Beacon Lesson Plan Library

I Have a Little Pony

Jill Taylor

Description

Primary students will be introduced to barred percussion instruments learning to play simple bordun patterns to express the way a pony moves.

Objectives

The student knows simple locomotor movements (e.g., walk, run, hop, jump, and leap) and compound locomotor movements (e.g., gallop, slide, and leap).

The student performs independently simple patterns and melodies on rhythmic and melodic classroom instruments (e.g., percussion instruments and barred instruments) and maintains a steady tempo.

The student improvises simple rhythmic and melodic patterns and accompaniments.

Materials

-Xylophones
-Metallophones
-Jingle Bells
-Woodblocks
-Temple Blocks
- A copy of the song, “I Have a Little Pony”. Available in First Steps in Music, GIA Publications by John M. Feierabend

Preparations

Students should have previous knowledge of Curwen hand signs.

Students should have previous experience playing classroom instruments with proper mallet technique.

Teacher should have knowledge of simple and broken borduns.

Procedures

1. Sing the song “I Have a Little Pony” with hand signs.

2. Students echo sing after you with hand signs.

3. Ask students to come up with some words that describe the way a pony could move.

4. Ask one student to stand up and show how a pony would walk.

5. Reinforce the student’s walking by playing on the temple blocks. Direct students to say, “Walk-ing, walk-ing…” while patting a quarter note pattern on their legs. Model alternating hands (left hand first) with a slight bounce.

6. Select students to play the walking pattern on a broken bordun on F & C on the xylophones.

7. Sing the song, and allow students to practice their accompaniment. Hold out the fermata and direct students when to continue playing.

8. Ask another student to show how a pony might leap or jump.

9. Reinforce the student’s leaping by playing on the temple blocks. Direct students to say, “Leap--, leap--…” while patting a half note pattern on their legs. Model both hands patting at the same time with a slight bounce.

10. Select students to play the leaping pattern on a simple bordun on F & C on the metallophones.

11. Sing the song, and allow students to practice their different accompaniments on the xylophones and metallophones.

12. Ask another student to show how a pony might gallop.

13. Reinforce the student’s galloping by playing a dotted quarter/eighth pattern on the temple blocks. Direct students to say, “Gallop, gallop…” while patting a galloping pattern on their legs.

14. Give selected students a woodblock to practice the galloping pattern.

15. Allow students to practice their parts as you sing the song.

16. Ask another student to show how a pony might trot.

17. Reinforce the student’s trotting by playing a running eighth note pattern on the temple blocks. Direct students to say, “trotting, trotting...”

18. Give selected students jingle bells to practice the trotting pattern.

19. Allow students to practice their parts all together while you sing the song.

20. Add a B Section to the song with students taking turns improvising on temple blocks the movements of the little pony.

Assessments

Students will be able to play the instrumental patterns in rhythm.
Students improvise simple phrases on temple blocks. Students will be marked
+ for satisfactory performance and - for need to improve.

Web Links


www.giamusic.com

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