Taxi,+Taxi+-+Car+Logo+Rhythms+-+2nd+Grade

TAXI TAXI – Car Rhythms Best Lesson – Melanie Sigel

This lesson was designed based off of a melody found in the Game Plan series, Taxi Taxi. It consists of a simple ‘Sol, La, Mi’ melody that students love, and I combined with familiar car logos which are fun for students of all ages. I decided to use the car logos because of a large number of students interested in car racing in one of my most challenging classes. This idea of ‘rhythmic-word-chains’ can be modified to any topic of interest or song of your choice. You may also want to consider the amount of slides you go though each day, based off of the attention span and engagement of each class. Rhythmic building blocks should be displayed in the classroom and previously talked about so that they are at least familiar with ‘Ta Language.’
 * __ Introductory Paragraph: __**


 * __ Level __** : 2nd Grade
 * __ Subject __** : General Music

- Sol, La, Mi Melody - Independent Ostinato - Rhythm Reading (Building Blocks)
 * __ Concept/Skills __** :

- Performing: Rehearsal, Eval, Refine
 * __ Standard __** :

- Formative - Informal
 * __ Assessment Type __** :

- Provided with teacher demonstration and a visual, students will be able to accurately sing the ‘Sol, La, Mi’ melodyinthesongTaxiTaxi. - Provided with teacher demonstration, support and a visual, student’swillbeable to keep a steady beat ostinato pattern in small groups and as a class while the melody is being performed at the same time. - Provided with teacher lead, students will be able to accurately verbalize (using car logos) and perform (clap/play) the rhythm building blocks as a class and individually. - Provided with a review of previous knowledge and peer support, students will be able to identify and verbally label the the rhythms using correct ‘TaLanguage.’
 * __ Objectives __** :

- The teacher will informally assess the student’sabilitytosingthecorrectpitches “Sol, La, Mi,” bylisteningtothestudentssing ‘Taxi Taxi’ as a class and in small groups. - The teacher will informally assess the student’sabilityto keep a steady beat ostinato pattern going as a small group while the melody is sung. - The teacher will informally assess the student’s ability to accurately perform (clap/play) the ‘BuildingBlock’ rhythmsby watching and listening to each student’s rhythm pattern individually and as a class. - The teacher will informally assess the student’s ability to correctly label the rhythms using ‘TaLanguage’ by asking students to verbally perform the rhythms individually and as a class.
 * __ Assessments __** :

- Day 1 “TaxiTaxi” PowerPointVisual - Day 2 & 3 “TaxiCar Logo” PowerPointVisual - Day 4 “Taxi&CarNotation” PowerPointVisual - Rhythm Sticks - Rhythm Building Block Posters (always hanging on the wall)
 * __ Materials __** :


 * __ Activity __** :

- Introduce the melody “TaxiTaxi” usingbodysolfegeandvisual
 * DAY 1 **
 * § Teacher sings the entire melody twice while the students listen
 * § Ask the students to join you with the body solfege while listening one more time
 * § Add the visual (Day 1 PowerPoint – Slide 1)
 * § Echo half of each phrase at a time. Ex: “Taxi, taxi stop for me… Please take me to the train…”
 * § Echo one phrase at a time. Ex: “Taxi, taxi stop for me. Please take me to the train...”
 * § Sing the entire poem together with body solfege.

- Introduce ostinato pattern “Grabacab.” Clap, pat
 * § Project Day 1 PowerPoint – Slide number 2
 * § Tell students to repeat after you: Pat and say the rhythm words “Grab a Cab.” (quarter, quarter, half)
 * § Practice with a ‘golf’ clap, patting on the floor, on knees, etc. continuously moving it around
 * § Turn off voices and use magic lips to keep the rhythm pattern going

- Review the Taxi Taxi Song Melody
 * DAY 2 **
 * § Project Day 2 PowerPoint – Slide 2
 * § Tell students to repeat after you and sing one phrase at a time.
 * § Sing through the poem together twice.
 * § Ask the students to sing the poem by themselves. (get them started by singing the first ‘Taxi’)

- Layer in Ostinato
 * § Review the ‘Grab a Cab’ rhythm pattern on knee pats and with voice.
 * § Turn off voice and use magic lips while keeping the pattern going.
 * § Have half of the class continue the rhythmic pattern while whispering the words. The other half sings ‘Taxi.’
 * § Switch! Other half of the class keeps the rhythmic ostinato ‘Grab a Cab’ and the other half sings the melody.

- Echo ‘CarLogos’ whileclapping (rhythm)
 * § Project car logos (Day 2 PowerPoint – Slide 3-7)
 * § Speak and clap the car logo names and have the students echo you.
 * § Repeat if necessary.
 * § Continue though ‘Challenge Mode’ (Slide 8-12) giving students the opportunity to clap the rhythm by themselves first for the class to echo.
 * § If students are still focused, continue into ‘More Challenging Mode’ asking all students to think the pattern in their head first and then clapping it together the first time. If necessary, repeat by having the students echo you.

- Review Car Logos with Rhythm Sticks
 * DAY 3 **
 * § Remind student of Rhythm Stick procedures such as rest position and what that signal looks like
 * § Pass out rhythmic sticks to each student
 * § Project car logos (Day 3 PowerPoint – Slide 3-19)
 * § Speak and perform the rhythms (using the rhythm sticks) of the car logo names and have the students echo you.
 * § Repeat if necessary.

- Layer with Taxi Song
 * § Review Taxi Melody (sing through together)
 * § Choose one of the rhythmic patterns from Slides 8-12
 * § Practice the pattern on ‘loop’ with the entire class with words
 * § Turn off words and use a whisper
 * § Half of the class continues the ‘Car Logo Ostinato’ while the other class sings ‘Taxi, Taxi’ over the top
 * § Switch! Other half of the class keeps the rhythmic ostinato while the other half sings the Taxi melody.

- Warm up with Taxi Song
 * DAY 4 **
 * § Project Day 4 PowerPoint-Slide 2
 * § Review Taxi Song with body solfege

- Identify Rhythm Building Blocks and use ‘TaLanguage’
 * § Work through the slides, comparing the words to the rhythmic building blocks and identifying the rhythm using ‘Ta Language’ (instructions on the top of each slide)
 * § Speak each of the slides using the Car Logo names and ‘Ta Language’ when both are present on the slide

- Layer in parts
 * § Choose a couple different slides to turn into the rhythmic ostinatos to layer in with the melody ‘Taxi, Taxi.’
 * § Half of the class keeps the rhythmic ostinato while the other sings the melody
 * § Switch!

- If students struggle: Model and echo! - Encourage students to try saying and clapping the rhythms individually (give everyone the opportunity at some point) - Remind and Enforce “REST” Position (rhythmsticks) - Give specific feedback
 * __ Teacher Effectiveness Reminders __** :