Element High do

Concept A pitch a skip higher than la

Teaching Strategy for High do Syllables Theory Focus Song Additional Songs do Octave; extended pentatonic scale Hogs in the Cornfield target phrase 2 Liza Jane; Ive Lost the Farmers Dairy Key; Riding in a Buggy; Tideo

Cognitive Phase: Preparation Stage One: Developing Kinesthetic Awareness 1. Sing Hogs in the Cornfield and show the melodic contour for the target phrase, phrase two. 2. Sing Hogs in the Cornfield and point to a representation of the melodic contour at the board.

Figure 8.105 Melodic contour of Hogs in the Cornfield 3. Sing Hogs in the Cornfield with rhythm syllables while showing the melodic contour. Stage Two: Developing Aural Awareness Review the kinesthetic activities with the focus song Hogs in the Cornfield. Sing phrase two on loo while keeping the beat before asking each question. Determine the number of beats. Teacher: Andy, how many beats did we keep? Student: Four Determine which beat has the lowest pitch and the highest pitch. Teacher: Andy, which beat has the highest pitch? Student: Beat one. Teacher: Andy, which beat has the lowest pitch? Student: Beat four Determine the solfege syllable of the highest pitch. Teacher: Andy, what is the solfege syllable of the final pitch? Student: do Determine the solfege syllables for beat three and four. Teacher: Class, lets sing the pitches on beats three and four. Teacher: Andy, sing that in solfege. Student: mire-redodo. Determine the solfege syllables for beats one and two. Teacher: Lets sing the first three pitches. Teacher: Andy, how would you describe the first pitch?

Student: High Teacher: Andy, sing high for the first note and sing the rest in solfege. Student: Highla-sososo. Teacher: Andy, sing the whole phrase with hand signs. Student: Highla-sososomire-re-dodo. Stage Three: Developing Visual Awareness Assess kinesthetic and aural awareness by allowing the class to perform several of the kinesthetic and aural awareness activities. 1. The instructor hums the target phrase and asks the students to create a visual representation of the melody of the target phrase. The students may use manipulatives. Teacher: Pick up what you need to re-create what you heard or Draw what you heard. The teacher assesses the students level of understanding. 2. Students share their representations with each other. 3. The instructor invites one student to the board to share his or her representation with the class. If necessary, corrections to the representation can be made by reviewing the aural awareness questions. 4. The students sing the second phrase of hogs in the Cornfield with a neutral syllable and point to their representation. 5. Determine the rhythm of the song and sing it with rhythm syllables. Associative Phase: Presentation Stage One: Label the Sound Review the kinesthetic and aural awareness and visual awareness activities with the focus song Hogs in the Cornfield. 1. Teacher: When we hear a sound a skip above la we call it high do. The instructor shows the hand sign. 2. The teacher sing phrase two of Hogs in the Cornfield, with solfege syllables and the students echo sing (do-la-so-so-so-mi-re-re-do-do). 3. The teacher echo sings with at least eight individual students. Stage Two: Present the Notation Present the position of high do on the musical steps. Identify the interval la-do as a skip of a third.

Figure 8.106 Hand sign for do Figure 8.107 Position of do on the steps Present the target phrase of Hogs in the Cornfield using rhythmic notation with solfege letters. Figure 8.108 Target phrase of Hogs in the Cornfield in stick notation

l, s, s, s, m

r r d d

Present the target phrase of Hogs in the Cornfield in staff notation and explain the rule of placement.

Figure 8.109 Target phrase of Hogs in the Cornfield in staff notation. Assimilative Phase: Practice Stage One: Initial Practice 1. Review the aural presentation and connect the sound to solfege syllables. 2. Review the visual presentation and associate the standard notation with the visual. 3. Transform the target pattern into basic four-beat patterns found in the last phrase of The Farmers Dairy Key. Stage Two: Practice Reading 1. Read Hogs in the Cornfield in stick notation and staff notation. 2. Read The Farmers Dairy Key in stick notation and staff notation 3. Read and play the two phrase of Hogs in the Cornfield on the xylophone or tone bells.

d l s m r

Figure 8.110 Hogs in the Cornfield on the xylophone

l, Writing s, 1. Write either the last phrase of Hogs in the Cornfield or the last phrase of The Farmers Dairy Key in stick notation and/or staff notation. Improvisation 1. The teacher sings a question phrase in solfege syllables. The students echo an answer phrase in solfege syllables. At first, do this with Hogs in the Cornfield and The Farmers Dairy Key.

2. Gradually change the question phrase to a different phrase. The students may still echo the last phrase of Hogs in the Cornfield or The Farmers Dairy Key. 3. Once the students are comfortable echoing an answer phrase beginning on do ask them to improvise a different phrase that begins on do or uses do. Listening The Empress of the Pagodas from Mother Goose Suite by Maurice Ravel Sight-Reading Materials Houlahan, Micheal, and Philip Tacka. Sound Thinking: Music for Sight-Singing and Ear Training. New York: Boosey and Hawkes, 1991. Vol. 2, pp. 15-24