Learning a Song
Introduce the lyrics, rhythm, and melody (tune) separately.
1. Lyrics.
2. Rhythm: learn to separate beat from rhythm. Avoid using pitches at this stage.
3. Melody without lyrics
4. Melody with lyrics
5. Memorizing: “Add a Word” and “Hot and Cold”
6. Additional learning activities (e.g., introducing sign language)
1. Lyrics
a. Read the poem to be sure the children can pronounce all the words accurately
b. Check for comprehension
c. Encourage the children to share their experiences at home and in school with the issues addressed in the songs.
a. The teacher establishes a steady beat clapping the pulse. The children join in when they feel they can keep with the teacher’s beat.
b. Recite the lyrics of the song in rhythm over a steady clapped beat. Practice one phrase at a time, first as an echo and then speaking together. Do not sing the words at this stage.
c. Instead of clapping, sway on the beats from side to side, so the children don’t have to fight against the clapping sound while speaking.
d. Work separately on any small sections that need improvement. Recite the text while clapping the rhythm. Then return to clapping the beat while reciting the same words.
a. Establish the key with a I-V-I or a I-IV-V-I cadence. (keyboard, guitar, or autoharp)
b. The teacher sings the whole cadential pattern as a melody on a neutral syllable (“BA”):
1353 1464 5427“1”
At the end of the sequence, gesture (open hands) and sing “1” together. When you hear most children sing the correct “1” repeat the pattern and let them sing it on their own.
c. Sing the three short patterns on a neutral syllable (“BA”) and have the class echo each pattern:
1353
1464
54271
d. Split the song into phrases and sing each phrase on a neutral syllable (“BA”), to which the class sings an echo.
Adding the lyrics, split the song into phrases and have the students echo each phrase using the lyrics.
5b. Memorizing: “Hot and Cold”
This is a good time to introduce the concepts of loud and soft.
Material: a prop
(e.g., a sequined microphone or class mascot stuffed toy).
• Child A hides the microphone while
Child B waits outside the door.
• We invite Child B back into the classroom.
• The class sings the song, getting louder the nearer Child B comes to the hidden microphone, and softer the further he or she moves away from it.
• When Child B finds the microphone everyone claps.
• Child B takes over the role of Child A, who now has a chance to hide the microphone.
To keep things fair, make a list of the kids who had a turn (at something) and be sure everyone has a chance at something before second chances are given.
The teacher sings to the penultimate word of a line/phrase, signaling the class to fill in the missing word(s). Repeat this for the last two, three, four...words until the sentence is complete.
Example:
Teacher Class
“Communication is the” “key”
“Communication is” “the key”
“Communication” “is the key”
____ “Communication is the key”
6. Additional Learning Activities
a. Encourage a widened vocabulary to help self-expression. Ask questions such as: “Do you know another word for ...?”
b. Ask the children if they would like to write a song of their own.
c. Use the songs as an introduction to sign language. Might it be fun to learn to sign some key words? You can find free flash cards and lots of information and materials about signing here. Find recommended signing primers for kids here.
Have fun learning songs! Suggestion: make a class “song basket.” The first child to sit down ready for the day to begin should get to choose a song from the basket for the class to sing.
Personal Goal Songs 4 Kids
© MLP 2021
Soundtracks
available at:
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