KODALY BASED SONGS
SEE SAW & SOLFA KODALY SONGS
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A collection of folk songs used in Kodaly programs, with accompanying worksheets and games for use in the classroom, music school or private studio. The material is intended to enhance a music program by strengthening reading and aural recognition of rhythms, solfa and pitch names and includes worksheets and games in printable colour pdfs, easily reproduced on cardstock, and instructions for playing the games. It is suggested that the teacher introduce a song aurally first, playing the game associated with it. Later the worksheets, cards and games serve to reinforce the concepts learned.
see saw
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Number 1 in my series "Songs for the Kodaly Classroom”, See Saw is an ideal song to bring young children into the musical journey. The movement of the game is easy for them to do and establishes a concrete beat on the body. The rhythm, a series of tas and ti-tis, and the s m interval of the melody are natural to them. Thus while playing they are integrating beat, rhythm, melody and words through movement.
The song is purposely printed with a large staff (p5), meant to be shown to them even at an early stage to accustom them to the visual aspect of music.
When they learn to write tas and ti-tis they can complete the rhythm sheet (p3) and play the rhythm portion of the puzzle (p16). Later when the s m interval is introduced they find the hand signs (TpT) can be represented by letters and can complete the rhythm/solfa sheet on (p7). Eventually adding notes on the 3 line staff (pp7, 8, 9, 10) and lastly on the full five line staff (pp11, 12, 13, 14).
CONTENTS:
p1 the song on the staff
p2 lesson guide
p3 game instructions and "logo" (to be printed on card stock, cut out to make a card to use in song card games)
p4 worksheet – fill in rhythm
p5 worksheet – fill in rhythm & solfa
p6 song puzzle demo
p7 felt staff demo
pp8 – 11 notes on 3 line staff
pp12 – 15 song on full staff
p16 Song Puzzle
p17 Quiz sheet
The song is purposely printed with a large staff (p5), meant to be shown to them even at an early stage to accustom them to the visual aspect of music.
When they learn to write tas and ti-tis they can complete the rhythm sheet (p3) and play the rhythm portion of the puzzle (p16). Later when the s m interval is introduced they find the hand signs (TpT) can be represented by letters and can complete the rhythm/solfa sheet on (p7). Eventually adding notes on the 3 line staff (pp7, 8, 9, 10) and lastly on the full five line staff (pp11, 12, 13, 14).
CONTENTS:
p1 the song on the staff
p2 lesson guide
p3 game instructions and "logo" (to be printed on card stock, cut out to make a card to use in song card games)
p4 worksheet – fill in rhythm
p5 worksheet – fill in rhythm & solfa
p6 song puzzle demo
p7 felt staff demo
pp8 – 11 notes on 3 line staff
pp12 – 15 song on full staff
p16 Song Puzzle
p17 Quiz sheet
bounce high
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Number 2 in my series “Songs for the Kodaly classroom” Bounce High continues the ta ti-ti pattern of See Saw but introduces a new sung note - la. Again the intervals s l m are universally natural to young children. They are delighted to realize that the hand signs for s m l s m can make them sing "ne ne ne ne ne”!!
A “magic ball" which comes out of a "magic pocket" , blown up and coloured is bound to captivate . Asking each child what colour their ball is provides a low key way to introduce little solos. Holding a pretend ball in front of them in their outstretched hands children move the ball up and down to the beat of the song. This establishes not only the beat but also the melodic movement of the song in space – a concept taught later with hand signs.
Worksheets show s l m pattern on the staff. The Song Puzzle offers rhythm and solfa practice.
CONTENTS:
p1 the song on the staff
p2 lesson guide
p3 instructions and song logo
p4 worksheet -rhythm
p5 worksheet - fill in rhythm & solfa
p6 felt staff demo
p7 solfa on 3 line staff
p8 3 line staff worksheet
p9 Song Puzzle
A “magic ball" which comes out of a "magic pocket" , blown up and coloured is bound to captivate . Asking each child what colour their ball is provides a low key way to introduce little solos. Holding a pretend ball in front of them in their outstretched hands children move the ball up and down to the beat of the song. This establishes not only the beat but also the melodic movement of the song in space – a concept taught later with hand signs.
Worksheets show s l m pattern on the staff. The Song Puzzle offers rhythm and solfa practice.
CONTENTS:
p1 the song on the staff
p2 lesson guide
p3 instructions and song logo
p4 worksheet -rhythm
p5 worksheet - fill in rhythm & solfa
p6 felt staff demo
p7 solfa on 3 line staff
p8 3 line staff worksheet
p9 Song Puzzle
lucy locket
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ta ti-ti and s l m patterns reinforced from Bounce High.
Although originally a chase game, this more “orderly” version ensures that all get a turn. Students sit in a circle, hands behind their backs. Teacher chooses one student to hide their eyes and another to walk around outside the circle with the “pocket” (a small purse). At the end of the song the teacher points to one of the students in the circle. The purse is put behind that student. The teacher sings “Who has the pocket?” (s ml s m). The student answers “I have the pocket”. The student who has their eyes closed listens, opens their eyes and identifies who was singing. It is then their turn to take the pocket around. As well as reinforcing the l s m pattern of the song, this game also encourages the students, eyes closed, to really listen – which direction did the answer come from, in which ear did they hear the answer better? Worksheets and song puzzle for rhythm and solfa practice.
CONTENTS:
p1 music and words on staff
p2 lesson guideline
p3 instructions and song logo
p4 worksheet – fill in rhythm following dots
p5 worksheet – fill in rhythm
p6 worksheet – fill in rhythm & solfa
p7 Song Puzzle demo
p8 felt staff demo
p9 worksheet – fill in solfa above staff
p10 & 11 Song Puzzle
p12 Song Quiz
Although originally a chase game, this more “orderly” version ensures that all get a turn. Students sit in a circle, hands behind their backs. Teacher chooses one student to hide their eyes and another to walk around outside the circle with the “pocket” (a small purse). At the end of the song the teacher points to one of the students in the circle. The purse is put behind that student. The teacher sings “Who has the pocket?” (s ml s m). The student answers “I have the pocket”. The student who has their eyes closed listens, opens their eyes and identifies who was singing. It is then their turn to take the pocket around. As well as reinforcing the l s m pattern of the song, this game also encourages the students, eyes closed, to really listen – which direction did the answer come from, in which ear did they hear the answer better? Worksheets and song puzzle for rhythm and solfa practice.
CONTENTS:
p1 music and words on staff
p2 lesson guideline
p3 instructions and song logo
p4 worksheet – fill in rhythm following dots
p5 worksheet – fill in rhythm
p6 worksheet – fill in rhythm & solfa
p7 Song Puzzle demo
p8 felt staff demo
p9 worksheet – fill in solfa above staff
p10 & 11 Song Puzzle
p12 Song Quiz
HOT CROSS BUNS
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Number 4 in my series Songs for the Kodaly classroom.
ta ti-ti introduce rest and m r d pattern.
A perfect song for teaching the 1 beat rest and the solfa pattern m r d.
RHYTHM
Play “Woof Card” puzzle p4 ( TpT)
Pass a stuffy heart around the circle, stopping at the rest before continuing on the next beat.
Sing in a circle clapping first the rhythm (“How many rests were there?)” Complete p5.
Show that a rest can be represented by a Z and then by the real rest symbol. Play Puzzle p16 using rhythm cards.
SOLFA
Hot Cross Buns extends the s l m pattern downwards to include r and d. Sing using the hand signs. Explain p7. Play the hand sign card game to reinforce. (TpT) Complete p6. Play m r d on tone blocks. Play Puzzle using rhythm and solfa cards.
Play “Make a Song” (TpT) using known rhythms and m r d cards.
SOLFA ON STAFF
Understanding that d can move is essential for ear training and future learning of scale patterns. Study p8.
Introduce the 3 line staff – p9 and complete the worksheet p10. Later include the 5 line staff -11, 12, 13.
FORM Study the A A B A form and complete p15.
Review with quiz sheet p15 and quiz cards p18
CONTENTS:
p1 the song on the staff
p2 lesson guide
p3 game instructions & logo
p4 “Woof Card” Puzzle
p5 fill in rhythm
p6 fill in rhythm & solfa
p7 words, solfa & hand signs demo
p8 song on staff with hand signs demo
p9,10 song on 3 line staff and worksheet
p11 m r d worksheet on 5 line staff
p12 song on staff, fill in solfa worksheet G=d
p13 song on staff, fill in solfa worksheet F=d
p14 phrase worksheet template
p15 quiz sheet
p16,17 Puzzle
p18 quiz cards
ta ti-ti introduce rest and m r d pattern.
A perfect song for teaching the 1 beat rest and the solfa pattern m r d.
RHYTHM
Play “Woof Card” puzzle p4 ( TpT)
Pass a stuffy heart around the circle, stopping at the rest before continuing on the next beat.
Sing in a circle clapping first the rhythm (“How many rests were there?)” Complete p5.
Show that a rest can be represented by a Z and then by the real rest symbol. Play Puzzle p16 using rhythm cards.
SOLFA
Hot Cross Buns extends the s l m pattern downwards to include r and d. Sing using the hand signs. Explain p7. Play the hand sign card game to reinforce. (TpT) Complete p6. Play m r d on tone blocks. Play Puzzle using rhythm and solfa cards.
Play “Make a Song” (TpT) using known rhythms and m r d cards.
SOLFA ON STAFF
Understanding that d can move is essential for ear training and future learning of scale patterns. Study p8.
Introduce the 3 line staff – p9 and complete the worksheet p10. Later include the 5 line staff -11, 12, 13.
FORM Study the A A B A form and complete p15.
Review with quiz sheet p15 and quiz cards p18
CONTENTS:
p1 the song on the staff
p2 lesson guide
p3 game instructions & logo
p4 “Woof Card” Puzzle
p5 fill in rhythm
p6 fill in rhythm & solfa
p7 words, solfa & hand signs demo
p8 song on staff with hand signs demo
p9,10 song on 3 line staff and worksheet
p11 m r d worksheet on 5 line staff
p12 song on staff, fill in solfa worksheet G=d
p13 song on staff, fill in solfa worksheet F=d
p14 phrase worksheet template
p15 quiz sheet
p16,17 Puzzle
p18 quiz cards
MOUSE MOUSIE
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Number 5 in my series "Songs for the Kodaly Classroom"
ta ti-ti and s m d patterns
Although originally a chase game, this more “orderly” version ensures that all get a turn. Students sit in a circle, hands behind their backs. Teacher chooses one student to hide their eyes and another to walk around outside the circle with the mouse stuffy. At the end of the song the teacher points to one of the students in the circle. The mouse is put behind that student. The teacher sings “Who is the mouse?” (s mm d). The student answers “I am the mouse” (s mm d). The student who has their eyes closed listens, opens their eyes and identifies who was singing. It is then their turn to take the mouse around. As well as reinforcing the s m d pattern of the song, this game also encourages the students, eyes closed, to really listen – which direction did the answer come from, in which ear did they hear the answer better?
Worksheets and song puzzle for rhythm and solfa practice.
CONTENTS:
p1 words and song on staff
p2 lesson guide
p3 instructions and logo
p4 fill in rhythm worksheet
p5 fill in rhythm and solfa worksheet
p6 fill in solfa above staff worksheet
p7, 8 Song Puzzle
p9 quiz sheet
p10 quiz cards
ta ti-ti and s m d patterns
Although originally a chase game, this more “orderly” version ensures that all get a turn. Students sit in a circle, hands behind their backs. Teacher chooses one student to hide their eyes and another to walk around outside the circle with the mouse stuffy. At the end of the song the teacher points to one of the students in the circle. The mouse is put behind that student. The teacher sings “Who is the mouse?” (s mm d). The student answers “I am the mouse” (s mm d). The student who has their eyes closed listens, opens their eyes and identifies who was singing. It is then their turn to take the mouse around. As well as reinforcing the s m d pattern of the song, this game also encourages the students, eyes closed, to really listen – which direction did the answer come from, in which ear did they hear the answer better?
Worksheets and song puzzle for rhythm and solfa practice.
CONTENTS:
p1 words and song on staff
p2 lesson guide
p3 instructions and logo
p4 fill in rhythm worksheet
p5 fill in rhythm and solfa worksheet
p6 fill in solfa above staff worksheet
p7, 8 Song Puzzle
p9 quiz sheet
p10 quiz cards
KNOCK THE CYMBALS
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Number 6 in my series “Songs for the Kodaly Classroom”
ta ti-ti rest and l s m r d patterns
This dance is a favourite with my students and often performed at my concerts. If played with a large number of children, having hula hoops to hang onto accommodates right and left hand star verses. Students love the last verse but must end with clapping Hello Suzie Gal!.
Students stand with partners in pairs as for a square dance. Establish who is a partner and who is a corner.
Verse 1: clap to the beat.
Verses 2-6: follow directions of song.
Verse 2: Bow to your partner, do oh do (clap, clap, clap) Hello Suzie Gal (clap, clap, clap).
Verse 3: Bow to your corner, clap, clap, clap.
Verse 4: Right hand star (right hands on top of one another, walk in circle to beat.
Verse 5: Left hand star.
Verse 6: All to the centre do oh do (all join hands, move to centre and back to the phrases) end clapping Hello Suzie Gal.
Work sheets and song puzzle.
CONTENTS:
p1 words and song on staff
p2 lesson guide
p3 instructions and logo
p4 fill in rhythm worksheet
p5 fill in rhythm and solfa worksheet
p6 fill in solfa on staff worksheet
p7 quiz sheet
p8 variations and other ways
p9, 10 Song Puzzle
ta ti-ti rest and l s m r d patterns
This dance is a favourite with my students and often performed at my concerts. If played with a large number of children, having hula hoops to hang onto accommodates right and left hand star verses. Students love the last verse but must end with clapping Hello Suzie Gal!.
Students stand with partners in pairs as for a square dance. Establish who is a partner and who is a corner.
Verse 1: clap to the beat.
Verses 2-6: follow directions of song.
Verse 2: Bow to your partner, do oh do (clap, clap, clap) Hello Suzie Gal (clap, clap, clap).
Verse 3: Bow to your corner, clap, clap, clap.
Verse 4: Right hand star (right hands on top of one another, walk in circle to beat.
Verse 5: Left hand star.
Verse 6: All to the centre do oh do (all join hands, move to centre and back to the phrases) end clapping Hello Suzie Gal.
Work sheets and song puzzle.
CONTENTS:
p1 words and song on staff
p2 lesson guide
p3 instructions and logo
p4 fill in rhythm worksheet
p5 fill in rhythm and solfa worksheet
p6 fill in solfa on staff worksheet
p7 quiz sheet
p8 variations and other ways
p9, 10 Song Puzzle
ROCKY MOUNTAIN
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Number 7 in my series “Songs for the Kodaly Classroom”
ta ti-ti introduce to-o and d r m l s pattern.
First song with a half note, 16 bars divided into 4 phrases, verse and chorus.
Verse 2: Sunny valley, sunny valley, sunny valley low.
When you’re in that sunny valley, sing it soft and slow. Chorus.
Verse 3: Stormy ocean, stormy ocean, stormy ocean wide.
When you’re on that deep blue sea there’s no place you can hide.
Chorus.
Worksheets and puzzle.
SING & PLAY:- song and game
BEAT:
- pass heart stuffy around the circle to beat
- conduct emphasizing
first beat of each bar
(strong & weak beats)
- mark accents on first beat of each bar (p1)
RHYTHM:
- introduce to-o hand sign - 2 beat rhythm cards (p8) TpT
- clap rhythm using tas, ti-tis & to-o - Pizza (p9) TpT
- 2 lines, clap alternate phrases - Dominos (p10) TpT
- fill in rhythm (p4 & 5)
SOLFA:
- sing words with hand signs, students imitate
- sing solfa with hand signs
- play on tone blocks - one block each
- fill in rhythm and solfa (p6)
SOLFA ON STAFF:
- write in solfa above notes on staff (p7)
FORM: A B C C1
- in circle, step in = 1st phrase; out = 2nd phrase
- in circle alternating, odds in, evens in
- solfa patterns, form, all phrases end in to-o (p11)
- song puzzle (pp12 - 15)
- quiz cards (p16)
ta ti-ti introduce to-o and d r m l s pattern.
First song with a half note, 16 bars divided into 4 phrases, verse and chorus.
Verse 2: Sunny valley, sunny valley, sunny valley low.
When you’re in that sunny valley, sing it soft and slow. Chorus.
Verse 3: Stormy ocean, stormy ocean, stormy ocean wide.
When you’re on that deep blue sea there’s no place you can hide.
Chorus.
Worksheets and puzzle.
SING & PLAY:- song and game
BEAT:
- pass heart stuffy around the circle to beat
- conduct emphasizing
first beat of each bar
(strong & weak beats)
- mark accents on first beat of each bar (p1)
RHYTHM:
- introduce to-o hand sign - 2 beat rhythm cards (p8) TpT
- clap rhythm using tas, ti-tis & to-o - Pizza (p9) TpT
- 2 lines, clap alternate phrases - Dominos (p10) TpT
- fill in rhythm (p4 & 5)
SOLFA:
- sing words with hand signs, students imitate
- sing solfa with hand signs
- play on tone blocks - one block each
- fill in rhythm and solfa (p6)
SOLFA ON STAFF:
- write in solfa above notes on staff (p7)
FORM: A B C C1
- in circle, step in = 1st phrase; out = 2nd phrase
- in circle alternating, odds in, evens in
- solfa patterns, form, all phrases end in to-o (p11)
- song puzzle (pp12 - 15)
- quiz cards (p16)
TIDEO
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ta ti-ti, introduce ti-ka ti-ka and d r m l s patterns
Students stand in a circle, hands joined. One student stands in the middle holding a little bell or jingle stick.
He “jingles” at two students’ joined hands at the beginning of the song. Those students raise their joined hands (opening the window). The “jingler” walks through. From the outside of the circle, he jingles at another “window” which also opens, allowing him to enter the circle again. The last time he jingles directly in front of another student and gives him a turn by handing him the jingle stick. After students know the song have them clap the rhythm – they love the fast ti-ka ti-ka at the end!
Worksheets and puzzle
Students stand in a circle, hands joined. One student stands in the middle holding a little bell or jingle stick.
He “jingles” at two students’ joined hands at the beginning of the song. Those students raise their joined hands (opening the window). The “jingler” walks through. From the outside of the circle, he jingles at another “window” which also opens, allowing him to enter the circle again. The last time he jingles directly in front of another student and gives him a turn by handing him the jingle stick. After students know the song have them clap the rhythm – they love the fast ti-ka ti-ka at the end!
Worksheets and puzzle
DINAH
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Number 11 in my series "Songs for the Kodaly Classroom"
ti-ti, ti-ka ti- ka, d r m s patterns.
As well as reinforcing the rhythm and solfa elements, I use this song to encourage solo singing. After the students know the song the teacher sings ‘”No one in the house but” students reply “Dinah, Dinah”. Then reverse the "role" having the students sing the first phrase. Then divide the students into two groups and point to which group is to sing “Dinah”. Eventually point to only one student to answer.
Worksheets and puzzle
SING & PLAY:
- song and game (song p1, instructions p3)
BEAT:
- pass heart stuffy around the circle to beat
- conduct - ti-ka ti-ka has one beat
RHYTHM:
- clap rhythm using tas & ti-tis - 2 lines, alternate phrases
- fill in rhythm (p4)
- Make a Song (p5) TpT
SOLFA:
- sing words with hand signs, students imitate
- sing solfa with hand signs
- play on tone blocks - one block each
- fill in rhythm and solfa (p6)
SOLFA ON STAFF:
- write in solfa above notes on staff (p7)
FORM:
- in circle, step in = 1st phrase; out = 2nd phrase
- in circle alternating, odds in, evens in
- Rhythm A A A A1 Melody A B A B1 (p8)
PUZZLE: (p9 & 10)
ti-ti, ti-ka ti- ka, d r m s patterns.
As well as reinforcing the rhythm and solfa elements, I use this song to encourage solo singing. After the students know the song the teacher sings ‘”No one in the house but” students reply “Dinah, Dinah”. Then reverse the "role" having the students sing the first phrase. Then divide the students into two groups and point to which group is to sing “Dinah”. Eventually point to only one student to answer.
Worksheets and puzzle
SING & PLAY:
- song and game (song p1, instructions p3)
BEAT:
- pass heart stuffy around the circle to beat
- conduct - ti-ka ti-ka has one beat
RHYTHM:
- clap rhythm using tas & ti-tis - 2 lines, alternate phrases
- fill in rhythm (p4)
- Make a Song (p5) TpT
SOLFA:
- sing words with hand signs, students imitate
- sing solfa with hand signs
- play on tone blocks - one block each
- fill in rhythm and solfa (p6)
SOLFA ON STAFF:
- write in solfa above notes on staff (p7)
FORM:
- in circle, step in = 1st phrase; out = 2nd phrase
- in circle alternating, odds in, evens in
- Rhythm A A A A1 Melody A B A B1 (p8)
PUZZLE: (p9 & 10)
WHO'S THAT
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Number 12 in my series "Songs for the Kodaly Classroom"
ta, ti-ti, to-o, d rm s patterns.
When all are familiar with the song have students sit in a circle, one student kneeling head down hiding their eyes. Teacher chooses another student who will tap and knock on the back of the kneeling student. The kneeling student must then ask “Who’s that…?” The other student answers “I am …” and quietly resumes his place in the circle. The kneeling student must then identify who did the tapping. This song encourages attentive listening. The large interval d s on half notes is sometimes hard for the students to sing in tune – don’t introduce it too early.
SING & PLAY:
- song and game (p1 & p3)
BEAT:
- pass heart stuffy around the circle to beat,
note 2 beat pattern
RHYTHM:
- clap emphasize to-o
- fill in rhythm (p4)
- Rhythm Fish (p5) TpT
SOLFA:
- sing words with hand signs, students imitate
- sing solfa with hand signs (p12)Hand sign game TpT
- fill in rhythm and solfa (p6)
- song puzzle demo (p9)
SOLFA ON STAFF:
- write in solfa above notes on staff (p7)
FORM:
- A B A B1 (p8) note ti-tis look like ti-ka ti-kas
SONG PUZZLE (p9, 10 & 11)
ta, ti-ti, to-o, d rm s patterns.
When all are familiar with the song have students sit in a circle, one student kneeling head down hiding their eyes. Teacher chooses another student who will tap and knock on the back of the kneeling student. The kneeling student must then ask “Who’s that…?” The other student answers “I am …” and quietly resumes his place in the circle. The kneeling student must then identify who did the tapping. This song encourages attentive listening. The large interval d s on half notes is sometimes hard for the students to sing in tune – don’t introduce it too early.
SING & PLAY:
- song and game (p1 & p3)
BEAT:
- pass heart stuffy around the circle to beat,
note 2 beat pattern
RHYTHM:
- clap emphasize to-o
- fill in rhythm (p4)
- Rhythm Fish (p5) TpT
SOLFA:
- sing words with hand signs, students imitate
- sing solfa with hand signs (p12)Hand sign game TpT
- fill in rhythm and solfa (p6)
- song puzzle demo (p9)
SOLFA ON STAFF:
- write in solfa above notes on staff (p7)
FORM:
- A B A B1 (p8) note ti-tis look like ti-ka ti-kas
SONG PUZZLE (p9, 10 & 11)
SONG CARDS AND FIRST LINERS
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SONG CARDS
These cards represent well known Kodaly inspired songs used by many teachers in classrooms,
music schools and private studios.
I have found them to be an excellent way to have fun reviewing.
Print on card stock and cut out.
INSTRUCTIONS
Use these cards by themselves:
1.Teacher holds up a card. Students must clap rhythm, sing solfa or play.
2. Put all the cards out on the table or floor face up. Ask a student to choose a card for the class to play. As students become more proficient, put cards out face down.
3. WHICH ONE?? Teacher puts out four Song Cards face up. Teacher either claps the rhythm, sings in solfa, plays or silently uses the hand signs. Students must choose the appropriate Song Card . Later have a student lead.
Use cards in combination with First Liners Cards as a matching game:
Put out all the First Liners cards out on the table or floor, face side up. Give each student a Song Card and ask him/her to choose the corresponding rhythm and/or solfa card.
FIRST LINERS
These cards represent the first two bars of well known Kodaly inspired songs in rhythm or solfa. Use these cards to re-enforce aural memory in both rhythm and solfa.
They can be used separately or in combination and with the Song Cards.
INSTRUCTIONS
Print and cut out the cards.
Rhythm or solfa cards: teacher reads the card aloud and asks the students to identify the song. Later teacher shows the card only, no aural clue.
In combination: teacher puts down a rhythm card, students must cover it with the corresponding solfa card.
With illustrated song cards: teacher holds up a Song Card, students must clap, sing, use handsigns or write the appropriate rhythm or solfa.
These cards represent well known Kodaly inspired songs used by many teachers in classrooms,
music schools and private studios.
I have found them to be an excellent way to have fun reviewing.
Print on card stock and cut out.
INSTRUCTIONS
Use these cards by themselves:
1.Teacher holds up a card. Students must clap rhythm, sing solfa or play.
2. Put all the cards out on the table or floor face up. Ask a student to choose a card for the class to play. As students become more proficient, put cards out face down.
3. WHICH ONE?? Teacher puts out four Song Cards face up. Teacher either claps the rhythm, sings in solfa, plays or silently uses the hand signs. Students must choose the appropriate Song Card . Later have a student lead.
Use cards in combination with First Liners Cards as a matching game:
Put out all the First Liners cards out on the table or floor, face side up. Give each student a Song Card and ask him/her to choose the corresponding rhythm and/or solfa card.
FIRST LINERS
These cards represent the first two bars of well known Kodaly inspired songs in rhythm or solfa. Use these cards to re-enforce aural memory in both rhythm and solfa.
They can be used separately or in combination and with the Song Cards.
INSTRUCTIONS
Print and cut out the cards.
Rhythm or solfa cards: teacher reads the card aloud and asks the students to identify the song. Later teacher shows the card only, no aural clue.
In combination: teacher puts down a rhythm card, students must cover it with the corresponding solfa card.
With illustrated song cards: teacher holds up a Song Card, students must clap, sing, use handsigns or write the appropriate rhythm or solfa.
FOLLOW A TUNE
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An introduction to teaching music from a Kodaly inspired perspective
FOLLOW A TUNE is a power point presentation I did at the Kodaly Society National Conference in Victoria, BC, Canada on Feb. 20, 2015.
I thought it might prove useful to music teachers who would like to learn about Kodaly music education. It serves as an introduction to a method of music education which I have found exemplary in my 30 years of teaching and includes practical and fun teaching materials.
I hope that it encourages viewers to further their music skills by seeking out institutions worldwide which offer Kodaly training .
The importance of sequential teaching cannot be over-emphasized – a concept embraced as well by Maria Montessori and Shinichi Suzuki among many other educators. Two quotes worth considering;
1. “A carefully planned sequence, well taught, will result in successful experiences for children and teacher. Success breeds success – and fosters a love of music. A Kodály sequenced curriculum is an experience-based approach to learning rather than a cognitive developmental approach.” (OAKE) 2.” Kodály's approach to music education is based on teaching, learning and understanding music through the experience of singing, without the technical problems involved with the use of an instrument. Music is heard first of all and then learned using relative solfa, tonic solfa and rhythm solfa.” (BRITISH KODALY ACADEMY)
The eleven songs included cover the basic rhythmic and melodic material essential for teaching young children. The songs are presented sequentially and each song is analysed progressively.
I have made reference to pages from my two books Tune Travels (TT) and See Saw & Solfa (S&S) which are available for download at
www.teacherspayteachers.com/Store/Jo-Yawney
FOLLOW A TUNE is a power point presentation I did at the Kodaly Society National Conference in Victoria, BC, Canada on Feb. 20, 2015.
I thought it might prove useful to music teachers who would like to learn about Kodaly music education. It serves as an introduction to a method of music education which I have found exemplary in my 30 years of teaching and includes practical and fun teaching materials.
I hope that it encourages viewers to further their music skills by seeking out institutions worldwide which offer Kodaly training .
The importance of sequential teaching cannot be over-emphasized – a concept embraced as well by Maria Montessori and Shinichi Suzuki among many other educators. Two quotes worth considering;
1. “A carefully planned sequence, well taught, will result in successful experiences for children and teacher. Success breeds success – and fosters a love of music. A Kodály sequenced curriculum is an experience-based approach to learning rather than a cognitive developmental approach.” (OAKE) 2.” Kodály's approach to music education is based on teaching, learning and understanding music through the experience of singing, without the technical problems involved with the use of an instrument. Music is heard first of all and then learned using relative solfa, tonic solfa and rhythm solfa.” (BRITISH KODALY ACADEMY)
The eleven songs included cover the basic rhythmic and melodic material essential for teaching young children. The songs are presented sequentially and each song is analysed progressively.
I have made reference to pages from my two books Tune Travels (TT) and See Saw & Solfa (S&S) which are available for download at
www.teacherspayteachers.com/Store/Jo-Yawney
SEE SAW & SOLFA WORKBOOK
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This workbook contains worksheets for songs commonly used in Kodaly programs. The sheets can be used separately or in combination with the See Saw & Solfa resource book available at my TpT store.
Page numbers of the sheets correspond to those in the resource book.
The "follow the dots" pages work really well for younger students (such as my 3/4 year olds) whose writing skills are still developing. They enjoy the feeling of accomplishment when they can complete something to take home. Older students use the rhythm/solfa sheets and finally complete exercises with the written music.
Songs covered:
See Saw pp. 6.7,9,11,13
Bounce High pp. 18, 19, 21
Lucy Locket pp. 24, 26, 27
Hot Cross Buns pp. 32, 33, 35, 36, 37
Mouse Mousie pp. 42, 43, 44
Knock the Cymbals pp. 48, 50
Rocky Mountain pp. 54, 55, 56, 57
Great Big House pp. 63, 64, 64
Tideo pp. 69, 70, 71
Wallflowers pp. 77, 76, 77
Dinah pp. 81, 82, 83
Who’s That? pp. 87, 88, 89
Page numbers of the sheets correspond to those in the resource book.
The "follow the dots" pages work really well for younger students (such as my 3/4 year olds) whose writing skills are still developing. They enjoy the feeling of accomplishment when they can complete something to take home. Older students use the rhythm/solfa sheets and finally complete exercises with the written music.
Songs covered:
See Saw pp. 6.7,9,11,13
Bounce High pp. 18, 19, 21
Lucy Locket pp. 24, 26, 27
Hot Cross Buns pp. 32, 33, 35, 36, 37
Mouse Mousie pp. 42, 43, 44
Knock the Cymbals pp. 48, 50
Rocky Mountain pp. 54, 55, 56, 57
Great Big House pp. 63, 64, 64
Tideo pp. 69, 70, 71
Wallflowers pp. 77, 76, 77
Dinah pp. 81, 82, 83
Who’s That? pp. 87, 88, 89
