Sing, Dance, Play: 5 Songs to Teach Sixteenth Notes

We've studied steady beat. We can tell the difference between it and the rhythm of the song. We've learned half notes. It's time for. . . . 

Sixteenth notes!

I'd love to share with you some of my favorite songs to sing for 16th notes. Enjoy!

 
Songs to Teach Sixteenth Notes Elementary Music
 
 

Sing, Dance, Play: Varying Song Types in the Elementary Music Room: 

We want to give our students as many ways of learning a concept as we can. It's so important that students have the opportunity to experience a concept in more than one way. This might include things like singing in a variety of modes or tone sets. It may include singing songs from many different countries, or playing songs on different instruments.

Today I'm sharing some different song types: dances, rounds, and singing games. 


5 Songs to Teach Sixteenth Notes


Dances

Cedar Swamp

Cedar Swamp

Formation: Double line, partners facing each other. 

"Way down low" (beats 1 - 8) - Head couple sashay to foot of line.
"There I met my pretty little miss" (beats 9-12) -  Head couple, right arm swing.
"There I met my honey" (beats 13-16)  Head couple, left arm swing.
"Swing a lady up and down" (beats 17-20) -  All couples, right arm swing
"Swing a lady up and down" (beats 21-24) - All couples, left arm swing

Tideo

The dance to this song is a little more involved, so I recommend teaching it in chunks: the verse first and then the chorus.

Formation: Double circle 

"Pass one window, Tideo" (beats 1 - 4) - Outside circle moves one person to the right, facing new partner
"Pass two windows, Tideo" (beats 5 - 8) - Outside circle moves one person to the right again, facing another new partner
"Pass three windows, Tideo" (beats 9 - 12) - Outside circle moves to the right a third time and faces a third new partner
"Jingle at the window" (beats 13 - 14) - Switch places with partner so that the outside circle is on the inside and the inside is on the outside. 
"Tideo" (beats 15 - 16) - On each syllable pat knees, clap hands together, then clap partner's hands
"Tideo" (beats 17 - 18) - Pat knees, clap hands together, then clap partner's hands
"Tideo" (beats 19 - 20) - Pat knees, clap hands together, then clap partner's hands
"Jingle at the window" (beats 21 - 22) - Switch places with partner so that the inside and outside circles are back where they started
"Tideo" (beats 23 - 24) - On each syllable pat knees, clap hands together, then clap partner's hands


Rounds: 

Strawberries

Strawberries

I love the melody of this round, especially the octave leap from la to low la in the second phrase.  

This song can cause some intonation problems for some students. Many children are only used to singing in major keys so this is a wonderful opportunity to sing something new! 

Hey Ho

Hey Ho Nobody Home

This song could actually be used as a partner song with Strawberries. The intervals in this song are easier to sing tunefully than the ones in Strawberries so it would work well if you have students who struggle with intonation. 


Singing Games: 

Chicken in the Fencepost 

(Also known as Can't Dance Josey)

Game formation: Inner circle and outer circle (both circles hold hands)

Chicken In the Fencepost (Can't Dance Josey)
  • A rubber chicken is placed in the center of the inner circle
  • Two students stand at opposite ends of the room with their back toward the other students
  • The teacher secretly designates an inner circle and an outer circle "door" (To create the door, two students standing together lift their hands above heads to create an entryway)
  • As the song begins the inner circle and outer circle walk in opposite directions.
  • When the teacher claps his or her hands the circles stop, the doors raise, and the students standing outside the circle turn around to catch the chicken.

Dinah

Game formation: Circle, with one blindfolded student ("Dinah") standing in the middle.

Dinah
  • The teacher chooses one secret student to be "it"
  • All students sing "no one in the house but" and the secret student sings the name of the child in the middle. Example: "No one in the house but" "Caleb, Caleb" "No one in the house but me I know" "No one in the house but" "Caleb, Caleb" "Playing on the old banjo" 
  • At the end of the song, students quietly move to a different place in the circle.
  • The blindfolded student ("Dinah") must guess who was singing the solo

*This particular variation of the game was used by my cooperating teacher during my student teaching. I love it - and so do the students! 


Get the Sheet Music

Grab the sheet music to these songs in the Sheet Music Library. Totally free - just sign up to get access. 

Enjoy!

A Free Orff Arrangement for Practicing Rhythm vs Beat

Miss White had a fright
In the middle of the night
Saw a ghost eating toast
Halfway up the lamp post!

Here's a fun arrangement to use with your young students, just in time for Halloween!

 
 

About the Arrangement

The name of the game here is simplicity! 

I can't even begin to tell you the number of times I've looked at an arrangement and thought "Oh yeah, we can learn that in time!" and grossly underestimated the amount of time it would take to put the arrangement together. 

This arrangement is designed for simplicity. This is made to be able to be thrown together in a few lessons if your students have already been practicing rhythm vs beat. 

Instrumentation: 

For this arrangement I've given the steady beat to the metals (finger cymbals and triangle). Membrane instruments have the rhythm (congas and bongos). This was to give just one more layer of differentiation of the rhythm and beat through the texture of instruments. The wind chimes add some spooky ambiance to make this perfect for halloween.
That said, you could use whatever instruments you have available in your classroom as well! 


A Learning Plan: 

Rhythm vs Beat

Before students play this arrangement they should already know the terms rhythm and beat, and be comfortable speaking and playing both

They'll also need to be very familiar with the rhyme, Miss White


Rhythm vs Beat

1. Speak and Clap

Have one half of the room speak and clap the rhythm of the words while the other half speaks and claps the steady beat. Make sure to switch the groups so that all students can practice both parts.

Be sure students speak this in their spookiest, most expressive, whisper-like voices!

2. Audiate and Clap

This flows very easily after students are comfortable speaking and clapping rhythm and beat. Simply ask them to "speak the rhyme in their heads" and repeat the activity from step 1. 

3. Put on instruments! 

Now the fun begins! The transition to instruments should be an easy one but always take time to remind students about how to treat the instruments with respect (remind them instruments are not toys).

They'll simply have the instrument "speak for them" while they speak the rhyme in their heads. Lastly, you can add the wind chimes. 

For an Extension: 

For an extension of this arrangement, have students create some ostinati they make themselves. Something like "Ah! A ghost" or "Ghost eating toast" would be perfect. These can even go on instruments if you have time!


Click to download the arrangement! 


More Rhythm vs Beat Practice

Miss White is one of the songs included in this Rhythm vs Beat resource. If you're looking for ways to practice this concept with your students I'd love for you to check it out!


Happy teaching!