-
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
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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:
______________________________________________________
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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.
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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.
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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.
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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.
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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.
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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