Click on each underlined song title to view the song

Barred instruments = S listen as teacher plays bars (big vs. small), “Which sounds higher/lower?  Which size bar is higher/lower?”, T asks S to play high/low bars to match syllables in certain words in call and response style

Assessments

1.  Can students recognize that the bars make high and low sounds?

2.  Can students recognize where on the instrument the bars make high/low sounds?

3.  Can students answer why the bars make high/low sounds?

4.  Can students play the correct high/low bars as directed using various rhythm patterns?

Down, Down = T sings song, teachers S song, students use leaves to follow their voice, T asks “Which way does the song go?  Think about your leaves!”

Assessments

1.  Can students sing “Down, Down” and follow the song with their leaves?

2.  Can students recognize and label that the song goes down in melody/pitch?

Body solfege to match simple vocal warmups = T uses body solfege for sol/mi vocal warmups, S guess which note is higher

Assessments

1.  Can students do the body solfege or movements to match their voices?

2.  Can students recognize and label that the vocal warmups go up or down in pitch?