Icka Backa Soda Cracker

1. IckaBacka Soda Cracker Bar line Four (4) Pulses/Beats per Bar

2. The Words in syll-a-bles I-cka Ba-cka So-da Cra-cker I-cka Ba-cka Boo I-cka Ba-cka So-da Cra-cker Out Goes You

3. The Music

4. The Music There is one Syllable performed on the Pulse There are two Syllables performed on the Pulse There is no sound performed on the Pulse

5. Teaching the rhythm ? ? = ‘ti-ti’this symbol represents the sound of two syllables– its theoretical name is “two Quavers”. When we see this symbol we say –”ti-ti” What can you hear on the next beat/pulse of the line? We can feel the beat but there only one syllable sound. “Boo!”

6. One Quaver = “ti”Two Quavers = “ti-ti” “ti” + “ti” = “ti - ti” Flag – notes shorter than a quarter note ‘ta’ have flags “Beam”- When ‘flags’ are joined together they become a ‘beam’

7. Teaching the rhythm = ‘ta’this symbol has a name – it is called a ‘crotchet’but when we see it we say ‘ta’ What can you hear on the last beat/pulse of the line? We can feel the beat but there is no sound. We are taking a rest from singing.

8. So we now know ‘ta’, ‘sa’ and ‘ti-ti’ = ‘ta’ =‘sa’ = ‘ti-ti’ Can you read this?

9. So we now know ‘ta’, ‘sa’ and ‘ti-ti’ Rhythm equal to a beat Rhythm longer than a beat = ‘ta’ = ‘two-oo’ =‘sa’ = ‘ti-ti’ = ‘three-ee-ee’ the ‘dot’ adds half as much as the note it follows. In this case 1 because it follows a note worth 2. = ‘ti-ka-ti-ka’ = ‘ti, ti-ka’ = ‘fou-ou-ou-our’ = ‘ti-ka, ti’ = ta+i ‘ta-i’ usually followed by ‘ti’

10. Now get to and practice! = ta, ti-ka-ti-ka, ti-ti, ta = ti-ti, ti-ti-ka, ti-kati, ta = ta-i, ti, ti-ti, ti-ti = two-oo, ti-ti, ta

11. What about the melody? Music notation is a very unique language or ‘code’ and as such we need to teach it slowly and a ‘word’ at a time. You may remember from another Lecture, that we should give students experiences in the vertical plane initially, and invite them to respond and ‘match’ the direction of the pitch with Movement. We also need to keep the language consistent –using the words “High” and “Low” rather than ‘up’ and down’ to avoid confusion. Once students can identify the direction and move in response to what they are hearing, they may be ready to move to the staff notation. At first it is good to use songs that only have two notes in them Soh and Mi, but at higher grades you might begin where we are here – with steps moving Higher and pitches staying the same. When ever possible, you should aim to have the staff notation of the songs you are singing.

12. The music This version of the music is a little too small to see clearly what direction the pitch is moving in so initially I would make it clearer by using some ‘dots’.

13. The Solfa

14. The sol-fa tool • Solfege is a great way to teach pitch as the syllables enable the students to focus on the sound the notes are making. The vowel sounds assist in the pitch discrimination. You may well be familiar with the ‘scale’ of solfa from the movie ‘The Sound of Music’ and that is because that is exactly what they used. Here is the solfa in the ‘key’ of C – it begins on ‘C’ and ends on ‘C’. G F E D C B doh A G F ti E lah D soh C fa mi re doh

15. Using dots • Initially students may use ‘dots’ to show the the direction or placement of the melody.

16. The Music House –the staff where the notes ‘live’ F D B G la la so so so so E mi mi When ‘soh is on a line‘mi’ is on a line – they are ‘copycats’!! ‘Mi’ is LOWER than ‘soh’ so it is on the line underneath ‘soh’ La is the ‘note to follow soh’. It is a little HIGHER and will be in the space above soh if soh is on a line, and on thte line if soh is in a space.