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Week 2: Grade 22/23/2020 For a grade 2, the Ontario Arts Curriculum states that in terms of pitch, the students should be focusing on melodic patterns and using notes from pentatonic scales as well as engaging and learning the interval of an octave through high DO. Similar to last week, the lesson will begin with a simple entrance or hello song. These activities are used to get students immediately engaged with the class. Similar to sports, warm ups are important to any activity. Hello songs are great ways to get the students moving as well, getting the kinesthetic brain ready for learning. Here is a great video demonstrating some hello songs: For this lesson, the song "Frère Jacques" will be the focal point of the lesson. It must be noted that the English translation "Are You Sleeping?" can also be used but I believe the exposure to the French language is a great way to introduce students to a different cultural perspective. The reason for the song selection is that when focused on the pitch, it utilizes many familiar pitches that the students are accustomed to while perhaps challenging them rhythmically. Here is the Solfege for the song: Note: The final two bars with the bells ringing is a fantastic opportunity to try out different intervals and perhaps work up to the octave. The low SOL can also be put up the octave. The last two bars are also fantastic ways to introduce the textural and harmonic concept of a bordun, which is an element found in the grade 2 section of the Ontario Arts Curriculum. Here is a good video explaining borduns: Another element found in the Curriculum for grade 2 is the half or whole note. The last two bars of each phrase have half notes, with the first phrase being preceded by many quarter notes making it an effective transition. The Curriculm uses the "tah-ah" sound but "two-oo" could also be used. The dynamic expressions and articulation concepts of legato and staccato are also key in at the grade 2 level. Again, the last two bars are great opportunities to have the students articulate the onomatopoeias softly or loudly. Legato can be introduced by telling the kids to have long bells while the opposite staccato, can used "short" bells. Here is my best attempt at a lesson featuring the song and the concepts found above:
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