Sail Away Lady

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Sail away Lady

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Old Lady and The Devil

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“Old Lady and the Devil”

There was an old man lived foot of the hill
If he ain’t moved away, he’s a-livin’ there still
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

He hitched up his horse and went out to plow
How he got around we never knew how
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

Ol’ devil come to him in the field one day
Sayin’, “One of your family I’m gonna take away”
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

Take her on, take her on with the joy of my heart
I hope, by golly, you’ll never part
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

Ol’ devil got her all up on his back
He looked like a pedlar with a hump on his back
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

Ol’ devil got to the forks of the road
He said “Old lady, you’re a hell of a load”
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

Ol’ devil got to the gates of hell
Said, “Punch the fire up, we’ll scorch her well”
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

Out come a little devil a-draggin’ a chain
She picked up a hatchet and split out his brains
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

Out come a little devil a-skatin’ on a wall
Said, “Take her back, Daddy, she’s a-murderin’ us all”
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

Little devil was a-peepin’ out the crack
Said, “Take her home, Daddy, don’t you bring her back”
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

The old man was a-peepin’ out the crack
He seen the old devil come wagonin’ her back
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

The old man lay sick in the bed
She up with a butter stick and rattled his head
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

The old lady went whistlin’ over the hill
Said, “The devil won’t have me and I don’t know who will”
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

Now you see what a woman can do
She can outdo the devil and the old man too
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

The old lady went whistlin’ over the hill
Said, “The devil won’t have me and I don’t know who will”
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

The old man was a-peepin’ out the crack
He seen the old devil come wagonin’ her back
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

The old man lay sick in the bed
She up with a butter stick and rattled his head
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

Now you see what a woman can do
She can outdo the devil and the old man too
Singin’ fa diddle-a, diddle-a, fa diddle-a, diddle-a day

Elementary Lesson at Center Valley

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So much fun teaching these sweet 3rd graders!

So much fun teaching these sweet 3rd graders!

1.  What do you think was the favorite part of your lesson for the class?

I think most of the class enjoyed getting to sing and dance along to the song we taught them, “Must be Santa” , because they were able to learn dance moves and also make up their own as well.  Another reason I think this was the classes favorite part is because most of them had sand this song before for their first grade Christmas concert.

2.  What is one thing you would do differently if you taught the lesson again?

If I were able to teach this lesson again I would probably even out the lesson a little better.  The part of the lesson that took the longest was teaching the “must be Santa” song.  I think that next time I could shorten the song in order to give a little more time to teaching the hello song and facts about the french horn. I also think that I could have been more prepared to answer questions about the horn that were asked by a few of the students.  It was very difficult to finish a lesson in only 30 minutes.

Lesson Outline:

  • Introduction: Teach Hello Song (Tim)
  • Talk about the French Horn and teach a few students how to       hold it.(Kelci)
  • Teach “Must be Santa”(Tim & Kelci)

– Teach first in talking voice

-Teach dance moves

– Teach singing

– Sing entire song with dance moves

Must be Santa!

Who’s got a beard that’s long and white?
A D
Santa’s got a beard that’s long and white
D A
Who comes around on a special night
A D
Santa comes around on a special night
D
Special Night, beard that’s white
Em A D Bm
Must be Santa Must be Santa
Em A D
Must be Santa, Santa Claus

D A
Who wears boots and a suit of red?
A D
Santa wears boots and a suit of red
D A
Who wears a long cap on his head?
A D
Santa wears a long cap on his head
D
Cap on head, suit that’s red
D
Special night, beard that’s white. Must be Santa…

D A
Who’s got a big red cherry nose?
A D
Santa’s got a big red cherry nose
D A
Who laughs this way HO HO HO?
A D
Santa laughs this way HO HO HO
D
HO HO HO, cherry nose
D
Cap on head, suit that’s red
D
Special night, beard that’s white. Must be Santa…

D A
Who very soon will come our way?
A D
Santa very soon will come our way
D A
Eight little reindeer pull his sleigh
A D
Santa’s little reindeer pull his sleigh
D
Reindeer sleigh, come our way
D
HO HO HO, cherry nose
D
Cap on head, suit that’s red
D
Special night, beard that’s white. Must be Santa…

D A
Dasher, Dancer, Prancer, Vixen,
A D
Comet, Cupid, Donder, Blitzen
D A
Dasher, Dancer, Prancer, Vixen,
A D
Comet, Cupid, Donder, Blitzen
D
Reindeer sleigh, come our way
D
HO HO HO, cherry nose
D
Cap on head, suit that’s red
D
Special night, beard that’s white. Must be Santa…

Eurhythmics, Aural Training, and Creative Thinking October 2014

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Précis

  1. Campbell, P. Dalcroze Pedagogy for Children. The Eclectic Curriculum in American Music Education. 43-50.
  2. SYNOPSIS:

(Patricia Campbell, Eurhythmics, Aural Campbell, P. Eurhythmics, Aural Training and Creative Thinking. The Training and Creative Thinking, 10/27/14)

In this article it proves that in order to achieve the best results using eurhythmics you need to teach every aspect of its pedagogy coherently instead of as separate concepts.

  1. REACTION:
  • As teacher sings the song, the children sway or swing to the dotted-quarter note pulse.
  • As the teacher sings, the children swing their arms in a duple-meter conducting gesture.
  • The children draw the melodic contour in space.
  • Use step sizes to demonstrate the concept of whole steps and half steps.(big step=whole, baby step=half)
  • Sing scale using various rhythmic patterns
  • You improvise then they improvise
  1. FOLLOW-UP:

I never have taken much thought into what it would take to use this method of teaching.  I use to think about different parts of this teaching method as separate lessons whereas now I think of them as a whole.  All of these things need to be introduced together in order to achieve full success (rhythm, solfege, movement).  I have never seen this method performed in real time but on paper it seems pedagogically accurate and I am excited to try it out in my own classroom one day!

  1. QUOTE:

“The musical challenges are real, but the threefold benefits to children and their teachers are rewarding beyond measure.”

Carl Orff’s Music For Children September 2014

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Précis

  1. Walter, A. (1959). The Eclectic Curriculum in American Music Education. Carl Orff’s                               Music for Children. 157-160.
  2. SYNOPSIS: (Arnold Walter, Carl Orff’s Music for Children, 10/13/14)

Teaching with primitive components of music will expand a student’s creativity and musical future.

  1. REACTION:
    • Learn more through experience rather than explanation.
    • Clap hands and stomp feet to learn a rhythm then play it on an instrument
    • Use the pentatonic scale for activities and improvisation
    • Let the children play instruments that will be challenging for them but not impossible for them to grasp(recorders, keyboards, drums)
  2. FOLLOW-UP:

The thought has never crossed my mind to teach a primitive style of music to my future students. I guess I really never stopped to take the time to see the potential and realize that this “primitive” music is what has made music what it is today. If everyone began learning this as a child I believe we would experience a dramatic increase of creativity and talent in the school system. I have already missed this opportunity and have went through what the author calls, “adult pressure”. The author also states that, “Such pressure can be avoided only by making the greatest possible use out of a child’s creative ability.”

  1. QUOTES:
    • “These instruments are anything but toys; they are carefully selected and contrasted, they are in fact replicas of medieval ensembles, as meaningful to children now as they were to grown-up people in those days.”

MEJ Articles, September 2014

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Précis

ARTICLE 1

Hairston, M. (2013). Strategies for Working with Special Needs

Sudents in the General Music Classroom. Retrieved

September 28, 2014, from http://musiced.nafme.org

SYNOPSIS:

There are many ways to run a music class with special needs students, but having a positive and safe atmosphere is one thing that is an absolute need for a successful outcome.

REACTION:

  • Find similarities
  • Make instructions and rules short and to the point
  • Set goals you are prepared to meet
  • Have activities where everyone can be involved
  • Positive atmosphere
  • Be kind when enforcing rules

FOLLOW-UP:

I never knew how much strategy would go into running a classroom with special needs students. Now I have a much better understanding of exactly what it will take to have positive results and I will strive to be as prepared as possible.

Topics: Intellectual disabilities or Smart Board

ARTICLE 2

Watson, S. (2011). Technology for Teaching. Using

Technology to Unlock Musical Creativity, 99(1), 37

SYNOPSIS: (Scott Watson, Using Technology to Unlock Musical Creativity, September, 29 2014)

Technology is one of the greatest tools that can be used for creativity in the music classroom.

REACTION:

  • Don’t focus so much on the technology its self but on the philosophy of implementing creativity.
  • Keyboards
  • Sound Recording
  • Multitrack Music Production
  • Computer Notation Software

FOLLOW-UP:

This article has made me realize that technology alone is not enough to bring about creativity in the classroom but it is when you put creativity with technology that you create a fresh and fun learning environment for your students. He said in the article, “This has caused his students to find the projects challenging, educational, and enjoyable.”

Topic: Creativity with Sound Recording