• Grade 2: Form and Design

  • Round Around The Room Mystery

    Aim: How can we identify musical phrases in and out of the context of a song?
    Summary: Students identify phrases in a known song and create new patterns of music.
    Standards: US 1, 2, 3, 4, 5, 6; NYC 1, 2
    Modality: performing, responding, creating
    Materials: whiteboard or chart paper; signs A, B, C, D hung up around the room
    Time Required: 20 minutes
    This activity is part of: Music Educators Toolbox

    MET G2 Next Unit
  • Instructions   |   Going Deeper   |   Assessment
  • MET K Instructions Form and Design
    1. Sing through a well-known classroom round (“Frère Jacques”; “Hey, Ho, Nobody Home”; “Dona Nobis”; “Chairs to Mend”; “Ah, Poor Bird”; etc.) and follow along with the music and lyrics on the board. See the Teacher Worksheet for three example rounds in four parts.
      MET G2 TW Sample Songs
      Download Teacher Worksheet:
      Sample Songs
    2. Prompt your students to identify individual phrases (the layers of the round) and label them with letters. Sing through the phrases out of order as a class by pointing and calling out the letter of a phrase on the board. (Note: for more success in singing out of order, count students in on the pitch that they will start singing.)
    3. After singing through the phrases together a few times out of order, divide students up into groups and send them to the labeled areas of the room that correspond with the phrases. Have each group practice singing its phrase.
    4. Have students perform a series of phrases out of order. Write the desired order on the board (e.g., C–B–D–A) and conduct/lead students through a few examples of mixed-up rounds.
     
  • MET K Going Deeper Form and Design
    1. Have each small group add body percussion to their rhythms (e.g., snap for quarter-notes, pat shoulders for eighth-notes, etc.).
    2. Try clapping all of the newly composed 4/4, 3/4, or 6/8 measures in a row without repeats. Decide on an order that seems the most interesting and musically rich.
    3. Have students add pitches to their rhythms to create melodic compositions.
     
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