1. For larger classes of very young children (12 or more), it is helpful to have masking tape laid in a circle on the floor so that they can sit on the tape and be in a circle.
2. Time saver: when moving desks, the children can sing a song and predict how many times through the song it will take them until the task is completed.
3. The class should be fast-paced, alternating periods of concentration and relaxation (movement/fun). For example, a first grade sequence could be:
a. Enter with motions or object to go with the rhyme/song that will be used later for the game.
b. Rhythmic objective: rhythm/steady beat with movement
c. Show beat/rhythm written on board
d. Melodic objective: show so/mi on body
e. Demonstrate pitches written on board
f. Play game using the teaching song
g. Sing good-byes to individuals and/or groups to line up
h. Exit with entry song or rhyme
4. Use creative categories to line up: by clothes color, birth month, alphabetical names, etc.
5. Active listening: It is best if students have been introduced to a song before learning the game so they can join in the singing during the game. Some ways to encourage active listening so the teacher can teach a new song by rote are:
a. Students keep a steady beat, beat pattern, or ostinato
b. Students count how many….
1. times the song contains a given word (or two!)
2. beats are in the song
3. phrases are in the song
4. half notes or whole notes are in the song
5. high notes (do’) are in the song
c. Show a picture or pass around object to pique interest and/or discussion
d. Identify the form of the song
e. Students echo phrase by phrase (count breaths)
f. Omit words (students identify or agree ahead which words to omit)
g. Identify what word was sung on the highest or lowest note of the song (if there is just one)
h. Ask questions about the definition of certain words or discuss the song’s meaning
i. Stop/Go sign, Rhythm/beat sign
j. On board, use student pointers to indicate high/low (for rhymes), loud/soft (p/f), and fast/slow (allegro/moderato/andante/largo)