MUSE 351 Portfolio

Fall 2017
Created By: Danny Miller & Julia Thorne

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Table of Contents

List of Rhymes (Alphabetical)

A Wee Little Worm p. 6
Canoe Song p. 14
Goodbye Sun, Goodbye Light p. 4
Last Song p. 12
Leaves p. 8
Peg Leg the Pirate p. 10

List of Songs (Alphabetical)

Rain Come Wet Me p. 18
Sandyland p. 24
Slahal p. 16
Standin on the Platform p. 20
Wall Flowers p. 26
Whos That Tapping at the Window p. 22

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List of Rhymes (By Grade)

Kinder: Goodbye Sun, Goodbye Light p. 4
1st Grade: A Wee Little Worm p. 6
2nd Grade: Leaves p. 8
3rd Grade: Peg Leg the Pirate p. 10
4th Grade: Last Song p. 12
5th Grade: Canoe Song p. 14

List of Songs (By Grade)

Kinder: Slahal p. 16
1st Grade: Rain Come Wet Me p. 18
2nd Grade: Standin on the Platform p. 20
3rd Grade: Whos That Tapping at the Window p. 22
4th Grade: Sandyland p. 24
5th Grade: Wall Flowers p. 26

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Title: Goodbye Sun, Goodbye Light
Source: Simple Poems document
Author: Unknown
Rhythms Used: Eighth notes, Quarter notes
Grade (play): Kindergarten
Grade (read): 1st
Form: ABABA
Text:
Goodbye sun, goodbye light.
With the stars, comes the night.
Star light, moon light, light the night.
Star light, moon light, light the night.
Notation:

Introductory Material/Activity:
T: When it gets dark outside, do you see the moon or the sun? Students respond. So,
what would you say to the sun if it was leaving? Students respond. Today, were going to learn
a poem and well say goodbye to the sun and hello to the stars!
Instruction:
Teach by rote in chunks. Goodbye sun, goodbye light / with the stars, comes the night /
starlight, moonlight, light the night / starlight, moonlight, light the night. Teach in four chunks,
then two, then one. My turn, then your turn, my turn is first is said for each different chunk to
demonstrate clearly how it will work.

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Transition Technique / Material:

T: Everyone needs to find a buddy and stand next to a picture of the sun on the floor!
Musically Meaningful Activity:
Have pictures of the sun on the floor. By the time the students say goodbye light, the
paper has to be flipped over to the other side (where there will be stars). They will then stand
and, with a buddy, walk around the picture of the stars on the beat until the rhyme ends. Students
will switch buddies each time we say the rhyme.
Transition Out:
T: I think the sun is coming back out, everyone! Lets get back to our seats so we dont
get in trouble for playing all night!
Potential Extension of Activity / Concept:
Talk about the difference in how we said goodbye and sun, how one seemed faster
than the other. Dont give a name to it yet - introduce students to the idea of short-long.

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Title: A Wee Little Worm

Source: Piping Down the Valleys Wild
Author: James Whitcomb Riley
Rhythms Used: Eighth notes, Quarter notes
Grade (play): 1st
Grade (read): 1st
Form: ABCC
Text:
A wee little worm in a hickory-nut
Sang, happy as he could be,
O I live in the heart of the whole round world,
And it all belongs to me!
Notation:

Introductory Material/Activity:
T: If you were a worm, where would you like to live? Students reply. T: Well today
were going to learn a rhyme about a worm, and he lives in a hickory nut!
Instruction:
Teach by rote in chunks. A wee little worm in a hickory nut / Sang, happy as he could be
/ O I live in the heart of the whole round world / And it all belongs to me!. Teach in four
chunks, then two, then one. My turn, then your turn, my turn is first is said for each different
chunk to demonstrate clearly how it will work.
Transition Technique / Material:
T: Heres my worm friend! His name is Alan! Everyone say hello to Alan.

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Musically Meaningful Activity:

One student will hide the worm in his new home as everyone says the rhyme with their
eyes closed. At the end of the rhyme, we will begin it again, and students will have to walk to the
beat of the rhyme as they look for Alan and where he is hidden. Give several students a chance to
hide Alan.
Transition Out:
T: I think Alan is happy with this being his home for awhile. Hes pretty worn out from
all of the moving hes done, so lets all go very quietly back to our seats so we dont disturb
him!
Potential Extension of Activity / Concept:
Allow students to experiment with the timbre of their voices. The beginning of the rhyme
can be used in one voice, while the worm can have a different voice. Demonstrate it and
encourage them to try it.

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Title: Leaves
Source: Piping Down the Valleys Wild
Author: Paul Walker
Rhythms Used: Eighth notes, Quarter notes, Half note (ties)
Grade (play): 2nd
Grade (read): 3rd
Form: ABCD
Text:
The leaves fall
Like big pennies
And the sidewalk catches them.
Notation:

Introductory Material/Activity:
T: Do you like to play outside? I do, too! My favorite time to play outside is in the fall,
when there are all of the crunchy leaves on the ground to play in! Were going to learn a rhyme
about leaves today. Please listen to my rhyme!
Instruction:
Teach by rote in chunks. The leaves fall / like big pennies / and the sidewalk / catches
them. Teach in four chunks, then two, then one. My turn, then your turn, my turn is first is said
for each different chunk to demonstrate clearly how it will work.
Transition Technique / Material:
T: Look! There are some leaves on the ground! Find a buddy or a truddie and get to a
place that has leaves!
Musically Meaningful Activity:
Students will have manipulatives on the ground: a piece of paper with four blank spaces,
and pictures of green leaves mixed in with brown leaves. Do the green leaves look crunchy? No,
well just say leaves for the green ones! What about the brown leaves? Those look crunchy -

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when you get to those, say crunchy! Allow students to arrange leaves in whatever order they
want and have each group perform the leaf-rhythm for the class.
Transition Out:
T: I think its time we go back to our seats to get warmed up, its cold playing out in the
leaves all day!
Potential Extension of Activity / Concept:
Have students clap the rhythms of leaves and crunchy and talk about how theyre
different (leaves shorter than crunchy). Dont put a name to the concept yet - that can be the next
lesson.

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Title: Peg Leg the Pirate

Source: http://kodalyaspiringmusicclassroom.weebly.com/student-favorites.html
Author: Ginger Littleton
Rhythms used: Eighth note, quarter note, half note (syncopated)
Grade (play): 3rd grade
Grade (read): 3rd grade
Form: AABB
Text:
Peg Leg the Pirate is feeling depressed
Someone has stolen his treasure chest
Who stole the gold? Who stole the gold?
Someone has stolen the pirates gold.
Notation:

Introductory material/activity:
I need you to get me your best pirate YAAAAARGH! Students give their best pirate
noises. Today were going to be talking about my good friend Peg Leg the Pirate. His favorite
word is YAAARGH, but lately, hes been feeling pretty down and not saying it as much. Please
listen to my rhyme, and tell me if you can figure out why Peg Leg is sad. After teacher says this
and demonstrates the rhyme, follow up with the question:Why is he sad? Students respond,
and teacher asks Should we help Peg Leg get his gold back? Students respond. Teacher replies:
To help Peg Leg, we need to learn the rhyme together! Begin instruction.

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Instruction:
Teach by rote in chunks. Peg Leg the Pirate is feeling depressed / Someone has stolen his
treasure chest / Who stole the gold? Who stole the gold? / Someone has stolen the pirates gold.
Teach in four chunks, then two, then one. My turn, then your turn, my turn is first is said each
time to demonstrate clearly how it will work.
Transition Technique/Material:
Saying something akin to, I think someone in this room may have taken Peg Legs
gold!. Once thats been said, designate a student who will sit in the middle of the circle the rest
of the students will form as they sit on the floor.
Musically Meaningful Activity:
Students will sit in a circle and have a piece of gold behind their back. There will be a
student in the middle and the students will say the rhyme as they pass the gold to the person
sitting next to them, and at the end the person in the middle has to guess where the gold is. This
is musically meaningful because the students will have to keep a steady beat with the
syncopation while having something else to focus on (passing the gold). The student in the
middle will have to concentrate on where the gold may end up based on how their classmates
pass it, which promotes critical thinking.
Transition out:
Peg Leg is very thankful that you returned the gold! So thankful, in fact, that he told me
to tell you to share the gold! When I hand you a piece of gold, head back to your seat and have a
pencil ready! After this, pass out gold quickly to students.
Potential Extension of Activity/Concept:
When the students go back to their seats, there will be manipulatives at their desk to help
show what the notation looks like. The students would have four blanks and they would have
gold pieces (similar to the one they received to go back to their seats) and they will arrange them
how they think the rhythm went. Teacher will individually check each student as they walk
around the classroom, seeing what each student thinks. When the students are finished, the
teacher will show the students what they had as their answer, and they will all perform the
rhythm together on rhythm syllables. This would be a good time to label the rhythmic structure
of this as syncopation and teach the students what exactly syncopation is. Once they know
what syncopation is, they can point out the syncopated beats on their manipulatives.

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Title: Last Song

Source: Piping Down the Valleys Wild
Author: James Guthrie
Rhythms Used: Sixteenth notes, Dotted eighth notes, Quarter notes
Grade (play): 4th grade
Grade (read): 5th grade
Form: AABB
Text:
To the Sun who has shone all day,
To the Moon who has gone away,
To the milk-white, silk-white, lily-white star
A fond goodnight, wherever you are.
Notation:

Introductory Material/Activity:
T: Do you ever go outside and look at the stars at night? What do they look like?
Students respond. Since theyre only out at night, we dont see them very often because thats
when were asleep. This rhyme is about the stars at night - please listen to my rhyme. After
teacher demonstrates the rhyme, teacher will ask Why do you think were wishing the star a
fond goodnight? Students respond, teacher gives feedback to response. After this, teacher will
begin teaching it to the students by rote.
Instruction:
Teach by rote in chunks. To the sun who has shone all day / To the moon who has gone
away / To the milk white, silk white, lily white star / A fond good night wherever you are. Teach

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in four chunks, then two, then one. My turn, then your turn, my turn is first is said for each
different chunk to demonstrate clearly how it will work.
Transition Technique / Material:
Teacher will say something akin to, You know, I think we can find the sun, moon and
stars in this room! Please watch me. Teacher will then model saying the rhyme as they walk to a
piece of paper.
Musically Meaningful Activity:
Students will say the rhyme and as they do so, they will walk to different pieces of paper
strewn about the floor: there will be pictures of suns, moons, and stars. At the end of the rhyme,
the teacher will ask, Who has the sun? using the dotted eighth - sixteenth note rhythm that is
the focus of this lesson. (Dotted eighth- sixteenth - sixteenth - eighth / who - has - the - sun).
Teacher will model responding with I have the sun with the same rhythmic pattern. Teacher
will ask students to flip their papers over and respond appropriately when the question is asked.
Students will respond with I have the sun, I have the moon, or I have the stars. The sun
will get leg pats on the rhythm, the moon gets claps on the rhythm, and the stars get snaps on the
rhythm. Including the body percussion in the activity helps keep the students engaged! Go
through the rhyme 3-4 times for this activity.
Transition Out:
Teacher will say something akin to, I think the best way to say a fond goodnight is to
quietly go back to our seats, so we dont disturb that star! When I come tap you, please quietly
tiptoe back to your seat and sit quietly. Teacher will then walk around the room and tap students
while reinforcing that they stay quiet.
Potential Extension of Activity / Concept:
Once the students return to their seats, the teacher can draw the notation on the board and
introduce the dot as a concept. We can talk about how the rhythm seemed just a little off
compared to our normal eighth notes and why they think that was. This would be a good time to
draw the notation. We wont go into detail about how the dot works with cutting it in half and
adding that rhythmic length to the original note - just introducing the idea.

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Title: Canoe Song

Source: bethsnotes.com

Author: Folk Song

Rhythms used: Eighth note-Quarter note, Half note

Grade (play): 5th Grade

Grade (read): 5th Grade

Form: ABAC

Text:

My paddles keen and bright, flashing with silver. Follow the wild

goose flight, dip dip and swing

Notation:

Introductory material/activity:

Have any of you been on a canoe? Well when I went on a canoe I had the best time! It
was so relaxing listening to the waves of the lake and the whistle of the wind! Please listen to my
rhyme!

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Instruction:

Teach the rhyme using the whole-part-whole sequence.

Split it up by one measure at a time and then 2 and then all of it.

Transition Technique/Material:

Alright students now its time to play a game called poison! I am going to clap some four
beat patterns and whenever you hear the poison pattern (same rhythm as last measure of the
song) dont repeat it back and you will get a point! If any of you do repeat the pattern then I get a
point! Ready?

Musically Meaningful Activity:

The teacher claps four beat patterns and has the student repeat them. If the students repeat
the poison pattern then the teacher gets a point. If no one repeats it then the teacher gets a point.

Transition out:

Alright everybody now its time to get on your canoes and go back to your seats! The
next time you hear the poison pattern everybody head back to your seats!

Potential Extension of Activity/Concept:

After the end of the lesson students will go back to their seats and learn how to notate the
poison pattern as the teacher demonstrates it on the board. Then they will be asked to practice
notating it in small groups.

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Title: Slahal
Source: 155 American Folk Songs to Sing, Read and Play Primary: Note duration
Composer: Unknown Range: E4-G4
Intervals: m3 Solfege Pitches: sol, mi
Grade (sing): Kindergarten Grade (read/write): 1st

Text:
Which way, this way, which way? This way.

Notation:

Introduction:
Have you ever gotten lost? Students respond. I got lost at the store once. I couldnt
find my mom, but I eventually got help from an employee and found her. Today, were going to
learn a song about which way you should go! Warm up that changes into the beginning solfege
pitches of the song. Teach the whole passage on solfege using the whole-part-whole technique
Then teach the song on text using the whole-part whole technique: Which way / this way / which
way / this way.
Transition:
Now we need to get in line!
Musical Activity:
Have students get in line and march through the room as they sing the song. Designate a
line leader who gets to lead the line whichever way they want each time they sing the song.
Ensure that students are walking to the beat. Perhaps have them clap to the beat as they walk and
sing. Do this activity several times, giving more than one or two students the chance to be a line
leader.

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Transition:
Alright, the next line leader needs to lead us back to our seats! Sing the song on the
way back to their chairs.
Extension/Concept:
Sing the song from their seats and focus strictly on keeping the beat by patting their legs.
When they have that down, try to subdivide into eighth notes to establish smaller beat divisions.
Do not put a name to either of their concepts during this lesson.

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Title: Rain Come Wet Me

Source: http://kodaly.hnu.edu/song.cfm?id=881 Primary: Tetratonic Scale
Composer: Helen L. Wyzga Range: D4-A4
Intervals: m3, M2, P5 Solfege: sol, fa, mi, re, do
Grade (sing): 1st Grade (read/write): 2nd

Text:
Rain come wet me / Sun come dry me / Keep away, thunderstorm / dont come near me.

Notation:

Introduction:
If there was rain falling from the sky, what sound would it make as it fell? Students
respond, teacher says I think it might sound something like this! Model vocal sirens down,
students respond with the vocal sirens. Teacher: Now, if the rain were to go back up into the
sky, what sound would it make then? Students respond, teacher says I think it might sound
something like this! Model vocal sirens up, students respond with the vocal sirens.
Teaching Sequence:
Transition the warm-up into the pitches of the song. Once thats done, teach the whole
song with solfege syllables using the same WPW technique that will be employed when words
are added: Rain come wet me / sun come dry me / keep away, thunderstorm / dont come near
me - four chunks, then two, then one. Once they get through the song on solfege, introduce it
with words. Introduce their new job: Teacher -Whos got the sunshine? Students- Ive got the

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sunshine. Replace word sunshine with rain and thunderstorm; when the word is thunderstorm,
students respond with lightning storm sounds.
Transition:
Have the students find buddies and truddies.
Musical Activity:
Have students sing the song again and walk around the room to the papers on the floor.
This is where the call and response comes in! The teacher will sing Who has the sunshine? and
all of the students who are standing at the pictures of the sun will sing back Ive got the
sunshine!. The rain gets the same response, but the students who are at the thunderstorm will
make boom, crash, lightning noises. Go through the cycle several times - give multiple students
the chance to be the thunderstorm (because thats the coolest part).
Transition Out:
Teacher says something akin to, Excellent job, everybody! Lets all go back to our seats
and dry off from the rain!
Potential Extension of Activity/Concept
Once the students return to their seats, we can reinforce the different intervals that we
sang in the song without putting a name to them and using solfege.

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Title: Standin on the Platform Primary: mi-fa-so

Source: bethsnotes.com Range: E4-G4

Author: 155 American Folk Songs to Sing, Read and Play Solfege Syllables: mi, fa, so

Rhythms used: Quarter, Half, Whole Intervals: m3, m2, M2

Grade (play): 2nd Grade (read): 2nd

Form: ABAB

Text:

Standin on the platform, waiting for the train. Get your old blue bonnet and lets go Liza Jane!

Notation:

Introductory material/activity:

Has anybody ever been on a train before?! Well Ive been on a train and whenever I
waited on the platform for the train to come I would always here the train whistle and the
excitement of everyone around me! Today were going to learn a rhyme about standing on the
platform and waiting for the train to come! Please listen to my rhyme!

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Instruction:

Teacher models the whole rhyme and proceeds to teach the students using the whole-
part-whole technique starting with 2 measures at a time, then 4, then the whole thing. The
teacher indicates My turn then your turn, my turn is first each time.

Transition Technique/Material:

The teacher will take out a set of manipulatives and sing the words on them and have the
students repeat. Whenever the teacher sings the word train he/she will hold it out for a whole
note value. This will be the focus of the activity. The teacher will then explain the rules of the
activity.

Musically Meaningful Activity:

The students will say the rhyme will walking around the room to a set of manipulatives
with a buddy. The cards will have different words on them (Train, Choo Choo, and Whistle).
They will set the words in two bar lines on a piece of paper and they will be instructed that the
words train has to take up a whole bar line. This will be the whole note, which is the focus of the
activity. They will also be instructed to sing through their patterns (Train on so, Choo Choo on
mi, and Whistle on do) twice out loud. Then each group will get a chance to show their pattern to
the class and have everyone sing it.

Transition out:

The teacher will say, The train just arrived and Im the conductor! Were going to say
the rhyme again and when I walk up to you hop on the train and well all ride together back to
our seats!

Potential Extension of Activity/Concept:

A potential follow up lesson would be to put notation to the card on the board and have
the students learn how to speak the whole note and what it looks like.

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I completely revamped this lesson so thats why nothing is highlighted.

Title: Whos That Tapping at the Window

Source: bethsnotes.com Primary: Do Centered Pentatonic

ScaleComposer: Folk Song Range: D4-A4

Intervals: P5, P4, M2 Solfege Pitches: D, S, R, M

Grade (sing): 3rd Grade (read/write): 1st

Introduction:

Have any of you ever been home with someone watching you and you were waiting for
you mom or dad to come home? Well whenever I was little I didnt like it when my parents left
so I would always cry! Can you all cry with me? Wahhhhhh!...etc.

Teaching Sequence:

Lead the class in a vocal stretch by making crying sounds

This turns into the first pitch of the song over and over again until they are ready to echo
the song on the neutral crying syllable

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Next, teach the class the whole tune on solfege using the WPW technique

Next, teach the class the song on words using the WPW technique.

Transition:

Tell the class that it is now time to go grab a xylophone from the cabinet and sit down in
front of the teacher. Tell them they are allowed to play the xylophone until the teacher instructs
them to stop. Once they are all seated, have them place the mallet in front of them and have them
remove all the pitches not associated with the pentatonic scale (be specific and tell them which
pitches to remove).

Musical Activity:

Have the students engage in an improvisational activity where they play the rhythm of the
piece on xylophones and improvise the pitches. At first, have them play the pitches they would
like and then slowly introduce parameters such as everyone starting and ending on the same
pitch and then have everyone end on the same three pitches, etc. Make sure that the parameters
can be loosened or modified for students who are struggling with the activity.

Transition out:

Tell the class that mom and dad are about to come home so its time to put the
xylophones back and head back to our seats!

Extension/Concept:

After they have returned to their seats, they will learn how to notate the notes in the
pentatonic scale as the teacher writes them on the board.

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Title: Sandyland

Source: Sail Away: 155 American Folk Songs to Sing, Read and Play Primary: dance

Composer: A Texas Play Party Dance Range: D4-A4

Intervals: m3, M2, M3, P4 Solfege Pitches: Do, Mi, So, La, Re

Grade (sing): 4th grade Grade (read/write): 4th grade

Introduction:

Have any of you ever been to Texas? Well when I go to the Texas I like to ride horses
and when I ride horses I like to say Yee-Haw! Will you all do that with me?

Teaching Sequence:

Then lead the students in a vocal stretch that explores their whole range.

The vocal stretch eventually leads into the first solfege syllables of the song and then the
first few pitches and then the whole song on a new neutral syllable pa.

Then teach the solfege syllables of the song using the whole-part-whole approach.

Then teach the song on words using the whole-part-whole approach.

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Transition:

Alright now I want everybody to sing the song and as you are singing the song please get
into a ring with half of you on the right. Ready Go! And then teach the students the dance they
will be participating in.

Musical Activity:

Students will participate in a Texas Play Party dance that is reminiscent of square dancing.

1. First verse, all walk left.

2. Second verse, all walk to the right
3. Third verse, each partner 1 swings partner 2 by right hand
4. Fourth verse, partners face each other and begin grand right and left
5. When partners meet again, they swing hands round once
6. On fifth verse, partner 1 promenades with partner 2 on the left (the corner) around the
circle and back to play. And so on

Transition out:

Alright everybody now were going to break off into groups of 3 and I want everybody to
spread out across the room!

Extension/Concept:

After everyone has spread out, the small groups will come up with their own versions of
the dance to perform for the class.

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Title: Wall Flowers

Source: Sail Away: 155 Folk Songs to Sing, Read and Play Primary: Meter Change

Composer: Traditional from the British Isles Range: D4-B4

Intervals: m3, M3, P5, M2 Solfege Pitches: D, R, M, S, L

Grade (sing): 5th Grade (read/write): 5th

Introduction:

Do you know when you go out into nature and you feel so relaxed? Whenever I go
outside I see all the pretty flowers and I just sigh because Im so content and at peace. Ahhhh

Teaching Sequence:

The Ahhhh turns into a vocal stretch by going up and down and exploring the whole
range. This will turn into the first pitch of the song and then the whole song on that neutral
syllable.

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Next, teach the solfege using the whole-part-whole technique.

Then go back and teach the whole song on words using the whole-part-whole technique

Transition:

The teacher will have some flashcards with 2/4 and 3/4 meters with quarter notes only
and the students will echo as the teacher demonstrates the patterns. Have the students explain
what was different about the two cards. Then say that the top number of the time signature lets
you know how many quarter notes you can use in your measure. Then ask how many beats per
measure and which note gets the beat. Then the teacher will explain the activity and intone the
pitch and have students move in buddies while singing the song.

Musical Activity:

Have the students walk over to papers with a buddy while singing the song. There will be
cutout manipulatives that have notes on them. They will be asked to place a pattern on either a
2/4 bar or a bar depending on what the paper says. After this they will be asked to perform
their patterns on takadimi with their partners 2 times. Then they will move to another paper
while singing the song and will be asked to make a new pattern based on what that paper says.
After they have done this a few times, add another measure to each paper and have students
arrange patterns with both meters. Have them end the lesson by singing the song one last time.

Transition out:

Tell the students that their parents are calling them home to go inside and as the teacher
tells you to go inside, go back to your desk.

Extension/Concept:

Then the students will see a variety of exercises on the board with changing meter and
will be asked to echo and echo translate them. After that, they will see exercises that have notes
and bar lines but no meter signatures and will be asked to work with a partner to figure out which
bar line has which signature and will be asked how they figured that out.

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