SINGING IN KINDERGARTEN

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SINGING IN KINDERGARTEN

• ROUTINES
• Good Morning p. 7 CE, Its Time to Tidy Up, (tune
  of Farmer in the Dell), Everybody Do This, Roll
  Your Hands p. 32 CE
• BODY AWARENESS
• Clap, Clap, Clap Your Hands p. 36 CE
• Head and Shoulders Baby p. 97MFF

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SINGING IN KINDERGARTEN

• EMOTIONS
• When I Get Mad I Beat My Drum p.96 CE
• Shake My Sillies Out p. 93 CE
• Problems p. 94 CE
• LEARNING NUMBERS
• One Two Buckle my Shoe, Ten Little Monkeys p.
  205, Five Green and Speckled Frogs, Five Enormous
  Dinosaurs p. 78, Ten in the Bed, Hop on 1

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SINGING IN KINDERGARTEN

• LEARNING LETTERS
• Alphabet Song, I Can Spell Cat
• THEME INTEGRATION
• Frosty the Snowman, Suzy Snowflake

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LEARNING MUSIC THROUGH

• SINGING p. 104

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EXPRESSIVE SINGING p.109

• Work on
• Phrasing- where to breathe, rise and fall in the
  line, contrast between sections of the song
• Dynamics - loud and soft

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EXPRESSIVE SINGING p.109

• Work on
• Tempo - fast/slow, getting faster/slower
• Articulation - legato/staccato smooth/clipped

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WARM UPS

• Vocal warm ups help with pitch e.g.
• Ziggy ziggy zaa,
• nay nee naw new no
• Imagery (e.g. tell the students to sing through
  their eyes or over the back of the head) helps
  some children find head tone.
• Sing in throat and then in head.

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WARM UPS

• Chant warm ups may help with posture
• Fold in the Middle Musicanada 3 p.

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Singing lesson preparation

• Questions to ask yourself p. 109
• Can I perform the whole song expressively?
• Do I have some ideas for motivating interest?
• What will I have them listen for in the song?
• Do I have at least 3 activities that involve them
  in listening before I ask them to sing?

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Singing Lesson Preparation

• Do I have signals for starting and stopping the
  group without words?
• Am I ready to wait for quiet so we can set the
  song in silence?
• Do I have signals for cueing different groups in
  part singing?

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TEACHING WITH A RECORDING p. 110

• The children need to hear often enough so they
  learn the tune.
• Before singing
• Listen for ideas in the song story, repeated
  words, places, names.
• How many voices do you hear? What are they?
• Stop the recording and ask for the next word or
  phrase.

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TEACHING WITH A RECORDING p. 110

• Movement ideas while listening
• Perform an action on a given word. (clap,snap)
• Patsch the beat.
• Perform an ostinato.
• Draw the phrase in the air.
• Snap on rests.
• Clap rhythm of given phrase.
• Conduct the song.
• Mouth choral speak,or dramatize the words.
• Patsch chorus, clap verse.
• Create pattern of movement.

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TEACHING WITH A RECORDING p. 111

• Ideas involving singing
• Students sing rhyming words.
• Students sing repeated lines.
• Students sing alternate phrases.
• Students sing chorus.
• Students sing the last 1, 2, or 3 words in a
  phrase.

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TEACHING WITH A RECORDING p. 111

• Ideas involving rhythm instruments.
• Students play the beat or an ostinato on
  percussion instruments while tape or CD is
  playing.
• Students play an instrument on a given word, on
  the chorus, on rhyming words etc.

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ROTE METHOD p.112(Over the Meadow sample plan)

• Ask focus questions before listening.
• Give yourself warm up pitch.
• Sing first verse and take answers.
• Ask another question about verse 1. Sing and
  take answers. Ask a question about line 1.

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ROTE METHOD p.112(Over the Meadow sample plan)

• Sing line 1. Students answer question. Then
  have students echo until they do so accurately.
• Sing line 2. Have students echo until accurate.
• Sing line 1 2. Students echo until accurate.
• Repeat process with lines 3 and 4. Then sing
  whole verse. Repeat process for another verse.