The first goes with "Flight of the Bumblebee" and I've used it with 1st grade (I think it would work K-2). They are also working on the song "Bee Bee" (you can find a powerpoint lesson for this song here):
I like to use this video below (obviously for visual effect - kiddos love checking this out and they are very observant, such as "blue is the low pitch" "the large shapes are longer sounds" etc):
First, I have the students listen quietly and try to decide what the song might be about (they can follow along to the video).
After the first listening, I ask them to discuss what they think it is about with their partner. Then, we discuss as a class and I label it as "flight of the bumblebee" (I have a bee mask that I believe I found at Michael's and I put that on - hilarious).
For the second listening, I ask them questions about the dynamic level and tempo. We discuss this also.
On the third listening, I select three "flowers" (I have them hold stuffed flowers that I believe they currently have at Target or you can buy them from Oriental Trading). My 1st graders totally know all about bees and we pause here to talk about them and how flowers and bees relate to one another. The students watch as I "fly" around the room (flapping short wings) and then "pollinate" (fly to a flower and hover by them).
So the rules for the kiddos are:
* no sounds so we can listen to the music and teacher instructions
* bees must "fly" when they hear the teacher say "fly" and "pollinate" as soon as they here "pollinate"
* never pick the same flower twice (we only do this for about 60 sec of the song or so) so that no flower feels left out
* bees can fly quickly but they cannot run - we don't want anyone getting hurt
* choose new flowers who must say a fact about bees or discuss something they heard in the song
* use new versions of the song as they play (we really like this one:)
Listening and Movement Lesson: “Minute in A Major” by Boccherini
BACKGROUND INFO (write on board for students to see - I include his picture also)
Composer: Luigi Boccherini
Title: Minuet in A Major from String Quartet in E, Op 13 No 5
Fact 1: Boccherini played the cello.
Fact 2: Boccherini wrote lots of string quartets.
Fact 3: Boccherini was born in Italy but spent most of his life in Spain.
CONCEPTS/VOCABULARY (write on vocab cards - see picture below for example)
(I like this version):
1. Discuss the facts about Boccherini (write on the board with his picture posted).
2. Listen to the song – have students keep only the downbeat pulse – as they listen show the major and minor vocab cards (at the appropriate time) and discuss the string family (specifically what members make up the string quartet)
3. Listen again – ask the students “do you feel that the beats are grouped in twos or threes” (stand and move if needed) – once the question has been answered, keep the 3/4 pulse (alternating places for each measure - we lightly tap top of hand then near elbow)
4. Create a large circle (without scarves) and complete the following movement:
a. A section: Walk clockwise around the circle stepping on the downbeat only, beginning with the left foot (on repeat go counter-clockwise)
b. B section: stand and face middle of the circle – spread arms upward twice and downward twice
c. Complete entire form of the song: AABABA
5. Discuss the term “anacrusis” – pointing out to the students that the music began before we moved to the first downbeat
6. Try the same movement with scarves (weaving in to the circle " in, two, three" and then out "out two three" with whatever arm is facing outside of the circle)
7. Discuss the form of the music (students decode this) then write on board
8. Move in small circles (four small circles around hula-hoops works best) and perform the movement in small groups (if scarf color and hula-hoop color match, awesome - if the students wear the same color as the scarf and hula-hoop - you've got a program dance on your hands)
I hope you find these ideas helpful - give them a try :)