- Freddie the Frog teacher’s puppet
- Audio player and speaker
- Freddie the Frog and the Flying Jazz Kitten book/audio CD.
- Review using Thump in the Night and Bass Clef Monster Flashcards.
- Tempo words displayed.
- Scat words displayed.
Student “I can” statements:
- I can find my assigned place in the music classroom.
- I can identify the treble clef symbol and the bass clef symbol.
- I can identify treble clef note names and bass clef note names.
- I can identify nine bass clef note names by story character.
- I can identify, hear, and move, stressing beats 2 and 4.
- I can scat sing by echo scat.
STEP 1. Silently point, asking students to find their assigned seat to sing to Freddie. STEP 2. Wait for students to “do their job” to sing “Hello, Freddie.” Transition: Pretend that Freddie is very excited and is speaking to you.
- SAY, Freddie wants to share his story about the first time he rode a plane a met a bunch of cats who only spoke scat. Would you like to hear it?
If using the physical storybook to share the story, move them to a story position/location by choosing the students that are “doing their job” to move closer to you and the book. Call them by section according to which section is “doing their job.” It is extremely important that all students can see and hear to maintain engagement and full attention.
- Before beginning, practice pretending to play the different instruments in the story. At the kindergarten grade level, all students play the same instrument and change as the story and you indicate.
- Ask the students to hold two fingers in the air, pretending they are drumsticks and using their voices to make the hi-hat swing sound. (See Watch & Teach>Spring>Flying Jazz Kitten and Teacher Demonstration video beginning.)
- Show them a visual cutoff.
- Ask students to pretend to play and upright bass. Cut off.
- Ask students to pretend to play the piano. Cut off.
- Ask students to pretend to play the trumpet. Cut off.
- Repeat, asking the students to continue doing their part until you pick up a pretend trombone. When they see you pick up your trombone, they drop their instrument and pick up their trombone ready to echo you. Then stop and listen to the next part of the story.
Step 3. An introduction through scat singing: Freddie the Frog and the Flying Jazz Kitten Details located in teacher’s resources, Scat Singing for Kids! (Hal Leonard Publication)
- Push play on the audio of the Flying Jazz Kitten story and turn the pages.
- Ask students to tap the pulse with two fingers on their thigh while listening, until it is time to play their instrument.
- When the story gets to the city sounds, echo mirror actions. (See Watch & Teach>Actions for Freddie the Frog and the Flying Jazz Kitten book)
- When they enter the jazz club, conduct each group to pretend to play their instruments and scat along
- Ask review questions following the story (ELA-Literacy standards):
- What happened first?
- Who did Freddie and Eli meet?
- How were the illustrations different in the city? What time of day do you think it was? Why? How was it different from Treble Clef Island?
- What was the problem? What did the Flying Jazz Kitten teach Freddie? (How to scat sing.)
Transition: Tell students to stand where they are at.
- Tell the students to move to their own space.
- Tell the students to outstretch their arms and turn one slow circle and look at you.
- If they touched anybody or anything, ask them to move so they no longer do.
STEP 4. Group Echo Scat with actions Details located in teacher’s resource, Scat Singing for Kids! (Shawnee Press/Hal Leonard Publication)
- Play the audio track, “Open Blues Track in C,” located on the Freddie the Frog and the Flying Jazz Kitten audio CD.
- Ask students to tap the pulse with two fingers on their thigh while listening.
- Ask students to copy you, the teacher.
- Lead echo scat using 1-measure scat words and actions.
- Display the scat words from the story. (Scat words located at the end of the story.)
- Lead echo scat, adding body movement to reflect melodic direction, while listening to the “Open Blues Track in C.”
- Keep the scat word phrases to one or two measures.
- Keep it simple and easy for students to echo and copy actions.
Transition for leaving: Ask students to “Andante” to their seats.
- Review note names
- Spend a few seconds asking students to identify whether a flashcard is the bass clef monster or treble clef island, using both sets.
- Ask the students to describe how they can tell the difference.
- Quickly review note names.
- Ask students to stand and turn in direction of the line.
- Follow the leader to the door to give Freddie a hug/high five and return to their classroom.
Resources and References
- 5 Spring Lesson Plan: Scat Singing for Kids!
- 6 Spring Lesson Plan: Collective Improvisation
- 7 Spring Lesson Plan: 12-Bar Blues
- 8 Spring Lesson Plan: Creating a Blues Song
- 9 Spring Lesson Plan: Invisible Coqui Salsa Lesson!
NOTE: Common Core State Standard codes included on digital download of lesson plan when applicable. (LilyPad Lifeline members only.)