Teaching Skills Test2

Josephine Fitzgerald s4202399

EDUC6730 Teaching Skills Test

Tea chi ng a ga me or dan ce

Lower primary

Middle primary

Upper primary

Ickle Ockle

Paw paw patch

O Belinda

Odd number of students in a circle walk to the beat

Two lines of boys (right) and girls (left)

2 sets opposite each other, girl 1/boy 6 go and bow, then boy 1 and girl 6

One child is in the middle, at the end everyone choose a new partner

V1. Head girl casts of around the set V2. Head girls casts off followed by the bows V3. Peel the orange, picking paws, paws and head couple form an arch for the rest go through

Repeat but swing with left arm Then repeat and swig with right arm Repeat and do-si-do All couples cast off to left back to original places All couples form an arch which head couple dances down. Or Billy Billy?

Par Rain come Wet me tWith a melodic wor ostinatos of k Rain rain go away S m Review

s-s m

1. Students sing with teacher in words 2. Students sing without the teacher in words 3. Students sing the song and teacher sings the ostinato

Baby Sleep

Birch Tree

sing the song while clapping a qn

Sing in 3 part canon

Review

Review

1. Sing through the song with teacher 2. Sing through without the teacher (teacher claps ostinato) 3. Students clap ostinato and teacher sings 4. Half the group sings the song, the other half claps

1. Sing the song with the teacher 2. Sing the song without the teacher 3. Sing the song in canon with the teacher

Josephine Fitzgerald s4202399 4. Teacher and students sing the ostinato Point 5. Teacher then gets half the class to sing the ostinato 6. Then teacher instruct the other half to start singing the song

the ostinato, swap over Point Students clap the ostinato and sing the song

Point Divide class into 2 groups and sing in canon, then divide into 3 group and sing a canon Reinforce

Reinforce get a small group to perform sing through the song normally

Get a small group to perform in 3 parts All sing together to end.

Reinforce get pairs to sing sing through normally

Rhy th mic pra ctic e

Engine, Engine Number 9 Board prep: have the rhythm written 1. Say it normally 2. Say and walk the beat, making train movement 3. ‘Please listen.” Teacher claps and says the words. ‘Was I clapping the rhythm or the beat? “ the rhythm. ‘Can you please clap the rhythm with me? “ “Remember, last lesson we went through and wrote out the time names, please say the time names and clap.’ Point

Chicken on a Fence Post Review: 1. Sing in words 2. Sing in words and clap the beat on your lap 3. then say words and clap the rhythm 4. Last week we wrote the rhythm on the board. Please clap and say the time names. Point: Inner hear the ticka-tickas and clap the ti-ti’ Then inner hear the ti-ti’s and clap the ticka ticka’s Reinforce Sing through saying time names Finish Sing through with words normally

Poor old Howard Review Echo clapping X 3 Sing the song Students copy teachers clapping patterns Point Go around in the circle and give students a chance to improvise, try and include either m Or ticka ti Reinforce

Josephine Fitzgerald s4202399 4. Then say time names and clap rhythm Reinforce Get half the class to clap the beat on laps/half do the rhythm Swap over 5. Clap and say time names while walking the beat

Mel odi c pra ctic e

Peas Porridge Hot in Solfa from stick notation Board prep: stick notation of Peas Porridge

Review Students sing from teachers hand signs using; d, m, s only Clap and say time names from stick notation point give students starting pitch and they then sing in solfa Reinforce Ask half the class to perform the first line, then half the class to perform the second line Ask individual

Love Somebody (instead of I see the moon) Board Preparation: love somebody written on the staff – F = Do Review Sing through in words with teacher Sing through in words without the teacher Sing through in solfa and hand sign Point “Last lesson we wrote Love somebody upon the board, starting with F on the lowest space” Remember we have one special note in the song, B flat – which we call bess. ” Sing through in letter names while reading from the board. Reinforce Get half he class Get various students in the class to read phrase by phrase in letter names. Ask students to perform from

Lime Juice Tub Sight reading from stick notation using known elements Using l,s, d r m s l d’

Review Sing do pentatonic scale from teachers hand signs Point Sight read from flashcards Say rhythms first Then sight read in solfa Reinforce Sing through the whole song

Josephine Fitzgerald s4202399 students to sing specific bars Sing the song normally

For m

Rain Come wet Me Review

memory. Sing through together in words.

1-2-3

Written Form Activity

Sing through together

Students fill in the notes, according to the shapes, from what is written on the board

Sing the song

Point 1.Sing through the song as a class 2.Draw a cloud to represent the first phrase 3.Ask students if the second phrase is going to be the same or different? Go through and draw sun and clouds to represent the same and different phrases Reinforce Get student to come up and point to the pictures as we sing

Ask students to put hands on various body parts to correlate with the phrase Eg. Phrase 1 – shoulders Phrase 2 – shoulders Phrase 3 – head Phrase 4 – hips

Write on board

Review Sing do pentatonic scale Review notes from do pentatonic scale - on the staff C = Do D r m s l d’ In 2/4 Point Students must fill in the worksheet, according to the shapes. Add letters to correspond with shapes, what is the form? Rondo form. Reinforce Students perform their work s

Josephine Fitzgerald s4202399

Rain Come Wet me Focus Review Sing the song “Last Lesson we worked out that there are four different parts in this song.” “I’ve drawn a cloud which represents the first line of the song” rain come wet me “Listen to the second phrase and tell me if its the same or different?” same “So I draw a cloud for that section as well.” “Listen to the third phrase and tell me it this section is the same or different?” different “So I’ve drawn a sun because its different.” “So is the last phrase the same or different?” The same as the first phrase. “good so I draw a cloud for that as well’ Reinforce Sing while pointing to the different sections.

Josephine Fitzgerald s4202399

1-2-3 Review Sing the song “How many different sections are in this song? Sing again and count with me.” There are four. “If I put the first section on my shoulders, where would I put the second one? Is it the same as the first or different?” the same, so also on the shoulders “what about the third part, is it the same or different?” different, so put in on your head What about the last part, is it the same as anything else, or different? “ different, so goes on shoulders “Very good, lets all sing together, putting the song out our body.” Point “So there are 3 different sections all together, so if I called the first section A (draw on board) what would I call the second section? A And what would I call the third section? B And the fourth section? C Very good, so the form of the whole piece is A A B C. “Very good, lets sing through the whole song while tapping on our body.” To finish sing normally