Our Program

MATB Lesson 43 - Morning

 

 

Introduction

This is one of the longest and loveliest melodies in the book and most children respond positively to it (in spite of the lack of familiarity and words to sing). It is fairly easy to play because there is little switching between hands.
The chords in the last two measures are difficult for some children to hold on to but all will enjoy trying. You might try to present the chords in a fun and thought provoking way by asking the children to explain what they are supposed to do in the last two measures. Present the chords as a mystery to be solved. After the kids come up with a verbal explanation, see if they can figure out, on their own, how to play the chords.

At one school the teacher got the children in the mood by playing the recording (Selections CD 2) and improvising a story over the music. She had the class start with their heads down as if sleeping or just waking and she began to tell a story about how "the day was dawning and all the little children were just beginning to open their eyes. A gentle breeze was blowing and there was a sweet smell of flowers and early morning dew..." she continued, gradually getting more dramatic and awake-sounding and by the time the music burst forth her story had also reached a climax of sorts - everyone awoke, the sun was shining and etceteras. (On subsequent tellings of the tale she managed to change the setting - even with urban backgrounds - but all captured the mood of the music.) By the time the children were playing this on their keyboards, you could tell that they saw an elaborate scene in their minds.

As always, don't miss the opportunity to talk about the composer. His life, his times, where he is from and his music will be of interest to the children. (If you have been keeping track of the geography of the music in the book, this will add new spot on the map.) Any library (and the Internet with thousands of sites to visit) will provide information.

Music/Concepts

  1. Chords/ Triads
  2. 1st and 2nd endings
  3. Larger form
  4. Steps and skips (in L.H. and between L.H. and R.H.)

Difficulties

  1. Understanding the (map) 1st and 2nd endings
  2. Playing three notes at the same time
  3. Singing this in the low register
  4. Being ready for the left in the 2nd line
  5. The 2nd line

Activities Away From the Piano

  1. Play the recording. Get the children calm and quiet before beginning. (You might want to make up a story to go with it.)
  2. Using the enlarged music, clap the rhythm of the song (very easy)
  3. Have them find all of the notes which are not quarter notes
  4. On the poster, look for all the steps and skips
  5. Compare the 1st and 3rd lines (two parts of the song) - find the one variation
  6. Show the contour of the melody using body levels. 1 = Head, 3 = shoulders, 4 = waist and 5 = knees.
  7. Sing the song saying numbers and letters

Ear Training

  1. Divide the class into three groups and assign each one note of the triad. Have them sing their notes alone and then as a chord.
  2. Singing only G and A, back and forth, do them as quarter notes and then eighth notes.
  3. Play short combinations of the notes F, G, A, and C. Have the class play them back and/or say what was played.

Activities at the Piano

  1. Exercise: 4-3-4-3-4-3-4-3
  2. Exercise: 1-3-5-3-1 and then all three together
  3. Work on the 2nd line and then the 4th before the others.
  4. Pair up the kids and have one play while the other leads them through the map pointing to all the notes (in the correct order).
  5. Play all the way through.

Extensions/Creativity/Exploration

  1. Play a recording and discuss (describe what it looks and sounds like)
  2. Draw a picture of the morning
  3. Describe the morning/ make up a song about the morning
  4. Play the recording and make up a dance to go along with it

Questions

  1. Why are the notes stacked on top of each other at the end of the song?
  2. What does this song make you think of? What do you see in your mind when you hear this song?
  3. Who composed this piece?
  4. Do the left and right hands ever play at the same time?
  5. How many notes does the right hand play? Which hand has the most notes?
  6. What note/finger is skipped on the first line?
  7. How many different notes are played in this song? What other song did you play that had 5 notes and then what is the word for a song that uses five notes like this?
  8. How many beats are in each measure? What is the time signature? Do you remember any other songs that also had three beats per measure?

More Activities

  1. Make up words to go with the song.
  2. Use the Velcro board to work on skips and steps.
  3. Reinforce the Velcro work with the yellow (and one red) laminated cards.
  4. Talk about Grieg.

Observations and Suggestions (from the Music Rooms)

  1. Ask the kids to hold their 2nd finger (with the right hand) while playing.
  2. Give the children extra, and separate time to work on the chords. They love the challenge.
  3. The order of the song is perhaps the most difficult thing for the children to understand. Give several (or all) of them a chance to point to the melody on the poster and follow the map of the music.
  4. The song is set way too low for most children to sing. Have them sing it one octave higher