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TABLE OF CONTENTS

FALL / AUTUMN ..........................................................................................................................2

CHRISTOPHER COLUMBUS...................................................................................................2
Christopher Columbus – so-mi with Orff Arrangement..........................................................2
MINOR ..........................................................................................................................................3
LITTLE BIRCH TREE ................................................................................................................3
Little Birch Tree – Rhythm / Dynamic Visual ..........................................................................4
Little Birch Tree – Orff Arrangement ......................................................................................5
MY GOOD OLD MAN ...............................................................................................................6
My Good Old Man – Orff Arrangement ..................................................................................7
My Good Old Man – Recorder Student Copies .....................................................................9
GUT SHABBES EUCH ............................................................................................................10
Gut Shabbes Euch – Rhythm Visuals ..................................................................................11
Gut Shabbes Euch – Orff Arrangement ...............................................................................15
FORM: ABA ................................................................................................................................17
TINGALAYO ............................................................................................................................17
Tingalayo – Orff Arrangement ..............................................................................................17
Tingalayo – Rhythm Visual ...................................................................................................19
JIM ALONG JOSIE .................................................................................................................20
Jim Along Josie – Orff Arrangement (easier) ........................................................................21
Jim Along Josie – Orff Arrangement (intermediate) .............................................................22
OLD KING COLE ....................................................................................................................23
Old King Cole - Adapted Version .........................................................................................24
Old King Cole – Rhythm Visuals ..........................................................................................26
RHYTHM HANDOUTS ...............................................................................................................30
Draw Quarter Note and Quarter Rest ..................................................................................30
Rhythm: Writing Notes and Rests ........................................................................................32
Quarter Note Hidden Picture ................................................................................................33
Quarter Note Hidden Picture - Answer Key .........................................................................34
Half Note Hidden Picture ......................................................................................................35
Half Note Hidden Picture - Answer Key ...............................................................................36
RHYTHM COMPOSITION – NOTE HOUSES ........................................................................37

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FALL / AUTUMN

CHRISTOPHER COLUMBUS

The original chant is on my website. I have added two rhythmic ostinati.

• Chant and add body percussion and/or rhythm instruments.

Christopher Columbus – so-mi with Orff Arrangement

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MINOR

LITTLE BIRCH TREE

Rhythm: Dotted quarter note / eighth note pattern

• As students sing, they lightly tap their fingers on their arm to the steady beat. They
recognize some of the notes move faster than the beat (eighth notes), while on the
dotted quarter notes, they hold the note longer than one beat.
Dynamics: Crescendo, decrescendo
• See the visual below. As students sing the crescendo and decrescendo, they move their
arms more open and closed to show the gradual increase and decrease of volume.
Choral singing / Expression
• This is a good piece to practice the “oo” vowel, not only on “loo” lyrics; in rehearsals,
have the students sing the entire song on a “loo” to help them learn to sing long legato
phrases.
• If you perform this piece, consider adding 2 measures of interlude between each verse
with the xylophone playing D/A on the beat with a wind chime glissando.

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Little Birch Tree – Rhythm / Dynamic Visual

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Little Birch Tree – Orff Arrangement

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MY GOOD OLD MAN

Voices: Singing & Talking / High & Low / Dramatic Expression

• Point out the difference between the singing part (question: Where are you going?) and
the spoken answer.
• Use talking voice for the singing part and discuss the differences between singing the
verse and speaking it. Ask questions such as, “Why does the singing part make it sound
like the singer is sad to see the old man go?” You could discuss the minor key, or for
younger singers, you could just mention how singing adds a level of expression and
feeling.
• Contrast the spoken answer “to the store” speaking vs. singing with a so-so-mi tune.
What do they prefer: singing or talking voice? Discuss how maybe the old man would
have a low-sounding voice. What might his low singing voice sound like?
• Add expression / drama. Have 2 students – or 2 groups of students pretend to be the
first person (asking the questions). Who would that person be? The old man’s wife? His
son or daughter? The second person / group would play the part of the old man. What is
his mood? Is he annoyed at the questions being asked of him? Is he tired? Happy?
• Have students improvise responses to the question. Or ask different questions, such as
“Where are you going, my good, good friend? Where are you going, my good, good
friend? Best good friend in the world.”
Rhythm: Syncopation, [Eighth note / dotted quarter pattern]
• Add the “Where are you headed? Where have you been?” instrument part (consider
maracas) – see visuals below – to emphasize the syncopated pattern.

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My Good Old Man – Orff Arrangement

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My Good Old Man – Instrument Part Visuals

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My Good Old Man – Recorder Student Copies

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GUT SHABBES EUCH

There are different spellings of this song:

Gut Sabat Euch
Gut Shabbas Eich

Translation
"Gut Shabbes" = "Good Sabbath"
In German, "euch" = "you" [The pronunciation is on the Gut Shabbes Euch page.]

Form: ABA

Rhythm
• Quarter & Eighth Rests
o Students locate the rests by listening for the silent beats (or half-beats) and snap
when they hear them. Start with Section A (first 4 measures). Lead them to
recognize that the quarter rests occur in measures 1, 2 and 4. (Section A also
repeats at the end of the song.)
o In Section B, the eighth notes occur at the beginning of the 2nd and 4th measures
(of section B), which are the 6th and 8th measures of the song.
o Add tambourines to the rests.
• Syncopation
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Gut Shabbes Euch – Rhythm Visuals

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Gut Shabbes Euch – Orff Arrangement

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FORM: ABA

TINGALAYO

The instrument parts are different for the Verse and Refrain. This can help students understand
the form of the song.

Chords: I IV V (If you want younger students to play instruments, just ignore the xylophone part
and have them play the unpitched percussion.)

Form: ABA
• Refrain (A): Guiro & Drum
• Verse (B): Maracas & Drum (It could be helpful to have a different group of players play
the drum this time to reinforce the difference in sections)

Rhythm: sixteenth notes and sixteenth/eighth combination

• Use the instrument parts (below) to practice these rhythms.

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Tingalayo – Orff Arrangement

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Tingalayo – Rhythm Visual

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JIM ALONG JOSIE

Rhythm: sixteenth / eighth note combinations

• To practice these rhythms, put the rhythm of the lyrics on drums, alternating hands while
playing.

Form: ABA
• If you are focusing on ABA, sing section A at the end again.

Orff parts - two versions:

• The easier version just has xylophones playing the bordun (D/A) with unpitched
instruments playing on the words “Hey” and the syllable “Jo.” For section B,
instrumentalists join in the motions.
• The intermediate version has the xylophone playing a D, A pattern on section A, then
only on D’s for B. The unpitched percussion change on B also. Instead of playing their
rhythm patterns, they shake.

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Jim Along Josie – Orff Arrangement (easier)

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Jim Along Josie – Orff Arrangement (intermediate)

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OLD KING COLE

The original version

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Old King Cole - Adapted Version

Rhythm: Dotted half notes

• To reinforce the dotted half notes, add triangles to play on each dotted half note, and
claves (or woodblocks) to play the 3 beats during each dotted half note.

Melody: minor
• Sing the song in a major key and discuss the difference in sound.

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Form: ABA
• To practice ABA, add a section B of rhythms. (Then sing the adapted version of the song
again at the end.) Use the rhythm visuals to rearrange into four 4-beat patterns.
Students either clap or use instruments to tap rhythms (4 beats per measure, 4
measures). Examples:

Ideas
• During the singing (of section A), students pass the unpitched percussion instruments to
the next people to be ready to chant and play for section B.
• Ask students to use their imagination to add other adjectives and nouns to describe the
king’s courtroom. I have provided blank cards to write on.

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Old King Cole – Rhythm Visuals

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RHYTHM HANDOUTS

Draw Quarter Note and Quarter Rest

Name Class

Directions: Color the note and rest below. Then draw them in the boxes.

q
quarter quarter
note rest

Draw a quarter note. Draw a quarter rest.

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 Rhythm: Writing Notes and Rests

Name Class

Directions: Write 3 of each note and rest in the blanks.

q ___ ___ ___

iq ___ ___ ___
h ___ ___ ___
___ ___ ___
___ ___ ___
Directions: Draw a time signature in the box with 2 beats per measure.
Draw barlines after every 2 beats and a double barline at the end.

q iq q iq iq h
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 Quarter Note Hidden Picture

Name Class

Directions: Only color the boxes with quarter notes with the same color to reveal a hidden
picture. Leave the other boxes blank.

h e w w e h w e h w e h w
w h w e q q q q q w h e h
w e w q e h e w h q w e w
e w q w h e e e h w q w e
h q h w e q h q w h e q w
h q e h e w e h w e w q e
w q h e q e h w q h w q e
h q h w q e w h q e h q w
e h q h w q q q w h q e h
e w e q w h e w h q e w h
w h w e q q q q q e w h e
w h e e h w w h e e h w w
h e h w e h e e h e w e h
w w h e e h e w h e h w e
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 Quarter Note Hidden Picture - Answer Key

Hidden picture revealed: smiley face

h e w w e h w e h w e h w
w h w e q q q q q w h e h
w e w q e h e w h q w e w
e w q w h e e e h w q w e
h q h w e q h q w h e q w
h q e h e w e h w e w q e
w q h e q e h w q h w q e
h q h w q e w h q e h q w
e h q h w q q q w h q e h
e w e q w h e w h q e w h
w h w e q q q q q e w h e
w h e e h w w h e e h w w
h e h w e h e e h e w e h
w w h e e h e w h e h w e

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 Half Note Hidden Picture

Name Class

Directions: Only color the boxes with half notes with the same color to reveal a hidden picture.
Leave the other boxes blank.

q e w h h h w e q h h h w e w
w q h e q q h q h w q e h q q
w h w q e w e h q q w e w h w
h q q w e e e e q w q w e e h
h q q w e q q q w q e q w w h
h q e q e w q q w e w q e e h
w h q e q e q w q e w q e h e
w q h q q e w q q e e q h w w
e q q h q q q q w e q h q q e
e w e q h e e w q q h w q w q
w q w e q h q q q h w q e e w
w q e e q w h q h e q w q w w
q e q w e q e h q e w e q q q
w w q e e q e w q e q w e e w

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 Half Note Hidden Picture - Answer Key

Hidden picture revealed: heart

q e w h h h w e q h h h w e w
w q h e q q h q h w q e h q q
w h w q e w e h q q w e w h w
h q q w e e e e q w q w e e h
h q q w e q q q w q e q w w h
h q e q e w q q w e w q e e h
w h q e q e q w q e w q e h e
w q h q q e w q q e e q h w w
e q q h q q q q w e q h q q e
e w e q h e e w q q h w q w q
w q w e q h q q q h w q e e w
w q e e q w h q h e q w q w w
q e q w e q e h q e w e q q q
w w q e e q e w q e q w e e w

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RHYTHM COMPOSITION – NOTE HOUSES

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