OK, we insisted we would never do this, but we'll give in! I admit it........I like using pop, rock, and classics in the elementary classroom. And why not? After all, rock 'n' roll has been around long enough to develop its own classics. And, the form of many songs can adhere to the standard musical forms of works, and be a lot of fun besides!

The talk around the K-8 list is using "Monster Mash" and the theme from "Ghostbusters" to teach form and body percussion. Have the students work in groups to figure out body percussion in meters of 4 and 8, then perform for the class. "Monster Mash" is super for expanding the voice. There are always lessons for younger students to expand their vocal capabilities, to find high or silly voices. This is the perfect opportunity to change their timbre and sound like Igor!

Take the old '60's classics and develop body percussion, ostinati, and accompaniments with them. I attended a great workshop with the St. Louis Orff-Schulwerk Association. The presenter was Amy Gregory, who had some great ideas for old Motown and soul hits. For example, establish a rhythm ostinato for "Heard it through the Grapevine:"

(Enter rhythm pattern here when you get the font!)

1. Formation-circle
2. Constant-rhythm ostinato

3. Variable: dance (silent movement) on rests
4. Materials: desk bell and tall stools
5. Presentation:
a. Develop rhythm

b. Dance to eight beat-phrase, snapping on quarter note
c. Add music.
d. Transfer desk bell sound for snap on quarter note.
e. Each student has opportunity for "solo" on desk bell. (Be creative! Have the students use their nose, elbows, whatever, to ring the bell. During the workshop, teachers used their backsides sometimes! That's your choice whether to allow that!~)
5. Assess students for beat competency and/or ability to maintain an ostinato.

Another great Amy idea:

This one is done to "Soul Man":
1. Formation: horizontal lines
2. Meter is 4/4
3. Musical form: Introduction ABABABC Interlude Code
    Intro=8 measures
    A=8 measures
    B=8 measures
    C=5 measures
    Interlude=4 measures
    Coda=8 measures and fades
4. Presentation:
a. Teach movement for A section. Show notation

NodRnodR shoul-der shake


Perform movement to music whenever A section is heard.
Keep beat or allow free movement on other sections.
b. Revisit another day and teach movement to B section. Show notation.

Slide-touch|step   snap   step  snap (feet do a step, touch. on snaps, roll hand forward, then back on second)

Perform movment of A and B sections to music.
c. Revisit on another day and create movement to C section. Movement should show 5 levels from low to high. Show notation.

Do 5 times, each repeat at a higher level ending with hands above head.

Perform movement of A,B,C sections to music.
d. Revisit on another day and show movement for the interlude.
   Interlude: bounce heels to beat and slowly (over 4 measures) bring jazz hands down to waist level. Explain that coda can use movement of A section or second half of B section. Perform to music. Add hats and sunglasses.
e. Revisit on another day and add instruments. Suggested instruments:

f. Assess students for the ability to maintain an ostinato through the use of an instrument or movement. Assess music reading ability through recognition of rhythm notation used in the ostinato patterns.

Another great comtemporary style of which you should take advantage is rap. Now, first of all, formulate a GOOD definition of rap for those parents who are concerned that you are teaching Gansta Rap! Rap is just a musical form with rhythmic chanting. Make sure both kids and parents understand that. Rap is super for rhythm and rhyming development, and can easily segue into writing tunes later. Rap is pretty easy, too. Really, many music teachers use it without realizing it.

There are several great sources for rap writing. My favorites are from Plank Road Publishing. They have several rap builders available, along with teaching suggestions. Also, the music that comes with their K-8 Magazine is great for using as rap backgrounds.

With my rap writing, I usually have grades 1-3 do this as a total class project. The older classes can divide up into groups. Make sure there is a list of acceptable topics handy before starting. Many teachers start the year with writing a "rules rap". Have your students look at your class rules and rephrase them. To start, don't worry so much about rhyming as fitting phrases and meter. Select one or two accompaniments from which they can choose. Emphasize the importance of brainstorming and what it is. Students should first work on the words and rehearse to make sure they get the feel of the meter and tempo. Make sure they don't try to make the meter fit the words rather than the words to the meter! If it doesn't quite fit, take advantage of the opportunity to introduce the musicality of rests and syncopation! Once the students have a grip on the meter, they should be allowed to add extra instruments or movement that fit the style of the background and their words.

How do you use contemporary music in your classrooms? Send us your ideas. Next month's It's Elementary will be a compilation of these ideas!