• compare the two articulations.
• think of additional legato and staccato music examples.
Lesson Completed
3. Sing & Move - The Ghost of John (Song 12)
A. Play Song Introduce legato and staccato by singing melody of The Ghost Of John with the song.
Encourage students to:
• sing each phrase of melody using appropriate articulation.
• discuss where melody was smooth or detached and how articulation affects the meaning of
the words.
• locate new symbols (staccato dot & legato slur) on score.
• sing melody again with song.
B. Have students:
• create movements to demonstrate legato or staccato.
• listen to song and add movements. Play Song
• sing melody and move with song.
Lesson Completed
4. Play - The Ghost of John: All parts (Song 12)
A. Play Student Part 3 Ask students to:
• listen and track Part 3 as it is played.
• identify rhythm pattern and type of accompaniment.
• tap rhythm of Part 3 on any two keyboard percussion instruments. Kbd Perc On
• repeat tapping rhythm as they chant rhythm/counting syllables. Add song. Play Song
B. Kbd Perc Off After students identify whether Part 3 is legato or staccato, have them:
• place left-hand fingers 5 and 1 or index fingers of both hands on notes E and B..
• play Part 3 with class and chant rhythm/counting syllables.
• play Part 3 with song. Play Song
C. Play Student Part 1 Ask students to:
• track Part 1 as they listen.
• identify steps/skips/same and repeated melodic patterns.
• identify legato and staccato patterns.
D. Speakers Off Have students:
• play Part 1 while singing finger numbers. Split - Treble Speakers On Play Song
•
play Parts 1 and 3 with song.
Left side - Split Mode Right side – Split-Treble
E. Split Treble Have partners:
• play Part 2 while singing finger numbers.
• play Part 2 using proper articulation.
• play Part 1, 2 or 3 with class and song. Normal Mode
Split - Reset Lesson Completed
S. Synthesis: Create & Record – Melodies using articulation (Worksheet 8)
A. Worksheet 8 Play melodic patterns using A-B-C-D-E. Help students to:
• imitate patterns.
• write and combine four separate melodic patterns on Worksheet 8 overhead to create new
melody.
• play new melody.
B. Play melody adding articulation (legato & staccato). Have students:
• describe articulation.
• volunteer to write articulation on overhead.
C. Ensemble Mode Speakers Off Encourage partners to:
• take turns creating new melodies using legato and staccato.
• practice new melodies.
• write selected melodies and articulations on Worksheet 8.
• Option: trade worksheets with students from another keyboard. Record traded melodies.
(NOTE: Teacher can save melodies from student keyboards to MIE Tunes.)
Speakers On Split Mode Synthesis Completed
R. Review
A. Note Monitor Create one or two measure patterns using A-B-C-D-E. Ask students to:
• echo twice, one time legato and one time staccato.
B. Create patterns that are legato, staccato or both. Have students:
• practice entering “black” = legato, “white” = staccato, “both” = both legato and staccato.
Review Completed
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