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This document discusses teaching methods for a speech rhyme and ostinato in a year 5 primary classroom. It provides the speech rhyme "Star light, star bright" and describes familiarizing students with the rhyme without beat before introducing it with a continuous foot stomping beat. It then discusses introducing an ostinato with clapping/body percussion phrases like "Star" and "Light Bright" and combining them all together with the rhyme and beat, splitting students into groups for each part. Elaborations like replacing clapping with instruments and adding an interlude are suggested.

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115 views

Assignment 1

This document discusses teaching methods for a speech rhyme and ostinato in a year 5 primary classroom. It provides the speech rhyme "Star light, star bright" and describes familiarizing students with the rhyme without beat before introducing it with a continuous foot stomping beat. It then discusses introducing an ostinato with clapping/body percussion phrases like "Star" and "Light Bright" and combining them all together with the rhyme and beat, splitting students into groups for each part. Elaborations like replacing clapping with instruments and adding an interlude are suggested.

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api-397901030
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Speech Rhyme & Ostinato – In a Primary Classroom

Teaching a Speech Rhyme


and an Ostinato
in a Primary School Classroom

Music Education
EDUC3620
University of Notre Dame
Fremantle

Issac Hood
(20170872)
Speech Rhyme & Ostinato – In a Primary Classroom 1

This paper will discuss possible teaching methods for speech rhymes and ostinatos

in a year 5 classroom (Kayili, Kuşcu. 2018). The rhyme is as follows;

Star light, star bright.


First star I see tonight.
Wish I may, wish I might,
Have the wish I wish tonight.
The first step is to familiarise the students with the rhyme by reciting the words without an

accompanying beat. This particular rhyme is quite wordy so it may take students time to

become fluent with it so its important to have the words somewhere clearly visible for all

students to see. After one or two practices introduce the beat by getting students to stomp

their feet in a continuous, fluent pattern and then introduce the rhyme, starting with “Star” on

the fifth beat. The rhyme should be carried out within four increments of four beats (not

including the first four beats used to set the pace). Practice until most of the class can

comfortably recite the rhyme with the accompanying beat without the lead of the teacher.

The next step is to introduce an ostinato. Select (or have the students select) a one,

two and three syllable phrase such as; Star, Light Bright and Wish Tonight. Explicitly teach

students the clapping/bodily percussions that will accompany each phrase, for example; Star

can be a clap on the beat followed by the word in between the beats. Once students are

comfortable with all three, return to the rhyme and beat as a whole class.

As the class is performing the rhyme with the beat go around and gradually introduce

the ostinatos in equal groups so that once all three have been added there will be four equal

groups, each performing a different section of the whole composition. Following this there

are many elaborations that can be done such as replacing the clapping and bodily percussion

with non-melodic musical instruments and adding in an interlude.

Issac Hood 20170872


Speech Rhyme & Ostinato – In a Primary Classroom 2

References

Kayili, G., & Kuşcu, Ö. (2018). The effects of orff-based attention-enhancing music

education programme on impulsive preschool children’s cognitive tempo. Early Child

Development and Care, 1-10. doi:10.1080/03004430.2018.1475367

Link to Video

https://issacsaitslportfolio.weebly.com/assessment-1.html

Issac Hood 20170872

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