WvG MME 2020

Kodaly Lesson Plan

NAME: Alysa Hershman DATE: April 24, 2022

Activity Name Bee, Bee Bumblebee

Grade Level/Class 1st Grade

Major Concepts
 So-Mi-Do Melody
 Beat/Rhythm

Materials and Resources

 Bumblebee Puppet
 Smart Board
 Popsicle Sticks

Rationale
 The Kodaly Method was developed in Hungary in the 1940s and 1950s by Zoltan
Kodaly, his colleagues, and his students. The Kodaly Method involves singing, as the
basis for music instruction, the use of folk music, solfege, quality music, rhythm
durations, the development of the complete musician, and sequencing.

 According to Zoltan Kodaly, all people are capable of musical literacy, singing is the best
foundation for musicianship, music education must begin with the very young child, folk
songs of a child’s own linguistic heritage should be the vehicle for all early instruction,
only music of the highest artistic value should be used in teaching, and music should be
at the heart of the curriculum. Kodaly believed that creativity and collaboration are
essential to music education and can be brought out in whole group lessons.

 In this lesson, students will be singing so, mi, and do, demonstrating steady beat, and
identifying rhythms with one and two sounds to a beat. Students will play a circle game
to the song “Bee, Bee Bumblebee,” demonstrate a steady beat individually and as a
group, identify the rhythm of the song, and create their own rhythms.

References
Choksy, L. (2001). Teaching music in the twenty-first century (2nd ed.). Upper Saddle
River, N.J.: Prentice Hall.

Choksy, L. (2000). The KODÁLY method I: Comprehensive music education. Prentice Hall.

Objectives
National/State Core Music Standards
 1.MU.Cr.2.1.b – With limited guidance, use iconic or standard notation and/or
recording technology to document and organize personal musical ideas.
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 1.MU.Pr.4.2.a – With limited guidance, demonstrate knowledge of music

concepts (such as beat and melodic contour) in music from a variety of cultures
selected for performance.
 1.MU.Pr.4.2.b – When analyzing selected music, read and perform rhythmic
patterns using iconic or standard notation.

Behavioral or Observable Objectives

As a result of this activity students will:
 Play a circle game to the song “Bee, Bee Bumblebee”
 Demonstrate steady beat
 Identify rhythms with ta and ti-ti
 Create rhythms with ta and ti-ti

Assessment
Students will be assessed in two parts. The first will be the ability to demonstrate steady beat
with the bumblebee puppet. The second will be creating and performing their rhythms for the
class.
 4 = Consistently demonstrates understanding and independent mastery
 3 = Demonstrates understanding and can apply concepts much of the time
 2 = Beginning to demonstrate understanding, but needs some assistance
 1 = Not yet meeting the standard, even with assistance

Teaching Strategies
Anticipatory Set/Hook
T tells the students he/she hears a buzzing sound in the room. T asks the students what
they think it could be? T introduces “Buzz” the bumblebee puppet. “Buzz” has the
students echo rhythm and solfege patterns (that relate to the song).

Procedure
Sing “Bee, Bee Bumblebee” for the students and teach by rote. Ss form a circle. One
student is handed the bumblebee puppet. Ss hold their hands out with palms out while the
student with the puppet touches each student’s hands with the puppet. The student whose
hands were touched with the bee on the word “out” is out of the game and sits down.
When the game is over, students go back to their row spots on the floor and pat the beat
on their laps as they sing the song. T says “Let’s point to the hearts on the smart board to
show the beats in the song. How many beats are in the song?” One student points to the
hearts while the other children pat the beat on their laps to determine the answer.

Once children have demonstrated the steady beat and determined how many beats are in
the song, students may determine which beats have one sound and which have two.
Students take turns placing bumblebees on the hearts on the board to show the rhythm of
the song (1 bumblebee for 1 sound and 2 bumblebees for 2 sounds). T tells students that
when they hear one sound on the beat, it is labeled “ta.” T shows students the notation for
“ta.” T tells students that when they hear two sounds on the beat, it is labeled as “ti-ti.” T
shows students the notation for “ti-ti.” T has students sing the song with the words and
repeat it, singing “ta” and “ti-ti.” Ss practice notating the song with popsicle sticks with
teacher guidance. Ss sing the song again pointing to the popsicle sticks.

Once students have an understanding of “ta” and “ti-ti,” students create their own
popsicle stick patterns with partners and practice clapping them.
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Closure/Transition
To conclude the lesson, students will put all materials away and go back to their spots. T
will ask the students, “What do we say for one sound to the beat? (ta) What do we say for
two sounds to the beat (ti-ti). “Buzz” comes out and has the students echo patterns with
“ta” and “ti-ti.”

Modifications for special needs or cultural differences

Modifications will be used for all students by using a variety of instructional strategies so that all
learners are reached during the lesson. Visual aids, hands-on manipulatives, and verbal
instructions will be given. Students will be given positive reinforcement for positive behavior
choices and following directions during the lesson. BIPs will be followed for students with
accommodations.

Cultural differences are addressed by using picture books and using a variety of songs and
dances from different cultures and perspectives during class.

Reflection
My students love the “Bee, Bee Bumblebee” game. They don’t mind when they get “out”
because they enjoy walking around to each student with the bumblebee puppet. I have used this
song and game to review solfege syllables, but have not yet used it to reinforce rhythm. I look
forward to incorporating the beat and rhythm lesson and adding popsicle sticks to demonstrate
the rhythm of the song.