What's+in+a+name?



** Name Games: What’s in a Name? ** Home

**__ Name Rondo One __** Yo, man! Hey, man! (metals, woods) What’s you name? (drums – tones - bass) Yo, man! Hey, man! (metals, woods) Say again! (drums – tones – bass)

Yo, man! Hey, man! What’s your name? Yo, man! Hey, man! Let’s play the name game.

My name is (individual solo on drums) His name is (echo – full circle on drums)

By the end of the class students will be able to: · Perform the rhythm of the rap while others keep the steady beat · Perform the rhythm of the rap using body percussion or non-pitched percussion (woods, metals, skins, and shakers) By the end of the class students will be able to: · Recognize and brainstorm a list of adjectives to describe themselves · Recognize and create a list of alliterations to work with names of students in their class 1. Teach the poem using body percussion – (metals – snap; woods – clap; drums – pat and stamp) 2. Divide group into instrument families and have them perform and speak their part 3. Perform only the rhythm of the poem. 4. Put it on instruments (each person in the circle has a drum as well as auxiliary percussion instruments) 5. For the B section – four students will drum the phrase “My name is ___”__ The whole group will echo it back. After four students the group will chant the names in reverse order while keeping a steady beat on the drums. 6. The A section is performed once again followed by the C section where four new students perform their individual name solo. At the end of the C section the eight names that have soloed are chanted in reverse order. 7. The process continues until all students have performed a name solo. 2. Discuss the fact that there are many describing words that begin with different letters of the alphabet. Record the words that are adjectives from the poem and record them on a wall chart. 3. Brainstorm a variety of other adjectives and record them on a wall chart. 4. The teacher should set up an underlying beat on the cowbell or claves. Have the students drum their name with the descriptive adjective – “energetic Ruth”. Students may echo each name. At the end students can do a cumulative drumming of the names and adjectives. 5. Record any new adjectives on the wall chart. 6. An extension of this activity would be to choose an adjective that begins with the same letter as the name – thereby introducing “alliteration”.
 * NAME ACTIVITY #1 **
 * Musical outcomes: **
 * Literacy outcomes: **
 * Materials: ** chart paper, found sounds or instruments made of metal, wood, shakers, and skins.
 * Music Activity: Name Rap **
 * Literacy Activity: Drumming Descriptive Words **
 * 1.** Read aloud Sherree Fitch’s poem, “And Who Are You?” taken from her book “If You Could Wear My Sneakers”. Brainstorm what is happening in the poem.

By the end of the class students will be able to: · Identify the number of sounds in their name (syllables) and find others in the class who have the same name rhythm · Create a short rhythmic name composition · Perform a composition in ABA form · Demonstrate their ability to perform the rhythm of the A and B sections By the end of the class students will be able to: · Determine the number of syllables in their name · Find other children in the class with names that have the same number of syllables · Clap in sequence the syllables of four names 1. Review the Name Rap from the first class. In the centre of the circle you should have flash cards that say: 1, 2, 3, 4. 2. Going around the circle have each student play their name and decide how many sounds that it has. Ask the child to place it under the correct number card in the middle of the circle. Do this activity until everyone has had a turn. 3. Now ask a child to select four cards from at least three different piles. 4. Place them so everyone can see them. Speak the rhythm of the cards together. Now clap the syllables at the same time as you say the words. 5. Allow one child to find their name and select three other cards that come from at least two different piles (in other words – they have different numbers of syllables). Continue this process until you have all the names used up. 6. These students will now make small groups and decide on the order they would like to place the cards to create a name composition. Have each group perform their name composition four times. When ready they could select an instrument family to play the composition. 7. When the class is ready have them move back together and perform it as a rondo A – Name Rap B – First group composition A – Name Rap C – Second group composition A – Name Rap This continues until all groups have had an opportunity to perform. By the end of the class students will be able to: · Perform the rhythm of their name independently while others play their own · Play and explain the meaning of ostinato · Perform a composition in rondo form · Make choices with respect to what timbres or tone colours of instruments compliment each other By the end of the class students will be able to: · Determine the number of syllables in their name · Find other children in the class with names that have the same number of syllables · Clap in sequence the syllables of four names 1. Put students in groups where they have at least three names with different rhythms. For variety students can use their name and a descriptive adjective. 2. Students will individually choose how they will perform their name – in other words, each student will create an individual ostinato. As a group they will practice layering the ostinato using stretto entrances. 3. Give each student a pair of drum sticks and have the group perform their composition using found sounds around the room. 4. Come back together as a group and perform the composition as a Name Rondo using the Name poem as the A section.
 * NAME ACTIVITY #2 **
 * Age Level: 5-7 year olds **
 * Music Outcomes: **
 * Literacy Outcomes **
 * Materials: ** Name cards for each student**,** four cards with the numbers 1, 2, 3 and 4.
 * Name Rondo - ABA **
 * NAME ACTIVITY #2 **
 * Age Level: 8-12 year olds **
 * Music Outcomes: **
 * Literacy Outcomes **
 * Materials: ** Name poem template, Name poem written by the teacher, instruments or found sounds.
 * Name Rondo Three **

1. Record the list of descriptive words that students used in creating their compositions. 2. Select one of the “Name Poems” on this website 3. The teacher should share a poem written about his/her name and personality with the class. 4. Secondly, the teacher should create a poem with the class so that the process will of writing will be modeled. This is known as shared writing. 5. Finally, students will write their poems independently. Make sure to pair students who might be experiencing some challenge with those who enjoy mentoring.
 * Literacy Activity: **