Awesome Ostinato! Repetition is the best way to practice Getting your students to read melodically Junior/Intermediate
SA
M
PL
E
By Heather Morris
Themes & Variations
Box 25109 Deer Park PO, Red Deer, Alberta T4R 2M2 Email:
[email protected] Toll Free Phone or Fax: 1-888-K6 Choir (1-888-562-4647) Web Site: www.musicplay.ca Printed in Canada ©2011 by Themes & Variations ISBN: 978-1-927062-10-4 1
Songs Included in this Collection Song Title
Page
CD#
2.
6
4
1.
Chairs to Mend
3.
Scotland’s Burning
5. 6. 7. 8. 9.
Ickle Ockle
8
Rain Come Wet Me
9
Liza Jane
Now We’ll Make the Rafters Ring Ifca’s Castle Go to Sleep
Alabama Gal
10 12 14 15 16
E
4.
4
10. Shake Them ‘Simmons Down
17
18
13. Alouette
20
M
12. Closet Key
PL
11. Let’s Catch the Rooster
14. Chatter With the Angels
19 21 22
SA
15. Rocky Mountain 16. Canoe Song
24
17. This Old Hammer
26
18. Goodbye Old Paint
28
Why is the ostinato such a useful teaching tool? • • • • •
Repetition is the best way to practice music reading skills Short motifs are provided for reading rather than whole songs (which can be daunting for beginners) Singing in harmony can be achieved with minimum effort Instant success is very motivating for reluctant music readers Music class time, which is at a premium, is managed more efficiently 2
1-2-3 5-6-7 8-9
10-11
12-13-14 15-16 17-18 19-20 21-22
23-24-25 26-27 28-29 30-31 32-33
34-35-36 37-38 39-40
3
C Major
&
&
D Major
##
G Major
#
F Major
&b
&
Treble Clef
d
m
l
E s
t
d'
r
m
d
m
f
s
t
d'
d
r
m
f
s
f
s
l
t d'
l
t
d'
œ # ˙ œ œ ˙ œ œ œ
r
l
œ ˙ œ œ b ˙ œ œ œ
f
PL
œ # ˙ œ œ œ œ œ #˙ d
r
˙ œ œ œ ˙ œ œ œ
M
SA
1. Chairs ChairstotoMend Mend PREPARE:
4 & b 4 œ.
œ J
1.
Chairs
& b œ.
Mack
-
œ
to
j œ
2.
er
-
&b ˙ 3.
mend
œ.
old
chairs
œ
œ
el
œ.
fresh
œ
old
œ
mack
œ
rags,
an
-
CD: 1-2-3
œ y
j œ
-
er
˙
œ J
˙
to
-
Traditional
mend,
œ
œ
el,
An
˙
old
rags.
-
œ y
..
M
PL
E
ENJOY THE SONG FIRST: 1. Learn the melody by listening to the song several times. (When everyone sings the same melody it is called singing in unison). 2. Patsch the beat (the steady underlying pulse) while singing. 3. Group the beats (meter) in fours while singing (knees, shoulder, shoulder, shoulder). Locate the time signature in the music. 4. Clap the rhythm (the way the words go/ the long and short sounds over the beats) while singing. 5. Draw an arch while singing each phrase (the musical idea typically sung in one breath). 6. Count the measures (the spaces between bar lines) that are in the song. Sing measure two only. 7. Sing the song while the teacher sings in canon (same melody enters at a different time).
Chairs to Mend
SA
PRESENT and PRACTICE:
USING THE OSTINATO A musical motif that repeats over and over
& b 44 œ
s C
œ
s C
œ
m A
œ
m A
.. .. œ
œ
s
œ
m
___
___
œ
.. .. ˙
Ostinato One
__
__
˙
__
..
__
Measure 2 has tied notes. Measure 3 shows the same rhythm written a different way. Which sound is higher? ____ lower? _____ If so lives on a space you know....mi lives on the space_______. Sing Ostinato One while singing Chairs to Mend. Sing Chairs to Mend in a canon while singing the ostinato. WELL DONE! 4
More Ostinati for Chairs to Mend:
& b 44 œ
Ostinato Two
s C
œ
m A
˙
__ __
.. œ
œ
œ
__ __
s C
Ostinato Three
s C
Œ
(rest)
.. œ œ œ œ œ Ostinato Four
If so and mi live on spaces then so does the note ___. What note is higher than so?____ What is the difference between ostinato three and four? When do is F, the music is said to be written in the key of ___ Perform a rhythmic ostinato while singing the song. For example clap the rhythm: q e e q (ta ti - ti ta
q (6x’s) ta )
SA
M
PL
E
In small groups of three or four, choose one of the above ostinato patterns: 1. Sing it to solfa. 2. Sing it to rhythm syllables. 3. Sing it to absolutes or letter names. 4. Notate it on your own staff line. 5. Sing the song with the ostinato. 6. Perform it on an instrument. 7. Compose a rhythm variation for it. 8. Transpose it to the key of G or C (see pg. 2 for help). 9. Sing the new ostinato to absolutes or letter names.
5
(rest)
..
* A rest means there is no sound on the beat.
ASSESS:
Can you find the definitions for these musical terms? • Beat: ___________________________________________ • Meter: __________________________________________ • Rhythm: ________________________________________ • Phrase: _________________________________________ • Measure: ________________________________________ • Unison: _________________________________________ • Canon: __________________________________________ • Ostinato: ________________________________________
Œ
Ickle Ockle
2. Ickle Ockle
CD: 4
PREPARE:
1. 4 &4 œ
&œ
œ
Ick - le s s
œ
If
you
__
œ
œ
ock - le l l
œ
œ
__
__
want
__
2.
œ
blue s
œ
a
œ
œ
bot - tle, m m
hand - some __
œ
__
œ
œ
fish - es __
__
œ
œ
fish,
just
__
__
œ
œ
in
__
the
œ
__
œ
sea. __
œ
choose
me!
Œ
Traditional
Œ
__
__
E
Game Directions: Children form a circle with hands joined and raised - they are the ‘net’. Choose one child to be the fisherman and one child to be the fish. The fisherman goes into the middle of the circle and the fish goes outside of the circle. To make this game work, I choose the child to my immediate right to be the fisherman, and the child to the right of him to be the fish. After they have had their turns, they rejoin the circle on my left side. Sing the song. At the end of the song, the children lower their hands. The fisherman leaves the net (the circle) and tries to tag the fish before the fish can get into the net (the circle).
M
PL
ENJOY THE SONG FIRST: 1. Learn the melody by listening to the song several times. 2. Play the game. See MusicPlay 5. 3. Show the meter or groups of beats while singing. 4. Sing to rhythm syllables. 5. Sing phrase one and clap the rhythm for phrase two. 6. Sing the song while the teacher sings in canon. 7. Divide into two groups and sing the song in canon.
SA
Ickle Ockle
PRESENT and PRACTICE:
& 44 œ
Ostinato One
s G
œ
m E
œ
__ __
œ
__ __
.. .. œ œ œ œ œ Ostinato Two
s G
s G
__ __
__ __
__ __
Œ
..
C is do which means the song is in the key of ____. Sing the ostinato with Ickle Ockle. Sing the song in a canon with an ostinato. WOW! YOU ARE SINGING IN THREE PARTS! Play the ostinato on an instrument such as a metallaphone. Extension Activity: Compose a new ostinato using any of the notes you have just learned to read. Notate your new ostinato on a staff line. 6
ASSESS: Sing all three measures. Circle the measure that you hear being performed.
2.
3.
&
# aœ
s D
s D
s D
s D
m B
œ œ œ l E
# aœ œ œ & s D
4.
œ œ ˙
s D
l E
s D
œ œ œ œ ˙
d G
l E
Œ
Œ
s D
œ œ œ
œ
b
œ
œ
œ
œ
c
c
Œ ˙
œ œ œ
œ
Œ
œ
c
œ
PL
m B
œ œ œ œ œ
Œ
œ œ œ œ ˙
c
˙
b
˙
m B
s D
b
b
# aœ œ œ œ œ & s D
œ œ œ
E
1.
# 4 aœ & 4
SA
M
When G is do, the song is written in the key of ____.
Name That Tune: Find the measures in the song below that match 2 b and c from the above puzzles. Do you remember how to sing them? Can you figure out how to read this melody by singing the notes to solfa syllables?
# 4œ & 4 # œ &
œ
œ
œ
œ
œ
œ
œ
œ
œ œ
œ
œ œ
œ
The name of the song is _______________________________. 7
œ
œ
œ
œ
œ œ
Œ Œ
3.Scotland's Scotland’s Burning Burning
CD: 5-6-7
PREPARE:
# 2 1. & 4œ &
# 3.œ
œ
Scot - land's
œ
Fire!
Fire!
œ
œ
œ
burn - ing,
œ
œ
Fire!
Fire!
œ
Scot - land's 4.
œ
œ
œ
burn - ing,
œ
œ
Pour
2.
on
œ
wat - er,
œ
œ
Look
out!
œ
œ
Pour
on
œ
E
PL
M SA
Scotland's Burning
PRESENT AND PRACTICE: One # Ostinato 2 œ œ & 4 ..
s D
m B
r
__
.. ..
Ostinato Two
d
__
s
m
__
__
When do is G, it means that the song is in the key of ____. Can you sing and play this ostinato on an instrument?
8
r
__
m
__
..
œ
look
out!
œ
œ
wat - er.
ENJOY THE SONG FIRST: 1. Learn the melody by listening to the song several times. 2. Sing it to rhythm syllables while clapping the rhythm. 3. Show groups of beats in two’s while singing (e.g. knees, shoulders, knees shoulders). 4. Conduct the song while singing. 5. Sing the song while the teacher sings in canon. 6. Split into groups and sing the song in canon. 7. Sing song with an ostinato accompaniment. See below for an example. Conducting pattern for two beats in a measure
Traditional
ASSESS:
Scotland's Burning
Can you read this song singing solfa names? (See ostinato for Scotland’s Burning)
# œ &
œ
Rain
Sun
?
&
# œ Don't
come
œ
œ ?
wet
me,
œ
œ
dry
me,
œ
?
œ
œ
œ
œ
?
?
œ
?
PL
# œ &
œ
come
œ
CD: 8-9
come
œ
E
# c œ &
4. Rain Come Wet Me
nigh
me.
SA
M
Compare the phrases. Which are the same (call this phrase a)? different? (call this phrase b) What is the pattern used? _________ This is called the form of the song.
Form small groups and make up lyrics for phrase 3. Create actions for each phrase and perform for the class.
Sing the song to absolutes or letter names. Perform on a keyboard, metallaphone or recorder. Perform for a friend or your teacher. WELL DONE! 9
Jane 5.Liza Liza Jane
CD: 10-11
PREPARE:
Verse:
&œ
There's If
She's We'll
& œ.
Chorus:
œ
œ
a you
œ
œ
the eat
j œ
E
j œ
& œ.
E
li
œ
-
li
I sweet
-
-
L'il
a - dore, pone, corn
œ
œ
za,
L'il
Li
œ
j œ
œ
za,
L'il
-
j œ œ
œ
j œ
Li
Li
L'il
Li
-
j œ
-
-
j œ ˙
za
Traditional
Jane.
j œ ˙
za
Jane.
˙
za
Jane.
j œ
˙
za
Jane.
PL
Oh
-
œ
œ
œ
that and
œ
Bal - ti - more, be my own,
in and
œ
one ham
Oh
œ
gal come
œ
œ
j œ œ
E
2 &4 œ
SA
M
ENJOY THE SONG FIRST: 1. Learn the melody by listening to the song several times. 2. Clap the rhythm for the verse and sing the chorus. What is the difference between a verse and a chorus? 3. Compare phrase one and two. Are they the same? similar? or different? What about the last two phrases? Circle the correct form for this song: a a b b a av b bv abab 4. Change the the name of the city in verse one to a different name and create a new verse. Share with the class.
Liza Jane
PRESENT and PRACTICE:
Sing the song with one of the following ostinato accompaniments:
2 &4 œ
m E
œ
r D
˙
d C
..
œ œ œ œ
__ __
__ __
When C is do the song is being sung in the key of ____. 10
__ __
__ __
˙
__ __
..
Liza Jane Liza Jane
ASSESS:
Create a hand clapping pattern that is eight beats long (the length of each phrase). Perform it while singing Liza Jane. How many times will you need to repeat the pattern?__ Read the song below while singing to solfa syllables.
Fine 2 .. &4 œ œ Fine œ ˙ œ 2 . . &4 œ œ ˙ œ œ The name of the song is ____________________.
œ œ__
˙ __ ˙ __
__
__
__
__
__
œ œ____
œ œ œ____ ____œ
__
__
__
__
__
PL
m
__
œ œ
.. œ Fine .. __œ __ Fine
E
# œ & # œ & m__
œ œ
__
__
__
œ œ
œ œ
œ œ
œ œ
D.C. al Fine
D.C. al Fine
œ __ œ
__
œ __ œ
__
__
__
__
__
__
__
__
__
œ __ œ
D.C. al Fine
__
œ __ œ
D.C. al Fine
__
SA M
What is the difference between this line of music and the above? ______________________________. Perform this piece on your recorder.
Change the rhythm on beat two to two sounds on a beat instead of one sound. Perform the song with the suggested rhythm variation. Can you compose a different rhythm variation?
11
