
the
ri
ver
- that
ne
ver
- runs
dry.
She's
like
the
sun
shine
- on
the
lee
shore
- I
love
my
love
and
my
love
is
no
more.
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: Sing Song Saya
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
Sing
song
sa ya-
sing for
Ms
la- ya
I
3
sinf
song
sa tra-
sing for
Sum
ma- tra-
I
5
sing
song
sa va-
I sing
for
Ja va- Ja
va-
7
and
for
Ka li- man
- tan
-
Verse 1: Beat 1. Pat own knees 3. Left shoulder with R.H. 5. Pat own knees 7. Right shoulder with L.H. Verse 2: Beat 1&2. Pat own knees twice 3&4. Pat knees of right neighbour twice 5&6. Pat own knees twice 7&8. Pat knees of left neighbour twice Verse 3: Beat 1&2. Pat own knees twice 3&4. Cross hands and repeat 5&6. Uncross hands and pat own knees twice 7&8. Extend hands to pat neighbours knees on both sides Verse 4: Hold neighbours hands on both sides and rock forward for two beats. Rock back for two beats with
hands above shoulders. Verse 5: Extend left arm, with R.H. 1) Touch wrist 2) Touch elbow 3) Touch right shoulder with left hand
4) Extend right arm. Repeat
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
TITLE: ____________________________________________
ORIGIN: ____________________________________________
SOURCE: ____________________________________________
There was
an old wo
man- all skin
and bones,
Oh
2. She lived by the old grave yard. 3. One night she thought shed take a walk. 4. She walked down by the old grave yard. 5. She saw the bones a lying around. 6. She went to the closet to get a broom. 7. She opened the door and BOO!
TONE SET: ______________________________ SCALE: _________________________
FORM: __________________________________ C. S. P.: _________________________
TYPE OF SONG/GAME: _____________________________________________________
RHYTHMIC ELEMENTS: _____________________________________________________
MELODIC ELEMENTS: ______________________________________________________
APPROPRIATE AGE LEVEL: _________________________________________________
TEACHING PURPOSE: ______________________________________________________
SUMMER SCHOOL MUSIC PROGRAM
Early Childhood Music Level 1
This 10-day course caters for prep-school teachers, early childhood specialists,
crche and kindergarten carers, day care providers, parents and all those interested
in childhood development. It is designed to provide participants with an informed
understanding of both childhood development and the key role of music in that
development. The musical skills of the teacher, carer or parent are central to the
provision of appropriate music-making activities for children. Therefore participants
will be involved in the development of their own musical skills. Early Childhood 1 is
focussed on children aged 0-3 years.
The curriculum includes:
Methodology
Repertoire
Practicum
Musicianship
Choir
Research Topics
Required Text books:
Johnson, J. Tickle me. Clayfield School of Music
Bridges, D. Music, the Young Child and You. Tower Books
Forrai, K. Music in Pre School. Clayfield School of Music, Brisbane.
Participants are required to complete each of the 3 levels of the Early
Childhood Program in order to be eligible for the Australian Kodly Certificate.
N.B. Sound Thinking Australia retains the right to cancel the course if there are
insufficient enrolments.
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.
The Musical characteristics of children 0 to 3 years
A spiral curriculum for understanding the musical elements of timbre, tempo,
dynamics, pitch, rhythm and form appropriate for this age group.
An overview of the development of musical skills 0 to 3 years.
Lesson planning long range planning and short term objectives.
Adult involvement parents and carers.
Assessment:
A demonstrated knowledge of Kodalys 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.
Written assignment which demonstrates the students understanding of the readings
and class discussions on the value of early childhood music.
Lesson plans for different stages of this age group.
Outcomes:
The students will demonstrate their ability to provide a good teacher model for this
age group.
They will show a growing knowledge of the abilities and requirements of the children.
They will be able to discuss, communicate ideas and display a growing awareness of
developmental sequencing appropriate for the youngest children.
SUMMER SCHOOL MUSIC PROGRAM
MATERIALS LEVEL 1 Early Childhood
5 hours
Course Content:
An investigation of the various categories of songs, rhymes and games which are
appropriate to the 0 to 3 year age group in an Early Childhood music program.
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.
Songs, rhymes and recorded music which allow young children to respond to a
variety of moods.
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.
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.
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, 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
PRACTICUM LEVEL 1 Early Childhood
5 hours
Course Content:
An introduction to peer teaching.
Peer teaching of repertoire appropriate for Early Childhood 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
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.
This could include articles by writers such as Kodaly, Forrai, Piaget, Bruner,
Gardner, Gordon, Feierabend etc. and recent journal articles relevant to early
childhood and music education. Viewing of videos demonstrating best
practice in Early Childhood music programs.
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.
A written assignment to critically analyse a set piece of research and compare
it with other research in the area.
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.
SUMMER SCHOOL MUSIC PROGRAM
Early Childhood Music Level 2
This 10-day course caters for prep-school teachers, early childhood specialists,
crche and kindergarten carers, day care providers, parents and all those interested
in childhood development. It is designed to provide participants with an informed
understanding of both childhood development and the key role of music in that
development. The musical skills of the teacher, carer or parent are central to the
provision of appropriate music-making activities for children. Therefore, participants
will be involved in the development of their own musical skills. Early Childhood 2 is
focussed on children aged 3-5 years.
The curriculum includes:
Methodology
Repertoire
Practicum
Musicianship
Choir
Research Topics
Required Text books: Forrai, K. Music in Pre School. Clayfield School of Music, Brisbane.
Participants are required to complete each of the 3 levels of the Early
Childhood Program in order to be eligible for the Australian Kodly Certificate.
N.B. Sound Thinking Australia retains the right to cancel the course if there are
insufficient enrolments.
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.
The Musical characteristics of children 3 to 5 years
A spiral curriculum for understanding the musical elements of timbre, tempo,
dynamics, pitch, rhythm and form appropriate for this age group.
An overview of the development of musical skills 3 to 5 years.
Lesson planning long range planning and short term objectives.
Adult involvement parents and carers.
Assessment:
A demonstrated deeper knowledge of Kodalys 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.
Written assignment which demonstrates the students understanding of the readings
and class discussions on the value of early childhood music.
A final written test on work covered in this Level.
Outcomes:
The students will demonstrate their ability to provide a good teacher model for this
age group.
They will show a growing knowledge of the abilities and requirements of the children.
They will be able to discuss, communicate ideas and display a growing awareness of
developmental sequencing appropriate for the youngest children.
SUMMER SCHOOL MUSIC PROGRAM
MATERIALS LEVEL 2 Early Childhood
5 hours
Course Content:
An investigation of the various categories of songs, rhymes and games which are
appropriate to the 3 to 5 year age group in an Early Childhood music program.
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.
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 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.
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, 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
PRACTICUM LEVEL 2 Early Childhood
5 hours
Course Content:
Further work in peer teaching.
Peer teaching of repertoire appropriate for Early Childhood 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
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.
This could include articles by writers such as Kodaly, Forrai, Piaget, Bruner,
Gardner, Gordon, Feierabend etc. and recent journal articles relevant to early
childhood and music education.
Viewing of videos demonstrating best practice in Early Childhood music
programs.
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.
A written assignment to critically analyse a set piece of research and compare
it with other research in the area.
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.
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, 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 Kodly 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 Kodly 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 Kodly 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 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.
Readiness Music for Preschool.
Elements: Rhythmic: beat, rhythm
Melodic: high/low; s-m, l
An introduction to focus teaching.
Repertoire suitable for the teaching of the above concepts and elements
Writing exercises for the lower primary
Listening activities suitable for this age group.
Introduction to lesson planning and long range planning.
Assessment:
A demonstrated knowledge of Kodalys 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.
Lesson Plan which demonstrates an understanding of work covered in class.
Repertoire memorisation.
Outcomes:
The students will demonstrate their ability to provide a good teacher model for this age group.
They will show a growing knowledge of the abilities and requirements of the children.
They will be able to discuss, communicate ideas and display a growing awareness of
developmental sequencing appropriate to the children in lower primary.
SUMMER SCHOOL MUSIC PROGRAM
PRACTICUM LEVEL 1 Primary/ LEVEL 3 Early Childhood
5 hours
Course Content:
An introduction to peer teaching.
Peer teaching of repertoire appropriate for preschool and lower primary classes
Peer teaching of the rhythmic and melodic elements covered in Methodology 1 Primary.
Assessment:
1. Students will prepare a minimum of 4 required segments.
2. Peer discussion and analysis of demonstrated techniques
3. Willingness of the student to act as the teacher and the student.
Outcomes:
1. The students will demonstrate a growing confidence in the repertoire and the teaching
techniques under discussion.
2. 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 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.
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.
NOTE: Early Childhood Level 3 students only will be required to demonstrate
that their song file and retrieval system have reached an acceptable level.
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.
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 2 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 Kodly 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 Kodly 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 Kodly 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 2 Primary
15 hours
Course Content:
Methodological sequencing of musical concepts and elements for the middle primary
school in a developmental music program.
a) Rhythm:
b) Metre: 2 and 4 metre
c) Melodic: do, re, do pentatonic scale and do
An introduction to M2 and m3 in the context of the Pentatonic
Scale
An introduction to letter names.
An overview of the teaching of FORM in the lower and middle primary school.
Focus writing and lesson planning for the middle primary school.
Writing activities for the middle primary school.
Listening activities for the middle primary school
Repertoire suitable for the teaching of the above
Assessment:
A demonstrated knowledge of Kodalys 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.
Final written test on work covered in this Level.
Writing a focus activity as part of a lesson plan for this age group.
Outcomes:
The students will demonstrate their ability to provide a good teacher model for this
age group.
They will show a growing knowledge of the abilities and requirements of the children.
They will be able to discuss, communicate ideas and display a growing awareness of
developmental sequencing appropriate for the middle primary school.
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 Kodly 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 Kodly 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 Kodly 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.
a) Rhythm:
3 metre, anacrusis external and internal
Compound time signatures
b) Melodic: l, s, - extended pentatony and la pentatony
Introduction to pentatonic tri-chords/ intervals in the tri-chords.
f, and t
Repertoire suitable for the teaching of these concepts and elements.
More detailed work in strategy writing.
An overview of the primary school developmental music program.
Practice activities: (a) written; (b) improvisation; (c) dictation; (d) reading.
An extension of listening activities suitable for the age group.
Assessment:
A demonstrated deeper understanding of Kodalys 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.
Final written test on work covered in this Level.
Lesson Plans which demonstrate an understanding of sequentially based learning.
Writing a strategy.
Outcomes:
The students will demonstrate their ability to provide a good teacher model for this age group.
They will show a deeper knowledge of the abilities and requirements of the children.
They will be able to discuss, communicate ideas and display a growing awareness of
developmental sequencing appropriate for the upper primary school.
SUMMER SCHOOL MUSIC PROGRAM
PRACTICUM LEVEL 3 Primary
5 hours
Course Content:
Continued development of peer teaching.
Peer teaching of repertoire appropriate for Upper 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 3 Primary
5 hours
Course Content:
An investigation of the various categories of songs, rhymes and games which are
appropriate to an upper 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 the students have developed their song file and retrieval system
to an acceptable level. Students 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.
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
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.
The classroom music course is designed as a 3-year sequential program in the area
of Secondary Classroom Music Pedagogy. 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 Kodly Certificate. Please indicate if you have
previously completed components within a specialisation.
The curriculum includes:
Methodology
Repertoire/ Materials
Practicum
Musicianship
Choir
Choral Conducting
Details for each of these course components are to be found below. Information on
Musicianship and Choral Conducting levels are found on the specific relevant pages
under those headings.
Required Text books: Choksy, L. (1999). The Kodly Method. Prentice Hall.
Johnson, J.(1998). Music for all. Clayfield School of Music.
Klinger, R. (1990). A guide to lesson planning in a Kodly 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 1 SECONDARY
15 hours Course Content:
Methodological sequencing of musical concepts and elements for a lower secondary aural
based music program.
Pitch: drm, s, l, d, Treble clef letter names, Tonal centres = F, G and C
Rhythm: Beat and rhythm, Patterns in simple time using:
Metre: Simple duple, simple quadruple, simple triple
Repertoire suitable for the teaching of the above concepts and elements including part work
Canons in up to 4 parts and melodic and rhythmic ostinati.
An understanding of the overall philosophy of a developmental music program based on
Kodaly concepts.
Teaching older beginners with particular attention to the changing voice.
Managing classes of mixed ability and experience.
Investigating the use of a teaching focus and its relevance to strategy writing.
An introduction to tone set analysis.
Using repertoire and games effectively with this age group.
Assessment:
A demonstrated knowledge of Kodalys 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.
Outcomes:
The students will demonstrate their ability to provide a good teacher model for this age group.
They will show a growing knowledge of the abilities and requirements of lower secondary
students.
They will be able to discuss, communicate ideas and display a growing awareness of
developmental sequencing appropriate to the children in lower secondary.
SUMMER SCHOOL MUSIC PROGRAM
PRACTICUM LEVEL 1 SECONDARY
5 hours Course Content:
An introduction to peer teaching.
Peer teaching of repertoire appropriate for Lower Secondary classes.
Peer teaching of short lesson segments suitable for the age group.
Assessment:
Students will prepare a minimum of 3 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 1 SECONDARY
5 hours Course Content:
An investigation of the various categories of songs, rhymes and games which are appropriate
to a lower secondary 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 beginning 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.
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
Secondary Classroom Music Pedagogy Level 2
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.
The classroom music course is designed as a 3-year sequential program in the area
of Secondary Classroom Music Pedagogy. 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 Kodly Certificate. Please indicate if you have
previously completed components within a specialisation.
The curriculum includes:
Methodology
Repertoire/ Materials
Practicum
Musicianship
Choir
Choral Conducting
Details for each of these course components are to be found below. Information on
Musicianship and Choral Conducting levels are found on the specific relevant pages
under those headings.
Required Text books:
Choksy, L. (1990). The Kodly method. Prentice Hall.
Tacka, P. and Houlihan, M. (1995). Sound thinking (Vol. 1). Boosey & HAwkes.
N.B. Sound Thinking Australia retains the right to cancel the course if there are
insufficient enrolments.
SUMMER SCHOOL MUSIC PROGRAM
METHODOLOGY LEVEL 2 SECONDARY
15 hours Course Content:
An investigation of the various categories of 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.
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 the song file and retrieval system continue 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, 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
PRACTICUM LEVEL 2 SECONDARY
5 hours Course Content:
Continued development of peer teaching.
Peer teaching of repertoire appropriate for Middle Secondary 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.
An introduction to peer teaching.
Peer teaching of repertoire appropriate for Lower Secondary classes.
Peer teaching of short lesson segments suitable for the age group.
SUMMER SCHOOL MUSIC PROGRAM
MATERIALS LEVEL 2 SECONDARY
5 hours Course Content:
An investigation of the various categories of 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.
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
top related