Visit 1

Practicum with Ms. Hagy

4th grade new ESOL students

-Saying a full sentence with singing

a lot of repetition
-Uses good diction to help them pronounce the English well
-uses solfege
-modified version of weikarts process
-Does solfege first
then does “challenge mode” with just her hand signs then has them sing it
-Uses a power point to help them read the words to the song
-“ta ti”
● they know quarter notes, eighth notes and a quarter rest
● She will write them on the board then point and have them say it
● Uses a lot of circle games while singing a song
● Like “mousie” and “apple tree”
● Does story time for ending
● Sings the words to the book

Visit 2
Questions: “raise your hand if you know what I added”
“what am I doing on the words “ti-de-o”?”

Instructor: Mrs. Hagy

Participants: 3rd graders

Content/Music:
-solfege echo
-march/swing
-rhythm echo
-buttons
-Who’s that? (song)
-does “tas and ta ti’s” to melody
-shows what a half rest is on board and other rhythms
-also writes rhythms on boards and points to the rhythms
-Rhythm ladder
 - does spaces for each rhythm and note
asks them to slow down tempo and says they are “more successful” doing
the activity that way

-Tideo
-Asks question above
- asks what word they sing first which is “pass”
- tells them to stand on their carpet squares and says they are going to move all at
the same time to the square next to them on the word “pass”
-next she asks them to stand in front of each other and the “outside circle” passes
-“pass, 2, 3, 4…”
- tries to do the whole activity where they do the “pat, clap, high ten” their
partners

-Frog in the Meadow

-singing and hand signing (they learned before)
-toad gets blind folded in middle of circle and frog runs around
-toad says “croak” and frog says “ribbet”
-glorified “marco polo” activity
-she spins toad in middle first while they sing
-good activity to calm other students down and get them silent because the
only two who are playing are the “frog and toad”
-hand signs are also going so their hands are occupied and they are
distracted
-shake and freeze
-closet key
-hiding a small object (plastic star) ⭐ while they sing the song and they get louder
when the person gets closer to the star
-songs/story

-Has “I can” statements on board

Today: “I can review mi sol la and do.”
“I can review tie and half note.”
Visit 3
Didn’t get a chance to take notes because Mrs. Hagy asked us to teach some rhythms and games
and she also had us do the transitions for each game. What I took away was that as teachers we
should learn more about each individual student to help with classroom management and cater to
what each student needs and ​then​ the class as a whole.
Visit 4
Mrs. Hagy was at a conference so Alyssa and I taught the games while the sub handled the
transitions and logistics of the games.
She gave us a packet with everything in it. I will scan it and put it on here.
For this assignment, the culture and environment mainly consisted of kids who were too excited
to play the game as well as because Mrs. Hagy was gone they felt as if they could act out but
playing the games distracted them if they were more controlled games.

Visit 5
In this class, Ms. Hagy started out with warm ups then solfege echo and is incorporating “re”
now. The kids responded well to this and sang “re” well with the hand signs. Then she taught
“mango” with the hand signs then asked them to do it in a round and the kids responded well to
that too because she put “dance moves” to each part/word. Then Alyssa taught her game of
“bow wow wow” then did the dance to it and the kids responded well except for a couple
problem kids who got picked as partners, but they really liked the game and sang with us and
learned the melody fast. Alyssa also asked questions like “does bow wow wow sound the same?”
Then Mrs. Hagy reviewed “Waves of Tory” which is an arch dance game which got them up and
moving and singing which they really liked. They are doing this dance for their winter concert.
Then they “tried out” on xylophones for frog in the meadow which showed a little bit of Orff
teaching while they sang the melody. Everyone participated and liked it and wanted to try out on
at least one instrument. Then they lined up to wait for their teacher which I think was the most
difficult because they aren’t doing anything for 5 min and their attention spans are short.
Visit 6
Procedure for game I will teach for 10-15 min:

Name of Song: Chicken on a Fence Post (Rachel)

Notation:

Source: Music a la Abbott Background:

http://www.musicalaabbott.com/2013/02/chicke
n-on-fencepost.html

Melodic Element: re, la, low la, low so Rhythmic Element: ta-ka-di-mi

Mode:

Learning Facets: rhythm, pitch

Game: concentric circles w/ two “foxes” on outside.

Teacher chooses 1 “gate” in each of the circles. Rubber chicken (or imaginary chicken) is
placed in the inside circle.
Gates are closed. Foxes may watch now. Both circles sing while moving in opposite directions.
On the “o” of Brownie-o” the 2 gates open forming a maze in which foxes race to grab the
chicken from the middle of the center circle.

1st 2 min: Call and response (2 bars at a time)

Sing whole thing again and ask which parts sound exactly the same.
Then ask what sounds different (with the melody)
Next couple of min (give or take): sing it a couple of times with them (then cut out)
Then do call and response with solfege (2 bars at a time)
Next couple of min: explain game→ have them form 2 circles have each circle hold hands and
go one way (do one circle at a time)
Maybe have them speak it while they go around in the circles at the same time
Next explain game with the foxes and gates now and pick 2 people
Play game a couple of times.