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Appendix
Elementary/Orff Music
Grade 2 Quarter 3
Romper, Stomper, and Boo
PERFORM: Standard 5.0
Reading and Notating
Beat/Rhythm
Experience half note, quarter note, and two eighths, through locomotor movement
Activity by Carol King,
Story adapted from Judith Anderson’s story Romper, Stomper, Tromper, and Boo.
Movement:
• Romper: “Tiptoe” running (eighth notes)
• Stomper: Walking with heavy, noisy steps (quarter notes)
• Boo: Very, very, quiet, sneaking steps -- which are very unusual for an elephant! (half
notes)
• Divide class into thirds and assign each group a character: Romper, Stomper, or Boo.
• Teacher plays the following patterns for each elephant on Bass Xylophone as it travels
through the jungle in the story, and the assigned group performs the character’s
movement:
" " " " " " "
" " " " " " " !!
"
"
"
Romper
$ %
Stomper
% $ ""
Boo
""
""
$ % ""
""
""
""
""
""
""
""
!! "
"
""
!! "
"
#!
#!
#
• When teacher plays downward glissando on BX, students moving for the elephant
mentioned in the story quietly sit “where their feet are” at that moment (when the trappers’
net has been thrown over them).
Speech Ostinati:
Monkeys
6 "!
8
"!
Um,
um,
" " "
" " " !!
ter
ter
ri
ble,
ri
ble!
• Movement: One hand scratching head, the other scratching under the arm
Birds
6 "
8
What
"
#
could
#
"
"
be
the
"!
"!
prob
lem?
!!
• Movement: Flap wings up, then down in a dramatic way
1
Appendix
Elementary/Orff Music
Grade 2 Quarter 3
Romper, Stomper, and Boo
Story Synopsis:
Once there were three elephants who were the best of friends:
Romper, who was always in a hurry, Teacher plays Romper’s pattern on BX
Stomper, who made a lot of noise (You could always hear him coming), Stomper’s pattern
and Boo,who was so quiet, that he would come right up behind you without making a sound and then say
‘Boo!’ (which is how he got his name) Boo’s pattern
They loved to stand in the shade of their favorite tree.
One day, the monkeys and the birds started making a great commotion: Speech ostinato 1 (Monkeys)
three times; Speech ostinato 2 (Birds) three times
Well, the problem was that trappers had come into the jungle, not very far away, and the very thing they
wanted to trap was ELEPHANTS!
Romper, who was the oldest, decided to do something about that. Romper’s pattern
But he was in such a hurry, the trappers heard him coming and had a net ready to throw over him.
Glissando
When Romper did not come back, there was a great commotion in the trees. Ostinato 1; Ostinato 2
Stomper, who was next to the oldest, and by far the biggest, insisted that he should go and see what had
happened. Stomper’s pattern
But he made so much racket, the trappers heard him coming from a mile away and had the net ready!
Glissando
When Stomper did not return with Romper, there was an awful commotion in the trees Ostinato 1;
Ostinato 2
Boo, who was the youngest, and by no means the bravest, set out to find his friends, walking very softly,
in his usual, unusual way. Boo’s pattern He walked so carefully and quietly that no one heard him coming.
Boo’s pattern The trappers were sound asleep taking a nap to escape from the hot afternoon sun. He
used his trunk to open the cage door and let his friends out.
They smashed the cages and went happily home together traveling like Boo. Boo’s pattern
When they arrived back at their favorite tree, they told the birds and the monkeys what had happened,
and they all said together,
All
6 "!
8
"!
"
Um,
um,
Won
" "
der
ful,
"
won
" " !!
der
ful!
THE END
2
Appendix
Elementary/Orff Music
Grade 2 Quarter 3
All Around the Buttercup
PERFORM: Standard 1.0
Singing
Mi-Re-Do
Sing Mi-Re-Do patterns with solfege and body scale/hand signs
Sing songs that contain Mi-Re-Do patterns and melodies
Practice placing note heads on staff for Mi-Re-Do
Identify and locate Mi-Re-Do patterns on staff and play on barred instruments
PERFORM: Standard 2.0
Playing Instruments
Interval and Chord
Bordun
Maintain and perform chord and broken chord borduns with appropriate songs
Game: (Song found in SBMM, Grade 2)
• One student holds “buttercup” (artificial flower/mallet) and stands in center of circle
• As class sings the song, the student in the center points to each child in the circle, keeping
the steady beat (working around the circle counterclockwise). Teacher may accompany on
piano.
• The last child pointed to becomes the new conductor and the game continues.
• The child who was “it” returns to the circle and sits so that conductor can see who has
already had a turn to conduct (conductor skips seated students as game progresses.)
Snow Is Falling
PERFORM: Standard 2.0
Playing Instruments
Interval and Chord
Bordun
Maintain and perform chord and broken chord borduns with appropriate songs
RESPOND: Standard 6.0
Listening and Analyzing
Wood and Metal
Barred Instruments
Categorize pitched barred instruments into woods or metals
$
Raylene Williams
Voices
" # 42 ! ! ! !
Snow is
BX/BM
$5
#2 !
"
% 4 !
"# !
Snow
# !
"
%
!
! ! !
is
fal
!
!
ling
fal ling
!
!
Carol King
!
!
!
!
!
!
!
!
on the ground.
! !
all
! !
a
!
round.
!
!
!
snow,
White
!
!
!
!
!
Oooh,
!
!
!
It's
!
!
!
white
!
!
!
snow.
!
!
'
cold!
!
!
&
3
Appendix
Elementary/Orff Music
Grade 2 Quarter 3
Snow Is Falling, continued
Activity:
• Sing the song with tonic beat accompaniment
• Three families of pitched instruments divide the text of the song, playing the rhythm of the
words on any bars in the d minor pentatonic scale:
Xylophones: Snow is falling on the ground
Glockenspiels: White snow, white snow
Xylophones: Snow is falling all around
Metallophones: Ooo, it’s cold! *
* finger cymbals
Form: A B A
• A: Sing song with accompaniment
• B: Think the song with three families playing the rhythms of their special words
• A: Sing song with accompaniment
Cathy Clink
PERFORM: Standard 2.0
Playing Instruments
! ! !
Speech $ 6 !
8
What do you think
Clap
6 !"
8
There
Brush Hands
Pat
% 86 ! "
Oh,
$5 ! "
!"
Perform simple rhythmic speech ostinato as accompaniment for song/poem
Perform simple rhythmic ostinato accompaniment with body percussion, unpitched
instruments; use term “ostinato” to describe a short repeated pattern
Simple Ostinato
#
!
thy Clink?
Ca
of
!"
!
! !
#
!"
&"
!"
! ! !
my!
No thing to
she
goes!
!"
!"
!
#
! ! ! !
She went for a walk
!"
Unknown
#
! ! ! ! !
no thing to drink
with
!"
!"
she
!"
!"
!"
! ! ! !"
drink!
Oh,
my!
No thing to drink!
in
a
and
the
kit
iced
tea,
hot
tea,
Jam
!"
!"
!"
&"
!"
!"
!"
There
she
goes!
There
she
goes!
!"
!"
!"
drink!
Oh,
my!
% !"
!"
Oh,
my!
! ! !
No thing
to
jar
goes!
!
!
#
chen
!"
sink!
&"
! ! !
No thing
But
&"
There
! ! ! ! ! !
!
#
to
!"
drink!
4
Appendix
Elementary/Orff Music
Grade 2 Quarter 3
Johnny Caught a Flea
PERFORM: Standard 2.0
Playing Instruments
Simple Ostinato
Perform simple rhythmic speech ostinato as accompaniment for song/poem
Perform simple rhythmic ostinato accompaniment with body percussion, unpitched
instruments; use term “ostinato” to describe a short repeated pattern
SBMM Grade 1
Speech
$" ! ! ! #
One, two, three,
Guiro
%" ! ! ! ! !
Hillary Bruch
! ! ! !! # ! ! ! ! !
John ny caught a flea.
!
#
Itch y flea got me. Scratch!
! ! ! #
Flea died, John ny cried. One, two, three.
! # !! ! !
Scratch! Itch y flea got
!
! # ! #
me. Scratch!
Scratch!
Process:
• Listen to the poem as teacher speaks it
• Learn poem by echo process
• Speak poem, exploring different voices (scared, whisper, spooky, etc.)
• Teacher introduces ostinato
• Students speak ostinato 4 times
• Teacher speaks poem while students continue ostinato
• Students say poem while teacher speaks ostinato
• Divide class into two groups, one performs ostinato while the other speaks poem
• Switch jobs
• Transfer ostinato to body percussion and perform
• Demonstrate guiro and choose students to play ostinato on guiro while class performs
poem
5
Appendix
Elementary/Orff Music
Grade 2 Quarter 3
Hop, Old Squirrel (STM Grade 2)
PERFORM: Standard 1.0
Singing
Mi-Re-Do
Sing Mi-Re-Do patterns with solfege and body scale/hand signs
Sing songs that contain Mi-Re-Do patterns and melodies
Practice placing note heads on staff for Mi-Re-Do
Identify and locate Mi-Re-Do patterns on staff and play on barred instruments
RESPOND: Standard 6.0
Listening and Analyzing
ABA
Label and describe ABA
A Section: Song with partner movement
• “Hop, old squirrel”: Partners join both hands and hop three times, exchanging places.
• “Eideldum, eideldum” and “Eideldum dee”: Partners let go and move shoulders up and
down to match the rhythm of the words.
B Section: Speech with movement
• While saying the first half of the poem, students make criss-cross motions with arms,
moving from low to high, matching the rhythm of the words.
• While saying the second half of the poem, students twirl hands from high to low.
Whisky, frisky
Hippity hop
Up he goes to the high tree top.
Whirly, twirly
Round and round
Down he scampers to the ground.
6