Songs+-+Hello

K students: > "I'm So Glad To Be Here" (MK8) > "Hello There" (from Share the Music, Gr. K) > "Hello Everybody" (from Share the Music, Gr.1) > > First grade students: > Review: "I'm So Glad To Be Here" > "Hello" (Teresa Jennings) (from Share the Music. Gr. 1) (I use the > split-track only to leave out the echo part) > > First and second grade students: > "Hello and Howdy" (partner clapping game) - Fun song! > (from Tim Brophy's book I've Got To Move!) > > Second grade students: > "Welcome To Music" (from book Shimmy Shimmy Shake!)

My 4th - 6th graders enter to our P.O.D. - Piece of the Day. I have 4 rows of rhythms for them to see. I use Laurie Zentz's Heart Chart, but you could draw them. (Google Heart Chart and you will find Laurie.) They clap their rhythms according to which row they stand in.

It's an active way for them to start. I chose upbeat music of a variety of genres. This way I get guided listening into their brains as well. I also sing a call and response to them every day. I created my own and you can do the same. Mine goes like this:

Hello 6th grade. Hello Mrs Lukow How are you today? Just fine thank-you. What day is today? Today is Monday. What month is this month? The month is August. What season is this season? The season is Summer. What year is this year? The year 2012.

I often throw in another question at the end that doesn't have a set answer, just to throw them off. They are savvy though.

The melody we use is (low)So Do Mi Do.


 * Instead of a greeting song, the children...K-2 enter class and find their seats by sitting where I have placed their music folders. They understand that this is free singing time and can sing whatever they want from their folder. I walk around and listen and see which child ends up being the leader with a song that the rest of the kids follow that lead and then most times they end up singing the same song. It only takes about 2 minutes.**
 * Then I say "eyes up" and from then I lead by conducting with as few words as possible. They rise with hand signs, a group breath with big arms rising overhead and a big big sigh, and we sing the scale using solfege.**
 * When I use my fist for Do they are to match the pitch without my prompt.**
 * (which is middle D) They have great tonal memory. They are usually right**
 * on! I check to see how close they are at the piano. After singing the**
 * scale, they sit (again I don't speak, most is done with hand signs). I ask them to choose a song from their book but they have to show me the page in their book with that song. This opening of class takes 5 minutes. Then we get to work with the lesson.**


 * They love love the routine. And try their best to have the loudest voice to make the others want to sing their song....at the beginning. They are busy the moment they enter the room. I love it when the teacher has something they need to tell me and they can't be heard because the kids are already in singing mode the moment they step into music class.**

All my classes K-8 (except performing groups) do the same thing when they come to class.

1) Come in (quietly and find your own space) 2) Sit down (I'll tap on head if you get to lay down) 3) Listen up (I play something and there is ZERO talking)

After, without getting up, we think-pair-share about what we heard.


 * I take attendance singing in solfege. I pick a subject: color, food, tv program and sing the question...Whats your favorite color: SMLSM the student answers back on the same pitches: My favorite color is blue (SMLSM) This was I can individually assess each child every class. Their pitch has greatly improved! I have students sing me goodbye on the bus platform using the proper pitches and when I write a song on the board in solfege symbols the are gready to figure out the song and start singing in their seats when they come in. **



I morphed a couple of ideas together and have a new "bell ringer" activity

for my HS chorus.

I created a Pledge of Allegiance song (just a scale song up and down) which

I play with a step bell. Teaching it K-12. I want them to hear that major

scale a LOT and get the sound down pat when they sing.

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I use the same routine with every class except Kindergarten. First I have the composer chant, then we solve the rhythm of the week, then we have the star student do the musical symbol game and then we do the red hot word. This routine is the same every time they come to class so that they know exactly what is going to happen. Then we do the lesson based on the red hot word. This year I am adding a song that says, "The purpose of the lesson is.....__________." , which is really the red hot word.

If you go to the Music K8 website and look at the pull down tabs, you will find the Idea Bank. If you search for my name, or for Red Hot word, you will find more details of this routine that I use every single day!

Caryn Mears

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