COURSE CODE:

Educ 116
COURSE NAME:
Teaching Music in the
Elementary Grades
(UNIT 2)
AUTHOR
MARISOL CONDE-ABANILLA, MM-Mus. Ed

Learning module in Educ 116 page 1

 MODULE 2
CONTENTS
UNIT 2
UNIT II Teaching Strategies in Music
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Course Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Introduction to Module 2
& Parts of the module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Module 2 Time Frame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Learning Targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Learn & Share. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Level Up
Teaching songs by Rote Method. . . . . . . . . . . . . . . . . . . . . . . . 8
The Whole Song Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
The Part/Phrase Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Time To Practice
Performance output for Rote Method . . . . . . . . . . . . . . . . . . . 12
Making Special Effort. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Continuation of Teaching Strategies
Types of singing in the classroom . . . . . . . . . . . . . . . . . . . . . . . . . . 14
*Finger Play. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
*Action Songs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
*Singing Games. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
*Round Songs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
*Partner Songs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Time to practice (sing and play the ukulele) . . . . . . . . . . . . . . . . . . . 31
Continuation: The Orff-Schulwerk . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Time to practice (Project: making of recycled classroom
musical instruments). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Making Special Effort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

By: Ms. Marisol Conde-Abanilla

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 SELF-LEARNING MODULE
COURSE OVERVIEW

Welcome to the self-learning module in TEACHING MUSIC IN THE ELEMENTARY

GRADES or EDUC 116. Self-learning means, this module allows you to learn at your
own pace, and acquire knowledge and skills in the absence of a teacher. Basically, this
module will replace your professor.

This course is designed for the students of Leyte Normal University who are
taking up Bachelor of Elementary Education (BEED). It will provide a concrete
understanding of the K12 music curriculum framework, learning standards,
competencies and assessments, by introducing the basic fundamentals of music, for
practical foundations of teaching music in the elementary classroom.

Varied teacher and student friendly musical activities will be experienced at a

level appropriate for the college student, but in relation to their application in the
elementary classes. Classroom musical instruments will be used such as, percussions,
recorder and the ukulele. The students will be required to acquire a flute recorder and
an ukulele.

The purpose of this course is to provide future classroom teachers with a

sequenced approach that will help their intimidation and fear when teaching music.
Basically, the students will be provided a thorough, user-friendly presentation of the
fundamentals for music as well as exciting and creative ways to present them to
elementary students.

At the end of this course, the students will be able to:

1. Discuss traditional and innovative approaches to music teaching and learning.
2. Apply this tradition and innovative approaches to music teaching
3. Perform simple musical pieces for classroom use.
4. Play the flute recorder, ukulele and other classroom musical instruments.

By: Ms. Marisol Conde-Abanilla

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 COURSE INFORMATION

Course Description : Teaching Music in the

Elementary Grades
Course Code : EDUC 116
Pre-requisite Course : None
Course Credit : Three (3)
Year Level : Third Year, BEED
Semester Offered : 1st Semester

Content Writer
Marisol Conde-Abanilla, MM-Mus. Ed.

Evaluators:
Jay P. Mabini, MAED-Mus. Ed.
Gilbert William C. Salazar, MPE

Lay-out-Artist:
Marisol Conde-Abanilla, MM-Mus. Ed.

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 SELF-LEARNING
MODULE
By: Ms. Marisol Conde-Abanilla

Welcome to Unit II, this unit will introduce you to some selected pedagogical
techniques, methodologies, philosophies for teaching music to children. Strategies for
teaching music suited and, appropriate to the grade level of the student.

This module will only be presenting three most popular and practical music
education strategies for teaching. It will also present some materials and activities you
may use for your elementary music classes in the future.

Below is a summary of the parts of the module. All units of the module have
the same parts. This will serve as your guide and direction as you traverse with your
journey.

LEARNING TARGETS
This part will familiarize you with the learning outcomes of this unit.

GETTING READY
In this portion, you will be given an activity that will guide you with the
important components to be discussed in this unit.

LEARN AND SHARE

This is the part where you will explain and discover the importance of
the previous activity. It will be followed by guide questions that will
lead you to the lesson to be discussed.

LEVEL UP
The components of the lesson will now be discussed in this part.
Sometimes this part will be more on comprehensive reading. This is
the part also where you need to think and reflect on.

TIME TO PRACTICE
This section is an evaluation if you have met the learning objectives.
You are given another task, to check if you have succeeded in
understanding the lesson.

MAKING A SPECIAL EFFORT

Every end of the unit will be suggested activities for reinforcement
and enrichment. This is also for your application of what you have
learned.

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 MODULE TIME FRAME
For UNIT 2

Pease follow allotted time frame for so that we will be able to finish the
contents and activities in the syllabus on time.
Learning Activities Date of Submission
Time to
finish
Dates:
Getting Ready for Unit II 15mins
Learn and Share 10mins
Level Up
Teaching Strategies in music 3hrs
• Teaching songs by rote
• Whole song method
• Part phrase method
Time to practice (sing and play) Date of submission
will be announced in
the GC
Making Special Effort Date of submission
will be announced in
the GC
Continuation of Teaching strategies 2hrs `
Types of singing in the classroom; finger play, action
songs, round songs, partner songs
Time to Practice
Sing and play action classroom songs
Making Special Effort
Continuation of Teaching Strategies
Orff approach
Time to practice Date of submission
• Project: making of the localized(recycled) will be announced in
Orff Instruments the GC
Making Special Effort
• Playing the recycled classroom instruments

GOOD LUCK!!!
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 UNIT II
Teaching Strategies in Music
Education

LEARNING At the end of this unit, the students

TARTGETS will be able to:

• Identify appropriate learning

pedagogies in music education

• Apply appropriate learning

strategies in music.

• Sing and be able to accompany

classroom songs for the
elementary class.

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 GETTING
READY
Before starting, go my facebook, check the video called “Pilipingpong
page 6” you will find a video there on a “technique”” for teaching simple a simple
song for a nursery or kindergarten class. It is best that you participate, sing
along, dance along, and follow the exact instructions of the video.
After watching the video, answer the activity below.

Name: Year/Sec: Date:

1. Describe the process that the teacher does in teaching the song.

2. At what grade level do you think, that technique of teaching a song could be used?
And explain why connect it to the things your learned in theories of learning in Unit I.

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 LEARN & SHARE

“Every child can speak and, can learn”.

You were asked to teach a “moving up song” to a kindergarten class. What
song will you choose and why? Then describe the step by step process of how
you will teach the song.

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They say teachers play many kinds of roles “minsan guro, minsan nanay, tatay,
tindera, doktor, psychiatrist, cook, dancer, singer, artista, janitor, karpentero,
hardinero, pintor, referee, and so many more”. Ask yourself, are you ready for the big
responsibility as an educator ahead of you?

To be a teacher is not easy, but it comes with a price that no money can buy.
When you see your learners succeed at the end of the day, it will keep you going.

And so, Leyte Normal University is preparing for the battle field in the real
world. So buckle up and let’s get started with UNIT 2, Teaching Strategies in music.

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 LEVEL UP

UNIT II Teaching Strategies in Music

There are a number of pedagogical techniques, methodologies, philosophies,
and learning theories for teaching music to children. The explanation for each strategy
is quite technical, hopefully in the later parts of this module these technical terms will
be experienced and expounded. This module will only be presenting three most
popular and, practical for the use on an elementary classroom.
What you have seen in the video is the rote method for teaching songs/music.
Teaching songs by rote or learning songs by ear, is the exact opposite learning songs
by reading music or note method. This is a basic strategy for teaching most but not all
songs.
The rote process involves no written music and most often no printed lyrics
(this strategy exercises, concentration and memory skills…). Songs that are taught by
rote are usually simple.
Songs that are complicated or that have lots of words, particularly in other
languages, require written lyrics either on PowerPoint, large song charts or word
sheets.

TEACHING SONGS BY ROTE METHOD

Rote learning takes place when a teacher
speaks, sings, or moves and students imitate. In
the initial stages of musical development, children
lean songs best through an imitative process called
rote method.
The process is repeated until the song is
learned well. Learning a song by rote allows
children to focus their attention on the beauty of
the sound being imitated, the production of
correct interval relationships, the expressive
interpretation of music, and the clear enunciation
of vowels and consonants.
The most common approaches used to
teach songs by rote are the part/phrase method
and the whole song method. The teacher’s choice
of method is determined by the length and
difficulty of the song material and musical
aptitudes, and the motivation and interest the
children possess in regard to the song.

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 THE WHOLE SONG METHOD

THE WHOLE SONG METHOD The following steps can assist the teaching in using this
Can be applied to the learning approach:
of a song in two different
ways. The first approach is 1. Motivate interest in the song through the use of appropriate
pictures, stories or questions.
used to teach songs that can
2. Ask children to listen to something specific in the song
usually be imitated by
before its actual presentation.
students after one or two 3. Present the whole song to the class.
hearings. Songs that are 4. Ask questions about the children’s understanding or
short and have much enjoyment of the song.
repetition in text and melody 5. Sing the song one or more additional ties, depending on the
are usually taught using the children’s readiness to participate.
whole song approach. 6. Have the class join in.

The songs below are examples that can be taught by children using rote, whole song
approach. The song is short and very repetitive. It also allows room for creative movement
and playing activities. The song needs little discussion to attract the student’s attention.
Please check the video representation for these songs in our fb group….

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 WHOLE SONG
METHOD
The second type of approach to using the whole
song method is useful with songs containing
many verses, each verse having areas of
repetition. This type of song is more challenging
to children to learn because it is difficult for them
to remember.
To facilitate the learning, the learning of this
song, the teacher can make a set of flash cards or
flash out pictures on the smart tv or PowerPoint
of the mother and the father while at their
jobs/work. The teacher should sing through the
entire song, showing the appropriate pictures for
each verse. The second time the teacher should
invite the students to join in wherever possible.
By the completion of the third singing, the
children will know the song quite well, if they can
refer the pictures to help them in singing the
verses.
(check the video for this song on our fb group…)

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 THE PART/PHRASE METHOD

The steps used in approach one and approach two can be used,
after which the following steps can now be used.
1. The teacher sings phrase 1 and the children repeat it.
2. The teacher sings phrase 2 and the children repeat it.
THE PART/PHRASE 3. The teacher singings phrase 1 and 2 and the children repeat
METHOD them.
Is used to teach a song that 4. The whole process is repeated throughout the entire song.
is longer, more complex, 5. When the song is completed the teacher returns to the
beginning and sings through the song again, two phrases at
and cannot be easily a time and the children repeat. Any step above process can
learned after just one or be repeated if children needed additional hearing or
two hearings. singing phrase.
6. When all phrases were sang, the teacher invites the
children to sing the song through from the beginning to the
end. If there are still few problems, the teacher addresses
them at this time.

The song “ Mahamot Nga Marol” is a more complex song that can be taught using
the phrase method.
Please check the video representation for these song(s) in in my facebook….

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 Sing and Play
TIME TO PRACTICE

Here is the link of the tutorials on how to sing and

play along with the ukulele of the given songs
above. (insert link: ____________________).
These videos will serve as your guide in learning
the songs.

1. Make a video of you, sing and accompany

Here is a reminder for you. As it with your ukulele. Use the songs in the
a classroom teacher, you can video tutorials above.
nurture singing skills that will 2. Submit the videos on the moodle on, Date:
last a lifetime, if you offer ________________
singing activities daily during
the primary years.

Category Excellent Good Fair Poor

Singing Able to sing all Able to sing Able to sing a Was not able to
the songs in most pitches few pitches hit the pitch
tune (with
correct pitch)
Ukulele Able to Able to Able to Not able to
accompaniment accompany, accompany, accompany, accompany,
with the with most of with most with with the correct
correct chords, the correct a few correct chords, correct
correct timing chords, chords, a few timing of the
of the correct correct timing strumming, and
strumming, timing of the of the sing at the same
and sing at the strumming, strumming, time..
same time. and sing at and sing at the
the same same time.
time.
Overall The The The Some
Performance performance, performance, performance, performances
very coordinated, mostly are
coordinated, the student is coordinated, coordinated,
each student is confident most of the some of the
confident and and well students are students are
well prepared. prepared. confident and confident and
well prepared. prepared.

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 M A K I N G
SPECIAL EFFORT
'
Practice doing the rote method for teaching a song.

1. You will pretend that you are teaching in a real classroom setting
2. Pick one Song that you learned from this module, and take a video of
yourself doing the Rote Method of teaching songs.
3. You MAY OR MAY NOT, use audience or a pretend pupil—use your family
members, your siblings in the house as your pretend pupils/students.
4. Follow the given steps on how to do Rote Method: part/phrase method
and the whole song method.
5. Date of submission be announced in the GC.

Rubrics for Rote Method Teaching

(Rubrics to be edited)

Category Excellent Good Fair Poor

Knowledge on the Able to execute the Able to execute the Able to execute most Able to execute some of
usage of the step by step step by step of the step by step the step by step process
strategy process in teaching process in teaching process in teaching a in teaching a song by
a song by rote a song by rote song by rote method. rote method.
method. method, with one
mistake
Talks clearly, using Talks crystal clear, Talks clearly, using Talks using the Voice is not audible and
the natural voice, audibility is 100 the natural voice. natural voice, some none of the given
percent clear using And gave clear instructions are clear instructions were clear
the natural voice. instructions to the to the pupils. to the pupils.
And with clear pupils
instructions given
to the pupils.
Overall The performance The performance The performance The performance was
Performance was, very was, coordinated, was, mostly not coordinated, it was
coordinated, the the student is coordinated, not prepared.
student is confident and well sometimes the
confident and well prepared. students is confident
prepared. and well prepared.

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 LEVEL UP
continuation
UNIT II Teaching Strategies in Music

SINGING is a main component of elementary music

curriculum. Enjoyable experiences in singing are
important, singing contributes to the growth skills in
music listening or playing instruments. There is a
saying, “you can’t play it, it you can’t sing it”.

Even though some children enter kindergarten without the

ability to carry a tune, musical skills can be developed within
the limits of the child’s musical aptitude. What is needed is
the opportunity to learn, lots of practice, and guidance in
the development of singing skills and confidents.

1. Fine motor skills—when children imitate to movie their

TYPES OF SINGING IN THE
fingers, along with the lyrics or music, they are working on
CLASSROOM sharpening their fine motor skills. Aside from that children are also
Common examples of finger doing the following
• Coordinating music, lyrics and small movements
plays are; Eency-weency- together
spider, This Old Man, Open • Developing hand-eye coordination
Shut them, Twinkle little star, • Flexing muscles and brains
Where is thumbkin, Five little
2. Large motor skills—some finger play feature big
Monkeys, etc...
movements, this allow a child’s whole body to get into the fun! An
example is the classic song, “IF You’re Happy and You know It”, will
FINGER PLAY have your class moving around, it is also best that you invent new
movements to go with the song. When the child is jumping around,
Finger plays are very keeping up with the song as you sing and play along, this helps kids
important tool for every develop large motor skills like:
preschool teacher. These are • Balance
• Jumping or stretching
nursery songs or rhymes for • Strengthening muscle groups
children which uses fingers 3. Listening skills—a great example is the classic song like “Old
and hand gestures or MacDonald Had a Farm”, this song can have your children pretend
movement combined with and act out animal movements while they sing, and make animal
sounds. The trick is, your class must listen to the song to find out
singing or spoken rhymes and which letter to sing out next. Using rhymes and songs that make
more. These interactive types your child switch movements and sounds ensure that your child will
be intently listening as they anticipate the next anima, all while:
of classroom singing help kids • Rhyming and repeating new words
strengthen a wide range of • Strengthening important listening and auditory
important skills. learning skills
• Keeping them on their toes, listening for what
directions will come next.

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5. Sense of community—singing, playing along with others help
build a strong sense of togetherness. When children can let loose,
acting silly, having fun with those they love, they learn to feel
confident about themselves, they worry less about what others
think of them. This helps kids feel supported and to form a sense
of belonging. When kids do this at home, they learn to be
• Open and trusting with parents
• Competent and confident
• Feeling a strong sense of togetherness and community

6. Listening skills—a great example is the classic song like “Old

MacDonald Had a Farm”, this song can have your children pretend
and act out animal movements while they sing, and make animal
sounds. The trick is, your class must listen to the song to find out
which letter to sing out next. Using rhymes and songs that make
your child switch movements and sounds ensure that your child
will be intently listening as they anticipate the next anima, all
while:
• Rhyming and repeating new words
• Strengthening important listening and auditory learning skills
• Keeping them on their toes, listening for what directions will
come next.

7. Academic Skills—fingerplay songs and rhymes come in all

types, and some even reinforce early academic skills, such as
counting. A great example is the popular song “Five Little
Monkeys, Jumping On The Bed”. This song uses countdown until
no more monkeys are left on the bed. There are many more great
rhymes such as “1,2 Buckle My shoe, or One Little 2, Little 3, Little
Indian”. You may use this to mix, play and movement with math
skills.

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 Check out the links below on examples of finger plays, there are actually
many more in YouTube, for you to watch. It is best that you participate, dance
and sing along with the video. Or simply type finger play in YouTube, it will lead
you to many finger play examples.
https://www.youtube.com/watch?v=G2-6HBoS9to&t=24s
https://www.youtube.com/watch?v=eBVqcTEC3zQ
https://www.youtube.com/watch?v=UQEaQYnCS1k&t=461s

Other Examples of Finger play

• Nod your head

• Touch your nose
• Close your eyes
• Bend your arms
• Wiggle your fingers
• Wear a smile like this
• Shake it all about
• Be very quiet, shhhh, shhh, shhh…
• Wave bye bye…

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Action Songs
Children's songs, especially children's songs
that feature interactive activities including
finger plays, hand and body movements, offer
“ Make sure have you
mastered the song
children a wide variety of fun and playful ways very well before
to learn language, vocabulary, educational
presenting it to your
concepts (ABCs, numbers, colors, rhymes,
animals, shapes, etc.) along with developing class; decide ahead of
fine and gross motor skills. Here very time what movements
important benefits derived from children's you’d like your child to
song activities:
practice and work it “
into the song.

1. Children's action songs strengthens

memory and recall. Children’s action songs
have children learning musically, verbally,
visually, and physically - all at the same time. The
combination of all of these learning styles, found
in children’s action songs, strengthens
memorization of information and the ability to
recall what has been learned.

2. Children's action songs develop fine

and gross motor skills. Children’s action
songs featuring finger plays, upper body and
lower body movements. These movements
encourage children to use their fingers, hands,
and bodies for movements. The controlled
actions found in these types of children’s songs
help to support body movements and mind and
body movement control.

3.Children's action songs enhance

hand-eye coordination. Finger plays and
children's action songs that help children to
coordinate their hands and fingers and develop
hand-eye coordination.

Learning module in Educ 116 page 17

4. Children's action songs supports listening and
necessitates following directions. Children will focus and pay
attention to adults who are teaching and presenting children’s
action songs. Action songs require children to listen and follow
directions in order to sing, move, take turns, develop new ideas, or
perform other actions in a song.

5. Children's action songs increase language skills,

vocabulary, and word understanding. All children’s action
songs require that children use their word understanding, learn new
words and ideas, and at times manipulate words and
rhymes. Children’s action songs are a fun musical way to teach and
reinforce language, vocabulary and the understanding of words.

6. Children's action songs support reading

readiness. Children’s action songs help to develop a strong
understanding of the letters of the alphabet, phonemic awareness,
vocabulary, and the meanings of words. This recognition,
understanding and increased knowledge of letters and words
improves their readiness of all children.
7. Children's action songs reinforce the learning of core
educational concepts. Combining actions and songs to teach
educational concepts (ABCs, numbers, colors, rhymes, animals, and
vocabulary) is one of the most powerful ways for children to learn.

8. Children's action songs cultivate an appreciation for

music. Children love using their voices, bodies, and imagination as
they sing-along, move-along, and creatively adapt songs. This
engagement in music is laying the foundations for an enjoyment and
appreciation for music in all its forms.
9. Children's action songs foster self-esteem and self-
confidence. Children can successfully sing-along, move-along and
creatively adapt most of the action songs in Play-Along Songs
children's music book collections. . Their successes at mastering age
appropriate yet challenging, both physical and verbally, help foster
personal self-esteem and a confidence in their personal abilities.

Learning module in Educ 116 page 18

 10. Children's action songs encourage creativity,
adaptability, and imagination. Play-Along Songs encourages all
parents, teachers, early childhood professionals, and caregivers to learn
to playfully adapt children’s action songs. Our instructions help to re-
arrange songs, choose new actions, sounds, and ideas, create new
rhymes, and write new verses. All of this creative manipulation of action
songs by children helps lay the foundation for children to use their creative
imagination in other areas of life and education.
11. Children's action songs promote social skills and
cooperation. When special time is set up for teaching, learning,
creatively adapting, and performing children’s action songs, children learn
many different social skills. They learn to be quiet, listen, follow
directions, take turns, cooperate,, stop, sit, and much more. Here is a fun
children's action song that helps children to follow directions.
12. Children's action songs engage children and adults in
bonding activities. Children love to interact with the adults around
them. Children's action songs allows adults and children to play, sing, be
silly, be creative, and just enjoy each other’s company in a fun and
endearing way that fosters and strengthens bonding.

Check out the links of examples of ACTION SONGS, there are actually
many more in youtube, for you to watch. It is best that you participate, dance
and sing along with the video. Or simply type finger play in youtube, it will lead
you to many finger play examples.

https://www.youtube.com/watch?v=yOUNwyumiUQ
https://www.youtube.com/watch?v=UQEaQYnCS1k&t=461s
https://www.youtube.com/watch?v=epW0SbUAPYk
https://www.youtube.com/watch?v=se5XcrG4S8s&t=454s
https://www.youtube.com/watch?v=5G6CxMlvQeg&list=PLIap3bkKVMMulDLjGH39SNJRT5
eRS4ikQ

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 All songs taught to children should be performed beautifully (correct tune) and, creatively (fun filled).

Here are notated

music pieces for
your future use.. All
of these songs are
found in YouTube.
Check out the link
below on how to
sing and play the
ukulele
accompaniment of
the songs: Please
refer to my
Facebook posts for
the video
representation of
the songs…

F Bb

F C Bb

F F F

Learning module in Educ 116 page 20

 F C

ma sa
F F7 Bb

F C F F7 Bb F

C F

F C

C F

Learning module in Educ 116 page 21

 SINGING GAMES
Singing games could also be children’s songs or rhymes for Please check the video
which associated with asset of actions, movements and play. representation for
Just like finger plays, action songs, these interactive type of
these song(s) in my
classroom singing help kids strengthen all of the wide range of
important skills that were mentions above. Here are examples facebook ….
of singing games

• Starting songs; below is an example of a starting

song, this song is perfect for first day of class or, an
opening activity.

F C F

C F C

F C F

GAME: For the “song In and Out” have the class form a big circle, then
let them face a partner. For the words “in and out the dancing blue bird”
the students will put their hands on their hips and jump “on” –forward
towards his/her partner, “out” jump backwards. Then tap the shoulders of
the partner—for tapiti on your shoulder, and tap your own shoulder for
“for tapiti” on my shoulder. For the words “you will be my partner” the
other kid will transfer and to the next person. The songs can be repeated
again as desired. This song is perfect for first day of class, the students can
get to know each other while they are changing partners.

Learning module in Educ 116 page 22

 • Circle dances: below is an example of a circle game/dance

Please check the video representation for these song(s in my facebook ….

GAME: The song “obwisana” is an African circle game. Let the student bring
“one” object from their bags, i.e. water bottles, ID, pencil, notebook, book, eraser etc..
Have the class form a circle and let the students sit in the floor. You may start with
simple actions and and start the song slow. Example, let the students put the object in
front of them and pick it up then raise it up while singing phrase one. For phrase two,
while holding the object, cross arms on the chest, touch the hear, wave hands in the
air.

You can level up the actions into complicated ones. Let the children hold the object
with their right hand, while singing the phrase one, hand over the object to the person
next to you using ur right hand, you use your left hand to receive the object. For phrase
to, you can add silly actions i.e. touch your nose, touch your ears, etc.. Repeat the song
until such time that the object has returned to the owner.

*Option 2: or you may use rhythm sticks and make up actions that makes
rhythm that will match the song.

D A

A D A D

GAME: Have the class form a circle and hold hands, one student will be assigned as a
bird to skip in and out around the circle passing by under arches formed by the arms of
the students, while the class is singing the song. When the words “Take a little partner”
is sung, the bird selects a new bird and joins him/her to walk around the circle, the song
is repeated until desired.

*option 2: When the words “Take a little partner” is sung, the bird selects a new bird
and and the other child joins the circle, the song is repeated until all students had its
turn as a bird.

Learning module in Educ 116 page 23

 • Clapping games

s
D G D A D

G D A D

Please check
the video GAME: Let For the verse “kokoleo ko mama kokoleo ko, kokoleo ko chicken calling
for day” the class work in pairs, for the clapping game. For the verse “mama mama ah
representatio ma” rub elbows with partner—right to right elbow. For “ah ma, chicken calling for day”
n for these hip-to-hip with partner both left and right, then toe-to-toe, both left and right. Start the
song(s) in my song, slow to master the action. Once the action is mastered, the song is fun when sung
fast along with the action.
facebook…

• Skipping games

F C7 F

C7 F

GAME: Have the class form a circle, one child stays in the middle (the cat) curls
up on a rug. In verse two, several children (the mice) tip-toe around the room. In
verse three, they pretend to nibble. In verse four, sung more loudly, the cat awakens.
Verse five is sung very quickly, as the cat chases the mice. Whoever is captured
becomes the new cat. Along with the activity, be sure to emphasize mood, dynamics
and tempo during the singing.

Learning module in Educ 116 page 24

 ROUND SONGS
When two or more people sing exactly the same
Please check the video melody, but each person begins at a different tine. This
representation for these allows different parts of the melody to sing but still
song(s) in my facebook harmonize together beautifully. Popular examples of
round songs are; Row Your Boat, Three Blind Mice, Are You
….
Sleeping, Famer in the Dell.

Round songs can also be used in campfires during camping.

F C
F F

C F

White Coral Bells

Learning module in Educ 116 page 25

Please check the video
representation for these
song(s in my facebook..

Singing round song gives young children the skill

they need to learn on harmony, the child has get the
opportunity to sing their own part, while some else is
singing a different part. As children learn to sing an
actual rhyme of song, it becomes simpler to them to
learn, longer round songs in the future.

Learning module in Educ 116 page 26

 PAW PAW PATCH PARTNER SONGS

Where, oh where is sweet little Nellie? (3X) Partner songs are two or more totally
What down yonder in the paw paw patch different songs that by chance happen to
have the same harmonic structure and
Come on, boys and let’s go and find her (3X)
Way donw yonder in the paw paw patch therefore can be sung together at the
same time.
SKIP TO MY LOU Here are examples of partner songs:
• Paw Paw patch and Skip to my Lou
Lou, lou skip to my lou (3X) • Skip to my Lou and Mulberry bush
Skip t my lou my darlin’
• This old man and Paw Paw patch
Flies in the buttermilk shoo fly shoo (3X) • Paw paw patch and mulberry bush
Skip to my lou my darlin’ • Row row your boat and Three blind
mice
Please check the video representation • The farmer in the dell and Three
for these song(s) in my facebook …. blind mice

MULBERRY BUSH
SKIP TO MY LOU
Here we go round , (the mulberry bush 3X)
Lou, lou skip to my lou 3X Here we go round the mulberry bush
Skip t my lou my darlin’ So early in the morning!

Flies in the buttermilk shoo fly shoo 3X This is the way, (we wash our face 3X)
Skip to my lou my darlin’ This is the way we wash our face
So early in the morning

PAW PAW PATCH

THIS OLD MAN
Where, oh where is sweet little Nellie?
Where, oh where is sweet little Nellie? *This old man, he played one
Where, oh where is sweet little Nellie? He played knickknack on my thumb
What down yonder in the paw paw patch With a knickknack paddywack
give a dog a bone
Come on, boys and let’s go and find her This old man came rolling home!
Come on, boys and let’s go and find her
Come on, boys and let’s go and find her This old man he played two (three-up to 10)
Way down yonder in the paw paw patch

Learning module in Educ 116 page 27

 PAW PAW PATCH MULBERRY BUSH

Where, oh where is sweet little Nellie? Here we go round the mulberry bush
Where, oh where is sweet little Nellie? The mulberry bush, the mulberry bush
Where, oh where is sweet little Nellie? Here we go round the mulberry bush
What down yonder in the paw paw patch So early in the morning!

Come on, boys and let’s go and find her This is the way we wash our face,
Come on, boys and let’s go and find her Wash our face, wahs our face
Come on, boys and let’s go and find her This is the way we wash our face
Way donw yonder in the paw paw patch So early in the morning

The Famer in the dell

THREE BLIND MICE
The farmer in the dell, The farmer in the dell
The farmer in the dell Three blind mice, Three blind mice
Hi do the derr-o the famer in the dell Three blind mice

The farmer takes the *wilfe, The farmer takes See how they run, See how they run
the *wilfe, The farmer takes the *wilfe They all ran away from the farmers wife
Hi ho the derry of, the farmer takes the wilf Then into a space ship to take a ride
Did you ever see such a sight in your life
*child As three blind mice
*nurse
*cow, *dog, *fish, *cat, etc…

THREE BLIND MICE

Three blind mice, Three blind mice ROW YOUR BOAT

Three blind mice
Row, row, row your boat
See how they run, See how they run Gently down the stream
They all ran away from the farmer’s wife Merrily, merrily, merrily, merrily
Then into a space ship to take a ride Life is but a drea
Did you ever see such a sight in your life
As three blind mice

Learning module in Educ 116 page 28

Please check the video representation Below are examples of “Waray-waray
for these song(s) in my facebook…. songs” that are partner songs

“Hi Mano Palaybo and Ayaw Pagtinangis

“can be partner songs

Cm

Learning module in Educ 116 page 29

 Please check the video representation
“Ringinding and Mahamot nga
for these song(s) in my facebook ….
Marol” are examples of Winaray
songs that are partner songs

Learning module in Educ 116 page 30

Sing and Play
TIME TO PRACTICE

1. You must be able to sing and accompany it with your

Refer to my Check out the link below following video tutorials
Facebook for the of the songs mentions above.
video tutorials on all of the following songs:
how to sing and how • Paw Paw patch and Skip to my Lou
to accompany with • Skip to my Lou and Mulberry bush
• This old man and Paw Paw patch
the songs using the
• Paw paw patch and mulberry bush
ukulele. • Row row your boat and Three blind mice
• The farmer in the dell and Three blind mice
• Mahamot nga Marol and Ringinding
• Masa beli
• Kokoleo
• Jump Jump star
• In and Out the dancing blue bird
• Rock a bye bear
• This little light of mine.

2. All of the song charts with the ukulele chord charts,

along with the video tutorial on how to sing the songs are
found in the google drive link above.

3. If you are not confident to sing, you can get a singer, but
you have to perform with the ukulele.

3. You will take a video of you while performing the given

songs. And submit the video clips via moodle.

4. The deadline is on the week before the midterm exam.

DATES:______________

Learning module in Educ 116 page 31

Rubrics for ukulele playing
and singing

Exceeds Meet the Partially Meets Does not meet

Standards Standards the Standards the standards
2 1
4 3
Barely using Confidently uses Heavily relies on Does not
chord chart, all chord chart chord chart understand
songs are how to use a
memorized chord chart
O-1 mistake, 2-3 mistakes, 4-5mistakes, is 6 and above
fixed to correct fixed to correct able to fix some mistakes, able
chord chord correct chord to fix some or
unable to fix
Correct Correct position Having a difficult Having a very
position of the of the fingers on time in difficult time in
fingers on the the frets, able to positioning the positioning the
frets, able to transition from fingers on the fingers on the
transition one chord to the frets, and cannot frets, cannot
smoothly from other. transition the transition the
one chord to chords chords at all.
the other.
Singing, and Singing and Slow tempo with Tempo is
strumming are Steady some pauses unrecognizable
very well strumming are trying to as well as the
coordinated in the correct transition to the singing
tempo next part

Learning module in Educ 116 page 32

 THE ORFF-SCHULWERK APPROACH

“ Since the beginning of time,

children have not liked to
study. They would rather
play, and if you have their
interests at heart, you will
let them learn while they
play. “
---Carl Orff

THE ORRF APPROACH is a child- They explore and

centered approach to music education, experience first by imitation,
it was developed by a German then by creation; they proceed
composer, Carl Orff. Orff’s music from the part of the whole, from
education approach became known as simple to complex, and from
Schulwerk (German, meaning individual to ensemble
“schoolwork”). experiences.

The Orff approach does not The exploration and

follow a prescribed method or course experiencing if the musical
study, the components of this approach elements begin with rhythm,
is very basic. Perhaps the most followed by melody, and finally
fundamental components are harmony. Form is introduced
exploration and experience. Children almost form beginning of
are encouraged to explore and rhythmic study.
experience through movement,
singing, playing instruments, and
improvisation.

Learning module in Educ 116 page 33

 Some examples of classroom instruments
from the Orff Instrumentarium

19 20

1. bass xylophone 6. Tambours or hand drums 11. cymbals 16. wooden blocks
2. bass xylophone 7. hand bells 12.brooms/cajon brush 17. wood blocks
3. bonggos 8. triangle 13. drum mallet 18. rhythm sticks
4. alto xylophone 9. bell spray 14. cymbals 19. Rotary timpani
5. soprano xylophone 10. maracas 15. cymbal bell 20. Resonator bars

Learning module in Educ 116 page 34

 Rhythm Tambourines
sticks

Triangles

Drums

Shakers

TIME TO PRACTICE
PROJECT: MAKING OF RECYCLED CLASSROOM MUSICAL ISNTRUMENTS

The Orff instrumentarium showed in the previous page is very expensive, these
instruments can be ordered on line from western countries like America, Europe or
Canada. Lucky you if your school is willing to provide.

The good news is you can, make these instruments using recycled materials. These
materials can be found at home, in our environment and are very easy to make. Check
out the link on the video tutorials on how to make the recycled classroom percussive
instruments: (Insert link__________________).

Xylophone Bottles

Learning module in Educ 116 page 35

M A K I N G
SPECIAL EFFORT

Singing and Playing classroom

musical instruments
1. Make the following recycled classroom musical instruments:
xylophone bottles, triangle, rhythm sticks, water botte shakers,
tambourine, drum . PLEASE REFER TO THE DOCUMENT POSTED IN
OUR facebook group for the tutorials on how to make the
instruments.

2. Check your in google class room, each group will pick one song,
and will make a video music video of the suggested children’s
songs:
• Paw Paw patch and Skip to my Lou
• Skip to my Lou and Mulberry bush
• This old man and Paw Paw patch
• Paw paw patch and mulberry bush
• Row row your boat and Three blind mice
• The farmer in the dell and Three blind mice
• Mahamot nga Marol and Ringinding
• Masa beli
• Kokoleo
• Jump Jump star
• In and Out the dancing blue bird
• Rock a bye bear
• This little light of mine.

3. You will make your own arrangements on using of the recycled

classroom musical instruments. In the music video you should be
able to sing the songs, play the recycled classroom musical
instruments and the ukulele. All these instruments must be
utilized as you sing and play.

4. Each student should play one instrument, you have the liberty
to choose, your instruments.
Congratulations, once you have
complied to all the activities, you are
now ready for module 3!!!

Learning module in Educ 116 page 36

 REFERENCES

BOOKS

Rozmajzl, M., & Boyer-White, R. (2014). Music Fundamentals, Methods, and

Materials for the Elementary Classroom Teacher (4th Edition). Longman, Inc., 95
Church Street, White Plains, NY, 10601.

Duckworth, W. (2012). A Creative Approach to Music Fundamentals. Cengage

Learning

Choksy, L. (1999). The Kodaly Method, Pearson College Division

Newman, G. (1998). Teacher Children Music: Fundamentals of Music and

Method. Brown Publishing Company.

DepEd, K to 12 Music Curriculum Guide, 2016

ON LINE REFERENCES

http://4parentsandteachers.com/benefits-of-action-songs.html

https://preschoolinspirations.com/fingerplays/

https://www.songsforteaching.com/fingerplays/

https://momlovesbest.com/blog/fingerplay-ideas-for-preschoolers

https://allnurseryrhymes.com/nursery-rhymes/singing-games/

https://www.bussongs.com/round-songs

http://www.joannehammil.com/forward.html

https://singtokids.com/3-singing-games-for-kindergarten-music/

https://singtokids.com/songs-to-teach-tempo-in-the-music-room/

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