♪ ♪ ♪ ♪ ♪ ♪ Arletta> Hello, girls and boys.

Do you have your homework right in front of you?

I hope everyone did theirs.

And I hope it's right.

Now is the time to check and see how well you did.

Remember the new song we were learning at the end of our lesson?

It went like this.

♪ Me so so long ♪ Me so so ♪ Will you join me this time?

Using your right hands and doing the signals as you sing.

One, two, ready, sing.

♪ me so so ♪ la me so so ♪ ♪ me so so ♪ la me ray ray ♪ ♪ me so so ♪ la me so so ♪ ♪ me so so so so ♪ la me ray doe ♪ Now can you do that same thing?

Slow motion, about like this.

♪ me so so la ♪ And as you sing it for me, I'll write it on the board.

See if I make any mistakes.

Are you ready?

Everybody with your hand signals.

Your right hands.

One, two, ready, sing ♪ Me so so la ♪ me so so ♪ ♪ Me so so la ♪ ♪ me ray ray ♪ ♪ me so so la ♪ ♪ me so so ♪ ♪ Me so so so so la ♪ ♪ Me ray doe ♪ Very good.

See if you can clap the song now and hum it as you go.

Clap it and hum it.

Ready, go.

(rhythmically clapping and humming) (rhythmically clapping and humming) Good.

Now let's see if we can write the Ta's and the T's.

The way we first learn to write the rhythmic notation.

Or put the song in your hands as I write the ta's and t's and see if I can do it.

Slow motion, now.

About like this.

♪ Ta ta ta ta ♪ Everybody ready?

One, ready, sing.

♪ Ta ta ta ta ♪ ♪ ta ta ta ♪ ♪ Ta ta ta ta ♪ ♪ ta ta ta ♪ ♪ Ta ta ta ta ♪ ♪ ta ta ta ♪ ♪ Ta ta ta ta ta ta ♪ ♪ ta ta ta ♪ And right here's a problem.

In the middle, when we have the ♪ t t t t t ♪ Mrs.

Raley's saying them as ta's that time.

She forgot because she had to write so fast that she couldn't hardly do it.

♪ T t t t ♪ ♪ Ta ta ♪ So let's check the whole thing now.

And this time as you sing it with your hands.

Use the hand signs and I will now put in the quarter notes and half notes and eighth notes.

Check for mistakes.

Here we go again.

One, two, ready... Hands.

♪ Me so so la ♪ ♪ me so so ♪ ♪ Me so so la ♪ ♪ me ray ray ♪ ♪ Me so so la ♪ ♪ me so so ♪ ♪ Me so so so so la ♪ ♪ me ray doe ♪ Now I'm going back.

And I'm going to count them off in groups of fours.

And this is tricky.

If there are four quarter notes, how many half notes would there be, to four quarter notes?

If a half note goes very slow and gets two beats, there would be only two of them.

Well, let's see if we can mark it off in groups of fours.

One, two, three, four.

Then we draw a bar line.

One, two, three.

And then we put another bar line because this is what kind of a note, girls and boys?

What kind of a note?

A half note and it's a slow note, isn't it?

It's held.

So it gets two counts.

Then we have one, two, three, four again.

And look here, the same pattern.

One, two.

And there's the half that gets three and four.

Now we come back to the next line and we count them off in groups of fours again.

One, two, three, four.

And we put another line.

One, two.

And there's our friend, the half note again.

Good.

And now we have the fast little t's.

And they each get a half of a beat and they go like this one and two and three, four.

One, two, three, four.

Now, how many times do you find this pattern up here?

Or if I clapped it, that's the way it looks if you look at it in the song.

If I clapped it, it is t, ta, ta, ta, hold.

Quarter, quarter, half.

How many times is that in our song?

Take a look at the song girls and boys, and see if you can tell me.

Or look at your papers in your classrooms Four times?

Someone says.

Let's check one, two, three, four.

How many times do you have this pattern, girls and boys?

Just four plain quarter notes.

Start at the beginning of the song and check.

One.

Two.

Three.

Anymore?

No.

Only three times.

How many times do you have this pattern?

The pattern with the eighth notes.

Can you check that?

How many times does that occur in the song?

<One> Just one time, doesn't it?

Well, the theory of music is a complicated process, and we have to learn a little bit gradually as we go.

But now you should know your hand signs, your rhythmic notation using ta's and t's, and the musicians rhythmic notation using quarter notes, eighth notes and half notes.

Now let's take a look at our music board and the song that we have written out on it today.

And let's see if you can sing it by looking very closely at the notes.

And I won't sing any syllables and I won't clap it for you.

Let's just say, see if we can sing the notes and let's use the sound doe.

Here's your first note.

♪ Doe ♪ Ready?

Sing.

♪ Doe doe doe doe ♪ ♪ doe doe doe ♪ ♪ Doe doe doe doe ♪ doe doe doe ♪ Very good.

I didn't even help you that time.

I left it up to you to see if you could really read that music.

Because that's when we become musicians.

When we can take away the hand signs and take away the ta's and t's and look at the music on the staff and read it.

Now we'll do more of this, a lot more of it when we get to be in the third grade, because that's where we really learn how to read from the musical notation.

Now there's another song that we'd like to review for you today.

It's a song that we learn called "Sheep Shearing."

Do you remember that song?

An interesting thing about it is if you looked at the beginning in your songbooks, if you have a songbook with it in, you will find, that it is in three-four time, Three-four time.

It has three beats to a measure, and the song we just sang is in four-four time, and it showed the four beats to the measure.

Remember how we wrote it on the board?

Now we're to three beats and remember it's ta, t, ta ta, ta, ta.

Let's see if we can sing the "Sheep Shearing" song.

We'll have the words right across the screen.

And, we're going to see a new activity today.

Now we're experimenting here in the television studio with some bamboo poles.

And we're going to do what people in, and many foreign countries, children love to play with these sticks and do various rhythmic patterns.

And we're just going to experiment today and see how two groups of girls do with them today.

I don't know why we happened to have all girls trying it for the first time.

Perhaps all the boys in your class could try it for the first time.

Now what we'll do is we'll keep the rhythmic pattern to the song.

And, you can... besides keeping the rhythmic, singing the song, you can keep it to with clapping.

The pattern that we'll do is like this.

We slap the floor and clap.

We slap our right hands or our right poles and clap.

Our left hands or left poles and clap.

And then we go back to the floor again.

Watch the girls carefully and sing the song with us.

Here we go.

♪ ♪ Go get the sheep ♪ ♪ We're clipping today ♪ ♪ Clipping their wool ♪ Yes clipping their wool ♪ ♪ So we can make ♪ some stockings for you ♪ ♪ Then we shall dance ♪ till morning ♪ ♪ Surr, surr, surr, ♪ surr, surr, surr ♪ ♪ Wheel spins around ♪ hear the gay sound ♪ ♪ Surr, surr, surr, ♪ surr, surr, surr ♪ ♪ Then we shall dance ♪ till morning ♪ ♪ Tell mother dear, ♪ we're carding today ♪ ♪ Carding the wool ♪ Yes, carding the wool ♪ ♪ So we can knit a scarf ♪ for her too ♪ ♪ Then we shall dance ♪ till morning ♪ ♪ Surr, surr, surr, ♪ surr, surr, surr ♪ ♪ Wheel spins around ♪ Hear the gay sound ♪ ♪ Surr surr, surr, ♪ surr, surr, surr ♪ ♪ Then we shall dance ♪ till morning ♪ ♪ Tell Brother John ♪ We're spinning today ♪ ♪ Spinning the wool ♪ Yes, spinning the wool ♪ ♪ So we can knit a lace ♪ for his shoe ♪ ♪ Then we shall dance ♪ till morning ♪ ♪ Surr surr, surr, ♪ surr, surr, surr ♪ ♪ Wheel spins around ♪ hear the gay sound ♪ ♪ Surr, surr, surr, ♪ surr, surr, surr ♪ ♪ Then we shall dance ♪ till morning ♪ ♪ Tell Sister Jane ♪ We're dyeing today ♪ ♪ Dyeing the wool ♪ Yes, dyeing the wool ♪ ♪ So we can knit ♪ a sweater of blue ♪ ♪ Then we shall dance ♪ to morning ♪ ♪ Surr, surr, surr, ♪ surr, surr, surr ♪ ♪ Wheel spins around ♪ hear the gay sound ♪ ♪ Surr, surr, surr, ♪ surr, surr, surr ♪ ♪ Then we shall dance ♪ to morning ♪ Well, did you enjoy singing the song?

Could you imagine what fun it might be if you had some bamboo poles?

Well, in case you don't try using just plain sticks.

Rulers will do.

And if not, try pencils.

And if you don't have any of those available, just use your hands and enjoy doing the pattern with the hands.

You might even work out a rhythmic pattern to our theme song as we say goodbye today.

Remember, it's a very brisk march, but see if you can do the same type of a pattern with a clap, tap, tap clap, tap, tap type of pattern as we say goodbye and as the theme plays out at the end of our lesson.

Now, if you did well in your homework today, I'm very proud of you, but I'd like you to experiment in other ways.

See if for the next lesson you can write the "Sheep Shearing" song in its rhythmic notation, with the ta's and t's and the quarter notes, and the eight notes and the half notes.

And then, if you have time experiment with making up your own.

What is that magical word?

That musical word that has to do with something that's repeated over and over again?

We were just doing it, an ostinato.

So make your own musical ostinatos, then.

Goodbye, now.

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