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1. Using a different song, repeat the lesson to make so-mi conscious on a line instead of a space, and then in another position on the staff.

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1. Using a different song, repeat the lesson to make so-mi conscious on a line instead of a space, and then in another position on the staff.

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The children will sing the known song See Saw while showing the high and low notes with hands on head for high and hands on shoulders for low.

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The children will show the high and low notes in an unknown melody hummed by the teacher by placing their hands on their heads for the high note and on their shoulders for the low note.

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The students will show the high and the low notes of an unknown melody hummed by the teacher with body signs and with their eyes closed.

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The students will show the high and low notes with body signs while singing Goodnight, Sleeptight. They will then substitute the words high and low where appropriate, in place of the text.

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The student will use visual aids to follow the contour of the song as they sing Bye-lo Babyo.

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The students will derive the melodic contour of the song Goodnight, Sleeptight by moving icons into the correct high/low positions as the song is sung

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The students will recognize the high and low sounds in the song See Saw as it is sung with the text. They will demonstrate their understanding by placing icons into the correct melodic contour

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The students will learn that the handsign for the high note is called "so" and the handsign  for the low note is called "mi" by investigating the melodic contour of the song Bye-lo Babyo.

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The students are introduced to stick notation with the song Goodnight, Sleeptight.

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PREPARATION OF THE STAFF BEGINS AT THIS POINT AND CONTINUES SIMULTANEOUSLY WITH THE SO-MI PREPARATION. (See Appendix A)

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The students will learn the handsign given to the high note and the handsign given to the low note by investigation the high and low notes in I'm a Bear

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The students will discover that the distance between 'so' and 'mi' is a skip by observing his position on a tone ladder as they sing See Saw.

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9. Identify phrases which are melodically the same, different or similar. This should be done both aurally and visually.

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9. Identify phrases which are melodically the same, different or similar. This should be done both aurally and visually.

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Distinguish aurally between a number of patterns on the board in either stick or staff notations

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2. Practice so-mi with known and unknown repertoire:

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2. Practice so-mi with known and unknown repertoire:

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a) with handsigns
b)with stick notation
c)with staff notation

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3. Student will learn the rule: If 'so' is a space, 'mi' is always space below it; If "so is a line, 'mi' is always the line below it"

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3. Student will learn the rule: If 'so' is a space, 'mi' is always space below it; If "so is a line, 'mi' is always the line below it"

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5. Using flash cards to practice the pitch of so-mi.

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5. Using flash cards to practice the pitch of so-mi.

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a) The class sings back four-beat phrases shown by the flash cards in either stick or staff notation
b) The class sings the well-known tune with text and solfa.
c) Flash cards may be used as a memorization exercise for the students
d) Distinguish aurally between a number of flash cards in either stick or staff notation
e) Use 4-beat so-mi flash cards in either stick or staff notation.
f) Use one 4-beat so-mi flash card and improvised by students with another 4 beats that they have created

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The hand signs only are shown.
The song is sung in solfa and not with text.
Staff notation or stick notation is shown but the students must put the melody "in their heads"

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9. Identify phrases which are melodically the same, different or similar. This should be done both aurally and visually.

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9. Identify phrases which are melodically the same, different or similar. This should be done both aurally and visually.

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6. Use a "flying note" to practice reading known or unknown patterns from the staff. Remember to have some patterns which begin mi-so.

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6. Use a "flying note" to practice reading known or unknown patterns from the staff. Remember to have some patterns which begin mi-so.

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Practice the placement of so and mi on both lines and spaces on the classroom board or individual staff boards with all known song material.

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12. Practice reading known and unknown material from stick notation, from staff notation and from a hand staff.

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12. Practice reading known and unknown material from stick notation, from staff notation and from a hand staff.

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15. The teacher places an 8 beat rhythm on the board and individuals students are invited to create a so-mi melody to fit the rhythm.

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15. The teacher places an 8 beat rhythm on the board and individuals students are invited to create a so-mi melody to fit the rhythm.

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Create new melodies by changing the solfa in stick notation; changing the position of notes on a staff and singing the new melody in solfa.

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16. Student are asked to create a melody which uses only so-mi and ta& ti-ti but which is written in the form A-B-A-B  or A-B-A-C or any other form which they have meet.

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16. Student are asked to create a melody which uses only so-mi and ta& ti-ti but which is written in the form A-B-A-B  or A-B-A-C or any other form which they have meet.

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14. Student should improvise so-mi melodies to known rhymes which do not have an existing melody.

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14. Student should improvise so-mi melodies to known rhymes which do not have an existing melody.

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a) Given the first note, place a short phrase sung by the teacher on a neutral syllable, on a staff board with counters
b) Given the first note, add the s and m below a given rhythm for a  phrase sung by the teacher on a neutral syllable
c) Given the first note, draw noteheads onto a staff for a  phrase sung by the teacher on a neutral syllable

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14. Practice written activities to develop music writing skills.

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14. Practice written activities to develop music writing skills.

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a) Draw m in the correct line or space.
b) Copy this song onto the staff below.
c) Draw stems in front of these noteheads. Make some notes taas and some ti-tis.
d) Draw stems in front of these noteheads. Make some notes taas and some ti-tis.
e) Draw stems in front or behind the notes as needed.
f) Add the rhythm to the notehead on this staff to make the song "See Saw".
g) Write the melody and the rhythm  onto the staff below.
(s m ss m ss mm ss m)
h) Write this song in the new position below.

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4. Students will practice echo singing to reinforce the sound of so-mi.

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4. Students will practice echo singing to reinforce the sound of so-mi.

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a) The teacher sings and shows the handsigns of a phrase. The class, and then individuals repeat it.
b) The teacher sings and shows the handsigns of a phrase as above but with overlapping phrases.
c) The class or individuals sing back in sol-fa, with handsigns, a pattern sung by the teacher on a neutral syllable, without handsigns, or played on tone bells or another suitable instrument.
d) Given a starting pitch only, the class or individuals sing in sol-fa, a four beat phrase shown by the teacher with handsigns only.

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The children will discover the staff position of the notes 'so' and 'mi' by notating the staff position of Bye-lo Baby-o.

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The students will demonstrate that they have internalised the high or low note by correctly singing the opposite to the note sung by the teacher.