Beat + Rhythm (C1, C2 & C3)
This is a percussive exercise, where students listen for/ play along with the beat of 'cree cuttin' by northern cree, using a hand drum. we then explore what we think rhythm is/ what it means to us. Do we each have our own rhythm? Is it our heart beat? Or breath? Are there rhythm in nature?

This gets students thinking creatively about things that perhaps are otherwise looked over. Inspiration exists everywhere, and everything has it's own energy and unique rhythm. 


In this exercise, students are asked about things they have done, or could do to help the environment. Let's write a song to help bring awareness to environmental issues like littering, air pollution and the importance of biodiversity. Or perhaps we would like to write about our favourite endangered species, and their characteristics. How are ways we enjoy nature? Where have we gotten to explore so far in nature, and what is our favourite tree? What's our favourite season and weather pattern? Do we have a favourite nature spot?

Mad Jams (Mad Lib style song-writing.) (C1 & C2)
Students fill in the blanks of a Miss Peppertree song. This is a fun way to get your 'sillies' out, and make up stories about funny things.

Parody Work  (C1 & C2)

In this exercise, students re-write lyrics to a pre-existing melody from a familiar song. This gets students considering things like theme, syllables,  breath placement, and also just how easy (and important) it is to let your imagination run free. It also establishes the importance of melody. Did you know that 'Twinkle Twinkle Little star,' and 'Baa Baa Black Sheep' are the same? 

Brain Game (C2 & C3)

  Students complete a fun and short quiz to determine whether they are more right or left brain dominant. We then write a song using exercises to tap into our Quieter brain.

  For example, if you are more left brain dominant (Logical, analytical, objective) we will change up our writing habits by changing our medium. Perhaps that means we write using paper without lines, and different coloured markers to write our thoughts down.

  If you were to be however, more right brained (Intuitive, thoughtful, subjective) We might try writing within lines on grid paper, as small as we could while maintaining legibility. or perhaps we'd write down our thoughts while listening to a collection of baroque music. 

Memory Mayhem (C1 & C2)

In this exercise, we would take turns singing while keeping beat by clapping, 'Oh me, Oh my, I decide          '

and would make a sound. Then, the student would sing back 'Oh me, Oh my I decide boom! Crash!' We would keep adding one new sound to the memory chain, until we cannot keep track. We repeat this game, only we attach actions to our sounds. Do we keep track for longer? 

TUNE COLOUR / Synesthesia Exploration
(C2 & C3)

In this exercise, students get to decide what colour a song is by colouring

while we listen to A portion of Beethoven's Moonlight Sonata, and then again while listening to Classical Gas by Mason Williams. We will also do this to songs like, 'The Popcorn Song,' by Gershon Kingsley, and 'Plantasia,' by Mort Garson. How do our drawings differ in colour? Why do we think that is?

Major / Minor Face (C2 & C3)

I play a minor or major chord, and the student makes a facial expression that matches the chord, i.e A major chord = A happy chord

A Minor Chord - A sad chord

Song Analysis

Students dissect a song in it's entirety, from song structure, to vibe/ feel, to the lyrics and message. What does this song mean to you? does it apply to your life, or can you relate to it?

River Writing (C1, C2 & C3)

In this exercise we listen to a collection of pre-recorded nature sounds, and write without letting our pencil leave the paper. What thoughts came out? Let's explore them. How did the sounds influence our writing? Can we pinpoint where thunder sounds influenced us, or birds? This allows students to practise 'Stream of Consciousness Writing,' a way of writing I find allows one to create without overthinking their process.

Songs From A Hat (C1 & C2)

Together, we write down ten words we like, and then put them in Miss Peppertree's big silly hat. After pulling ten words from a hat, we see if we can connect the words using our imagination. We can use those ten hat words as often as we'd like, but lets try and make a song that makes sense (no matter how silly it may be!) Then we sing our story using a pre-existing melody, (Twinkle-Twinkle Little star) or a brand new one. What is our song called?

Creative Games & Exercises

C1 - Creating & Performing

C2 - Reflecting, responding, and analyzing

C3 - Exploring Form & Cultural Context

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