Song Analysis Table: Goodnight, Sleep Tight

Tone Set E minor

Range Minor 3rd

Rhythm Set Quarter notes, eighth notes

Form Lullaby

A Song’s Pedagogical Use Table:

Melody I plan to change the “A” on the & of 2 in the

second measure to an “E” so the song just
switches between two notes so it’s easier to
match pitch and learn.
Rhythm The simple words with the rhythm help the
students pick up on it well which will allow them
to be able to pat or use any type of body
percussion on each beat.
Other The length is very short so it is easy to learn and
we could change the words to “Stea-dy Beat
Beat, Steady Steady Steady Beat” so the students
can sing the words of what they are physically
doing.

Other info: This will be used in the beginning stages of the unit to present the steady beat idea.
Song Analysis Table: Chop! Chop! Chippity Chop!

Tone Set Speaking

Range N/A

Rhythm Set 6/8 Dotted quarter, quarter, eighth

Form Rhyme

A Song’s Pedagogical Use Table:

Melody N/A

Rhythm The students won’t know that this is in 6/8

because they won’t look at the notation but this
just helps them feel in 3 rather than in 2 and with
the words, it helps them think about the steady
beat.
Other N/A

Other info:
Song Analysis Table: Bee, Bee, Bumble Bee!

Tone Set Speaking

Range N/A

Rhythm Set Quarter, eighth

Form Rhyme

A Song’s Pedagogical Use Table:

Melody N/A

Rhythm Keeping a steady beat while we say the rhyme.

Patting along to me saying this and once they
learn the words and keep the beat steady, I’ll
have them act this out maybe by touching their
knee/ nose.
Other This could be turned into a game or an activity
with bees and body percussion.

Other info:
Song Analysis Table: Lucy Locket Lost her Pocket

Tone Set Sol, La, Mi

Range P4

Rhythm Set Eighth and quarter notes

Form Poem, nursery rhyme

A Song’s Pedagogical Use Table:

Melody Pitch matching while singing

Rhythm The consistent tempo allows the students to have

a simple song to keep a steady beat to.
Other There are some games we could play with this
rhyme.

Other info:

Lucy Locket lost her pocket,

Kitty Fisher found it;
Not a penny was there in it,
Only ribbon round it.
Song Analysis Table: Frog in the Meadow

Tone Set Do, Re, Mi

Range Major 3rd

Rhythm Set Quarter, eighth notes

Form Rhyme

A Song’s Pedagogical Use Table:

Melody Since this is Do, Re, Mi, it will be easy for the
students to catch onto and we can focus on other
important musicality like things instead of
matching pitch.
Rhythm There are only a few eighth notes and about 75%
quarter notes so this is a solid song to keep a
steady beat to.
Other This allows for flexibility with adding instruments
such as drums or guiros. We could also do some
acting out with this song as well as playing
games.

Other info:
Song Analysis Table: Johnny Works with one Hammer

Tone Set G Major- Do, Mi, Sol, Re

Range P5

Rhythm Set Quarter, eighth notes

Form Poem

A Song’s Pedagogical Use Table:

Melody The students will struggle singing this song but

with me singing it, it will allow the students to
focus on the steady beat.
Rhythm This keeps with the same rhythms that we have
been doing so there is nothing new for the
students to focus on here.
Other This sets up using “hammers” to pound out the
beat. If the students really get the beat down, we
could go into a macro beat and half the class
could play on 1 and 2 and the other half could
play on all downbeats.

Other info:
Song Analysis Table: This Old Man

Tone Set Arpeggio/ scalar movement

Range M6

Rhythm Set Quarter, eighth notes

Form Nursery Rhyme (ten verses)

A Song’s Pedagogical Use Table:

Melody The students will struggle singing this song but

with me singing it, it will allow the students to
focus on the steady beat.
Rhythm This keeps with the same rhythms that we have
been doing so there is nothing new for the
students to focus on here. This adds the “no
beat” idea into the song so they can actually see
what is happening with the heart beats without
words.
Other This allows us to use hand movements on the
rhyming words. I will have the students show
what number we are on with their fingers and
then point to their body part it rhymes with. If it’s
not a body part, I will teach them an action to do
during that rhyming word.

Other info: