PS, Doug is an internationally recognized teacher of Orff Schulwerk.
The Little Old Lady Who Was Not Afraid of Anything
by Linda Williams
illustrated by Megan Lloyd
-This is a nice song; it fits with the feeling of the book. Personally, I would find the chords, and play on guitar, myself. I would also add a different ending that coincides with the ending of the book better.
This song is fun, because it adds on for each verse, like Father Abraham, which adds a new body part for each repeat. Check this out!
-The Moonlight Sonata by Beethoven would be nice for the kids to listen to because (1) it can evoke imagery of a peaceful night, but the dissonant harmonies can also provide the imagery of the articles of clothing making “scary sounds” and chasing after the little old lady who was not afraid of anything. I own a CD called, “Beethoven in the Evening” which consists of recordings of Beethoven’s music, layered with a soundtrack of nighttime sounds like owls hooting and crickets chirping. Very neat. Moonlight Sonata – LVB
-Another fun idea could be the final movement of The Planets Suite, by Gustav Holst. Personally, it can evoke the imagery of the mysteries of space, but young children will not know that the piece is actually about Neptune. Though, this could lead into a fun topic about how music can create different images in our mind, and that it doesn’t have to have a specific definition or meaning. The Planet, Mmt. VII: Neptune, The Mystic – GH
-The students can grab instruments that they think makes one of the different sounds, each article of clothing makes. As we get to that item, the students who correlate with that item can make their sound, either individually, or as a group.
(List of sounds: Shoes=CLOMP, CLOMP, Pants=WIGGLE, WIGGLE, Shirt=SHAKE, SHAKE, Gloves=CLAP, CLAP, Hat=NOD, NOD, Scary Pumpkin Head=BOO, BOO.)
-The class can come together and build a (Spoiler Alert) Scarecrow, just like the one in the story. (Or smaller groups, so each class has several Scarecrows.)
-Alternatively, the class make their own, individual, Scarecrows, using paper products.
-Staple two paper plates together, with beans or seeds of some kind to make a shaker.
-The teacher can read the story, but when we get to the onomatopoeia sections, the class can say the words together, in a rhythm.
(1st time) Two shoes go CLOMP, CLOMP,
(2nd time) One pair of pants go WIGGLE, WIGGLE,
(3rd time) One shirt go SHAKE, SHAKE,
(4th time) Two gloves go CLAP, CLAP,
(5th time) One hat go NOD, NOD,
(6th time) One scary pumpkin head go BOO, BOO…
-The students can get up and make the motions in the book, such as the shoes going CLOMP, CLOMP, or the pants going WIGGLE, WIGGLE.
-Another idea, is to bring every part of the scarecrow, and distribute the items through the room, so everyone can walk (a little faster each time) through the forest.”
ART, SCIENCE, HISTORY, MATH
-Art: Creating scarecrows, coloring a picture, using paper products to create them.
-Science: How do pumpkins grow? What is the reason for scarecrows?
-History: History of pumpkin-related traditions in America, and other countries.
-Math: Count how many pumpkins you see in the picture of a pumpkin patch.
Imagine you are in the grocery store with your parents. What do they buy? Who do you see there? Now it’s your turn! Listen to the music and come up with your own story about your trip to the grocery store.
Music: P. I. Tchaikovsky Symphony No. 4, Mvt 3
Objectives: Timbre, imagination/creativity.
Here’s a little ditty I wrote, called the Children’s Waltz!
The Children’s Waltz has very simple harmony: C Maj, F Maj, and G7.
I used Finale 2014.5 to notate.