Icka Backa Soda Cracker

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Icka Backa Soda Cracker. Bar line. Four (4) Pulses/Beats per Bar. The Words in syll -a- bles. I- cka Ba- cka So-da Cra-cker I- cka Ba- cka Boo I- cka Ba- cka So-da Cra-cker Out Goes You. The Music. The Music. There is one Syllable performed on the Pulse. - PowerPoint PPT Presentation


Icka Backa Soda Cracker

Icka Backa Soda CrackerFour (4) Pulses/Beats per BarBar lineThe students will have heard the song ICKA BACKA SODA CRACKER before this lesson. This would also NOT be the first song they have encountered.They may have experienced it through listening to the teacher sing it whilst they ate their lunch OR it could have been a recorded version that was playing whilst the students made CRACKERS AND CHEESE.

Ask a student to come up to the computer or IWB and tap the board or spacebar in time to the beat the hearts will appear as this is done as a visual representation of the pulse/beat.

The teacher might also wish to print this slide out and laminate it. The students can put their finger on the speaker icon to wait and then begin together to point to the hearts as they sing.

This slide is set up to PREPARE the learning of the RHYTHM of the song. The hearts are a visual representation of the pulse or beat and PRESENT the pulse to the students.

1The Words in syll-a-blesI-cka Ba-cka So-da Cra-cker

I-cka Ba-cka Boo I-cka Ba-cka So-da Cra-cker

Out Goes You

This slide shows the words in syllables2The Music

In this slide the time signature is highlighted in blue and the blue circles are times to come up as the beat is tapped on the space bar. It is a good idea to show the pulse still and this activity can be repeated to assist the students understanding of what is happening. 3The Music

There is one Syllable performed on the PulseThere are two Syllables performed on the PulseThere is no sound performed on the Pulse4Teaching the rhythm= ti-ti this symbol represents the sound of two syllables its theoretical name is two Quavers. When we see this symbol we say ti-tiWhat can you hear on the next beat/pulse of the line? We can feel the beat but there only one syllable sound. Boo!


In this slide the beat/pulse is being represented visually by the heart and a picture of the ti-ti symbol is replacing the sound of the 2 syllables, has been placed on the beats that have this. ICKA BACKA is a good song because the consistency of the sound of two syllables is present. The rhythm symbol of ti-ti is therefore an accurate representation of the rhythm in the words. A question mark is on the beats where we have one syllable sound ta and no sound where we are resting.

The teacher may ask the question: What is happening on this pulse? What can you hear? Close your eyes and feel the pulse and listen.

Some students may know the theory term or name for ti QUAVER this word has two sounds in it QUA-VER so it is perhaps helpful in presenting it to children but the t part of the rhythm syllable name coupled with the I gives the most accurate representation of what the sound of the rhythm is. 5One Quaver = tiTwo Quavers = ti-ti

Flag notes shorter than a quarter note ta have flags

Beam- When flags are joined together they become a beamti + ti =ti - tiThis is an explanation of why the two ti-tis look very different. Notes with a value shorter than a quarter note have a flag. These flags are joined together to make a beam. 6Teaching the rhythm

= ta this symbol has a name it is called a crotchet but when we seeit we say ta What can you hear on the last beat/pulse of the line? We can feel the beat but there is no sound. We are taking a rest from singing.

In this slide the beat/[use is being represented visually by the heart and a picture of the ta symbol which would be known to the students, has been placed on the beats that have this. A question mark is on the beats where we have no sound where we are resting.

The teacher may ask the question: What is happening on these beat? What can you hear? Close your eyes and feel the beat and listen.

Some students may know the theory term or name for ta CROTCHET but crotchet has two sounds in it CROTCH-ET and therefore it is not as helpful in assisting the students understanding of the feeling and sound of the rhythm. 7So we now know ta, sa and ti-ti

= ta=sa= ti-tiCan you read this?

Once the students know the symbols then we need to PRACTICE and EXPLORE what we can write and create with this new knowledge.

There are plenty of flashcards and bingo games and ways of writing and reading the musical language. Make it a different sort of task in your reading groups. For example invite students to circle the words that have one sound and two sounds. When you are reading some poetry see if you can find the rhythm of the notes and where there are rests.

When you play instruments next time, give each instrument a different rhythm to play OR why not play one rhythm as an OSTINATO (a repeated rhythmic phrase) throughout the whole song. A favourite one is ti-ti, ta, ti-ti, ta8So we now know ta, sa and ti-ti

= ta=sa= ti-ti

= two-oo

= three-ee-eethe dot adds half as much as the note it follows.In this case 1 because it follows a note worth 2.

= ti-ka-ti-ka

= ti, ti-ka

= ti-ka, tiRhythm equal to a beatRhythm longer than a beat

= fou-ou-ou-our

= ta+i ta-i usually followed by ti

A good song to use for teaching ti-ka-ti-ka is KOOKABURRA SITS IN THE OLD GUM TREE. You might like to lead students through identifying how many syllable sounds there are in words such as koo-ka-bur-ra = 4 mag-pie = 2 crow = 1 road-run-ner = 3 - one short and two shorter (ti, ti-ka) cor-mor-rant = 3 - two shorter and one short (ti-ka, ti)

When you begin to PRESENT the notes for two-oo the pulse must be very secure and the students should be able to feel it in their head.

Twin kle Twin kle lit tle star would be two bars long and the rhythm would sound like this.ta ta ta ta, ta ta two-oo.The sound produced when we say two is longer than ah and moving our hands sideways whilst we hold the sound over the pulse/beat helps to reinforce the understanding that the sound is continuing over the pulse/beat. Holding the sound and moving our hands as we sing is important too in developing an ability to hear/feel the pulse in our body and sing without accentuating the pulse in our voiceThe movement of the hands for the other notes that last longer than one beat are the following:Three-ee-ee = clap-right-upFou-ou-ou-our = clap-left-right-up9Now get to and practice!= ta, ti-ka-ti-ka, ti-ti, ta= ti-ti, ti-ti-ka, ti-ka ti, ta= ta-i, ti, ti-ti, ti-ti= two-oo, ti-ti, ta

10What about the melody?Music notation is a very unique language or code and as such we need to teach it slowly and a word at a time. You may remember from another Lecture, that we should give students experiences in the vertical plane initially,and invite them to respond and match the direction of the pitch with Movement. We also need to keep the language consistent using the wordsHigh and Low rather than up and down to avoid confusion.

Once students can identify the direction and move in response to what they are hearing, they may be ready to move to the staff notation. At firstit is good to use songs that only have two notes in them Soh and Mi, but at higher grades you might begin where we are here with steps movingHigher and pitches staying the same. When ever possible, you shouldaim to have the staff notation of the songs you are singing.11The music

This version of the music is a little too small to see clearly what direction the pitch is moving in so initially I would make it clearer by using some dots. The teacher might like to point to the music as the students sing the song through. It is helpful for students to see the melody in the written notation. Take the time to point out the melodic direction and experience this through movement. Represent it with your hands and your whole body. Invite the students to listen and represent the direction of the melody with lines.Once again you might ask the students to represent the pitches. Have them hold a plastic or paper plate to represent the note head. The sound, on the second line is soh in solfa and might be represented by standing the second sound (la) by standing on tippy and the sound on the bottom line (mi) by bobbing down. The students could go outside and find some steps and represent the sounds on the steps.The more you can put the sounds into the students bon=dies and experience it in the environment the greater the chances of them being able to relate the notational representation to where the pitch is to be.

12The Solfa

The sol-fa toolSolfege is a great way to teach pitch as the syllables enable the students to focus on the sound the notes are making. The vowel sounds assist in the pitch discrimination. You may well be familiar with the scale of solfa from the movie The Sound of Music and that is because that is exactly what they used. Here is the solfa in the key of C it begins on C and ends on C.dohremifasohlahtidohCEGBDFDFACEG

This slide is for teacher background.14Using dotsInitially students may use dots to show the the direction or placement of the melody.

A set of plastic or paper plates is always helpful but the teacher should try to represent the pitch in the vertical plane for some time to reinforce that the higher up the staff the higher the sound.15The Music House the staff where the notes liveWhen soh is on a linemi is on a line they are copycats!! Mi is LOWER than soh so it is on the line underneath sohLa is the note to follow soh. It is a little HIGHER and will be in the space above soh if soh is on a line, and on thte line if soh is in a space. somiEGBDFsolalasosomiI always like to stay in the KEY OF C until all of the notes in a scale are learned and then I PREPARE and sing and present that the notes of the same solfa names can live in higher or lower places this