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.
EARTH SONGS (C1, C2 & C3)
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.