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Instruments of the Orchestra Four Corners

I don’t quite remember when it hit me, but for a long time I have thought that I wanted to do the game 4 Corners with the instruments of the orchestra. I even put it in my lesson plans a few times and took it out.

Why? Because I couldn’t figure out how to make it academic. If the person is just saying “Woodwind” and all the people in the woodwind section go sit out…. it that actually helping anyone?

Then I figured it out. It was kind of like the epiphany that led to treble clef battleship.

The person should call the instrument name, and all of those students go out. That way, you actually have to think about what instrument family it is in.

So we played this and it has been a HUGE hit! I will explain the best way to play, and then also a no-prep way to play in case you are in a pinch.

I have a product in my TPT shop that I used to help my students play– including posters and instrument cards (in color and black and white). You can get it here!

Also read: Write the Room: An active instruments of the orchestra review

Instrument Four Corners: an active game for instruments of the orchestra. My fourth grade and fifth grade elementary music students loved this game-- and it is so easy to set up and explain-- easy enough that a sub could do it. This is great to review instruments of the orchestra or just have some fun! Becca's Music Room

Instruments of the Orchestra Four Corners

  1. Put up a poster in each corner of the room. Each one will have a different instrument family– woodwind, percussion, strings, and brass. (Posters are included in my product!)
  2. Review with the students what instruments are in each of the families.
  3. Have one student stand at the front of the room. They will hold an envelope or bucket with pieces of paper that have pictures of instruments on them.
  4. The person in the front counts (loudly) to ten with their eyes closed.
  5. While they count, all of the other students need to get into one of the corners. THEY MUST BE IN A CORNER BY 10. If they switch or are still in the middle of the room when the count is finished, they are out.
  6. The person in the front pulls out a picture of an instrument and says the name of the instrument.
  7. Everyone in that instrument family sits down. So if they pulled out trombone, they say trombone, and all of the people in the brass section sit down.
  8. This continues until you have a winner, and then that person is the next counter.

It is seriously so. much. fun.

Now, the first time I played it, I had not thought through all of the best things to do. So I present to you the no-material no-prep-at-all version of this:

  • Write the names of the families on the board to correspond with the corners (so the front left corner will match the family written on the board on the front left.
  • Have a student choose an instrument to say instead of pulling a card out of the bucket.

The biggest reason I added the other parts is time. I found that the student calling the instruments just took sooooo long to come up with one. I don’t know if it is because they couldn’t think of the names or couldn’t decide or what. But. I do know that once I added in the bucket with the pictures of instruments, it went so much smoother.

Also, there was less talk about the person in the front cheating because it was more random– they weren’t picking anymore.

Instrument Four Corners: an active game for instruments of the orchestra. My fourth grade and fifth grade elementary music students loved this game-- and it is so easy to set up and explain-- easy enough that a sub could do it. This is great to review instruments of the orchestra or just have some fun! Becca's Music Room

Instruments of the orchestra four corners was a huge hit with my students– especially during testing and the end of the year! It made review so much more fun. Don’t forget to pick up the family posters and instrument cards from my TPT shop! Get them here!

Going to have a sub? Check out my instruments of the orchestra print and go sub plans here!

Want to get free resources? Sign up for the FREE resource library– all you do is put your email in, and you have access to all of the resources in the library (including quizzes, powerpoint, beat charts, rhythm cards, lyric sheets, and more!)– and new resources are added monthly! Sign up here!

Have you ever tried anything like four corners? Let me know how it went in the comments!

Happy teaching!

Instrument Four Corners: an active game for instruments of the orchestra. My fourth grade and fifth grade elementary music students loved this game-- and it is so easy to set up and explain-- easy enough that a sub could do it. This is great to review instruments of the orchestra or just have some fun! Becca's Music Room
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3-5, Elementary Music, Games, K-2, Lessons

Lesson Ideas for Ickle Ockle

Have you heard of the song Ickle Ockle? It is a really fun folk song… with like 20 different versions of it in cyberspace. I have seen it as Bickle Bockle, with do, without do, different wording…. yeah.

But, no matter how you sing it, it is a really fun folk song and my students really liked it.

I used it with second and third grade to introduce do. If you do it without do, you can use it with even younger students…. It’s really up to you!

Here is the most reliable version that I have found.

In my TPT product, I have slightly different wording, because I went with what was in my textbook series.

However you sing it, it is really fun. And thanks to testing, I have now been able to do about a million different activities with this one song… So, I hope you enjoy the ones down below:

Lesson ideas for Ickle Ockle: a song for ta rest or do. This ocean themed folk song has a really fun singing game-- and many other activities to use with it in your elementary music class! Becca's Music Room

Ickle Ockle Game

First and foremost, we have to talk about the game. Full disclosure, I have not had a chance to play the game (yet!) because I have been in classrooms without enough space… but I have hopes for next week!

To play the game, everyone gets with a partner (except the person in the middle, who I call the shark). They walk with their partner in a circle. Everyone sings. At the end of the song, Everyone has to find a new partner, and whoever is without a partner goes to the middle.

So. Much. Fun.

Flashcard Walk

I use Ickle Ockle to review sol, la, and mi and also introduce do. So we do this activity twice– first for sol, la, and mi, and second to include do.

I put flashcards all over the floor (I use the fish shaped ones from the Ickle Ockle pack on TPT). Students sing and walk to the steady beat. When the song stops, they stop. Whatever fish the are closest to, they sing. Then they go back to singing and walking.

Super fun– and it gets some of the wiggles out!

You can get sol-la-mi flashcards here or sol-mi-la-do flashcards here.

Flashcard Partner Walk

This is very similar to the last one.

Students hold a flashcard. As they sing the song, they walk around the room. When the song stops, they turn to the closest person and sing their flashcard. Then they go back to singing and walking.

Side note: To avoid having anyone crying because they didn’t have a partner, I tell them that if they are really far away from the other students, they can just read their own– but only once. This makes the activity waaaay less stressful.

Also read: Fun and Engaging Activities for Flashcards

Lesson ideas for Ickle Ockle: a song for ta rest or do. This ocean themed folk song has a really fun singing game-- and many other activities to use with it in your elementary music class! Becca's Music Room

Put it in Order

I love doing this as a review!

Write the rhythm or the melody on cards. Have students get into small groups and arrange the cards in the correct order!

(PS– Melody cards that match the music are included in my product!)

Worksheets

Wow, writing that feels like the fun is going away. Activity sheet? Does that sound less taboo?

Anyway, I promise, worksheets can be fun. No matter what people say.

I used three different ones with my students this week. First, we wrote the rhythm to the song under the words. Then we did a coloring sheet, where they had to match the solfege pattern to the notes on the staff (it was really a quiz, but they didn’t know that…), and then we created our own pattern and created a fish habitat with crayons!

Does that seem boring? No.

This is one of the activity sheets we used. Students matched the solfege pattern to the notes on the staff. When they found the right one, they colored it the correct color! This is in my Ickle Ockle TPT product. (Becca’s Music Room)

Coloring

Annnnd…. You could just do a fish themed coloring sheet or have students draw fish scenes. This is extra great if you are in their classrooms one day or if you have a sub.

Pair it with Aquarium

If you have read this post about creative movement with scarves, this post about Bizet scarf routine, this one about Blue Skies (AKA jazz), this one about Irish music, or pretty much any other lesson on this blog, you may have figured out that I looove listening lessons. I think that students have the ability to appreciate all different kinds of music, if we just give them the tools to be able to do so.

So when I was looking for an activity to accompany Ickle Ockle, so course I picked Aquarium from Saint-Saen’s Carnival of the Animals.

Now, there are a million different things that you could do with a listening lesson, but I chose to give them a piece of paper and have them draw what the music sounds like.

Between this activity, the fish coloring in, and the composition, I have all sorts of student work to put in the hallway!

Instruments

And of course, you can play instruments. Steady beat, playing an accompaniment (or the melody!) on xylophones… etc. I like to use my ocean drums and castanets (because they look like clams!).

Also read: Breezes are Blowing

Have you use the song Ickle Ockle in your classroom? What activity did you use? Let us know in the comments!

Happy teaching!

Lesson ideas for Ickle Ockle: a song for ta rest or do. This ocean themed folk song has a really fun singing game-- and many other activities to use with it in your elementary music class! Becca's Music Room
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Differentiation, Elementary Music

Super Simple Differentiation through Music Centers

I know, I know, differentiation is a nasty word. And centers– depending on your view– can be right up there with it.

I hear about centers and differentiation in meetings all the time, so you probably do too. And you either think 1.) That’s not for me, I’m the music teacher OR 2.) Cool! Let’s try it.

Thankfully for you, I am the second kind of person.

And through some serious trial and error, I have figured out ways to differentiate while using centers in my elementary music classroom in super easy ways. Because when we teach 650 students or more, we don’t need to make things more complicated than they already are.

If you missed my previous differentiation posts, be sure to go back and check them out! In this one, we talk all about differentiation that music teachers naturally do, and how to be more intentional with those things to help your students succeed. In the more recent one, we talked about how to separate students into groups (which is super relevant here!) and the three types of differentiation.

Super Simple Differentiation through Music Centers. Looking for a way to help students who are struggling with rhythm? Or push students who are ahead of the rest? This differentiation guides helps you find easy ways to makes your elementary music lessons more or less complex to accommodate a variety of learners! Becca's Music Room

There are four main ways that you can differentiate with centers– make it harder, provide scaffolding, tiered activities, and teacher led groups. And no, these are not official terms. They are Becca terms.

Make it Harder

This is not an official term, since I am pretty sure that I just came up with that. I do not know of an official term, but if you know of one, please let me know.

Sometimes in centers, I will use progressive tasks– they start easy and get harder. Students who are struggling can focus stay on the easy task as long as they want, an students who are ahead can breeze through the first task and go into the second one.

This is really great for you, because you don’t have to sort out different activities for different students– they will be able to do what is best for them.

Ideas for Make it Harder:

  • Task cards with increasing difficulty
  • Playing rhythms from rhythm cards— start with an easier set or cards and get harder
  • Treble Clef dice activity— students start with one of the easier version and go to a harder one (my kids love these activities!)
  • Have students pull slips of paper with letters on it out of a cup and put bingo chips onto a treble clef. The first set can be just one letter, and the second set could be words or measures that go with a song you are working on.
  • Have students play melodies on xylophones. They can go through cards with just letters first, then notes on the treble clef. They can use melody cards like these.

Provide Scaffolding

Scaffolding encompasses many different things. We as music teachers tend to think of scaffolding mostly as spiraling curriculum so that students have an easy transition from one concept to another. But it also means providing supports to help students with an activity– think graphic organizers or extra tools.

Of all the differentiation, I am probably the worst at this one, even though it is probably the easiest one.

Some ideas of scaffolds or extra help include:

  • Providing heartbeat charts for students creating rhythms instead of a measure card (There are heartbeat charts in the free resource library– sign up for access to it here! If you already have access, then you can click the tab at the top of the page and download them!)
  • If students are researching, you could give a graphic organizer with some of the parts already filled in.
  • Providing answer keys in an envelope so students can check their work (more about that below…)
  • Providing pictures along with words on matching cards or activities like these.
  • Providing extra help from the teacher

A word about answer keys… I got this suggestion from a training. As soon as the lady said to provide answer keys, we all lost a little bit of respect. “But they will just look at the answers!” Someone said. Her response? “When you have the students do another activity or have them come for small group time, you will see if they know the material or not. If they cheat but they learn the material, who really wins?”

Since then, I’ve been providing treble clefs and rhythm value charts and things like that inside of envelopes for students to reference. I want them to be able to get to work quickly– and also get it right. If they are just matching random things (especially with my matching games!) that don’t go together– they are not learning. I’d rather them use the answer key to help them learn it correctly.

I see it like when I am doing a puzzle, and I look at the picture on the box as I am doing it. It’s not telling me how to do it, it’s just helping me out.

Super Simple Differentiation through Music Centers. Looking for a way to help students who are struggling with rhythm? Or push students who are ahead of the rest? This differentiation guides helps you find easy ways to makes your elementary music lessons more or less complex to accommodate a variety of learners! Becca's Music Room

Tiered Activities

We talked a lot about tiered activities in the last differentiation post, and also in this post about my favorite treble clef activity.

Tiered activities basically means that some activities are harder than others. This is really great in centers because you have students in different groups, so you are able to split up the activities in different stations.

A few ideas for tiered activities in centers:

  • Have one set of students play rhythms from flashcards and have the other set make up their own rhythms to play. (You could use these and these.)
  • If working on treble clef, one set of students can identify one note while the others find words (such as egg) on the treble clef. You can check that out in my TPT product here.
  • Have some students matching notes on the staff while others match notes and staff and recorder fingerings. Or have the second group write notes onto the staff because that is more difficult than matching.
  • Have both groups play a game like Kaboom!, but give one group more difficult rhythms. (You can get levels 1 and 2 in my TPT)
  • Have students create measures of rhythms with words. (Kind of like in this or this) You can give the lower group only one beat rhythms to manipulate and the higher group one beat and two or three beat rhythms. They will have to work harder to make sure they have the correct amount of beats in the measure.
  • When playing instruments, you can tier up by having staff notation and tier down by having just the letters or the letters inside of the note heads.
  • Have one group finding all of the letters in words on the treble clef and the other group coming up with their own words (like BAG or EGG or FADE) to put onto the treble clef like on this.
  • Have students play hands together instead of alternating hands on the xylophones.

The possibilities are truly endless once you start thinking through it. Remember, you do not have to come up with 50 different activities. You just have to find a way to make one activity more simple or more complex.

Teacher Led Groups

This is my person favorite way to do my differentiation– through groups led by me.

If you have read my post about setting up centers, you will know that I have six groups and three activities. One of those activities is always at the “teacher station” AKA my front carpet.

What we do changes every time. This is usually the instrument group (I do not trust my students enough to put instruments in any other station!). At this station, I usually have two or three different tiered activities we can do that are easy. The group that needs the most help gets the most help. The highest group gets almost no help at all.

Having these groups has truly changed my life. I love it. I love it because you can be really hands on with the kids, and you get to know them better because of it. I always take an observation grade during this time, and it is so much easier to grade 6 kids at a time than 32. And the kids always tell me that that was their favorite station.

As far as differentiation, sometimes we do different activities, but most of the time I just give different amounts of help/structure to each group. And yes, more or less help does count as differentiation.

Also, the teacher group is usually my instrument group, because I want them to play instruments but don’t trust the kids to use instruments in other stations.

Some ideas for teacher-led station:

  • Rhythm review: low group can review each rhythm, medium group can play rhythms or do dictation, and the high group can use rhythms cards to create their own rhythms
  • Recorder practice: Allow students to practice on their own while you assist and assess.
  • Xylophones: I like to give students cards with letters to play first, and if they finish that, they continue with cards that have notes on the staff.
  • Have students figure out the rhythm or melody from a song you have been working on (Like in my Ickle Ockle lesson)

So those are the main ways to differentiate through centers! I promise, it sounds like more work than it actually is. If you can get students pretest and sorted into groups, you have done almost all of the work. Just add in one or two of these differentiating techniques, and you will see a difference.

How do you differentiate during centers? Let us know in the comments!

Want to get access to exclusive FREE content? Sign up for the free resource library! Once you sign up, you’ll receive the password to the library, and you will be able to download monthly freebies to help you teach elementary music! Sign up here!

Happy teaching!

Super Simple Differentiation through Music Centers. Looking for a way to help students who are struggling with rhythm? Or push students who are ahead of the rest? This differentiation guides helps you find easy ways to makes your elementary music lessons more or less complex to accommodate a variety of learners! Becca's Music Room
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3-5, Books, Elementary Music, K-2, Lessons

I Know a Shy Fellow Who Swallowed a Cello

Most music teachers include lots of books in their elementary music classes. I see this all the time on social media, in trainings, and in classrooms. But can I admit something to you? When I was first starting out, I felt like i was very unclear as to HOW to go about incorporating books. Like– what do you actually do with them? (And don’t say read them.)

A while later, and I am (finally!) starting to get the hang of using books in my normal classroom life. So if you are thinking, “I want to use books but I don’t know how!” Then this post is for you.

One book that I did not struggle with incorporating is the book I Know a Shy Fellow Who Swallowed a Cello— a title which will from here on out be shortened, because wow that is long. I got this book from my mentor teacher during student teaching and I love it. It is based off of the There was an Old Lady Who Swallowed a Fly books, but everything the shy fellow swallows is an instrument!

Seriously, I love it.

And so do the kids.

So I figured it is the perfect book to introduce to you. Here are a few different ways that you can use this book in your classroom– some of them you could incorporate tomorrow.

If you don’t already have the book, you can get it here for cheap!

Also read: Game and Lesson for Brown Bear, Brown Bear What do you See?

5 Ways to Use I Know a Shy Fellow Who Swallowed a Cello in the elementary music classroom. Want to incorporate more books into your music lessons but don't know how? Check out these ways to use my favorite book to teach instruments of the orchestra, singing, and more! Becca's Music Room

Acting it Out

This is one of my personal favorites.

As you read the book, have students look at the pictures of each of the instruments. Have them mime with their hands how to play the instruments. So every time you say cymbals, students can pretend to hit cymbals together in their hands. When you say cello, they can hold one hand up and use the other to play the imaginary bow.

This gets the students involved in the story annnnd the added bonus is that they are now thinking about how each instrument is played rather than “Oh a cello is some kind of instrument I’ve never heard of before.”

Speaking of which….

Show and Tell

For instrument show and tell, you can read the book and then have students look at pictures or posters for each instrument and talk about how it is played.

If you have any of these instruments (and, btw, you can get a fancy silver kazoo on Amazon for cheap here), bring them in! I love to bring in my cello and show the students what it looks like and how it is played. They are always super amazed (and impressed by my Mary Had a Little Lamb rendition).

Oh course, you probably don’t own a cello AND a harp AND a saxophone AND a flute AND cymbals AND all of the other things, but if you have one of them, it is still going to make a huge difference for the students.

And again. Kazoo.

5 Ways to Use I Know a Shy Fellow Who Swallowed a Cello in the elementary music classroom. Want to incorporate more books into your music lessons but don't know how? Check out these ways to use my favorite book to teach instruments of the orchestra, singing, and more! Becca's Music Room

Introduction to Instrument Families

This is what I used for my students this year, and it worked really well. I taught 2nd and 3rd grade about the instrument families. Later on, we read this book. While reading the book, I stopped at each instrument and had the students tell me what family that instrument belonged to. If they were correct, then they got to go to the board and put the picture of the instrument onto the section of the board.

For example, after the shy fellow swallowed the cello, I asked, “What instrument family is the cello in?” Athena says, “Oh it’s in the string family!” Athena walks up to the board, finds the cello, and puts it in the section of the board labelled “strings”.

5 Ways to Use I Know a Shy Fellow Who Swallowed a Cello in the elementary music classroom. Want to incorporate more books into your music lessons but don't know how? Check out these ways to use my favorite book to teach instruments of the orchestra, singing, and more! Becca's Music Room

By the way, Athena is my dog, not one of my students. She is sitting next to me while I write this, so I thought I would include her.

A few days later, I have the student do pretty much the same activity but on a printed worksheet. Students write or draw the names of each of the instruments in the boxes that correlate with that instrument’s family.

If you are interested in the worksheet, instrument posters, or in the cut outs of the instruments or any of those things, you can get them all in my TPT product here!

5 Ways to Use I Know a Shy Fellow Who Swallowed a Cello in the elementary music classroom. Want to incorporate more books into your music lessons but don't know how? Check out these ways to use my favorite book to teach instruments of the orchestra, singing, and more! Becca's Music Room

Singing

Did you know that there is a song that goes with the There was an Old Lady who Swallowed a Fly books? There is!

Here is the best video I can find that has the melody, although we did it much faster than this.

I use the original book at the beginning of the year with my kinders to show the students the difference between singing voice and talking voice (read about that lesson here!). So I read it one day and I sing it another day.

Then if we read any variation like There was an Old Lady Who Swallowed a Bell (or a clover!) or I Know a Shy Fellow Who Swallowed a Cello, the students can sing along with it the first time!

Instrument Playing

This one is a little bit trickier, but cumulative songs like this are fun to use with instruments. You assign each instrument a word in the song, and every time the word comes, you have a student play that instrument.

Parts of this book would be perfect, and others would take more creativity. Cymbals and a bell would be easy to come by, but finding an alternative to a cello or harp that won’t confuse the students would be more challenging.

Although, it would be a perfect time to pull out all of the autoharps in my closet that I don’t know what to do with…

If you have done this before or have a good idea for which instruments to use in your classroom, let me know in the comments!

Also read: The Tick Tock Song (sol/mi and ta/titi)

5 Ways to Use I Know a Shy Fellow Who Swallowed a Cello in the elementary music classroom. Want to incorporate more books into your music lessons but don't know how? Check out these ways to use my favorite book to teach instruments of the orchestra, singing, and more! Becca's Music Room

So there are 5 ways to use I Know a Shy Fellow Who Swallowed a Cello in your elementary music classroom! If you need the book, you can check it out here. If you are interested in the product on TPT so you can have more resources (many of which are really great for subs!), you can check that out here.

And don’t forget to sign up for the FREE resource library– all you do is put your email in, and you have access to all of the resources in the library (including quizzes, powerpoint, beat charts, lyric sheets, and more!)– and new resources are added monthly! Sign up here!

How would you use I Know a Shy Fellow Who Swallowed a Cello in your classroom? Which was your favorite idea? Or do you have another idea? Let us know in the comments!

Happy teaching!

5 Ways to Use I Know a Shy Fellow Who Swallowed a Cello in the elementary music classroom. Want to incorporate more books into your music lessons but don't know how? Check out these ways to use my favorite book to teach instruments of the orchestra, singing, and more! Becca's Music Room
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3-5, Elementary Music, K-2, Lessons

Irish Music Lesson for St. Patrick’s Day

Is St. Patrick’s Day a big deal where you live? It is one of those holidays that either your city takes very seriously, or no one cares.

Here in Savannah, we take it very seriously.

We actually have the third largest St. Patrick’s ay parade in the US– yes, right here in South Georgia! I looked that up to double check we are still #3, and one of the articles I read said we have the highest density of Irish-Americans for our size– 8%. I did not know that.

Now, I’m going to be honest, none of my kids are Irish. But they still love St. Patrick’s Day, and I am shocked by how much they looooved the music in this Irish lesson! I actually did this K-3, although it is probably best suited for 2-3 grade. Nevertheless, in every class, students were asking me if they could sing it again.

At the bottom, I will link some other ideas if you want to expound upon what we’ve got here!

Also read: Favorite Activities for Piano and Forte

Looking for something fun to do in your elementary music class for St. Patrick's Day? Look no further! This lesson includes two different Irish folk songs for students to sing, do movement activities to, and learn more about Ireland. You can use this general music lesson with kindergarten, first grade, second grade, or third grade. Becca's Music Room

Irish Music Lesson

We start the day out with a well known song as a warm up. We did not previously know any Irish songs (should have planned better!), so each grade did whatever they had done last week.

After that, I told them, “We are going to listen to Irish music today! Does anyone know what holiday is coming soon that has to do with Ireland?”

We learn the chorus to “Tell Me Ma”. I taught it to them by rote– first words, then with the melody. This is actually one of our Musical Explorers songs (find out more about that here), which means I have extra resources to go along with it– that you can access! So I use this page to show the lyrics. You can get the song here.

They sing along with the song for about 30 seconds, and then I pause it. Then we talk about how the chorus is a part of the song that keeps coming back over and over, and the verses are different each time. I have the class pick different ways that we can keep the steady beat, and we change each time the section changes. So I will write something like this on the board:

  • Instrumental: Pat legs
  • Chorus: Clap
  • Verse 1: Stomp
  • Verse 2: Head

We will listen and sing and do the steady beat, changing our motions for each section. Of course, I am letting the kids pick it so it ends up being different each time.

Looking for something fun to do in your elementary music class for St. Patrick's Day? Look no further! This lesson includes two different Irish folk songs for students to sing, do movement activities to, and learn more about Ireland. You can use this general music lesson with kindergarten, first grade, second grade, or third grade. Becca's Music Room

Also read: Monkey Game for Crescendos and Decrescendos

Instrument time! We looked at the bodhran (an Irish drum played with a stick– you can look at one here) and– with the older students– talked about how it is a percussion instrument. We listened again and played hand drums, since they were the closest thing what we had to the bodhran.

To make it more interesting for my second and third graders, they each played the hand drums. Two students went to the front of the room and played tubanos (I have these!). Everyone was playing the steady beat. We walked in a circle on the chorus and stood still the rest of the time. Each section, the people at the tubanos had to switch with someone in our circle until everyone had played.

Next, I showed the students some pictures of Ireland (I literally just google “Ireland” and click on pictures– but make sure that you do this ahead of time and look to make sure they are appropriate!). We looked at the ocean, the castles, the cliffs, and make sure to show them the bogs.

After explaining what a bog is, I told them I had a song about a bog. They learned the chorus by rote. I sang the verses myself, and had them use their arms to make actions that represented all the things in the bog– the limb and the branch and the twig and the nest, and so on. They joined in on the chorus. And, of course, I played my ukulele (but you could play the guitar or the piano or xylophones or just do it a cappella).

Looking for something fun to do in your elementary music class for St. Patrick's Day? Look no further! This lesson includes two different Irish folk songs for students to sing, do movement activities to, and learn more about Ireland. You can use this general music lesson with kindergarten, first grade, second grade, or third grade. Becca's Music Room

After that, we watched some Irish dancing. Again, my kids are used to Irish dancing because– hello, parade– but they still amaze me with how much they love it. They think it is so cool. One fifth grader told me last year, “It’s kind of like our music, because it’s got a cool beat and then a melody on top.” I thought that was very insightful.

Anyway, I like to have them watch Riverdance, because it is super cool. This is my favorite video so far– I always look for one that have guys as well as girls.

More Irish music ideas:

What is your favorite Irish music lesson? Let us know in the comments so we can keep the conversation going!

Happy teaching!

Looking for something fun to do in your elementary music class for St. Patrick's Day? Look no further! This lesson includes two different Irish folk songs for students to sing, do movement activities to, and learn more about Ireland. You can use this general music lesson with kindergarten, first grade, second grade, or third grade. Becca's Music Room
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Differentiation, Elementary Music

But how do I actually differentiate in the music room?

If you have been to any meeting, any class, or had a discussion with any teacher in the last five years, then you would know that the hot topic is differentiation. I hear it all of the the time. And last year I thought, there is no way that I can differentiate in the music room.

Turns out, I was wrong.

Now, music teachers are constantly differentiating without realizing it. I have a whole post about that here (which is really great if you need to prove you differentiate on your TKES!). This post is about being intentional with your differentiation.

As far as differentiating goes, we are certainly at a disadvantage. I teach 650 students– and I know other teachers who have even more. Most of us see our kids once a week. And we don’t have any MAP testing or iReady or whatever programs and tests your state uses to tell us what the kids know.

So… how do you actually get started with differentiation? How much work is it to differentiate? And when do I have time to do it? Let’s talk. Because I promise, it is less work than you think it is.


But how do I actually differentiate in the music room? This is a step by step guide to how to differentiate in your elementary music class-- from gathering data to grouping students to ways and ideas for differentiation. Becca's Music Room

So where do I start?

The first thing in differentiation is finding out what your students currently know– AKA a pretest. You can do this via paper and pencil, or through observation (I talk about a lot of different options for assessment in this post).

I started at the beginning of the year with a (short) pretest and interest survey that covered the major concepts we are working on this year. If it’s the middle of the year, don’t stress. You can also go unit by unit.

For example, my fourth graders have been working on treble clef notes for a few months now. And some of them are still not totally getting it. So, I gave them a super short quiz which told me how much they know and what some struggles are.

You can actually get that quiz in the free resource library– if you have signed up for the library, than you can click the “Free Resource Library” tab at the top of the page. If you haven’t, then you can signup here to get the password. Once you have the password, you can download anything that you want from the library– and check back, because I add more resources monthly!

You could even just use an assignment that they have done and use it as an indicator– even if it is not a quiz. I did this last week with my fifth graders and their write the room activity which told me that they needed some help with differentiating between the brass and woodwind families. It wasn’t an official “assessment” but it game me the information I needed!

So I have data… Now what?

I am a fan of simplicity when it comes to differentiation.

I take out three sticky notes. Then, I write an X on one, a – on one, and a check on the other. Then I divide the number of questions by three. This gives me the ranges for each sticky note. (I like to get these with the lines on them.) So if I had 12 questions on a quiz, students who got 1-4 correct would have an X, 5-8 correct would be a -, and 9-12 correct would be a check. I also like to put a star by anyone who got 100%– more about that later.

But how do I actually differentiate in the music room? This is a step by step guide to how to differentiate in your elementary music class-- from gathering data to grouping students to ways and ideas for differentiation. Becca's Music Room
Setting up my sticky notes. I write down the ranges for how many questions students get right. On this one, I went ahead and split each sticky into groups.

These sticky notes are the basis of my student groupings during centers. I like to have six groups, so I will split the names on the sticky notes into two groups. Each sticky note represents two groups. If they are not even, then I will adjust them (or if I have students who should not be together, then I will adjust them). In general, I will put – with X or checks, but do not put checks with X’s.

But how do I actually differentiate in the music room? This is a step by step guide to how to differentiate in your elementary music class-- from gathering data to grouping students to ways and ideas for differentiation. Becca's Music Room
An example of (fake) students in groups. You can see I moved one person of make the groups more even, and I made sure to put a check by their name to remind myself that they scored better on their test.

It is also how I decide who gets which activity when I am doing something like my treble clef dice activity, which has many different versions for different levels of understanding.

But how do I actually differentiate in the music room? This is a step by step guide to how to differentiate in your elementary music class-- from gathering data to grouping students to ways and ideas for differentiation. Becca's Music Room

So I have groups… Now what?

So now you have to decide how you are actually going to differentiate. There are three main ways that you can differentiate in the elementary music classroom.

Sidenote– you do not have to differentiate every. single. day. I probably do portions of lessons that are differentiated once or twice a month. Because if you are having a drum circle or playing Lucy Locket… how are you going to differentiate that?

Ok. So. On the days that you do want to differentiate (intentionally), there are three main ways: chunking, centers, and tiered instruction. (Although when you think about it, it’s all tiered instruction.) We’re going to talk about each one so that you know what they are and how you can do them.

Chunking

Chunking is basically the concept of not making students do things they already know how to do. If you have a few students who are a bit ahead of the others and have proven they understand the material, then they can have an alternate assignment.

I did this in January with one of my treble clef activities. On the pretest, I had 1-5 students in each class who got 100%. Instead of continuing to make them practice every day, I had the other students working on treble clef activities, and they worked on their recorder songs. They were still working– even still working on reading because they had to read recorder notes– but they were not bored while going over material they had down.

This is not something I would suggest doing with every activity, but it is good every once and a while, especially if you have been working on the same unit for a while. (Plus it makes the other kids work harder because they want to play recorder too!)

Centers

Next week’s blog post is going to be a deep dive into differentiating with centers, so I am not going to go super in depth here. But there are a lot of ways you can differentiate during centers. It is a great way to give students activities tailored to their skill level without them noticing that different people have different activities.

My centers differentiation is really just in one of the groups. One group is always the teacher group, and that is where I assess and differentiate. Sometime I have different lessons for each group, but most of the time, it is pretty much the same, but with different levels of guidance. So the group where everyone understands may not get any help from me while the group that is struggling will have a lot of remediation.

I really love having a teacher group for centers because I feel like I can give more attention to each student. I actually know my students and their musical capabilities much better now than I used to.

Also read: Music Center Classroom Management for “Bad Classes”

Tiered Instruction

The third main way to differentiate is through tiered instruction. This just means that students are doing different activities based on their levels.

If you are just getting started, this is where I would start. I would pick a concept, pick two activities and split the students up based on data from whatever quiz or observation you have.

One thing I will say is try to find things that are equally fun. Don’t give one group a worksheet and the other one a game. They don’t have to be the same, but they do need to be equally fun.

A few examples are:

  • Have one set of students play rhythms from flashcards and have the other set make up their own rhythms to play. (You could use these and these.)
  • If working on treble clef, one set of students can identify one note while the others find words (such as egg) on the treble clef. You can check that out in my TPT product here.
  • Have some students matching notes on the staff while others match notes and staff and recorder fingerings. Or have the second group write notes onto the staff because that is more difficult than matching.
  • Have both groups play a game like Kaboom!, but give one group more difficult rhythms. (You can get levels 1 and 2 in my TPT)
  • Have students create measures of rhythms with words. (Kind of like in this or this) You can give the lower group only one beat rhythms to manipulate and the higher group one beat and two or three beat rhythms. They will have to work harder to make sure they have the correct amount of beats in the measure.
  • When playing instruments, you can tier up by having staff notation and tier down by having just the letters or the letters inside of the note heads.
  • Have one group finding all of the letters in words on the treble clef and the other group coming up with their own words (like BAG or EGG or FADE) to put onto the treble clef like on this.
  • Have students play hands together instead of alternating hands on the xylophones.

Those are just a few ideas to get you started, but you get the point. It seems sooooo daunting– “I not only have to come up with lesson plans, but now I have to do twice as many!”– but once you start thinking of ideas, it is much more simple than you think.

Also, if your school groups students into classes based on ability level, you can differentiate for whole classes. Even with whole group lessons, I will adjust based on the collective understanding. For example, last week my students did an Orff arrangement of a Japanese song called Star Festival. One group did a great job with four different instruments and different patterns on the xylophones. In another class, it was a hot mess. So I ended up making the arrangement easier for the second class (I took out the glockenspiels and changed the xylophone part to hands together on the steady beat) and they were much more successful. And yes, that counts.

So how often do I have to differentiate?

That totally depends on you! Personally, I think as music teachers, we don’t need to do this every day. I do centers once a month with my upper grades, and I usually do one other differentiated activity in the month– but it depends on what we are working on! Right now my fifth graders are working on Orff skills and drum circles, so, frankly, I am not worried about differentiating right now. Music is inherently differentiated (don’t believe me? Read my post about the differentiation you are doing without realizing it here.)

With my younger students, I really don’t differentiate much at all. That may sound bad, but it’s the truth. I am much more concerned with them singing, playing, listening to music, and more.

Some lessons also lend themselves better to differentiating than others do. That’s why I keep going back to treble clef activities– they are so easy to differentiate!

Basically, you know your students. You know what is best for them. So you should do what is best for them. Sometimes that means tiered instruction, sometimes that means centers, and sometimes that means whole group drum circles. Do whatever is best.

But how do I actually differentiate in the music room? This is a step by step guide to how to differentiate in your elementary music class-- from gathering data to grouping students to ways and ideas for differentiation. Becca's Music Room

Do you differentiate in your elementary music classroom? How do you do it? Let me know in the comments so that we can have even more ideas!

Happy teaching!

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3-5, Elementary Music, Games, K-2, Lessons

Monkey Game for Crescendos and Decrescendos

Is there a game at your school that your students beg to play? Like all of the time? That’s the Monkey Game for me. I know that it teaches piano and forte to the littles and crescendos and decrescendos to the older students, but they do not care. They want to play it all the time.

Seriously. I’ll say, “We’re going to play a game!” and they’ll say, “The Monkey Game?!”

No. It’s not always the Monkey Game.

It actually got to the point where I was so sick of it that I started telling them we couldn’t play it because it took too long to get the drums out.

Anyway, this is a game that teaches crescendos and decrescendos (or piano and forte, if you differentiate). I learned it from my mentor teacher during student teaching, and I do not know where she came up with it. But it is so much fun.

Why do I call it the Monkey Game? Because we use a stuffed monkey. In your class it could be the bear game or the owl game or whatever depending on your stuffed animal collection.

Also read: Extra Beat, Take a Seat

The Monkey Game: Free music game for crescendo and decrescendo. Perfect for teaching elementary music, or even middle school band and choir. It can be adapted to teach kindergarten and first grade by switching it to piano and forte. Your kids will be begging to play it-- at least mine do! Becca's Music Room.

 

The Monkey Game

Materials:

Instructions:

  • First, discuss what crescendo and crescendo are. I like to have the students say the words with a crescendo and decrescendo. So when we say crescendo, we crescendo. When we say decrescendo, we decrescendo. I also like to have them move their hands up and down to show the dynamics. Then I project them onto the board so that we remember them.
  • Then, have a few students come up to the tubanos in the front. (After the long discussion about how we do NOT LEAN ON THE DRUMS, of course)
  • Have one student hide the monkey. They are the hider. (We always let a piece of the monkey stick out to make the game go a little bit faster.)
  • While that person hides the monkey, another student goes in the corner and closes their eyes. They are going to be the finder. Once the hider is finished, have the finder come out and open their eyes. They are now going to walk around the room and look for the monkey.
  • The people at the drums help find the monkey by playing with different dynamics. If they are close to the monkey, they play forte. If they are far away from the monkey, they play piano. This causes lots of crescendos and decrescendos. Throughout the game, ask the students, “Was that a crescendo or a decrescendo?”
  • The students at their seats watch, and I usually tell them they can help by playing on their legs or the ground if they want to. This helps those friends who just cannot sit still have an outlet.
  • Once the monkey is found, switch out the people. I usually let the drummer stay for two rounds before switching them.

 

Easy peasy! It’s kind of like hot and cold but with music. I know some people play Lucy Locket in a similar way (I don’t– you can see how I play here)

Note– if you do not have tubanos, don’t stress. Use whatever you have– hand drums, bongos, rhythm sticks, egg shakers. If you can play crescendos and decrescendos, then you can play the game.

Also read: Sempre Libera Scarf Routine

There you have it– the most requested game EVER in my elementary music room. I think I am going to break down and play it right before Spring Break…. They always need a little extra incentive to do a good job around Spring Break.

What is the most requested game in your elementary music classroom? Let us know in the comments!

Happy teaching!

 

The Monkey Game: Free music game for crescendo and decrescendo. Perfect for teaching elementary music, or even middle school band and choir. It can be adapted to teach kindergarten and first grade by switching it to piano and forte. Your kids will be begging to play it-- at least mine do! Becca's Music Room.

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Elementary Music, K-2, Lessons

Music Lesson: Piano and Forte with Bears and Mice

While lesson planning, I kept finding all of these songs about bears. And I thought, I should do a bear unit. One of my top ideas was to sing and play the song Grizzly Bear. If you have been around Pinterest or any music blog, you will find people playing and singing Grizzly Bear to teach dynamics. At some point that caused my bear unit to because a piano and forte unit with mice and bears.

Now, you may have read that and thought, “Wait– what?”

Yes. I am teaching my first graders that mice are piano and bears are forte. It gives them a visual to put with the words, and it allows me to tie in all of the bear and mice songs with it!

I did mice and bear songs all week long– we sang:

We did those five songs plus a bunch of other activities– responding to piano and forte on drums, moving our bodies piano and forte to music, and– what I am really going to talk about today– playing instruments piano and forte.

Also read: Beat v. Rhythm with Soul Music

Free Music Lesson: Piano and Forte with bears and mice. This music lesson uses many well-known songs to teach students about piano and forte, relating them to animals. The highlight is having students play instruments in music class piano and forte. Becca's Music Room

 

Mice and Bears for Piano and Forte

  • First, warm up with Hickory Dickory Dock. I like to do some actions with this nursery rhyme. We start on the floor and keep the beat on our legs. On “the mouse ran up”, we pretend our fingers are mice and stand up. For “the clock struck”, open your arms like the hands of a clock. Then we have the “mouse” go back down at the end.
  • Ask the students: “Is a mouse loud or soft? We have a special word for soft. We call it piano. Can you say piano?” I always have them whisper it so that they think of it as being quiet.
  • Then, ask what kind of animals are loud. They will say a bunch or things, but we keep going until I lead them to bears.
  • Next, pick one of the bear songs so sing. I suggest Grizzly Bear, because it has dynamics built into it, so it emphasizes the point.
  • Tell them, “In music we have a special word for loud– forte. Can you say forte?” (side note– there are slides for this dialogue in my Piano and Forte Rhythm cards set)
  • Now onto the instruments! Get some rhythm cards ready. You can make them and put a bear or mouse clip art onto them. Or you could print a picture of a bear and a mouse and just hold them next to the rhythm cards. Or you could just tell them whether to play forte or piano. I have a set of ta-titi-rest rhythm cards in my TPT that I used. They come with both stick notation and regular notation. You can get them here.
  • Next, have students play rhythms on instruments. My go-tos are rhythm sticks and egg shakers. Alternate between piano cards and forte cards.
  • After students play instruments, have them write their own rhythm. You could use the heartbeat charts in my FREE resource library do this. (Sign up here!) Have them draw a mouse or a bear next to their rhythm so that they can choose whether it should be piano or forte.

 

So there we go! This is just one day of my five-lesson-long bear and mouse and piano and forte unit with my first graders. Of course, many of these activities can be used with students older or younger depending on your group, but I used it with first grade.

What are your favorite bear or mouse songs? How could you make this lesson better– maybe with puppets? Let me know in the comments!

And don’t forget to sign up for my FREE RESOURCE LIBRARY. Once you sign up, you will get a password so that you can download any or all of the resources– including the heart beat charts I mentioned in this lesson. Make sure to check your email every other week to hear about any new items going up in the library. If you’re already a member, go to the resource library here.

And you can check our my Piano and Forte rhythm cards here.

Happy teaching!

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3-5, Differentiation, Elementary Music, Lessons

Elementary Music Lesson: Treble Clef Dice

Are you looking for a new way to practice the treble clef? I was too. I am always looking for new ways to practice, preferably with little to no set up. This treble clef dice activity checked all of those boxes, and the students loved it.

If you have been reading my blog, then you may have noticed that I am getting more and more into differentiation. Music teachers differentiate all of the time (read about that here), but I am trying to do even better. This was one of the EASIEST ways to differentiate. Ever. Like, so easy.

I have seen a ton of classroom activities where students could roll a die to practice a skill, and I really wanted to do one as well. So I downloaded some dice clip art and made a few different worksheets so that it can be differentiated.

So, you can go download some clipart, or you can purchase my product off of TPT here.

In my product, there are 6 pages. One is just lines. One is just spaces. One has lines and spaces. One has words that students can spell (like ace, bag, etc). One allows students to make their own words with the letters from A-G. The last one is blank.

You can get some cheap dice at the Dollar Tree, or on Amazon like these.

If you prefer to watch or listen, you can watch my YouTube video below.

Also read: DIY Music Manipulative: Treble Clef Battleship

Treble Clef Dice Activity + free treble clef quiz. Looking for a fun way to practice the treble clef in you elementary music room? This dice activity is engaging, fun, and differentiated, plus students get to practice the treble clef. Becca's Music Room

Treble Clef Dice Activity

For this lesson, I gave a really quick pretest the week before. This allowed me to separate students into groups. You can get a FREE treble clef quiz in my free resource library. If you have not signed up for access to the library, then you can sign up here.

Once I had graded the quizzes, I split the class into categories. I do this very simply. Just put an X, a -, and a check mark. I usually just do this on a scrap of paper or an extra long sticky note like these.

Split the number of questions into the number of groups you are making. For this lesson I did students who got all 10 correct, 6-9 correct, and 1-5 correct. Yes, I know this isn’t even, but I wanted to give something different to kids who had 100%.

It seems like a lot of work, but once the pretest is graded it only takes a few seconds to split them up.

Treble Clef Dice Activity + free treble clef quiz. Looking for a fun way to practice the treble clef in you elementary music room? This dice activity is engaging, fun, and differentiated, plus students get to practice the treble clef. Becca's Music Room
Here is an example of how I do student groups. If I am actually putting them into groups, then I will still make this chart first, then separate them.

 

Then we did our dice activity. In these activities, the students roll a die. Each number coordinates with a letter on their recording sheet. On the sheet, they will record answers. They write the letter on the line and then put a whole note or solid dot on the treble clef.

I used three different recording sheets to differentiate. You could just use two, but I went with three. What did they get?

  • X got the sheet with both lines and spaces but only one letter.
  • — got the sheet with words for them to find on the treble clef. They had to practice putting the notes in the right order, which was a bit of a struggle for some of them.
  • Students who got 100% on the pretest got a worksheet where they had to come up with words using the letters A-G and then put notes on the treble clef to correspond with them.

Once they were finished, students turned in the sheets and went to get their recorder.

Also read: Assessment without “Assessment”

Treble Clef Dice Activity + free treble clef quiz. Looking for a fun way to practice the treble clef in you elementary music room? This dice activity is engaging, fun, and differentiated, plus students get to practice the treble clef. Becca's Music Room

 

So that’s it! It is really not complicated when you try to explain it. I hope that you found the piece on differentiation helpful. I feel like it is one of those things that sounds intimidating, but it’s really not– it’s all about giving kids what they need to succeed.

To help you, you can get a FREE treble clef quiz in my free resource library. If you have not signed up for access to the free resource library, then you Sign up here.

You’ll get the password to the resource library, plus I will send updates once every other week.

Get my version of the treble clef dice activity here.

And let us know in the comments what your favorite treble clef activity is!

Happy teaching!

 

Treble Clef Dice Activity + free treble clef quiz. Looking for a fun way to practice the treble clef in you elementary music room? This dice activity is engaging, fun, and differentiated, plus students get to practice the treble clef. Becca's Music Room

 

FREE treble clef quiz for elementary music, beginning band, choir, or music theory class. Just sign up for the free resource library! Becca's Music Room

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Elementary Music, K-2, Lessons

Christmas Rhythm Composition with K-1

When it comes to rhythm, especially in the younger grades, some things are easier to teach than others. Making rhythms that match songs– easy. Repeating rhythms– easy. Even reading rhythms– easy. But what about improvisation and composition? That’s a little harder. I talked about improvisation and how I set that up in my Rain v. Llueva lesson (which was fabulous!). Today I’m going to talk about composition. Specifically, Christmas composition.

Because it’s time for Christmas lessons!

In this lesson, I am going to talk about how I set up the Christmas composition activity. I took parts of this and broke them apart over a few lessons, supplemented with some Christmas lessons like Arre Mi Burrito. 

If you are looking for some other Christmas lessons, you can check out my 2-3 grade lesson/game Oh Christmas Tree (which has a free lyric sheet and coloring sheet!) or 4-5 grade lesson/game for the 12 Days of Christmas. If you want something more comprehensive, you can get 6 different lessons for different grades in my Christmas in the Music Room Bundle (or follow the links and get one of the lessons out of the bundle).

Free K-1 Music Lesson: Christmas Rhythm Composition. Super fun lesson for kindergarten and first grade for composition. Becca's Music Room



Christmas Composition

A few notes:

First, my students have already learned about rhythm at this point. Kindergarten knows ta and titi and my first graders know rest. You definitely want them to know rhythm before doing this activity. If you need help, you can check out this post or this lesson.

Second, I am using the rhythm manipulative and worksheet in my TPT product here. You can certainly make your own, and do not have to use the product that I’m talking about. I am also using the ornament composition cards from this TPT product.

So here’s the lesson:

  • Start with singing a song that is only ta’s and titi’s (mine had a rest– oops!). I like to use a song that the students already know as a warm up. In this case, we are working on the song Arre Mi Burrito.
  • Write the rhythms on cards or on the board (I print them off of my computer) and go over those. Because we just started using rhythm names and reading rhythms, I do this as a call and response first. We sing the song. Then I will sing and point to the rhythm or one of the lines. Next I will point and we will do just ta’s and titi’s. Then I will have the students say it with me while I point. That sounds like a lot, but it takes all of 30 seconds.
  • Then, tell the students that we are doing an activity and we need some words. Ask if anyone could tell you a holiday word (and give a few examples). Write a ta and a titi on the board. As kids give you a word, sort them between ta and titi. I usually say the word a few times and have the kids “help” me figure out whether it has one syllable or two (ta or titi). I will say the word and clap or snap and let the kids try and tell me whether it is one syllable or two.
  • After they have told you some holiday words, guide them towards the words that you are using for the composition activity. For me, for Kindergarten I am using elf and stocking, and for first grade we are using tree and reindeer.
  • Once the kids have “come up with” those words, tell them that you have some cards you can use to make rhythms with those words.

Also read: Free Music Lesson: Bate Bate Chocolate

Free K-1 Music Lesson: Christmas Rhythm Composition. Super fun lesson for kindergarten and first grade for composition. Becca's Music Room



  • Then I grab four cards and make a rhythm. The kids say it. Then I make another one and the kids say it. Then I ask if anyone else could come up with a rhythm. A few kids will say a rhythm with the words. Then I tell them that all of them get to make me a rhythm. (This modeling is really helpful with the younger students and getting them to understand the concept of what you are doing.
  • Break the students into groups or two or three depending on how many students you have. Have on student make a rhythm and have the other student read it.
  • While they are doing this, walk around the room and listen to student reading. Help when needed. I also take grades while I walk around the room listening to students read.

Free K-1 Music Lesson: Christmas Rhythm Composition. Super fun lesson for kindergarten and first grade for composition. Becca's Music Room

  • Next, I give kids a sheet that has boxes and lines (in my Christmas Rhythms Manipulatives product) and have them write four rhythms. They write the rhythms on the line and then draw pictures of the words we used in the boxes. (There is also another line underneath that the students can write the words on, but I find there’s not enough space for the younger students to write in them so we left them blank.)
  • Give out a small percussion instrument (like rhythm sticks or jingle bells if you are feeling festive) and have students play other people’s rhythms. I had one student stand up and read one of their rhythms and everyone else echoed it back with their instruments.
  • In the next class period, we review the composition aspect. Then we used the templates form my Ornament Composition Activity  to make rhythm Christmas ornaments! You can use any template you already have to this. Students just made a rhythm, and then colored it in, and they went up on my bulletin board!

Also read: Christmas Music Lesson: 12 Days of Christmas

Free K-1 Music Lesson: Christmas Rhythm Composition. Super fun lesson for kindergarten and first grade for composition. Becca's Music Room



So there we go! Manipulatives, writing rhythms, instruments, sharing compositions, and coloring. That’s a lot of stuff.

My kids had so much fun doing these activities. Like I said before, I actually spread them out through a few different days and supplemented with other songs, books, and games.

You can check out the two products that I used in this lesson here: Christmas Rhythm Manipulatives and Ornament Composition Activity.

Or you can check out my blog posts about the 12 Days of Christmas and Oh Christmas Tree.

And check out the decorations and books I got for my classroom here.

Want to get access to exclusive content? Sign up to join my FREE RESOURCE LIBRARY. Once you sign up, you can download and use any of the content in the library. New things are being added every few weeks, so make sure you check back for more FREE stuff! Sign up here.

What are your favorite Christmas lessons? Any tips for Christmas Composition? Let us know in the comments!

Happy Teaching!





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