MUSE 351 Portfolio

Fall 2017
Created by: Rudi Schwerdle & Alex Pobocik
 Rudi Schwerdle and Alex Pobocik 2

Summary of Contents

List of Rhymes (Alphabetical)

Blow Wind Blow p.10
Im A Little Pumpkin p. 17
Old Mother Witch p. 7
There Was an Old Witch p. 13
Unsquare Dance, Take 5 p. 20
Watch My Feet p. 4

List of Songs (Alphabetical)

The Bell Cow p. 29
High Barbaree p. 32
The Squirrel p. 23
Tisket A Tasket p. 26
Wabash Cannonball p. 38
Zum Gali p. 35

List of Rhymes (By Grade)

Kinder: Watch My Feet p.4
1st Grade: Old Mother Witch p. 7
2nd Grade: Blow Wind Blow p. 10
3rd Grade: There Was an Old Witch p. 13
4th Grade: Im A Little Pumpkin p. 17
5th Grade: Unsquare Dance, Take 5 p. 20
 Rudi Schwerdle and Alex Pobocik 3

List of Songs (By Grade)

Kinder: The Squirrel p. 23
1st Grade: Tisket a Tasket p. 26
2nd Grade: The Bell Cow p. 29
3rd Grade: High Barbaree p. 32
4th Grade: Zum Gali p. 35
5th Grade: Wabash Cannonball p. 38
 Rudi Schwerdle and Alex Pobocik 4

Title: Watch My Feet

Source: Exploring Orff
Author: N/A
Rhythms used: Quarter Notes
Grade (play): K
Grade (read): K
Form: Strophic

*Teacher will edit the text to fit his activities*

Introductory material/activity:
Teacher will ask the students if they noticed anything different outside on their way to
school this morning (snow).
Teacher will ask the students what they like or dislike about the snow
Teacher will ask the students what their favorite winter activity to do in the snow is.
Vocal Exploration
o Descending: Students will sing descending like falling snowflakes
o Ascending: Students will sing ascending like throwing a snowball as high up as
they can
I love the snow students, but I hate walking through it, please listen to my song.
o Watch my feet go walking walking, careful I dont slip slop slip slop.

Instruction:
Learn song on neutral syllable,
o My turn then your turn, my turn is first
o *ON NEUTRAL SYLLABLE
o So la so mi
o So mi so mi
o So la so mi
o So mi so mi
Neutral syllable, larger chunks
 Rudi Schwerdle and Alex Pobocik 5

o My turn then your turn, my turn will be longer

o So la so mi so mi so mi
o So la so mi so mi so mi
Neutral syllable, whole song
o My turn then your turn, my turn will be the whole thing
o So la so mi so mi so mi; so la so mi so mi so mi
Learn song with text
o My turn then your turn, my turn is first
o Watch my feet go walking walking
o Careful I dont slip slop
Learn whole song with text
o My turn then your turn, my turn is the whole thing
o Watch my feet go walking walking; careful I dont slip slop slip slop

Transition Technique/Material:
Teacher will explain that he has had a lot of experience walking in snow and that he
knows the perfect way to walk without falling.
Watch and follow what I do so you dont slip!

Musically Meaningful Activity:

My turn then your turn, my turn is first
o Watch my feet go walking walking
Teacher models stomps each beat
o Careful I dont slip slop slip slop
Teacher models steps while acting like he is going to fall each beat
o Watch my feet go tip toe tip-toe
Teacher models very careful tip toe steps each beat
o Careful I dont slide slide slide slide
Teacher models sliding left and right each beat
o Watch my feet go hopping hopping
Teacher models hopping each beat
o Watch my knees go knocking knocking
Teacher models knocking knees together like shivering each beat
Great job walking through the snow with me! But now there are some mean kids
throwing snowballs, so every time you hear me say watch out for that snow ball snow
ball you have to fall to the ground!
Teacher instructs students to walk around the room in a circle in tempo to help avoid the
snowballs.
o Teacher has a clave with him to keep time for class
 Rudi Schwerdle and Alex Pobocik 6

Teacher stands in the middle of the circle to model the actions while students walk
around him
o My turn then your turn, my turn is first.
o Watch my feet go stomp stomp stomp stomp
Teacher models stomps every beat
o Watch my hands go rub rub rub rub
Teacher models rubbing his hands together (like he is cold) each beat
o Watch my feet go small step small step
Teacher models tiny steps each beat
o Watch out for that snow ball snow ball!
Students all fall down
Whew that was close! Lets walk a little faster to avoid getting hit!
o Teacher gives class a slightly faster tempo to walk to
o My turn then your turn, my turn is still first
o Watch my feet go walking walking
Teacher models normal steps each beat
o Careful I dont slip slop slip slop
Teacher models steps like he is falling each beat
o Feel my heart go pounding pounding
Teacher models lightly tapping chest each beat
o Feel my heart go pounding pounding (louder)
Teacher models tapping chest to each beat
o Watch out for that snow ball snow ball!!!
Students all fall down
Transition out:
Teacher explains that the snowball throwers are nearby and they must quietly follow the
teacher over to the door.
*Quietly* Class I think the mean kids found us! We have to sneak out of here!
o ||: Watch my feet go tip toe tip toe, careful you must be real quiet :||

Potential Extension of Activity/Concept:

Potential Extensions include:
o Having the students come up with their own verbs/accompanying actions, i.e.:
Patting pats legs
Jumping jumps up and down
Up down squats down, jumps up; etc.
o Increasing the tempo gradually to assess how well students keep beats at faster
tempi
Concept:
o Steady beat using locomotor movement
 Rudi Schwerdle and Alex Pobocik 7

Title: Old Mother Witch

Source: The Orff Source
Author: N/A
Rhythms used: Quarter, eighth notes
Grade (play): 1
Grade (read): 1
Form: Through Composed

Introductory material/activity:
Teacher will ask the students if they know what Tuesday is (Halloween).
Teacher will ask students to name some monsters to watch out for while trick-or-treating
(Werewolves, vampires, witches).
Teacher will pull out a doll of a witch and have the students explore their voices as the
teacher makes the witch fly up and down.
Vocal exploration will transition immediately into neutral syllable pattern echo
from the song.

Instruction:
Neutral syllable pattern echo from the end of the introductory activity will include
students echoing the teacher as they go measure by measure through the song
Teacher will model measure by measure of the song using solfege, assisting students with
Curwen hand signs.
My turn then your turn, my turn is first
sol mi mi sol
sol mi mi sol
sol mi mi sol sol mi
sol mi mi sol
Teacher will model 2 measure segments of the song on solfege, assisting students with
Curwen hand signs
My turn then your turn, my turn will be longer
sol mi mi sol, sol mi mi sol
 Rudi Schwerdle and Alex Pobocik 8

sol mi mi sol sol mi, sol mi mi sol

Teacher will model the entire song on solfege, assisting students with Curwen hand signs.
My turn then your turn, my turn will be the whole thing
sol mi mi sol, sol mi mi sol, sol mi mi sol sol mi, sol mi mi sol
Teacher will model the entire song using lyrics
please listen to my song
Teacher will model the song measure by measure using lyrics
My turn then your turn, my turn is first
Old mother witch
Fell in a ditch
Picked up a penny and
Thought she was rich
Teacher will model the song 2 measures at a time using lyrics
My turn then your turn, my turn will be longer
Old mother witch, fell in a ditch
Picked up a penny and thought she was rich
Teacher will model the entire song using lyrics
My turn then your turn, my turn will be the whole thing.
Old mother witch, fell in a ditch, picked up a penny and thought she was rich
Teacher will model body percussion for students 1 measure at a time.
Now let us put the rhythm in our hands
My turn then your turn, my turn will be first
Old mother witch (clap pat pat clap)
Fell in a ditch (floorslap, pat pat clap)
Picked up a penny and (floorslap headpat headpat pat pat clap)
Thought she was rich (clap pat pat clap)
Teacher will model body percussion for students 2 measures at a time
My turn then your turn, my turn will be first
old mother witch, fell in a ditch (clap pat pat clap; floorslap pat pat clap)
Picked up a penny and thought she was rich (floorslap headpat headpat pat pat
clap; clap pat pat clap)
Teacher will model body percussion for students in its entirety.
My turn then your turn, my turn will be the whole thing

Old mother witch, fell in a ditch, picked up a penny and thought she was rich
(clap pat pat clap; floorslap pat pat clap; floorslap headpat headpat pat pat clap;
clap pat pat clap)
Teacher will have students perform body percussion while whispering the song, then
while silently mouthing the words to the song.

Transition Technique/Material:
Teacher will explain that while the witch was out picking up pennies, the teacher stole 2
of her cauldrons!
Teacher will ask the students what words are written on the cauldrons (song and hands)
 Rudi Schwerdle and Alex Pobocik 9

Musically Meaningful Activity:

Teacher will explain that the higher the cauldron is, the louder that part of the activity
will be by demonstrating
o If I have the song cauldron up high how should you sing the song? (loudly)
o *whispering* If I have the cauldron down low how should you sing? (softly)
o If I have the hands cauldron up high how should you perform it? (loudly)
o *Whispering* If I have the hands cauldron down low how should you perform
it? (softly)
Teacher will hold only song cauldron and have students sing once loud, once normal
volume, once softly
Teacher will hold only hands cauldron and have students perform the body percussion
(telling them that they are allowed to silently mouth the words to the song if they want)
once loud, once normal, once softly.
Teacher will hold both cauldrons at normal volume and have students perform the song
and body percussion accordingly
Teacher will hold both cauldrons at loud volume and have students perform the song and
body percussion accordingly
Teacher will hold both cauldrons at soft volume and have students perform the song and
body percussion accordingly
Teacher will vary placement of cauldrons (ex. Song loud, BP soft; BP loud, song normal;
etc).

Transition out:
Teacher will explain that the witch realized her cauldrons were gone and would be
looking for them, so we must move to the door as quietly as possible so she doesnt find
us

Potential Extension of Activity/Concept:

Potential extension includes:
o Adding an ostinato and accompanying body percussion
o Labeling loud and soft as forte and piano
Concept:
o Beat competency
o Dynamics
o Balance
 Rudi Schwerdle and Alex Pobocik 10

Title: Blow wind blow

Source: http://www.nurseryrhymes.org/
Author: Anonymous
Rhythms used: quarter-eighth, eighth-eighth-eighth, dotted quarter
Grade (play): 2nd
Grade (read): 1st Grade
Form: Through composed

Introductory material/activity:
Teacher will ask the students if they know how to make bread, and explain the process of
grinding crops into flour and its relation to a wind mill while showing the students an
image of a windmill on a PowerPoint.
Teacher will have the students sing up and down as he moves his hand in a big circle with
the windmill image for vocal exploration.
Teacher will immediately transition into the rhyme, Please listen to my rhyme and
model the whole rhyme.

Instruction:
Teacher will have students repeat after him line by line, cueing each entrance
o My turn then your turn, my turn is first.
o Blow wind blow and go mill go
o That the miller may grind his corn
 Rudi Schwerdle and Alex Pobocik 11

o That the baker may take it

o And into bread make it
o And bring us a loaf in the morn
Teacher will then have students repeat after him in larger sections, giving visual cues to
show the students when to enter and when not to enter.
o My turn then your turn, my turn will be longer.
o Blow wind blow and go mill go that the miller may grind his corn
o That the baker may take it and into bread make it and bring us a loaf in the morn
Teacher will model the whole rhyme and have students repeat after him, giving visual
cues to show the students when to enter and when not to enter.
o My turn then your turn, my turn will be the whole rhyme.
o Blow wind blow and go mill go that the miller may grind his corn, that the baker
may take it and into bread make it and bring us a loaf in the morn
Teacher will repeat the same process used to teach the rhyme to teach body percussion,
breaking the song down line by line, then in larger chunks, then in whole using the
following body percussion.
o Now let us put the rhythm in our hands
o Blow wind blow (tap, tap, tap)
o and go mill go (clap, snap, snap, snap)
o That the miller may grind his corn(pat, pat, snap, snap, snap, snap, snap, snap)
o That the baker may take it (pat, pat, snap, snap, snap, snap, snap)
o and into bread make it (clap, snap, snap, snap, snap, snap)
o and bring us a loaf in the morn* (clap, pat, pat, pat, pat, pat, pat, PAT)

Transition Technique/Material:
The teacher will ask the students to name all the types of bread that they know
The teacher will show images of wheat bread and sourdough bread and ask the students if
they know what types of breads these are
Now were going to learn another rhyme to go along with our first one about my
favorite types of breads!

Musically Meaningful Activity:

Teacher will model the rhyme one line at a time
o My turn then your turn, my turn is first
o I like wheat, I like sourdough
o I love bread, serve it up hot!
Teacher will model the whole rhyme, giving visual cues to show the students when to
enter and when not to enter.
o My turn then your turn, my turn is the whole thing
o I like wheat, I like sourdough, I love bread, serve it up hot!
 Rudi Schwerdle and Alex Pobocik 12

Teacher will repeat the same process used to teach the rhyme to teach body percussion,
breaking the rhyme in half, then in whole using the following body percussion
o Now let us put the rhythm in our hands
o I like wheat, I like sourdough (pat, pat, snap, pat, pat, snap, snap, snap)
o I love bread, serve it up hot (pat, pat, snap, pat, pat, pat, pat)
Teacher will review the original rhyme before splitting the class in half and having each
half alternate between performing the rhyme with body percussion and the ostinato with
body percussion.

Transition out:
After adequate repetitions of this the teacher will stop the class and ask them if they smell
that (the smell of fresh baked bread) and tell the students that we have to stop now
because the teacher is getting far too hungry to be singing about fresh hot bread.
Students will return to their seats or line up at the door to leave.

Potential Extension of Activity/Concept:

Potential extensions include having the students invent their own text for the ostinato, or
having the students invent different body percussion for either the rhyme or the ostinato.
Concepts include:
o Performing in 6/8 time
o Vocal ostinato
o Beat subdivision in compound time using movement
 Rudi Schwerdle and Alex Pobocik 13

Title: There Was an Old Witch

Source: The Orff Source
Author: N/A
Rhythms used: Half, Quarter, dotted quarter, eighths
Grade (play): 3
Grade (read): 3rd Grade
Form: Through Composed

Introductory material/activity:
Teacher will ask the students if they know what Tuesday is (Halloween).
Teacher will ask students to name some monsters to watch out for while trick-or-treating
(Werewolves, vampires, witches).
Teacher will pull out a doll of a witch and have the students explore their voices as the
teacher makes the witch fly up and down.
o Vocal exploration will transition immediately into neutral syllable pattern echo
from the song.
Instruction:
Neutral syllable pattern echo from the end of the introductory activity will include
students echoing the teacher as they go measure by measure through the song
Teacher will model measure by measure of the song using solfege, assisting students with
Curwen hand signs.
 Rudi Schwerdle and Alex Pobocik 14

o My turn then your turn, my turn is first

o la la la la mi mi
o la la la la mi
o mi la la la do do mi mi
o ti ti do ti
o ti la la la mi mi mi mi
o la la la mi
o la fa mi do la ti
o do ti ti la
Teacher will model larger chunks on solfege, assisting students with Curwen hand signs
o My turn then your turn, my turn will be longer
o la la la la mi mi la la la la mi
o mi la la la do do mi mi ti ti do ti
o ti la la la mi mi mi mi la la la mi
o la fa mi do la ti do ti ti la
Teacher will model larger chunks on solfege, assisting students with Curwen hand signs
o My turn then your turn, my turn will be even longer!
o la la la la mi mi la la la la mi; mi la la l ado do mi mi ti ti do ti
o ti la la la mi mi mi mi la la la mi; la fa mi do la ti do ti ti la
Teacher will model the entire song on solfege, assisting students with Curwen hand signs
o My turn then your turn, my turn will be the whole thing
o la la la la mi mi la la la la mi; mi la la la do do mi mi ti ti do ti; ti la la la mi mi
mi mi la la la mi; la fa mi do la ti do ti ti la
Teacher will model the entire song using lyrics.
Teacher will model the song two measures at a time using lyrics.
o My turn then your turn, my turn will be the whole thing
o There was an old witch, believe it if you can
o She tapped on the window and she ran ran ran
o She ran helter skelter with her toes in the air
o Corn stalks flying from the old witchs hair
Teacher will model the song 4 measures at a time using lyrics
o My turn then your turn, my turn will be longer
o There was an old witch, believe it if you can, she tapped on the window and she
ran ran ran
o She ran helter skelter with her toes in the air, corn stalks flying from the old
witchs hair
Teacher will model the entire song using lyrics
o My turn then your turn, my turn will be the whole thing
o There was an old witch, believe it if you can, she tapped on the window and she
ran ran ran, she ran helter skelter with her toes in the air, corn stalks flying from
the old witchs hair
 Rudi Schwerdle and Alex Pobocik 15

Transition Technique/Material:
Teacher will explain that in order to scare the witch away from us, we should use some
classroom percussion instruments to make some spooky sounds
Teacher will select half of the students to go pick up pitched percussion instruments and
half to go pick up indiscriminate pitched instruments.
Go select whatever instrument you think sounds the spookiest!
Teacher will write the lyrics to the song on the board

Musically Meaningful Activity:

Teacher will give the students a minute to explore the percussion instruments and find the
spookiest sounds.
Teacher will ask each student to quickly share the spookiest sound theyve come up with
the class.
Teacher will use student input to determine what sounds should be associated with the
following words:
o Witch
o Tapped
o Ran
o Air
Teacher will have the class sing the song in time with the chosen classroom percussion
used to augment the corresponding lyrics.
Teacher will have the class sing the song in time with the chosen classroom percussion
used in place of the corresponding lyrics.
Teacher will ask the class where else they could include classroom percussion in the
piece. The teacher will use suggestions to get the students to include percussion in:
o Beat 4 of measures 2, 4, 6, and 8
o Ambience before, during, and after the piece
Teacher will have the class sing the song in time with all classroom percussion included.
Teacher will ask the pitched percussion students to find the spookiest sound they can
make using 2 bars of the instruments at the same time. Teacher will attempt to guide
students towards one of the following intervals:
o Minor 2nd
o Minor 3rd
o Tritone
Teacher will use student input to compose an ostinato for the song that includes
occasional use of the spooky interval.
Teacher will have students sing in time with ostinato and relevant percussion parts.
Teacher will move students to different instruments as needed to allow them the best
chance of success.
 Rudi Schwerdle and Alex Pobocik 16

Transition out:
Teacher will explain that we scared the witch off, but that we dont want her to catch us
on our way out of class, so we must put away our instruments without making a single
sound and line up at the door.

Potential Extension of Activity/Concept:

Extension:
o Have the students perform the entire piece in time using only the assigned
percussion at the correct time without singing.
Concept:
o Simple harmonic ostinato
o Rhythmic accuracy
 Rudi Schwerdle and Alex Pobocik 17

Title: Im A Little Pumpkin

Source:
Author: Anonymous
Rhythms used:

Grade (play): 4th Grade

Grade (read): 5th Grade
Form: Through composed

Notation:

Text:
Im a little pumpkin short and round,
Here I am growing on the ground
When I get much bigger I will be found
For I am the largest pumpkin around.
 Rudi Schwerdle and Alex Pobocik 18

Ostinato:
Fall, Fall, leaves are falling,
Fall leaves, pile on the ground.

Introductory material/activity:
The teacher will ask the students to sit in a circle on the floor.
The instructor will ask students what their favorite season is and to name one thing about
that season they like.
o Repeated seasons will need new ideas
After several students have answered, the teacher will explain that their favorite season is
fall and that there favorite thing is pumpkins are in season.
The teacher says that they always enjoy going to a pumpkin patch and picking out
pumpkins to make pumpkin pie with.
The teacher says that they always say this rhyme whilst picking out pumpkins.
o I have a special rhyme I say to help me find the best pumpkin. So will you please
listen to my rhyme.
Instruction:
In full, the teacher recites the rhyme to the students.
A back and forth of teacher recitation of the rhyme followed by the students repeating of
the lines will be the basis of learning the rhyme.
o My turn, then you turn. My turn is first.
Im a little pumpkin short and round
Im a little pumpkin short and round
o This will continue each stanza of the rhyme and then combining the lines into
pairs.
My turn is now longer, my turn is still first.
o Finally the whole rhyme will be recited by the students.
My turn is now the whole thing, my turn is still first.
Upon successful performance of the rhyme, the teacher will then repeat the same process
used to teach body percussion with the rhyme.
Breaking the song down line by line, then in larger chunks, then in whole using the
following body percussion.
o Now let us put the rhythm in our hands
Im a little pumpkin, short and round. (pat-pat-pat-pat, clap clap, snap-
clap-snap)
Pat=leg pat
Here I am growing on the ground. (pat-pat-pat, clap, clap, snap - clap -
snap)
 Rudi Schwerdle and Alex Pobocik 19

When I get much bigger I will be found. (pat-pat-pat-pat, boom-boom-

boom, clap-snap-clap)
Boom=ground pat
For I am the largest pumpkin around* (pat-pat-pat-pat, clap clap, slide
slide, snap, clap)

Transition Technique/Material:
The teacher states that they also enjoy the way the leaves change during the fall season.
They say that they think that because of how well the students did with the rhyme, they
can learn a new rhyme to remind them of the leaves.

Musically Meaningful Activity:

The students will learn an ostinato to go with the rhyme
Again following the same procedure as before, the
Finally, the students will put body percussion that follows with the corresponding words:
o Fall, Fall, leaves are falling (clap, clap, snap snap snap snap)
o Fall leaves, pile on the ground (slide, slide, pat-pat-pat-pat, clap)
After learning the body percussion, the class will be split into two so one group may
recite the ostinato and another the rhyme learned earlier.
Roles will be swapped after each consecutive pass of the rhyme to gauge the students
ability to switch between jobs successfully.

Transition out:
After swapping roles several times, the teacher will exclaim that because of the students
chanting, they see the most excellent pumpkin.
o Teacher will have an actual or fake pumpkin of good size hidden somewhere out
of sight of the children, but within their field of view.
The teacher will also say they found a leaf next to the pumpkin as well and if the leaf
falls on you, you have to go to your seat/other location in the room.
o The teacher they gently pats the students with the leaf so they move back to their
seats or other location.

Potential Extension of Activity/Concept:

Concepts include:
o More complex 16th note patterns
o Vocal ostinato
o Part Independence
 Rudi Schwerdle and Alex Pobocik 20

Title: Unsquare Dance,

Source: Dave Brubecks Greatest Hits
Author: Dave Brubeck
Rhythms used: Quarter, eighth, dotted quarter
Grade (play): 5
Grade (read): 6
Form: N/A

Introductory material/activity:
Teacher will go through the classs normal vocal stretching routine and normal classroom
procedure while looking extremely bored/sad briefly.
Class, Ive got to tell you, Ive probably done taught 10,000 classes as a teacher, and
sometimes doing the same thing over and over and over you can get stuck in a rut. Do
you want to learn something new that youve probably NEVER heard before in music??
Okay, but first, listen up

Instruction:
Teacher plays recordings on the sound system
o Please clap along to the beat, whatever you think it is
o Recording of We Will Rock You
Teacher will demonstrate clapping along the first time
Now clap louder at the beginning of each measure
Now count with me, 1-2-3-4, 1-2-3-4
o Recording of 7 Nation Army
Clap along to the beat
Now I will clap at the beginning of each measure and I want you to count
along
1-2-3-4 1-2-3-4
Check for understanding, go back and do this again if there is any
confusion.
o Recording of Waltz no. 2 Shostakovich
Clap along to the beat
Now I will clap at the beginning of each measure and I want you to count
along
1-2-3, 1-2-3
 Rudi Schwerdle and Alex Pobocik 21

What is different about this one? (3), weve done activities in 3

before!
o Recording of Take 5
Clap along to the beat
Now I will clap at the beginning of each measure and I want you to count
along
1-2-3-4-. . . 5?
Is this like the ones we just did? No this isnt in 2, 3, or 4 like weve
done, what is it?
5 quarter notes, 5/4.
Teacher will go back and clap/count along with students to cement this
new meter.
o Recording of Unsquare Dance
Try to clap along to the beat
*If they cant*
Demonstrate how to clap along to the beat
Count with me
1-2 1-2 1-2-3 :||
Now I want us all to march around the room to this song, one step per beat
o First, just clap the beat
Once they have this, begin marching
Emphasize the unevenness

Transition Technique/Material:
One at a time, teacher will instruct students to continue marching to pick up an
indiscriminate pitched classroom percussion instrument and march back to the circle.

Musically Meaningful Activity:

Using the rhythm from Unsquare Dance and our classroom instruments, lets create our
own groove!
o Teacher will work with the class to determine which instruments should be
playing the big beats and which should be playing the small beats, allowing
room for the students to use their creativity with the teacher there to guide them.
o Play along with the recording
o Informally assess students and move students around to different parts as needed.
o Play our classroom groove without the recording
Now Ill break you up into groups based on what instrument you have and I want you to
come up with your own new groove.
 Rudi Schwerdle and Alex Pobocik 22

Teacher will play the recording or a 7/8 metronome groove at first to give the students a
reference to create with.
Teacher will move between the groups, assisting and providing suggestions where
needed.
Groups will present their finished grooves for their classmates.

Transition out:
Fantastic Job everybody! Now Im going to play Unsquare Dance one more time and I
want you all to march along over to the door!

Potential Extension of Activity/Concept:

Extension of the Activity/concept can include:
o Labeling the meter
Have students add up the groupings (2+2+3=7)
Were those big beats or little beats? Well use 8th notes
7/8
o Moving onto different new meters such as 5/8
 Rudi Schwerdle and Alex Pobocik 23

Title: The Squirrel

Source: Exploring Orff: A Teachers Guide Primary: Expressive Speech
Composer: Anonymous Range: Variable
Intervals: N/A Solfege Pitches: N/A
Grade (sing): Kindergarten Grade (read/write): 1st

Introduction:
Students are asked to sit in a circle.
The teacher will show the students a picture of an oak tree that is labeled asking questions
about it.
o What do I have here?
o Is this a small or a large tree?
o What kind of tree is this?
o What kind of animals live in trees?
On the account a student answers a squirrel, the instructor will pull out a stuffed animal
squirrel and explain that he is their friend and loves to climb trees.
The teacher says that the squirrel really likes it when I say this rhyme when he is
climbing the tree.
Teaching Sequence:
The teacher proceeds to say the whole rhyme, motioning with the squirrel to correlate
with the various words in the rhyme. The teachers speech is also a direction reflection of
the text
 Rudi Schwerdle and Alex Pobocik 24

o Small hops at hippety hop

o Moves the squirrel up as he goes to the tree top (and the teachers voice goes up
as well).
o Moves the squirrel down as he climbs down (the teachers voice goes down as
well.
The teacher then teaches the rhyme to the students with the same expressive speech in a
whole part whole pattern.
My turn then your turn, my turn is first.
o Whisky, frisky, hippety hop,
Students repeat
o Up he goes to the tree top!
Students repeat
o Whirly, twirly, round and round.
Students repeat
o Down he scampers to the ground.
Students repeat
The rhyme will be split into two parts and will be done together.
o My turn is now longer, my turn is still first.
Whisky, frisky, hippety hop, Up he goes to the tree top!
o Whirly, twirly, round and round. Down he scampers to the ground.
Finally the whole rhyme will be done still in the call in response setting.
o My turn is now the whole thing, my turn is still first.
Whisky, frisky, hippety hop, Up he goes to the tree top! Whirly, twirly,
round and round. Down he scampers to the ground.
Transition:
The teacher exclaims that the squirrel really likes to be shared with other children, but
only if he gets to move around.
o The teacher then asks the students to stand.
He also really likes it when others imitate the motions he does with their hands and their
bodies.

Musical Activity:
When holding the squirrel, students will imitate the motions of a given student or teacher
while speaking the rhyme through simple body percussion and gestures.
The squirrel will be passed around from student to student with each student picking
motions that go with the rhyme in strict time.
o The teacher will make sure to dictate the speed of each motion especially in
overzealous children.
o The students will move with their whole bodies
 Rudi Schwerdle and Alex Pobocik 25

Appropriate body percussion and gestures may include hopping, twirling, marching,
swaying, etc.
The teacher will begin by giving a simple example of hopping with the squirrel whilst
they say the rhyme.
o The squirrel will move clockwise around the circle.
Transition out:
After every student is given a chance with the squirrel, the teacher says that the students
can only move over to their seats or other location in the classroom only when the
squirrel comes by and pats you on the head.
The teacher also says that only if you are saying the rhyme will the squirrel come pat you
on the head.
o Used as another form of assessment to see if students are grasping the concept.

Extension/Concept:
Expressive Speech
Musical Exposure
 Rudi Schwerdle and Alex Pobocik 26

Title: Tisket A Tasket

Source: Singing Games Children Love Volume 1 Primary: Re/M2 and P4 Intro
Composer: Anonymous Range: E4-A4
Intervals: M2, m3, P4 Solfege Pitches: La, Do, Re
Grade (sing): 1st Grade Grade (read/write): 1st Grade

Introduction:
Students are asked for form a circle.
The teacher explains that every summer that they enjoy taking a picnic with their best
friend/significant other/other person.
Every time each of them writes a letter to the other as a reminder of what they used to do
when they were younger.
The other nice thing about our picnics is that it is always nice outside with a gentle
breeze.
o The teacher then moves into vocal exploration on wind noises organically
switching to the discrete pitches found in the song on a neutral syllable (oo).
o Simple patterns will be sung.

Teaching Sequence:
The teacher will sing the whole song at the start.
Parts of the song will be sung and will be done in a call and response setting from teacher
to students.
o Tisket a tasket a green and yellow basket.
o I wrote a letter to my love and on the way I lost it.
 Rudi Schwerdle and Alex Pobocik 27

o I lost it, I lost it, yes on the way I lost it.

The first two parts of the song will be sung together and the third on its own.
o My turn is now longer, my turn is still first.
Tisket a tasket a green and yellow basket I wrote a letter to my love and
on the way I lost it.
I lost it, I lost it, yes on the way I lost it.
o This part may be skipped and moved straight to the whole song depending on how
the students have grasped the words and what will feel like an anacrusis/quick
change between lines.
Finally the whole song will be sung still in the call in response setting.
o My turn is now the whole thing, my turn is still first.
Tisket a tasket a green and yellow basket I wrote a letter to my love and
on the way I lost it. I lost it, I lost it, yes on the way I lost it.

Transition:
The teacher pulls out a green and yellow basket and places it behind a student during one
of the runs of the song.
The teacher exclaims that they have lost their basket now and that one of the students has
it.
When they have the basket they will follow the instructions that follow.

Musical Activity:
One student holds the green and yellow basket and walks around the outside of the circle.
The students sitting in the circle are to close their eyes while the student with the basket
walks around the outside. During the song, the student puts the basket behind another
student.
The student then sits back into their original spot while they wait for the song to end.
The student who had the basket then sings, I lost my basket using the final pitches of
the song.
The teacher then asks, Who found the basket? using the same pitches.
Finally the student who has the basket sings, I found the basket.
The students will then close their eyes again and sing the song as the new student places
the basket somewhere around the circle.

Transition out:
After 3 passes of the song and game, the teacher exclaims that they have found the letter.
o In their pocket the entire time.
 Rudi Schwerdle and Alex Pobocik 28

Since they found the letter, they can go to the picnic with their best friend/significant
other/other person.

Extension/Concept:
Introduction to M2 and P4 interval with Re added
Consistent eighth note rhythm
 Rudi Schwerdle and Alex Pobocik 29

Title: The Bell Cow

Source: American Mountain Songs Primary: scalar patterns
Composer: Ethel Park Richardson Range: B3 A4
Intervals: m2, M2, m3, M3, P5 Solfege Pitches: la, do, re, mi, fa, so
Grade (sing): 2 Grade (read/write): 3

Introduction:
Teacher will explain that he drove past a herd of cows on the way to school in the
morning and they were making a ton of noise.
Teacher will ask students if they can make the same noise as cows.
Teacher will have students explore vocally by mooing up and down following the
teachers visual cues.
Vocal exploration will segue immediately students echoing the teacher on moo
o Teacher will have students echo each measure of the song.

Teaching Sequence:
Teacher will model measure by measure of the song using solfege, assisting students with
Curwen hand signs
o My turn then your turn, my turn is first
 Rudi Schwerdle and Alex Pobocik 30

o Do do do do sol sol
o la la la la sol
o do do mi sol sol
o fa mi fa re do
o do do la do
o mi re do re mi
o do do la la do do
o mi mi re re do
Teacher will model 2 measures at a time from the song using solfege, assisting students
with Curwen hand signs.
o My turn then your turn, my turn will be longer.
o do do do do sol sol, la la la la sol
o do do mi sol sol, fa mi fa re do
o do do la do mi re do re mi
o do do la la do do mi mi re re do
Teacher will model 4 measures at a time from the song using solfege, assisting students
with Curwen hand signs
o My turn then your turn, my turn will be even longer
o do do do do sol sol la la la la sol; do do mi sol sol fa mi fa re do
o do do la do mi re do re mi; do do la la do do mi mi re re do
Teacher will model the entire song using solfege, assisting students with Curwen hand
signs
o My turn then your turn, my turn will be the whole thing
o do do do do sol sol la la la la sol; do do mi sol sol fa mi fa re do; do do la do mi
re do re mi; do do la la do do mi mi re re do
Teacher will model the entire song with lyrics for the students
Teacher will model the song 2 measures at a time for students with lyrics
o My turn then your turn, my turn will be first
o Partridge in the pea patch, pickin up the peas
o Long comes the bell cow kickin up her heels
o oh the bell cow catch her by the tail
o Call the little gal to milk her in the pail
Teacher will model the song 4 measures at a time for students with lyrics
o My turn then your turn, my turn will be longer
o Partridge in the pea patch pickin up the peas; long comes the bell cow kickin up
her heels
o Oh the bell cow catch her by the tail; call the little gal to milk her in the pail
Teacher will model the entire song for students using lyrics
o My turn then your turn, my turn will be the whole thing
o Partridge in the pea patch pickin up the peas; long comes the bell cow kickin up
her heels; Oh the bell cow catch her by the tail; call the little gal to milk her in the
pail
 Rudi Schwerdle and Alex Pobocik 31

Transition:
Teacher will tell the students that it is quite difficult to milk the bell cow because of all
her grazing around and kicking up of her heels.
Teacher will instruct students to graze around the room like cows until called on to help
the teacher milk the bell cow.

Musical Activity:
Teacher will have students sing the song as they graze around the room.
o But watch me carefully
Teacher will stop the students after catch her by the tail
Teacher will explain that help is needed milking the bell cow
o Now I will sing Call on (insert student name here) to and whoever I call on will
reply with milk her in the pail
Teacher will demonstrate the activity broadly
o Call the class to
*Class* Milk her in the pail
Teacher will instruct the class to continuously sing the song while grazing around the
room, with the teacher at first calling on large groups of students to respond then calling
on individuals to respond.
Teacher will continue the activity until enough repetitions were performed for adequate
assessment.

Transition out:
Teacher will ring a triangle and let the students know it is dinner time.
Now if I call on you to help me milk the bell cow I want you to graze over to your seat
for dinner

Extension/Concept:
Extension:
o Including dynamic shaping using varying phrase lengths
Concept:
o The lesson as is would be used to assess students achievement level of simple
scalar patterns (mi-re-do).
o The extension of this lesson would cover phrases of varying length by applying
dynamic shaping.
 Rudi Schwerdle and Alex Pobocik 32

Title: High Barbaree

Source: http://kodaly.hnu.edu Primary: Anacrusis in 6/8
Composer: Stanton H. King Range: Bb3-D5
Intervals: m2,M2,M3P4,P5,P8 Solfege Pitches: Do-Teh (no Leh)
Grade (sing): 3rd Grade Grade (read/write): 4th Grade

Introduction:
Students are asked for form a circle.
Scattered around the room will be packets of cards that the teacher will ask the students
not to flip over.
The teacher then prompts the students with a questions along the following:
o Have you ever been on a boat?
o What kind of boat was it?
o Where were you?
The teacher has an image of a boat on the seas either on a smartboard or large poster
board that they point the students direction to.
The teacher then enters this story:
o I remember a time when large boats were the only way to get around. Although I
beat it was really bumpy on the large waves in the ocean. Let us follow the boat
with our voices
 Rudi Schwerdle and Alex Pobocik 33

Vocal exploration occurs following the boat on the waves and then
switches into a neutral syllable to learn the entire song.
Teaching Sequence:
In order to keep time, the teacher will have a drum of some sort to help with the anacrusis
at the beginning.
Organically swapping to the first few pitches in solfege, the teacher will teach the whole
song with solfege syllables and Curwen hand sings with the following process:
o 1st line, 2nd line, 3rd line, 4th line
o 1st and 2nd, 3rd and 4th
o Whole song
After the song is learned on solfege, the teacher will sing whole song with text.
Parts of the song will be sung and will be done in a call and response setting from teacher
to students.
My turn then your turn, my turn is first.
o There were two lofty ships from old England came,
Students repeat
o Blow high, blow low so saild we;
Students repeat
o One was the Prince of Luther, and the other Prince of Wales,
Students repeat
o Cruising down a-long the coast of the High Barbaree.
Students repeat
The first two parts of the song will be sung together and the third on its own.
o My turn is now longer, my turn is still first.
There were two lofty ships from old England came, Blow high, blow low
so saild we;
o One was the Prince of Luther, and the other Prince of Wales, Cruising down a-
long the coast of the High Barbaree.
Finally the whole song will be sung still in the call in response setting.
o My turn is now the whole thing, my turn is still first.
There were two lofty ships from old England came, Blow high, blow low
so saild we; One was the Prince of Luther, and the other Prince of Wales,
Cruising down a-long the coast of the High Barbaree.

Transition:
The teacher exclaims that there are pirates that want to disturb the princes travels.
They know that there is treasure somewhere in the room and it is up to the class to find it
prior to the pirates.
The teacher asks the students to look around the room in search of the treasure
o Place a treasure chest somewhere very noticeable in the room.
 Rudi Schwerdle and Alex Pobocik 34

Upon finding the treasure chest, the teacher opens it to find several items inside
transitioning into the musical activity.

Musical Activity:
To introduce the objects in the chest, the teacher says them strictly in time (following 6/8
meter).
o Gold=dotted quarter
o Sapphire=3 eighth notes
o Chest=dotted quarter
o Ruby=eighth+quarter
The teacher will then tell the students to find the nearest pile of cards with the person
sitting to their left and flip the cards over.
o The cards correspond the objects shown
The students will be asked to make a pattern with cards in front of them
o This will be a two bar pattern/ostinato
With a drum or object to keep time, the teacher will say that after four hits they must say
their pattern twice.
The teacher will instruct the students to say their pattern once again and after two hits of
the drum they will sing the song and move to another pattern within the room.
o The teacher will demonstrate how the students will come in on the pickup if they
do not understand.
This cycle will repeat with the drum interlude between the end of each song to make sure
proper time is kept.

Transition out:
After several times around the room, the teacher will tell the students that because of all
our singing that they drove the pirates away.
As a result, it safe for us to go back to our seats or move to another spot in the room.
o The teacher will say that once you have put all the pictures back into a pile you
can move (make sure they are nice and tidy and not crumpled).

Extension/Concept:
Hexatonic scale
6/8 meter with anacrusis
 Rudi Schwerdle and Alex Pobocik 35

Title: Zum Gali

Source: Exploring Orff Primary: Form
Composer: Traditional Range: D4-D5
Intervals: m2, M2, P4, Solfege Pitches: Mi, Fa, Sol, La, Ti
Grade (sing): 4 Grade (read/write): 4th Grade

Introduction:
Students will sit in a circle.
The teacher brings out a globe and asks the class if anybody can point out where Israel is.
The teacher will show the students where Israel is and explain to them that when the
Israeli settlers moved there they had to build their country by hand, so they sang songs as
they worked.
Today we will be learning one of those songs, but first let us explore our voices.
Vocal exploration
o As the settlers dug for new buildings, they would dig down (explore low range)
and then throw the dirt up in the air behind them (explore up).
Teacher and student will make digging and throwing motion during this.
Please listen to my rhyme

Teaching Sequence:
Teacher speaks the whole text of B (top line of song, both verses) to the students
slowly, making sure to emphasize the time to show the pickup.
o Does this sound like English? Does anybody know what language this is?
o Hebrew, the language of Israel.
My turn then your turn, my turn is first
o hechalutz lemaan avoda
o avoda lemaan hechalutz
o avoda lemaan hechalutz
o hechalutz lemaan avoda
 Rudi Schwerdle and Alex Pobocik 36

My turn then your turn, my turn is longer

o hechalutz lemaan avoda, avoda lemaan hechalutz
o avoda lemaan hechalutz, hechalutz lemaan avoda
My turn then your turn, my turn will be the whole thing
o hechalutz lemaan avoda, avoda lemaan hechalutz; avoda lemaan hechalutz,
hechalutz lemaan avoda.
Now let us learn another part of the song, my turn then your turn
o ||:Zum gali gali gali zum gali gali:||
Now repeat after me on neutral syllables
o Zum Gali (A) on neutral syllable
Now repeat after me on solfege *Display Curwen hand signs*
o Using Mi based Phrygian
o ||: mi, mi fa so fa so fa mi, mi mi ti, mi:||
Now repeat after me
o ||:Zum Gali gali gali zum gali gali:||
Great job! That was what were going to call our A section, now lets learn the B
section. My turn then your turn, my turn is first
o Hechalutz on neutral syllable
Now on solfege. *Displaying Curwen hand signs*
o Using Mi based Phrygian
o So la ti, ti, la, so la ti--, so la ti, ti, la, so, fa, mi.
Now with the text we learned earlier! My turn, then your turn.
o hechalutz lemaan avoda, avoda lemaan hechalutz
o Now repeat the song with the rest of the text
o avoda lemaan hechalutz, hechalutz lemaan avoda
My turn then your turn, my turn will be the whole B section
o hechalutz lemaan avoda, avoda lemaan hechalutz; avoda lemaan hechalutz,
hechalutz lemaan avoda.
Now lets put it all together! I will sing the A section then the B section, then it will be
your turn
o Zum gali gali gali zum gali gali, zum gali gali gali zum gali gali; hechalutz
lemaan avoda, avoda lemaan hechalutz; avoda lemaan hechalutz, hechalutz
lemaan avoda.

Transition:
Great job! Now by the time I finish singing Zum Gali I want the class to break up into 3
groups. Please send one person from each group to the piano to grab a packet of papers.
Teachers sings Zum Gali AB.

Musical Activity:
 Rudi Schwerdle and Alex Pobocik 37

Each group should have a packet of papers that have As and Bs on them. Each letter
represents one part of the form
o Review A and B section
o To make sure we remember, everybody sing A with me
o Now let us sing B together.
Now as a group, arrange 3 letters however you want, but you must use at least 1 A and 1
B, but dont let any other groups see what you decided!
Teacher will try to find a group that has ABA, and have them sing their form for the
class.
Teacher will have the other 2 groups sing back what the model was and then identify the
form using letters (ABA).
Now students, use 4 letters to arrange the song. You must still use at least 1 A and 1 B.
Teacher will try to find a group that has AABA, and have them sing their form for the
class.
Teacher will have the other 2 groups sing back what the model was and then identify the
form using letters (AABA).

Transition out:
Now I will sing Zum Gali, but each time I get to a B section, I want the group closest
to the door to go to their seats
Teacher will sing Zum Gali in ABABABA form.

Extension/Concept:
Discuss the 3 major forms we used
o AB
o ABA
o AABA
Label the forms
o Binary
o Ternary
o Song form
 Rudi Schwerdle and Alex Pobocik 38

Title: The Wabash Cannon Ball

Source: Exploring Orff: A Teachers Guide Primary: Dorian Mode
Composer: Anonymous Range: C4-D5
Intervals: m2,M2,m3,M3,P4,P5 Solfege Pitches: Do-Do
Grade (sing): 5th Grade Grade (read/write): 5th Grade

Introduction:
Students are asked for form a circle on the floor.
The teacher then prompts the students with discussion on trains.
o Where do they go?
o What do they hold?
o Who rides them?
o What types of trains? Fast? Slow? Steam? Coal? Electric?
After a brief discussion about trains, the teacher proceeds to say the following:
o Now what sound does a trains whistle make? How about we make that sound
with our voices. With me.
 Rudi Schwerdle and Alex Pobocik 39

Vocal exploration occurs on the train whistle sound and then switches into
a neutral syllable to patterns within the song (triad, P5 leap, down a P4th)
and then moves to a few key spots within the song verbatim.

Teaching Sequence:
Organically swapping to the first few pitches in solfege, the teacher will teach the whole
song with solfege syllables and Curwen hand sings with the following process:
o 1st line, 2nd line, 3rd line, 4th line
o 1st and 2nd, 3rd and 4th
o Whole song
After the song is learned on solfege, the teacher will sing whole song with text.
Parts of the song will be sung and will be done in a call and response setting from teacher
to students.
My turn then your turn, my turn is first.
o From the shores of the Atlantic to the wild Pacific shore,
Students repeat
o From the coast of California to snowbound Labrador,
Students repeat
o Theres a train of fancy layout, thats well-known to us all,
Students repeat
o Its a hobos home when he wants to roam, its the Wabash Cannon Ball.
Students repeat
The first two parts of the song will be sung together and the third on its own.
o My turn is now longer, my turn is still first.
From the shores of the Atlantic to the wild Pacific shore, from the coast
of California to snowbound Labrador,
Theres a train of fancy layout, thats well-known to us all, its a hobos
home when he wants to roam, its the Wabash Cannon Ball..
Finally the whole song will be sung still in the call in response setting.
o My turn is now the whole thing, my turn is still first.
From the shores of the Atlantic to the wild Pacific shore, from the coast
of California to snowbound Labrador, theres a train of fancy layout, thats
well-known to us all, its a hobos home when he wants to roam, its the
Wabash Cannon Ball.

Transition:
The teacher reminds the students of the whistle sound that the train made and asks if they
can think of any other sounds.
 Rudi Schwerdle and Alex Pobocik 40

Having an assortment of Orff instruments ready to go, the teacher demonstrates if a few
of the instruments they have match the sounds the students describe.
The teacher then ask some of the students in an orderly fashion to pick up one of the Orff
instruments and take it back to their spot.
Musical Activity:
The teacher will split the class into three groups functioning as parts of the train.
o The whistle, a bell and the wheels.
Each section will be tasked with creating a 2 bar ostinato pattern within strict time
o Students will be limited to quarter notes, 8th notes, 16th notes and their
corresponding rests.
o Patterns of the piece are fair game.
o 4 beats of a drum will ring before they come in with a 2 bar ostinato
o The ostinato will occur 4 beats after the end of song.
Upon the teachers discretion, parts of the train will be asked not to play or other parts
will be asked to play quieter or louder.
After sufficient practice with ostinatos outside of the song, the teacher will ask each of
the groups to play their ostinatos during the song.

Transition out:
After a few passes between the song and the ostinato the teacher will ask the students to
simulate their sounds as if the train was coming to the halt.
o The instructor then directs the students with the ritardando so that they can keep a
unified sense of time and all stop together.
When the train comes to a halt, the teacher instructs that each function of the train, put
their instruments into the center of the circle and to move back to their seats or another
spot in the classroom.
Extension/Concept:
Dorian Mode
Syncopation
Composition
Part Independence
Rhythmic Ostinatos