ABSTRACT
Lesson 1: Music Makes You Smile! 54 Music: “If You’re Happy” (Traditional Children’s Song from the
United States)
Lesson 2: Follow the Leader and Keep the Beat! 57 Music: “Gigue” from Suite No. 3 in D (Bach) Concept: Steady beat (Rhythm)
Lesson 3: Let’s Play a Game! 60 Music: “Here Comes Valerie” (Traditional Song from the
United States) Concept: Steady beat (Rhythm)
Lesson 4: Join the Parade 63 Music: “Parade” from Divertissement (Ibert) Concept: Soft/loud (Dynamics)
Lesson 5: Say “Hello” to Classmates 65 Music: “Hello, There!” (Traditional Children’s Song) Concept: Vocal tone color (Timbre)
Lesson 6: Speedy or Slow? 69 Music: “Boogie-Woogie Walk” (Spencer) Concept: Fast/slow (Tempo)
Lesson 7: Engine No. 9 71 Chant: “Engine, Engine” (Traditional Chant) Concept: Steady beat (Rhythm)
Lesson 8: All Aboard for a Train Ride! 74 Music: “The Little Train of Caipira” from Bachianas Brasileiras
No. 2 (Villa-Lobos) Concept: Fast/slow (Tempo)
Lesson 9: Let’s Take a Bus Ride! 77 Music: “The Bus” (Traditional) Concept: Environmental/instrumental tone colors (Timbre)
Lesson 10: Breaking Out of the Shell 80 Music: “Ballet of the Unhatched Chicks” from Pictures at an
Exhibition (Mussorgsky) Concept: Long/short sounds (Rhythm)
Lesson 11: The Farmer’s Dog 84 Music: “Bingo” (Folk Song from the United States) Concept: Rhythm pattern (Rhythm)
Lesson 12: A Visit to the Zoo 88 Music: “The Elephant” from Carnival of the Animals (Saint-Saëns)
“The Aviary” from Carnival of the Animals (Saint-Saëns) Concept: High/low pitches (Melody)
Lesson 13: Miss Mary Mack 90 Music: “Miss Mary Mack” (African American
Clapping Game Song) Concept: Steady beat, faster/slower (Rhythm/Tempo)
Lesson 14: Drum Talk 93 Music: “Anaguta Drums” excerpt (Nigeria) Concept: Sound production (Timbre)
Music: “Head, Shoulders, Baby” (African American
Game Song) Concept: Repeated pitches (Melody)
Lesson 16: It’s Halloween! 99 Music: “Five Little Pumpkins” (Traditional/Words by Pitts) Concept: Vocal tone color/sound effects (Timbre)
Lesson 17: Grinding Corn 101 Music: “Corn Grinding Song” (Navajo Indian) Concept: Up/down/repeated pitches (Melody)
Lessons 18/19: The Nutcracker Ballet 105 Music: “Russian Dance” from The Nutcracker Suite
(Tchaikovsky) Concept: Accents (Expressive Qualities)
Music: “Chinese Dance” from The Nutcracker Suite (Tchaikovsky) 106
Concept: High/low pitches (Melody)
Lesson 20: Beats in Two 108 Music: “Skip to My Lou” (Folk Song from the United States) Concept: Beats grouped in two (Rhythm)
Lesson 21: Artists at Work 112 Music: “Aquarium” from Carnival of the Animals
(Saint-Saëns) “Devil’s Dance” from The Soldier’s Tale (Stravinsky) Concept: Legato/staccato (Expressive Qualities)
Lesson 22: Dancing Down the Alley 114 Music: “Willowbee” (Folk Song from the United States) Concept: Same/different sections (Form)
Lesson 23: Shadow Puppeteers 117 Music: “Kangaroos” from Carnival of the Animals
(Saint-Saëns) Concept: Long/short sounds (Rhythm)
Lesson 24: Singing and Signing about Martin 120 Music: “Sing about Martin!” (“Miss Jackie” Weissman) Concept: Call/response (Form)
Lesson 25: Satchmo Is Our Jazz Man! 124 Music: “Louis Armstrong” (call and response)
(Berg, Fitzgerald, McCord) Concept: Call/response (Form)
Lesson 26: Stick Game 127 Music: “Titiro Mai” Excerpt (Maori song from New Zealand) Concept: Beats grouped in three (Rhythm)
Lesson 27: Gun Hoy Fat Choy! 129 Music: “Song of the Dragon” (Chinese Folk Melody) Concept: Same/different phrases (Form)
Lesson 28: Instruments Have Families, Too! 132 Music: Toccata, third movement excerpt (Chavez)
Serenade for Wind Instruments excerpt (Mozart) “I’ve Got to Be a Rug Cutter” (Ellington) “Spring” from The Four Seasons excerpt (Vivaldi)
Concept: Instrumental families (Timbre)
Music: “Ebeneezer Sneezer” (Olson) Concept: Pitches stepping up/down (Melody)
Lesson 30: Under the Big Top 140 Music: “Circus Music” from The Red Pony Suite (Copland) Concept: Same/different sections (Form)
2. If you’re happy and you know it, tap your foot; . . . 3. If you’re happy and you know it, nod your head; . . . 4. If you’re happy and you know it, do all three; . . .
