DDDeeeccceeemmmbbbeeerrr Focus: holiday music * enjoying music and dance

Three weeks of December lessons may be used in any order. Dance/Classical Music: exploring the story of the quick time movies included in the curriculum in Other Lands: songs and decorating rhythms Seasonal Songs: a smorgasbord of medleys to go with the solstice

If you are looking for concert material ---"Holiday Lights" is multi-cultural, reflecting the Grade Two curriculum of holidays around the world. You may want to make up a rondo to go with it using "Deck the Halls" as suggested in the song lesson. Whatever you choose, have fun.

Music(C) Review: conducting, beat Dance(A)

C3.2 identify through listening musical genres from A3.1 describe a variety of dances varying sources from around the world genre: orchestral composed for dance that they have seen music: "" Tchaikovsky dance: ballet

13 Dance: The Nutcracker — Melody Mapping: The Nutcracker — The March Play Along: The Nutcracker — Sugar Plum Fairy Dance: The Nutcracker — Chinese Dance

Music(C) Review: conducting, beat Dance(A)

C3.2 music from different communities A3.1 dances from different ages O (Germany) carols ---music for dancing Deck the Halls (England -Yuletide) C1.2 apply elements of music "Holiday Lights" 14 C1.3 pocket chart composing "Decorations" Work Pages Literacy: Decoration Vocabulary Rhythm and Beat Counting

Music(C) Review: conducting, beat Dance(A) C1.1 Jolly Old A1.2 use dance as a language to represent horses in the song "Jingle Bells"

from CanDo 1 Has 10 Toys 15extra songs The Friendly Beasts Mary and Joseph Had a Baby Boy In The Window DDDeeeccceeemmmbbbeeerrr Lesson Focus: holiday music * enjoying music and dance 13a Three weeks of December lessons may be used in any order. Dance/Classical Music: exploring the story of the Nutcracker quick time movies included in the curriculum Christmas in Other Lands: songs and decorating rhythms Seasonal Songs: a smorgasbord of medleys to go with the solstice

If you are looking for concert material ---"Holiday Lights" is multi-cultural, reflecting the Grade Two curriculum of holidays around the world. You may want to make up a rondo to go with it using "Deck the Halls" as suggested in the song lesson. Whatever you choose, have fun.

Music(C) Review: conducting, beat Dance(A)

C3.2 identify through listening musical genres from A3.1 describe a variety of dances varying sources from around the world genre: orchestral composed for dance that they have seen music: "The Nutcracker" Tchaikovsky dance: ballet

Warm-Ups(3 minutes) To simplify lessons for the season, warm-ups include one new game and suggestions for repeating warm-ups already being used. 1 Conducting: Listening Game I usually make up a tune as I play this game with students, however, it works as well with the instructions spoken in a very quiet voice. The juxtaposition of a verbal command to put hands on shoulders against a visual prompt to put hands on head, helps tune student attention to audio cues. And the game is fun. Keep it slow and easy at the beginning. As students improve, challenge them with speed and varying directions e.g. "elbows on elbows"?

"Musicians need good imaginations and good hands, but the most important thing for a musician to have is ... (perhaps let children guess) good ears! This is a listening game to tune your ears up. Put your hands on your head (leader puts hands on head), put your hands on your knees (leader puts hands on knees), put your hands on your shoulders (leader puts hands on head and looks around at students) Where are your shoulders? (Go on quickly.) Put your hands on your head ..." etc. Using a gentle, quiet voice forces students to listen. Once students are familiar with the game, its an excellent way to attract silence. 2 Song Dreidel, Dreidel, Dreidel Key G, first note D(low so)

Can Do Music 2 December 109 Lesley J Clare The Nutcracker Original Story: The Nutcracker and the Mouse King by T.A. Hoffmann (1816) Music: Piotr Illitch Tchaikovsky was commissioned to compose the music for a ballet. (1891) Ballet: First performed in Russia, 18 December 1892.

Even if you haven’t seen The Nutcracker, you may recognize some of the music selected.

Premiering in Russia in 1892, The Nutcracker was first danced in North America in 1954. Since that time it has become a staple of the holiday season being performed on skates, in cartoon, in parodies as well as in the traditional ballet. In Canada, Ballet Jorgen presents a “Group of Seven” version featuring woodland animals and a one-room rural schoolhouse.

The focus of this lesson is music and story --story about how the ballet came to be, and story within the ballet. A performance of The Nutcracker can last between 65 and 130 minutes. Instead of attempting to show the entire ballet, the videos included in the curriculum tell the story woven around the most well known pieces of music using photos of dance, orchestra musicians and short clips of ballet. #1: About the Nutcracker Ballet(3 minutes) #2: Opening of the Ballet--Overture(6 minutes) #3: Magic Begins/Mouse Battle--March(4 minutes) #4: Act 2--Trepak and Waltz of the Flowers(5 minutes)

There are many excellent productions of The Nutcracker available on youtube. Simple google “nutcracker ballet”. If you want to show short parts of the ballet --add descriptive words such as “mouse battle” “flower waltz” etc. and a choice of segments is offered. If you are a classroom teacher, perhaps you could make a “Nutcracker” quiet time (5-8 minutes) part of the day for a week showing different parts of the ballet. However you choose to use the ideas offered, enjoy the spectacle and music of Tchaikovsky.

Main Dancers Groups of Dancers Solo Dancers Clara and Fritz (children), their parents mouse army the Sugar Plum Fairy Herr Drosselmeyer Clara’s godfather toy soldier army and various dancers in magical world toy nutcracker – Nutcracker prince guests at Christmas party snowflakes waltzing flowers Story Synopsis Christmas party at Clara and Fritz’s house. All children present receive gifts from Herr Drosselmeyer. Clara receives a nutcracker. Fritz is jealous and breaks the nutcracker. Party ends. Family goes to bed.

Clara creeps down stairs, back to the Christmas tree to cradle the nutcracker. An army of mice attack. The nutcracker comes to life and fights back with the help of Clara and toy soldiers. The mice are defeated.

The nutcracker changes into a Prince and takes Clara on a magical ride to a new country. They are greeted by the Sugar Plum Fairy and are entertained by dancers from around the world. The entertainment ends with everyone, including Clara waltzing.

When Clara wakes up she is under the Christmas tree with the nutcracker in her arms.

Can Do Music 2 December 110 Lesley J Clare Telling The Nutcracker Story with Music and Dance

I f possible (no nut allergies in class), bring some nuts, an ordinary nutcracker and a “Christmas Nutcracker”. *pull on the beard to open the mouth, insert nut then use the on the back to close the mouth, cracking the nut note: There are many “fake” sold that look like but do not a c t u a l l y w o r k a s a nutcracker

"Does anyone know what this is? (Show the ordinary nutcracker.) Yes, it works like this. (Demonstrate.) Sometimes people like to make ordinary, useful things into fun, useful things like this. (Show a Christmas Nutcracker or picture.)

The Back Story A long time ago, before TV or cars, a man named T. Hoffmann Show the “Back Story” wrote a story about Nutcrackers. A choreographer named video which includes Marius Petipa, enjoyed the story. He wanted to see it done in OR photos of the people, the theatre with live performers dancing the story. But there and a promo from The wasn’t any music for the dance. He commissioned/hired a Nutcracker which gives musician named Tchaikovsky to compose music, and so he did. a taste of the story. If That’s the story you’re going to hear and see now. Maybe you you have 2 music know this story, if so, don’t give away the ending. Settle in, periods this week, save make yourself comfortable where you can see the the Back Story video as a screen/whiteboard.” review activity for the second lesson.

Pyotr Tchaikovsky Ernst Hoffmann Marius Petipa musician and composer writer of fantasy stories dancer and choreographer

Can Do Music 2 December 111 Lesley J Clare Overture/Beginning of Story

The “Overture” video includes telling the beginning part of the story using photos of dance and orchestra players. Immediately following the storytelling, the overture is replayed with some of the same photos. Students may be encouraged to simply remember the story in their minds as they watch, or stop/start the video and ask what part of the story is being shown.

Christmas Eve and there is a party at Clara and Fritz’s house. Grown- Party ups and children have come in bright new clothes chosen specially for tonight. Everywhere you look there people dancing, presents waiting to be opened, delicious treats to be eaten and decorations sparkling. Best of all is a big Christmas tree.

Godfather There’s a knock at the door. In comes Clara’s godfather, Herr arrives with Drosselmeyer, carrying a bag full of gifts. The children run over to see presents what he has brought. Herr Drosselmeyer reaches into the bag and pulls out a toy train, and then a , and then tin soldiers. One by one, each of the waiting children is given a new toy until only Clara is left. She looks up at her godfather and waits. He pretends there is nothing left in the bag.

Clara is given Just as Clara is turning away, Herr Drosselmeyer reaches one more a Nutcracker, time into the bag and pulls out an elegant nutcracker. Clara is brother is jealous delighted! Her parents and their friends come to admire the Nutcracker. Fritz is jealous of Clara’s gift. He grabs the Nutcracker and breaks it.

party ends, Time for the party to end. The guests leave. Clara, Fritz and their parents go upstairs to bed. family goes to bed

Where will the story go? “It seems like this is the end of a story, yes? But, its really just the beginning. Who did we meet in this beginning? (Clara, Fritz, parents, godfather, guests at party) Who do you think is the most important character in the ballet? (encourage ideas and reasons)

Now, let your imagination do some dreaming. The ballet is called The Nutcracker. What do you imagine might happen next in the story? ......

Can Do Music 2 December 112 Lesley J Clare Toy Soldier March/Mouse Battle The next video begins with Clara coming back down the stairs to get her nutcracker. A series of photos and short dance segments show various versions of the mice fighting with the nutcracker and toy soldiers. After the story is told, the music is played with a kind of music map using photos of orchestra players to highlight changes in the music. The video ends with a brief look at one version of choreography showing men as the toy soldiers.

Clara at night But Clara can’t sleep. As the clock strikes midnight, she creeps mice attack down the stairs towards the Christmas Tree. There are sounds of small feet scampering across the floor. It’s an army of mice! Is it a dream? Clara tries to run away, but the mice stop her. Is she dreaming?

Nutcracker The Nutcracker comes to life. He rallies the tin soldiers and comes to life together they battle the army of mice. Clara helps. She grabs the battle ensues Mouse King by the tail and twirls him in a circle. The mouse army retreats, taking their King with them.

Nutcracker Magically, the Nutcracker changes into a prince. A sleigh appears. changes to Prince Clara and climb into the sleigh and travel to a travel with Clara different world. to new world End of Act 1

Re-cap and Miming mice creep “Tell one thing that happened in this part of the ballet.” around toy soldiers join in Jot a couple of words from the “one thing” on a flashcard, put it mouse king on the pocket chart. Continue until there are at least 7 or 8 carried off nutcracker “one thing” cards. raises sword

Challenge the class to put them in the order they happened. Clara on Recap what is happening. the stairs mice fight

“Why are there different costumes and sets for the scenes?” Clara holds (different productions in different places because this ballet is danced all nutcracker around the world). Show the flashcards with Canadian National Ballet costumes and explain how The Nutcracker is a holiday Christmas tree grows tradition in many places in Canada. nutcracker turns into Ask students to stand. a prince 1. Hold up the flashcard of a mouse --invite students to make their bodies be like a mouse in the ballet. There is an additional activity for 2. Repeat with toy soldiers. the music played in this part (the March) described in the second Sit. “Which would you like to dance if you were in the ballet? lesson for this week “13b”. If you Why?” have two lessons this week, leave it for another day. If you have only “Ready to watch again? Try to see how the dancers show one music lesson this week, you may want to skim over other parts the battle without hurting each other.” (If you’re feeling of the lesson to make time for adventurous it would be fun to try to stage this scene to the march reading/miming the music map for music later.) Replay the mp4 for this section. the March. See description in Lesson 13b.

Can Do Music 2 December 113 Lesley J Clare Sugar Plum Fairy/greeting in Magical Land of the Sweets(Candy Land?) “That was exciting eh? And now Clara is on a journey. I like to travel. I’ve never gone anywhere in a magical sleigh, but I have been to (fill in the blanks with one of your travels). When I was there I got to eat (something particular to where you traveled). It was delicious/ or I’m not sure I liked it, but I’m glad I tried it.” Give students a few minutes to contribute a traveling food experience. (If possible, point to countries named on a globe.)

“When Clara and The Nutcracker Prince arrive the people in this new place offer them things to eat and drink from many places. See if you can guess the special foods that come from these places. as you watch the rest of the story.”

video of Act 2

Sugar Plum Fairy Clara and the Nutcracker Prince are greeted by dancing snowflakes, fairies and their queen, the Sugar Plum Fairy. meet with After greeting Clara and the Nutcracker Prince, the Sugar Plum Fairy varied people introduces them to the many, varied people who live in this world. As of new world these people come forward dancing, their costumes remind Clara of the stories her godfather told her about his travels to far off countries like Spain, China and Egypt. The dancers bring sweets from their part of the world. A few of the people remind Clara of her own country, Russia. Chocolate – Spanish Dancers (Chocolate came from Mexico) Coffee --Arabic Dancers Tea – Chinese Dancers Candy Canes – Russian Dancers (the Trepak) Marzipan – Danish Shepherdesses/Reeds – Mother Ginger and her small ones

Guide students through naming the special foods presented by dancers from different parts of the world. Photos of dancers from Spain, Arabia and China are included in the “Nutcracker file”.

“Imagine you are a traveler to the magical world. Which of the foods offered would you like best?

“Now imagine you lived in that magical world. What kind of food would you offer to visitors? Where is that food from?”

See Lesson 13b for musical activities to go with this section. As always, you may choose to include some of them in this lesson if you have only one music period a week.

Can Do Music 2 December 114 Lesley J Clare Waltz of the Flowers/The Journey Ends “All stories come to an end. What happened at the end of this story?

flowers, At the end of the introductions, the fairies dance with the flowers. faeries, and Suddenly everyone is waltzing --twirling, gliding to extraordinary Clara dance music. Clara joins in the dance.

Clara wakes up When Clara wakes, she is under the Christmas tree with the Nutcracker Nutcracker in her arms. Visions of Sugar Plum Fairies keep Clara in her arms company for the rest of that Christmas Day and through the years that follow.

Guide students in naming what happens at the end of the ballet.

“How did you feel about the ending?

“Was there something else you wish the ending had showed?

“If the story was yours, how would you make it end?”

Extra Time? Be ready to fill in any extra time this period using songs with actions or movement.

Suggestions A Sailor Went to Sea, Sea, Sea clapping game Turkey In The Straw Pass One Window Ha Ha This-A-Way All Together (standing when singing)

New Repertoire The Nutcracker

Can Do Music 2 December Lesson 13a ends here. Can Do Music 2 December 115 Lesley J Clare DDDeeeccceeemmmbbbeeerrr Lesson Focus: participation, acceptance of each other's voices13b Expectations and curriculum goals are the same as Music(C) in the “a” lesson each week. Dance(A)

Warm-Ups(3 minutes) Nutcracker Ideas Conducting: The Listening Game Music & Movement/Dance Body: Stretches A The Nutcracker — Trepak The Nutcracker — Chinese Dance Practice and Review The Nutcracker — Story Line B Melody Mapping The Nutcracker — The March

C Visual Art – Designing Costumes D Playing Along The Nutcracker — Sugar Plum Fairy

Practice and Review The Nutcracker — Story Line The story-cards each have part of the story. Simple Method: Place the cards for the first section on the Story Sections as Told pocket chart. Ask students to order them re storyline. in the Previous Lesson Read the story. Repeat with each of the other sections. Overture-The Beginning Active Method: Give each student one of the cards. First March - The Mouse Battle task is for students to group themselves together into Waltz of Flowers sections. The easiest way to do this is to name a section - Magic Land to End of Story and ask students who think their story piece belongs to come forward. If students are “readers” try simple posting the section names in different parts of the classroom and ask students to find their section. The second task is for students in each section to form a line in the order of the story pieces. When all groups are assembled. Ask each student to read See Story-Cards their story piece to tell the story OR place the cards o the on the next page ..... pocket chart in the order suggested by students, and read them together as a class (making corrections when needed).

When the story has been retold, invite students to decide (vote maybe) which part of the story to watch again on video. Can Do Music 2 December 116 Lesley J Clare Story-Cards for Retelling The Nutcracker

The nutcracker Christmas Party Clara comes changes Flowers appear. back downstairs. into a Prince. Everyone dances.

Clara wakes up Godfather Mice creep Clara and the under the arrives around. Nutcracker Prince Christmas tree with presents. Mice attack. travel in a sleigh. holding the nutcracker.

The nutcracker Clara and the Clara remembers Clara is given comes to life Nutcracker Prince this Christmas a nutcracker. and helps Clara. Toy soldiers arrive in a for the join in. magical land. rest of her life.

The battle Her jealous continues. The Sugar Plum brother breaks Clara grabs Fairy greets the nutcracker. the mouse Clara and king’s tail. the Prince.

Party ends Mouse army Dancers bring and the retreats. treats to give family goes Clara and the upstairs to bed. Nutcracker Prince.

Can Do Music 2 December 117 Lesley J Clare There are many ways to follow-up a visit with The Nutcracker. Either use one of your favourites in visual arts, dance, drama OR try a few of the ones below. A Music & Movement/Dance The Nutcracker — Trepak I attempted to contact The Nutcracker — Chinese Dance the originators of the youtube videos but The Trepak(Russian Dance) and the Chinese Dance are favourites for was unsuccessful. If adding movement. It won’t be ballet, but it honours the idea of setting anyone associated motion to music to tell the story. Pieces of my current favourite with these videos uses choreographies are seen in the mp4s for these dances. this curriculum, please contact me. It is my Choose one of the dances to try. understanding that Show the country on the globe. Watch the video together, then t h e s e c o p i e s f o r discuss, have students stand and try dancing with the video. After educational purposes some practice, turn the visual off of the video and dance simply to the only are allowed music. within the fair-use laws of Canada. Arti Almeida has some wonderful ideas to engage students in creative movement and music. Take a look at some of her youtube videos or check out her website. www.artiealmeida.com

B Melody Mapping Below are three different music The Nutcracker — The March maps for the same, opening phrase of The March. Which one Post a large copy of the music map. fits the way you hear the music? Ask students to follow the map with a finger drawing in the air. As they do this, use a pointer to follow the written map. Play the music once through.

Now, warn students that you will begin mapping the music with them, but then stop. They are to continue. Students need to be ready to come to the front and point to where in the map the music is whenever you stop it. (You’ll need to keep track as you start and stop the recording.) Try this several times.

Explain that when people draw music maps, they get to make up

whatever lines they want to show what they hear in the music. The March from The Nutcracker Show the visual with 3 different ways to map the opening segment. Form: A C A Invite a student to come forward and draw yet another way.

Explore the large music map to see how the map shows when music repeats or changes.

Give each student paper and crayons. Play the opening segment of the music as they create their own way to draw the pattern.

When all students have a “method” ready, play the whole piece of music. Whenever students hear the beginning theme, they are to draw their pattern on the paper.

Just for fun: Replay the video of The March. Challenge students to anticipate the cymbal smashes, by being ready to clap hands when the little man appears on screen.

Can Do Music 2 December 118 Lesley J Clare C Visual Art – Designing Costumes Generate a list of characters in the ballet. Students are to choose one character and draw a picture showing a costume for that character to wear. Challenge them to think carefully about what colours might be used, and what props might help the stage illusion.

When character drawings are completed, quickly re-tell the story with students “showing and telling about” their designs when each character first appears in the story.

D Playing Along The Nutcracker — Sugar Plum Fairy The Dance of the Sugar Plum Fairy is very Take a look at the Sugar Plum Fairy mp4 distinctive and simple to play along with while for information about sugar plums and reading rhythm symbols students already know! the celesta. Post the music where everyone can see it.

Set a steady beat.

1.Students read and clap the rhythm names.

2.Students read the rhythm names, and use two fingers (pretend /rhythm sticks) to tap the rhythm.

3. Students use rhythm/chop sticks to play the rhythm.

4. If you have rhythm cymbals or metal spoons, add them to the mix playing the same rhythm. (Triangles have a very long ring and tend to muddy the music when used in this song.)

5. Show the video and play along.

6. Ask: “Why do you think Petipa wanted the celesta to be a secret?” (All answers are speculation which makes it an interesting question.)

Variation: Tap the rhythm with feet to make a dance for the music. When feet are secure on the rhythm, challenge students to move their arms and hands in flowing/ballet movements.

Can Do Music 2 December Lesson 13b ends here. Can Do Music 2 December 119 Lesley J Clare DDDeeeccceeemmmbbbeeerrr Lesson Focus: holiday music * enjoying music and dance 14a Three weeks of December lessons may be used in any order. Dance/Classical Music: exploring the story of the Nutcracker quick time movies included in the curriculum Christmas in Other Lands: songs and decorating rhythms Seasonal Songs: a smorgasbord of medleys to go with the solstice

If you are looking for concert material ---"Holiday Lights" is multi-cultural, reflecting the Grade Two curriculum of holidays around the world. You may want to make up a rondo to go with it using "Deck the Halls" as suggested in the song lesson. Whatever you choose, have fun.

Music(C) Review: conducting, beat Dance(A)

C3.2 music from different communities A3.1 dances from different ages O Christmas Tree (Germany) carols ---music for dancing Deck the Halls (England -Yuletide) C1.2 apply elements of music "Holiday Lights" C1.3 pocket chart composing "Decorations"

Warm-Ups(3 minutes) To simplify lessons for the season, warm-ups include one new game and suggestions for repeating warm-ups already being used.

1 Conducting: Listening Game See Lesson 13a

2 Music Literacy: Numbering Staff Lines and Spaces See Lesson 10a page 89 Do a quick review of musical staff line and space numbers. Point to one of your fingers as shown --ask students to show with their fingers the number corresponding to the line or space. See Lesson 10.

lines 5 4 5 3 4 3 2 2 1 1 spaces 4 lines 3 spaces staff lines 2 notes 1

Can Do Music 2 December 120 Lesley J Clare New Song: O Christmas Tree (Germany)

“In Canada, in December, the sun gets up late and goes to bed very early. During the day if its snowy then the sky is grey and cloudy. By supper time its dark outside. Later in December there will be a day that is the shortest one all year. It's called the winter solstice.

"Because its dark outside, what do we do inside? (Turn on the lights!) Winter holidays like Hanukah and Christmas and New Year's use lots of lights for decorating. Lights make things more cheerful. Hanukah has dreidels to play with and candles to light on a menorah. How does Christmas use lights for decorating? (on houses, wreath candles, Christmas trees)

There are many different kinds of Christmas trees (pine, fir, spruce) --but all the ones that grow outside have one thing that is the same. What is it? (they all have green needles) Yes -- needles are the leaves on Christmas trees. Christmas tree leaves/needles stay green and on the tree all year. That's why sometimes people call this kind of tree an "evergreen" because it is for-ever green.

The green on Christmas trees reminds us that even when its cold and dark outside, plants and animals are still alive and growing. And fir trees point up towards the stars. The light of stars is a part of the Christmas story."

"Germany is a country in Europe (show on a map). About 200 years ago people in Germany starting singing a song for Christmas about the Christmas tree. Count how many times you hear the words "Christmas tree" as you listen to this song from Germany." Sing or play the first verse: Key F, first note C(low so), count-in: 1,2,3,1,2 O Christmas ... so (Christmas tree is sung 6 times.)

"How many times did you hear the words "O Christmas Tree?" (six) mi "You know the handsigns that show the pitch for the words “O Christmas tree”. Make a “so”. Yes! This song starts with the “so” down low, way down here (move your handsign down to thigh height) re

With handsigns, sing or say in rhythm the solfa shown below. do, so do do do re mi mi mi O Christmas Tree, O Christmas Tree low so Repeat. so

Can Do Music 2 December 121 Lesley J Clare Germany O Christmas Tree circa 1550s folk melody Ernst Anschutz 1824 Key F first note C’, count-in: 1,2,3,1,2,O Christmas... words adapted LJ Clare 2010 words: ljc 2010 F C F C7 F

1. O Christmas tree O Christmas tree your branches grow a- maz-ing-ly O 2. O .... you point to -wards the stars------, O 3. O ... your boughs are touched by ma- gic, O

C F C7 F

Christmas tree O Christ-mas tree your bran - ches grow a -maz - ing - ly They’re you point to - wards the stars------, I your boughs are touched by ma - gic---, Out- F C7 F 68

green when sum-mer’s sun is bright, they’re green when win-ter’s snow is white. O look up at the win-ter sky and think of how we all need light. O side they shel - ter at night, in - side they bring us all de-light. O

F C F C7 F

Christmas tree O Christmas tree your bran - ches grow a- maz -ing - ly. you point to - wards the stars______. your boughs are touched by mag-ic_____.

O Tannenbaum began as a 16th century folk song. In the early 1800s, Joachim Zarnock morphed the folk song into a tragid love ballad, contrasting an unfaithful lover with the ever-faithful green of a fir tree. Not long later, Ernst Anschutz added two verses of his own which and the connection with a faithful God's love became possible. The song's popularity grew with the custom of using a fir tree as a Christmas decorstion.

English words to vary widely due to both translation challenges, the interpeter's poetic ability and theological bent. The words used in this resource are a transliteration of the original, attempting to lift up the common symbol of hope that a green tree holds for people in the midst of a snowy, cold winter.

Note: This song is recorded in English as above, and in the traditional German words.

Can Do Music 2 December 122 Lesley J Clare Post the music for O Christmas Tree. Follow the musical notes with either a pointer (from Form below) or your hand (from above so notes may be seen) as you sing/say "O Christmas Tree" A O Christmas tree ..... in the first line. Ask: "Find another place A O Christmas tree ..... where these notes are repeated in the same B They’re green when summer ...... way/order." (2nd and 4th lines) A O Christmas tree .....

"If I put an "A" (For now use capitals. Junior/intermediate music will differentiate Reading the words to a song between repeated lines[a] and repeated sections with more than one verse. [A].) as well as the first line, which other lines will be "A?" What could I call the third line? [B] Use mactac to attach letters to the song so that they may be removed. The first line under the musical The second line under musical Point to the letters as you say: We could call The third line continues the this an "AABA" song. Where else do we find patterns with A's and B's? (math) Take a moment to remind students that when notes is the first verse in a song. reading words with music, our eyes need to move down the page following all the top notes show the second verse. lines; then come back up and follow the pattern already established. second lines; ending with the third lines. Ask students to silently read the words to all amazingly verses finding any they do not know. Ask for shelter findings. Explore unknown words e.g. boughs “bough”.

Play the music/words to all the verses of the Play the song again ---students singing song. Ask students to sing with the words "O along. Christmas Tree" and practice reading the rest of the song with "magic lips." (lips that move without making sounds)

Practice and Review Rhythm Counting with Word Set: Decorate the Holidays 1. Say and clap the rhythm symbol names. 2. When all flashcards have been named ...ask Say and clap the word that goes with them. students to show with their fingers the rhythm count for the word you show.

Can Do 2 New from Can Do 1

decorations c. Clare 2010 dreidels streamec. rClare 2010s c. Clare 2010 dove candles

Christmas tree holly garlandc. Clare s2010 c. Clare 2010 c. Clare 2010 lights c. ljc 2010 candy canes lanternc. Clare s2010 diyas

c. Clare 2010 stars bells c. Clare 2010 bell

Can Do Music 2 December 123 Lesley J Clare PocketChart Composition

By now your students are experienced pocket chart composers. Place 8 hearts on the pocket 1 chart (”B” shown below) and the decoration cards to one side for selection.

1. fill the hearts with decorations 2. read/clap the rythm symbols 3. read/clap the decoration words

If students are not familiar with "Deck the Halls" teach the first two lines. The melody repeats 2 making it simple to learn. If extra "fa-la-la's" keep popping in try having students count them off on the tips of their fingers as they sing using both hands. It's fun, you may want to try it even if it isn't needed.

Now put the rondo together as shown. The spoken decoration words follow immediately after 3 the singing. The second singing of "Deck the Halls" begins immediately after the last decoration word. 4 If there's time, change the decoration words for a new variation of the rondo.

decorations Deck the Halls Rondo c. Clare 2010 Key F, first note C(so), Christmas tree a cappella count-in: 1,2,3,4,Deck... c. Clare 2010

stars c. Clare 2010 A Deck the halls with boughs of hol-ly, Fa, la, la, la, la, la, la, la, la.

dreidels c. Clare 2010

‘Tis the sea-son to be jol - ly, Fa, la, la, la, la, la, la, la, la.

candy canes c. Clare 2010 B bells c. Clare 2010 candles

dove garlandc. Clare s2010

A streamec. rClare 2010s tinsel Deck the halls with boughs of hol-ly, Fa, la, la, la, la, la, la, la, la. holly

lanternc. Clare s2010

‘Tis the sea-son to be jol - ly, Fa, la, la, la, la, la, la, la, la. bell lights

diyasc. ljc 2010

Can Do Music 2 December 124 Lesley J Clare Deck the Halls melody: Wales Key F, first note C(so), count-in: 1,2,3,4,Deck... words: England carol first dance pattern here ------change to "Fa la la" pattern ------

Deck the halls with boughs of hol - ly, Fa, la, la, la, la, la, la, la, la. See the blaz-ing be- fore us, Fast a-way the old year pass-es,

first dance pattern here ------change to "Fa la la" pattern ------

‘Tis the sea-son to be jol - ly, Fa, la, la, la, la, la, la, la, la. Strike the harp and join the cho-rus, Hail the new, ye lads and lass-es,

different dance pattern here ------either repeat "Fa la la" pattern or vary it somehow

Don we now our gay ap-par - el, Fa, la, la, la, la, la, la, la, la. Fol - low me in mer - ry meas-ure, Sing we joy - ous all to-geth - er,

first dance pattern here ------change to "Fa la la" pattern ------

Troll the an-cient Yule-tide car - ol, Fa, la, la, la, la, la, la, la, la. While I tell of Yule-tide treas-ure, Heed-less of the wind and weath - er

The music is from 17th Century Wales where it was played as a dance tune. All “carols” were originally dance music. Later, in England, words were added. The “Fa-la-la’s” were probably originally played by harp. Most of the references are to a New Year’s celebration. Although the words are dated, they capture the culture of the time. Singing words and melodies from different eras builds a rich repertoire.

boughs of holly – evergreens were used as decoration adding colour and scent to winter festivities Yule – old English reference to Christmas time the evening festivities would last as long as a huge log() burned, the bigger the log, the better the party merry measure – following in the dance steps

Can Do Music 2 December 125 Lesley J Clare Dance Step Basics

Sometimes dance is free and spontaneous. Sometimes its planned. These ideas are for planned dances, and it’s easy. Just teach one step at a time, literally.

Planned “folk” dances are like making music with the rest of the body. There’s a beat, and it goes on relentlessly. The steps are done to the beat.

Begin by trying each step as you say the words. Then think a count-in of: 1, 2, ready, dance, and do the step to that steady count-in beat. Practice each step until it feels simple. Also practice changing steps without pausing between (remember that beat --it keeps on going).

Dancing involves the whole body in moving to a beat or rhythm. It's one of the kinds of learning that helps make physical connections between the right and left brain. "Walk 'n Clap" "Two Taps, Together" 2x 1 walk (forward) 1 tap toe twice 2 walk 2 feet together 2x 3 walk 3 tap other toe twice 4 clap 4 feet together

2nd 1 step back 2nd 2 step back 2nd 3 step back 2nd 4 clap "Side, Together, Side, Hop" 1 step to the side 2 feet together 3 step to the side "Side, Together, Back, Together" 4 hop 1 step to the side 2nd 1 step to the other side 2 feet together 2nd 2 feet together 3 step return 2nd 3 step to the side 4 feet together 2nd 4 hop

Teaching Tips *post large copies of the dance steps where you can see them while teaching *instead of saying “right-left”, name your classroom walls e.g. sink, clock, door, phone *everyone says the words while learning the steps

Be My Mirror The simplest way to teach dance steps is to have students stand in front of you and "mirror" what you are doing (like an action "echo"). Say, "Be my mirror." Move one hand slowly up and around a bit. If you are using your left hand, students should be using their right hands. Continue till all students are using the correct hand, then add the other hand. When that it going smoothly, pull both hands together as if playing a keyboard and take one step sideways. Continue changes until students are mirroring fairly smoothly. (With adults, the dance teacher turns their back to students and has them copy ---maybe not such a good idea in Grade One?)

CanDo Music 2 December 126 Lesley J Clare Carols were originally written as dancing music. "Deck the Halls" lends itself to creating a simple line dance. The bars of music have strong 1st and 3rd beats. Music & Movement/Dance "A long time ago, in a country called Wales, someone composed/wrote the music for "Deck the Halls." He didn't write it for singing. He wrote it for dancing. Carols all used to be dancing songs. The words came much later in another country called England. We've tried the words, now we're going to try some dancing. First we need to warm-up by stretching. When I say "Go," spread out a bit so that you have room to move. "Go." Do some simple stretches e.g. *reach up to the sky Dance step #1 *touch the floor Deck the halls with boughs of holly *move your shoulders in circles *turn your head one way, now the other Clap or tap rhythm Fa-la-la-la-la, La-la-la-la "There are many ways to feel the beat in music ---hands on knees, bending knees, walking, swaying. While the Dance step #1 ‘Tis the season to be jolly music is playing, find a way to show the beat with your body. (Play the first verse of "Deck the Halls.") Clap or tap rhythm Fa-la-la-la-la, La-la-la-la "Excellent ---many ways to move. We're going to do a dance where everyone moves the same way to the music. Dance step #2 So we need to practice some dance steps we could use." Don we now our gay apparel Teach 4 simple dance steps using either the basic ones here or Clap or tap rhythm your own. If using your own, give each one a name that Fa-la-la, La-la-la, La-la-la describes its moves. Dance step #1 Troll the ancient Yuletide carol

With the students, choose one dance step for lines 1, 2 and 4 of Clap or tap rhythm the song and a different dance step for the 3rd line. Clap, or Fal-la-la-la-la, La-la-la-la tap feet to the rhythm for the “Fa-la-las”.

Play the music and try your dance.

If there is time, evaluate the choices of steps with students, make any changes wanted, and dance again.

New Repertoire O Christmas Tree Deck the Halls Rondo Deck the Halls

Can Do Music 2 December Lesson 14a ends here. Can Do Music 2 December 127 Lesley J Clare DDDeeeccceeemmmbbbeeerrr Lesson Focus: participation, acceptance of each other's voices14b Expectations and curriculum goals are the same as Music(C) in the “a” lesson each week. Dance(A)

Warm-Ups(3 minutes) Optional Ideas Conducting: The Listening Game Singing Body: Stretches A Dreidel, Dreidel, Dreidel O Christmas Tree Practice and Review Deck the Halls Rhythm Counting with Word Set: Decorate the Holidays B Work Pages Literacy: Decoration Vocabulary Music & Movement/Dance Rhythm and Beat Counting Repeat “Deck the Halls” carol dance Active Listening - The Nutcracker from Lesson 14a C Choose one of the activities from Lesson Performance Piece Ideas 13a or b to teach or review/enjoy. See page 132 Light the World Song Variation Light Up the Holidays D Light the World (This Little Light) with instruments adding signs language/movement We Wish You a Happy Holiday E Pocket Chart Composing Word Set “Decorate the Holidays Word Set; “Light Up the Holidays”(gr.1)

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Can Do Music 2 December 128 Lesley J Clare Canada Light Up the Holidays c. LJ Clare 2011 4 1. Diwali 4 On Di - wa - li, lamps all glow, hang them high, hang them low.

2. Hanukah

Han - u - kah is eight nights, games and food and can - dle - lights.

3. Advent

Ad-vent can- dles num- ber four, Christ -mas Eve, add one more.

4. Ramadan

Ra- ma- dan means wait to eat, See moon-light, taste a treat. 5. New Year

Gung Hay Fat Choy Lan - terns bright, New Year's joy.

Chant: Light Up the Holidays(gr. 1) 1 Post the words/rhythm symbols for the chant. candles star 1. Giving a steady count-in, read/clap the symbols. 2. Explore the words.

c. Clare 2010 diyasc. ljc 2010 3. Giving a steady count-in, fireworks half the clap claps the rhythm symbols while the other half chants the words. 4. Switch parts. crescent moonc. Clare 2010 lanternc. Clare s2010 5. Whole class performs the chant.

Divide the class into two groups. 2 One group says and claps the "ti-ti's." One group says and claps the "ta's."

Give bells or shakers to the "ta" group. 3Give rhythm sticks to the "ti-ti" group. tap on "ti-ti" Say the rhythm names again, using the instruments instead of clapping. rhythm sticks shake on "ta" Teacher says the words to the holiday chant, 4 while students play their instruments.

Students say the words and play their instruments. shakers 5 maracas bells

Can Do Music 2 December 129 Lesley J Clare We Wish You a Happy Holiday Key G, first note D(low so) England, 16th Century a cappella count-in: 1,2,3,1,2,We... adapted LJ Clare Verse 2010

1. We wish you a Mer-ry Christ - mas, We wish you a Mer-ry Christ - mas, We 2. We wish you a Hap-py Han-u- kah, We ... 3. We wish you a Bright Di - wa - li, We... 4. We wish you a Fes-tive Eid------, We... Chorus

wish you a Mer-ry Christ - mas and a Hap - py New Year! Good

Tid - ings we bring, to you and your friends, Good

Tid - ings and(______) and a Hap - py New Year!

Extra Song: We Wish You a Happy Holiday 1. Put the greeting word cards on the pocket chart. Ask students to echo as you say each of the greetings. Good Tidings 2. “In England, one of the New Year customs is to go carolling (singing songs) while visiting your neighbours. The carollers were given special food as a treat. During the visit, conversation is supposed to stay on "good news", good tidings. Festive Eid If you were going on an English New Year's visit, what good news could you share?” (Give several students an opportunity to tell some good news.)

3. “The song we're going to sing is from England. The chorus goes like this: sing Merry Christmas the chorus "Good tidings we bring ..." What holidays were they celebrating? “ (Christmas and New Year) Happy Hanukah 4. “Listen two more times and join with me the third time.” (sing the chorus three times)

5. “Good singing. Some of you probably already know the first part of the song. Bright Diwali If you recognize it, put your hands way up high.” (Sing: We wish you a Merry Christmas ... ) Ready to try singing the verse and the chorus? Wait for the count-in. Happy New Year 6. “Remember when we were learning "Light the World" and we zipped new words into it? We can zip new holidays into this song. Which holiday greeting shall we try next?” (Work your way through the holiday greetings on the pocket chart -- or additional ones suggested by your class.) Can Do Music 2 December 130 Lesley J Clare Key G, first note D(low so) Light the World tune: traditional a cappella count-in: 1 and,2 and, Light... words: LJ Clare 2011

Light the world with hope we're gon-na make it bright!

Light the world with hope, we're gon-na make it bright!

Light the world with hope, we're gon-na make it bright, make it

bright, make it bright, make it bright ------. 1. Light the world with hope .... D G D 2. Light the world with peace ... play any 2 at the same time D 3. Light the world with joy... G on the bar accent D 4. Light the world with love ...

D Song Variation Light the World(tune: This Little Light of Mine) The words are a variation of the original, “This Little Light’ which was taught in November. Introduce the song by talking about some of the ideas behind holidays e.g. family, love. Teach the signs for “hope, peace,joy, love”. Challenge students to make the correct sign as they listen/watch the song. Then invite students to sing along as they make the signs. What other “big ideas would your students like to zip into the song?

ASL(American Sign Language) To experience the signs being made try http://www.handspeak.com and then click on the ASL dictionary. The video clips are clear and easy to see. Signs are composed of poses and movement. hope joy cross fingers as if for luck on both thumbs up, right hand higher, both hope hands, hold them at shoulder height joy hands make a scoop into the body and then move both forward a bit and then up while smiling peace love make the peace sign with both both hands crossed at wrists over heart hands, hold a shoulder height then nb: sometimes the word for "love" is held peace move hands outward slightly and love up forward

Seeing sign language spoken/sung is like watching a communicative dance. Can Do Music 2 December 131 Lesley J Clare Performance Standards Periodically, music class needs to include time to polish a piece for performance. In Grade Two, students should be able to begin and end singing together, keep their eyes mostly on the conductor, and enunciate carefully. Posture for performance singing is standing, feet slightly apart, knees loose, chins and shoulders down/relaxed with a straight back.

Performance Piece Ideas Combine the two “Light” pieces into one arrangement. Even if your class is not performing at a concert, choose pieces to practice, and take your show "on the road" (visit another classroom, or invite office staff to come and listen? If your class is performing in a school concert, work on the pieces you have chosen instead of using the material given here. Song: Light the World Key G, first note D(low so) Chant: Light Up the Holidays Count-in one, two, ready, read ...

Intro: Teacher counts in: One, two, three, four Students on Glockenspiels play: D G D(high) G D G D Part I Glockenspiels continue to play ... D G Class sings last verse (using the word "love) of Light the World D glockenspiel pattern Part II Class chants “Light Up The Holidays” D G D(high) G (plays the rhythm/words on chopsticks) If your glockenspiels don't have a high D, Part IIIStudents on Glockenspiels begin playing again use D G D G. during the "New Year" line of the chant. Class sings the whole song: Light the World *add simple actions e.g. Make the ASL sign for each of the zipped words, followed by both hands reaching out to audience.

Encore Idea: We Wish You a Happy Holiday

Can Do Music 2 December 132 Lesley J Clare E Pocket Chart Composing Word Set “Decorate the Holidays

crescent moonc. Clare 2010 bright in the nightc. ljc 2010 night Word Set; “Light Up the Holidays”(gr.1) candles

c. Clare 2010 peace twinkling fireworks c. ljc 2010 shining bright c. ljc 2010 love

hope night c. ljc 2010 candlec. Clare 2010 c. ljc 2010 lanternc. Clare s2010 diyas shining in thec. ljc 2010

c. ljc 2010 joy lanternc. Clare 2010 star lights bright starsc. Clare 2010 Holidays with Light (Just a few of the many.)

Hanukah candlec. Clare 2010 lights c. Clare 2010 Diwali diyasc. ljc 2010 menorah Diwali is a marking of the changing seasons into a Hanukah remembers a time when Israel was an new year. Everywhere in India, 1000s of small clay occupied country. After many years, they fought oil lamps (about the size of your palm) are made so off the people who invaded and retook the that people can decorate their homes and capital city of Jerusalem. In the temple was a neighbourhoods with light. Homes and buildings special lamp that was always kept lit as a sign of now use electric strings of lights. These are hung God's presence. The people only had enough oil vertically to span the building. People clean their to keep it burning for one day. The nearest place homes and buy new clothes to wear on Diwali. to get more of the oil need was a week's journey. The people decided to light the lamp. It burned for 8 days and nights until the new oil arrived. So each night of Hanukah, an additional candle is lit

Ramadan & Eid crescent moonc. Clare 2010 on the Menorah to celebrate the miracle of light. Ramadan is a month long time of meditation, Some Menorahs have nine candles --the ninth is fasting and good deeds. The end of Ramadan is used to light each of the others. marked by the day of Eid --it's timing is set by the coming of the new crescent moon. The light of the crescent moon tells people that the fasting days are Christmas star over, time to feast. As Muslims use a special candlec. Clare 2010 calendar to set the days for their festivals, Ramadan An has four candles around the occurs at varying times in our seasons. outside (one for each of the four weeks leading up to Christmas), and one candle in the middle for Christmas Eve. Since this festival originated

Wesak lanternc. Clare s2010 in a part of the world where the solstice is close to Wesak is the celebration of the Buddha's birth. Christmas, the darkening world outside is broken The date of celebration varies, but most Buddhist's by the growing light on the wreath. celebrate this on the first full moon of May, in India The Christmas story tells of shepherds and named "Wesak". This is a time to remember magi(sages) following the sign of a bright star to Buddha's path to enlightment and consider one's where (hoped to be the saviour prophesied) own life journey. Water is poured over statues of was born. Buddha to symbolize the washing away of all that is

New Year c. Clare 2010 extraneous and purifying oneself. Candles or fireworks lanterns may be lit as a sign of enlightenment. The Chinese New Year has become a festival enjoyed by 8-fold path of righteousness is remembered people all around the world. Ruled by the lunar (understanding, thought, speech, action, calendar, the festival often comes in the middle of a livelihood, effort, mindfulness, contemplation). dark January. Customs include fireworks and Food is brought to the temple as an offering and to paper lanterns purchased specially for the evening share with those who need. and lit by candles. Every culture celebrates a new year at some time in the seasonal cycle.

Can Do Music 2 December Lesson 14b ends here. Can Do Music 2 December 133 Lesley J Clare DDDeeeccceeemmmbbbeeerrr Lesson Focus: holiday music * enjoying music and dance 15a Three weeks of December lessons may be used in any order. Dance/Classical Music: exploring the story of the Nutcracker quick time movies included in the curriculum Christmas in Other Lands: songs and decorating rhythms Seasonal Songs: a smorgasbord of medleys ‘n movement to go with the solstice

If you are looking for concert material ---"Holiday Lights" is multi-cultural, reflecting the Grade Two curriculum of holidays around the world. You may want to make up a rondo to go with it using "Deck the Halls" as suggested in the song lesson. Whatever you choose, have fun.

Music(C) Review: conducting, beat Dance(A) C1.1 Jolly Old Saint Nicholas A1.2 use dance as a language to represent Jingle Bells horses in the song "Jingle Bells"

from CanDo 1 Santa Claus Has 10 Toys Up On the Housetop “Jingle Bells” is not a Christmas song! Yes, really --take a good look at the extra songs The Friendly Beasts words. It’s about winter and snow Mary and Joseph Had a Baby Boy activities. Since most of us associate it In The Window with Christmas, it makes a great song to introduce this time of year, because we can keep singing and dancing it in Warm-Ups(3 minutes) January! 1 Conducting: Listening Game

2 Favourite Seasonal Song

"ex" = extra song/optional Hanukah(Jewish) Christmas(Christian sacred) Multi-Holiday gr.2 Dreidel, Dreidel, Dreidel gr.1ex Mary and Joseph(West Indian) gr.1 Light the World gr.2ex In the Window gr.1 ex The Friendly Beasts(England) gr.1 Holidays Lights gr.2 O Christmas Tree(Germany) gr.2 Deck the Halls Holi(Hindu) gr.3ex African Noel(Liberia) gr.2 We Wish You gr.2 Holi Holi Holi gr.3ex Japanese Carol(Japan) gr.3 We Wish You Cumulative Mother's Day(Islam) gr.3 'Twas In the Moon(Canada) gr.2 Who Shall I Be Kind To? Christmas(secular) Winter/Secular gr.1 Santa Has 10 Toys New Year gr. 2 Jingle Bells(dance) gr.1 Up On the Housetop gr.2 Gung Hay Fat Choy gr. 3 Jingle Bells(story) gr.2 Jolly Old St. Nicholas gr.3 Auld Lang Syne gr.2 Nutcracker

Can Do Music 2 December 134 Lesley J Clare New Song: Jolly Old Saint Nicholas

The composer and time of this Christmas classic are unknown. By looking at other period songs i.e. language and images used, an estimate of having been written in the 1850s has been made by musical historians. Grade Two is a period of time where children are changing developmental stages. Some will be believers re: holiday myths. Others will be doubters. A simple explanation of St. Nicholas plants seeds to let the Santa myth grow and change in ways appropriate to age.

"Did you see (refer to a recent TV holiday special)? There are lots of holiday stories in December. Some, like The Nutcracker, are made up stories by people with imagination. Some stories are about things that really happened. And some stories are in between, where imagination takes something that was real and adds to it."

"A long time ago, in Holland, there was a man who worked for the Church. His name was Nicholas. He used to visit people and try to help them. Sometimes, even when people were very poor, they were proud and didn’t want to accept help. Nicholas found a way to secretly give these people gifts of food and money to help them. Today, many people think that Nicholas, who is often called St. Nicholas, is the same person as Santa Claus. We don’t know for sure, but we can enjoy the stories and songs."

"Listen while I sing about St. Nicholas. Be ready to tell me the names of the children he’s going to visit, and what they want for Christmas."

Sing/Play: Jolly Old St. Nicholas Key A, first note C#(mi), count-in: 1,2,1,2,Jol-ly ... (This song has three versions that may be played. 1. vocals and musical arrangement 2. musical arrangement 3. lead line with space for echo (learning version) Since this song is a story --sing all three verses or play the vocal arrangement at this time.)

Take responses from the listening questions. Use the recorded echo arrangement of this song to guide students in learning the melody. Ask students to use their hand to show how the melody goes up and down as they sing the echoes. (Resist the temptation to post the words. Depending solely upon aural information will include pitch with the words.)

Post the music, and as with "O Christmas Tree" challenge students to find the lines that repeat in this song (lines 1 and 3). Name the song's form as ABAC.

Now using the mp3 without vocals, follow the words posted with a pointer as the class sings the song.

Can Do Music 2 December 135 Lesley J Clare Jolly Old St. Nicholas Key G, first note B(mi) anon circa 1850s a cappella count-in: 1,2,1,2,Jol-ly ... holiday song G D7 G

1. Jol - ly Old St. Nich -o - las, lean your ear this way, 2.When the clock is strik-ing twelve, when I'm fast a - sleep, 3.John-ny wants a new i - pod, Su-sie wants a sled,

C G D7

Don't you tell a sin - gle soul what I'm go'ng to say. Down the nar-row chim-ney flue with your pack you'll creep. Nel - ly wants a box of paints, yel - low, blue and red.

G D7 G

Christ-mas Eve is com -ing soon, now you dear old man, Soon you'll find the stock-ings there hang-ing in a row, Now I think I'll leave to you what to give the rest.

C G D7 G

Whis-per what you'll bring to me, tell me if you can. Mine will be the short-est one, mend-ed at the toe. Choose for me dear San - ta Claus, you will know the best.

Moving with Music Reviewing Dance Steps Take a few minutes to review the dance steps from Page 126.

Give a count-in, then do each step pattern twice.

Try it again with music e.g. Deck the Halls.

Can Do Music 2 December 136 Lesley J Clare During one of the years that many Vietnamese “boat people” came to Canada, I was teaching at a Toronto inner city school. Many families in the neighbourhood rented rooms to newcomers. Through November that year our school welcomed bewildered new children. Language, snow and culture change seemed to daunt most of the newcomers until we got to mid-December. We sang “Jingle Bells.” The “newest Canadians” smiled openly and sang in English! They had learned it from American soldiers.

Moving with Music Jingle Bells

Jingle some bells and let your class “guess” what song they will be singing. Chances are they will whiz through the chorus. They may or may not be able to sing the first verse. Begin with the chorus and continue singing through the first verse (even if you do a solo), then repeat the chorus. Key G, first note in the chorus is B, count-in: 1,2,3,4,Jingle ... Ask: "What are the people in the song doing?" Draw a simple sleigh(or show a picture). If you teach in a rural area you may be able to ask questions to draw out the following information. "Horses pull sleighs. Pieces of leather are wrapped around the horses. The sleigh driver holds the ends of play on words the “reins” the pieces of leather to guide the horses. "Jingle Bells" Sometimes the owners of sleighs (or carriages) would cut the horses' tails so that they wouldn't get tangled in the pieces of leather/reins/harness. A "bob-tailed nag" is a horse who has had its tail trimmed or bobbed." 1 & 2 & 3 & 4 & Many people think that this is a Christmas song, but it isn’t. Oh we sing it at Christmas time but do you see anything in the words about Christmas? Why do you think people have the idea it's a Christmas song?" (Spend a bit of time fielding ideas. There is no “correct” Walk, Walk, Walk 'n Clap answer so encourage imagination.)

"Let’s try the song again. Hold your hands out front like 2x 2x you have the reins in hand and move them up and Two Taps, Together, Two Taps, Together down with the beat, just as if you were bouncing along behind a bob-tailed nag. We’re going to begin with the chorus ----Jingle Bells. Wait for the count-in." first note B(mi); 1,2,3,4,Jingle ... Side, Together, Side, Hop

Divide students into groups of 4 or 5. Give time for the groups to choreograph steps for the chorus of Jingle Bells. They can use the steps already taught or make up their own.

Side, Together, Back, Together Leave time at the end of class today for groups to demonstrate (and maybe teach) their version of the dance to the chorus of Jingle Bells.

Can Do Music 2 December 137 Lesley J Clare James Pierpont Key G, first note low D Jingle Bells United States a cappella count-in: 1,2,3,4,Dashing... folksong circa 1860s

Allegro chorus

Jingle Bells Jingle Bells Jingle all the way. O what fun it is to ride in a 1 horse open sleigh, Hey!

Jingle Bells Jingle Bells Jingle all the way. Oh what fun it is to ride in a 1 horse o-pen sleigh. verse

Dash-ing thru the snow in a 1 horse o-pen sleigh O'er the fields we go laughing all the way,

Bells on bob-tail ring, mak-ing spir-its bright what fun it is to laugh & sing a sleigh-ing song to-night OH! 2. A day or two ago, 3. Now the ground is white

I thought I’d take a ride, go to it while you’re young D G And soon Miss Fanny Bright Take the girls tonight D Was seated by my side; and sing this sleighing song D G D' the horse was lean and lank Just get a bob-tailed bay Misfortune seemed his lot Two-forty as his speed glockenspiel He got into a drifted bank, Hitch him to an open sleigh D G D' G And we, we got up sot. And crack! you’ll take the lead.

In 1898, "Jingle Bells" was recorded on an Edison cylinder --one of the first ways humans had to record sound. In 1943, Bing Crosby and the Andrews Sisters made a recording that reached No. 19 on the charts and sold over a million copies. In 1965, Gemini 6 astronauts, Tom Stafford and Wally Schirra smuggled a tiny harmonica and sleigh bells to help in making "Jingle Bells" the first song ever broadcast live from space. Wouldn't James Pierpont, who wrote the song in the 1860s, be amazed at the journeys it has made!

New Repertoire Jolly Old St. Nicholas Jingle Bells

Can Do Music 2 December Lesson 15a ends here. Can Do Music 2 December 138 Lesley J Clare DDDeeeccceeemmmbbbeeerrr Lesson Focus: participation, acceptance of each other's voices15b Today is a day just to enjoy music and the arts. Divide up the time to suit what has been happening this week in school.

The curriculum asks that students are helped to articulate the connection between human need to make music at special times and our cultural practices. Ask students to name ways in which music is part of their holiday season (no matter which holiday they celebrate). "Why do people sing and dance on holidays?"

If students are "sung out" e.g. tired from concerts and special events, then perhaps today you may want to use one of the quiet activity ideas.

If students are eager to learn more festive songs ---choose one your favourites to teach or use one of the optional extra songs included here, or used last year in CanDo1 (please don't use songs from CanDo3 so that they will remain new for next year).

If a mix of singing and moving to this year's repertoire sounds good, then invite students to choose their favourites and make a joyful sound!

Sing w Song Warm-Ups(3 minutes) y a Ne nd/or Tr Choose 1 or 2 fun favourites. a Dreidel, Dreidel, Dreidel e.g. Pitch: Roller Coaster Aahs We Wish You a Happy Holiday Conducting: The Listening Game O Christmas Tree Body: Making Faces Light the World Jolly Old St. Nicholas Santa Claus Has 10 Toys(Gr. 1) Listen In the Window Engage students in remembering the Up On the Housetop(gr.1) Nutcracker story using the story-cards. Mary and Joseph Help students choose one of the mp4 The Friendly Beasts segments to watch again. osing rt Comp ket Cha ents Dance Poc Instrum Rhythm Deck the Halls with movement and Jingle Bells (movement) Use one of the holiday word sets to make Nutcracker -Trepak a composition. Assign percussion to the Nutcracker -Chinese Dance different rhythm symbols and make a Nutcracker -March merry sound! (see page 129) Happy Holidays!

Can Do Music 2 December Lesson 15b ends here. Can Do Music 2 December 139 Lesley J Clare Santa Claus Has 10 Toys! tune: traditional Key G, first note G(do) words: LJ Clare a cappella count-in: 1,2,3,4,San... 2011 holiday song presto 7 G D G

San - ta Claus has x ten toys, San - ta Claus has x ten toys, 7 D G

San - ta Claus has x ten toys, Go San - ta, Go! Ho, ho, ho!

Santa Claus has (step right) 10 toys, Santa Claus has (step left) 10 toys, Santa Claus has (show 10 fingers) 10 toys, Go Santa go! Ho(clap) ho(clap) ho(clap)! Santa Claus has (step right) 9 toys ....

New Song: Santa Claus Has 10 Toys!

1. Sing the first verse of the song to your class. Clap where there is an "x" in the music.

2. Sing the song again, asking students to clap with you. If the timing of the claps is challenging, repeat.

3. Everyone stands. Instead of clapping on the "x", move one foot and have students mimic you.

4. By now students have heard the song three times. Ask what they think happens next in the song.

5. Invite students to sing with you and finish the song together. (Don't be surprised if your class wants to do it again immediately! You will probably tire of this song long before your students do. For this reason I delay teaching it until part of December has gone by when I am the classroom teacher. If you are with the class only for music ---teach it earlier in December. The juxtaposition of taking a step on the rests in syncopation is a good rhythm learning exercise.)

The places to move are marked with an "x" in the music. The first few times I did this song, I had students mirror the direction my feet moved e.g. if I moved forward, they moved back; if I moved left, they moved right). Because our space to move was limited, at one point my only additional moving space was back(for me), back, back --which meant students were taking steps forward --closer to me. It became a kind of a game with me taking steps back, and students taking bigger steps forward to try to reach me and trap me. Serendipity!

from CanDo Music 1 December 140 Lesley J Clare strings, oboe In the Window Key Gm, first note G Israel a cappella count-in: 1 2 3 In the... folk melody Andante

In the win - dow where you can see the glow from

my me-nor - ah on new - ly fal - len snow, I will light you one

lit - tle can -dle on this the first___ night of Ha - nu - kah. lit - tle can -dle on this the sec-ond night of Han - nu - kah...... third, fourth, fifth, sixth, seventh

Hanukah is a festival of lights that takes place over a period of eight days. It remembers a miracle of a lamp that stayed lit long after it should have run out of oin, until more holy oil was brought from a distance.

Set in a minor key, oboe and strings playing this Hanukah song add another dimension to ideas about celebrating holidays.

Introduce the song, then teach using the Echo mp3.

Can Do Music 2 December 141 Lesley J Clare Mary and Joseph Had a Baby Boy holiday song Key F, first note F(do) Trinidad a cappella count-in: 1,2,3,4,Mary... arr: LJ Clare 2011

1. Ma-ry and Jo - seph had a ba - by boy, Ma-ry and Jo - seph had a 2. An__ -gels sang___ when the ba - by born, An__-gels sang___ when the 3. Star__shone o- ver where the ba - by born, Star__ shone o-ver where the

ba - by boy, Ma-ry and Jo - seph had a ba - by boy, and they ba - by born, An____-gels sang____when the ba - by born, and they ba - by born, Star__ shone o - ver where the ba - by born, and they

say that his name was Je - sus. He come from the

glor - ry, He come from the glo - ri - ous king - dom. 4. Wise ones saw when the baby born ... 5. People still know when the baby born ... (and they say that his name IS Jesus)

New Song: Mary and Joseph The syncopation in this song can make the music a challenge to read, but its the same syncopation that makes the tune so singable and memorable. Learn the song using the mp3 or mp4. Play only the first verse: 1st listening: count the number of claps 2nd listening: clap with the claps 3rd listening: clap and listen for the story 4th time: sing with the music Performance Arrangement Ideas Try having a small group whisper-chant the first line 3 times before the singing begins. Repeat the chant as an interlude. Add percussion e.g. rhythm sticks on words, tambourine hit on the quarter rests and shakers on the words "glory" and "glorious". Sh ti ta ta ti / ta ta (he come from the glory) on drums may be too challenging for Grade One but is an option for the teacher?

The calypso feel to this folk song betrays its origins in the West Indies. Thought to be collected by James Bryce, who in 1942 claimed an age of 94, its one of the few traditional religious Christmas songs from Central America.

Can Do Music 2 December 142 Lesley J Clare Key G, first note do(G) The Friendly Beasts a cappella count-in: 1 2 3 Jesus... carol CD intro: bars England 1200s

Je - sus our broth - er kind and good, Was

hum - bly born in a sta - ble rude, The

friend - ly beasts a - round---- him stood,

Je - sus our broth - er, kind and good. 1. "I," said the donkey, shaggy and brown, 4. "I," said the dove from rafters high, "I carried his mother up hill and down, "I cooed him to sleep that he should not cry, I carried his mother to town. We cooed him to sleep, my mate and I. I," said the donkey shaggy and brown. I," said the dove from rafters high.

"I," said the camel all yellow and brown, 2. "I," said the cow all white and red, 5. "I gave him my manger for His bed, "I carried my saviour all through the town, I gave him my hay to pillow his head. I carried his family up hill and down, I," said the cow all white and red. I," said the camel all yellow and brown. Thus every beast, by some good spell, "I," said the sheep with curly horn, 6. 3. In the stable dark was glad to tell "I gave him my wool for his blanket warm, Of the gift that he gave Emmanuel. He wore my coat on Christmas morn. the gift that he gave Emmanuel. I," said the sheep with curly horn.

"The Friendly Beasts" has its origins in 12th century France. It's Latin version was part of a festival celebrating the work of the donkey in the Christmas story and its aftermath of fleeing to Egypt. The donkey/ass is praised for such things as being "stout of heart with ears like wings and eyes like flame." The English version probably comes from the early in the 19th century, written by Robert Davis. The simple, easy tune and rhythm lend themselves to performances featuring various children as the animals. It also makes the basis for an art project illustrating either the entire song, or a choice of verses. Scan the art and show it alongside a live performance for a standing ovation!

YouTube versions for an indoor recess or lunch period. http://www.youtube.com/watch?v=XiHxBupPwH8 (Ethan and his art work, play with a nativity set) http://www.youtube.com/watch?v=4q8JOeAVCtI (professionally staged children and live animals ) http://www.youtube.com/watch?v=RsOJOPxezwA (puppets take the various parts) http://www.youtube.com/watch?v=DMlB89RG86g (multicultural live performance/tune is iffy)

Can Do Music 2 December 143 Lesley J Clare United States Key D, first note A(so) 1860s holiday song a cappella count-in: 1,2,3,4,Up...Up On the Housetop Benjamin R Hanby D G D A7

Up on the housetop rein-deer pause, Out jumps good old San - ta Claus!

D G D A7 D

Down thru the chim-ney with lots of toys, all for the lit-tle ones' Christ-mas joys chorus G D A7 D

Ho, ho, ho! Who wouldn't go? Ho, ho, ho! Who wouldn't go----?

G D A7 D

Up on the house-top, click, click, click. Down thru the chim-ney with good Saint Nick! Benjamin Hanby was born in Ohio in 1833. In his short life First comes the stocking of little Nell, (he died at age 35) he worked as a teacher, principal, Oh, dear Santa, fill it well minister and editor for a music publishing house. He wrote give her a dolly that laughs and cries, over 60 songs. The house where he wrote most of the One that will open and shut her eyes. songs is now a museum in Westerville, Ohio. Ho, ho, ho... C.C. Moore's poem "Twas the Night Before Christmas", Next comes the stocking of little Will, written in 1822 became so well known that by the mid 1800s it was taken as the authority on how Santa made his Oh, just see what a glorious fill visits. It certainly was the source for Benjamin Hanby who Here is a ball and lots of blocks, wrote "Up on the Housetop" in the 1860s. "Jolly Old St. There's even a little train that talks. Nicholas", whose authorship has never been pinned down, Ho, ho, ho... is also attributed by some to Hanby because of its similarity in style and content.

New Song: Up on the Housetop 1. (Sing/play the chorus.) "Who is Saint Nick?" (Santa Claus) "Listen again and count how many times Santa laughs." (2 times or 6 "Ho"s) "What do you think makes the "click, click, click?" (reindeer hooves/paws) (Put the word for "paws" on the pocket chart. Next to it put "pause".) " These two words sound the same but they have different meanings. This is the kind of "paws" a cat or mouse has. What does this kind of "pause" mean? Give out the student pages for this song. Ask students to follow the words as they listen to the 2. CD. When the chorus is sung, students sing along. 3. Read over the words with students. Make sure they understand that in music, we read the first line in each staff first, and then, go back up to the top for the second verse, etc. Sing with CD 4. "Find the "ho, ho, ho" in the music. Look above the words to the notes. These notes have something none of the other notes has, what is it?" (little dots) "That's right. Those little dots tell us to hop from note to note --to detach the notes/words. Let's try it." (Ho ho ho) "Excellent. Now we'll sing the song again. Remember to sing/hop when you come to the "Ho, ho, ho." from CanDo Music 1 December 144 Lesley J Clare