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Harry's Horrible Hair

Classroom Resource Information

Title:

Harry's Horrible Hair

URL:

https://teachingwithorff.com/wp-content/uploads/2022/01/Harrys-Horrible-Hair.pdf

Content Source:

Other
Teaching With Orff

Type:

Lesson/Unit Plan

Overview:

In this lesson plan, Theresa Cocci uses her book "Harry's Horrible Hair" to guide students in identifying feelings and thoughts, expressing their own feelings and emotions through movement, and discussing empathy. They then explore and create musical responses using speech, rhythm, and instruments. In doing so, this lesson connects SEL competencies and literature to musical creation. You will need access to the book "Harry's Horrible Hair", various suggested musical repertoire, emoji visuals, Orff instruments, and a whiteboard. Flashcards for the lesson are provided in the PDF. The lesson is in two parts. In the first lesson, students respond to questions about the story and play a freeze game using the suggested repertoire and emoji cards. In the second lesson, students learn a song about Harry and create their own musical answers to the question using words and instruments. Students then perform their work as Rondo.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Music: General	3) Demonstrate and choose favorite musical ideas. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Plan and Make Essential Questions: EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent. EQ: How do musicians make creative decisions? Concepts & Vocabulary: Rhythm Steady beat Long/ Short One and two sounds per beat Silent beat Melody High and low Pitch set: So, Mi Musical alphabet Harmony Accompaniment/ no accompaniment Form Like and unlike phrases Echo Expression Speak, sing, shout, whisper Solo/ Group Unpitched percussion Flute, trumpet, violin, piano Loud/ Soft Fast/ Slow Other Age-appropriate audience and performer etiquette Skill Examples: Performing Chant, move, play, and sing grade level skills. Echo simple rhythmic patterns. Echo a three-pitch melodic pattern using the correct syllables and hand signs. Creating Perform an improvised rhythmic pattern within a framework of four beats. Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats. Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means. Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence. Reading/ Writing Create a visual representation of sound. Responding/ Evaluating Respond to a musical call or question with an age- appropriate musical answer. Evaluate peer performance to determine steady beat/no steady beat.
Arts Education ARTS (2017) Grade: K Music: General	6) Demonstrate a final version of personal musical ideas to peers. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 3: Refine and complete artistic work. Process Components: Present Essential Questions: EU: Musicians' presentation of creative work is the culmination of a process of creation and communication. EQ: When is creative work ready to share? Concepts & Vocabulary: Rhythm Steady beat Long/ Short One and two sounds per beat Silent beat Melody High and low Pitch set: So, Mi Musical alphabet Harmony Accompaniment/ no accompaniment Form Like and unlike phrases Echo Expression Speak, sing, shout, whisper Solo/ Group Unpitched percussion Flute, trumpet, violin, piano Loud/ Soft Fast/ Slow Other Age-appropriate audience and performer etiquette Skill Examples: Performing Chant, move, play, and sing grade level skills. Echo simple rhythmic patterns. Echo a three-pitch melodic pattern using the correct syllables and hand signs. Creating Perform an improvised rhythmic pattern within a framework of four beats. Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats. Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means. Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence. Reading/ Writing Create a visual representation of sound. Responding/ Evaluating Respond to a musical call or question with an age- appropriate musical answer. Evaluate peer performance to determine steady beat/no steady beat.
Arts Education ARTS (2017) Grade: 1 Music: General	1) Create musical ideas for a specific purpose. Example: Improvise four-beat patterns in question and answer form. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Imagine Essential Questions: EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. EQ: How do musicians generate creative ideas? Concepts & Vocabulary: Rhythm Quarter note, quarter rest, paired eighth notes Strong/ weak beat Steady beat/ rhythm Allegro/ adagio Melody Pitch set: Mi, So, La Steps/ skips/ repeated notes Melodic direction Modified staff Line notes and space notes Harmony/texture Rhythmic ostinati Simple bordun Form AB, ABA Expression Legato, staccato Piano (p), forte (f) Classroom instrument classifications Clarinet, trombone, cello, drum Orchestral music: ballet Non-Western music celebrations Other Proper singing posture Age-appropriate pitch matching (C4 -C5)¹ Mallet/ drumming technique — hands together Skill Examples: Performing Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes. Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la. Creating Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments. Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks. Reading/ Writing Read 4-beat melodic phrases on a modified staff on which mi is indicated. Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks. Identify melodic patterns on a modified staff when played on a pitched instrument. Responding/ Evaluating Create rubric for evaluation of peer compositions. With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.
Arts Education ARTS (2017) Grade: 1 Music: General	13) Perform music for a specific purpose with expression. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Components: Present Essential Questions: EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Concepts & Vocabulary: Rhythm Quarter note, quarter rest, paired eighth notes Strong/ weak beat Steady beat/ rhythm Allegro/ adagio Melody Pitch set: Mi, So, La Steps/ skips/ repeated notes Melodic direction Modified staff Line notes and space notes Harmony/ texture Rhythmic ostinati Simple bordun Form AB, ABA Expression Legato, staccato Piano (p), forte (f) Classroom instrument classifications Clarinet, trombone, cello, drum Orchestral music: ballet Non-Western music celebrations Other Proper singing posture Age-appropriate pitch matching (C4 - C5)¹ Mallet/ drumming technique — hands together Skill Examples: Performing Sing or play music with attention to expressive elements such as dynamics and articulation Perform music from a variety of cultural traditions, focusing on holidays and special days. Creating Create new verses for familiar songs. Use manipulatives or movement to inform melodic contour. Reading/ Writing Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation. Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation. Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour. Identify expressive markings in printed music. Responding/ Evaluating Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Arts Education ARTS (2017) Grade: 2 Music: General	2) Generate musical patterns and ideas within the context of a given tonality and meter. Example: Improvise simple harmonic and rhythmic accompaniments within specified guidelines and duple and triple meter. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Imagine Essential Questions: EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. EQ: How do musicians generate creative ideas? Concepts & Vocabulary: Rhythm Eighth note, eighth rest, half note, half rest, whole note, whole rest Strong/ weak beat — 2/4; 3/4 meter Accelerando/ ritardando Melody Pitch Set: Do , Re, Mi, So, La Five-line staff Treble clef Names of lines/ spaces (treble staff) Harmony Melodic ostinati Partner songs Form AAB, AABA, Rondo Verse/ Refrain Expression Orchestral instrument families Piano (p), forte (f) Crescendo/ decrescendo Orchestral Music: programmatic Indigenous music: Native American American music: slave songs, colonial folk songs Other Age-appropriate pitch matching (B3-D5)¹ Mallet/ drumming technique: alternating hands Skill Examples: Performing Perform original melodic patterns in do pentatonic as an introduction to a known song. Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant. Creating Create a melody on pitched instruments using speech rhythms from a selected poem. Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments. Reading/ Writing Notate speech rhythms from a selected poem, using iconic or standard notation. Using music composition software, create an original composition based on a personally selected topic. Responding/ Evaluating Refine compositions based on self-evaluation of a recorded performance. Indicate dynamic markings for original compositions.
Arts Education ARTS (2017) Grade: 2 Music: General	13) Perform music for a specific purpose with expression and technical accuracy. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Components: Present Essential Questions: EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Concepts & Vocabulary: Rhythm Eighth note, eighth rest, half note, half rest, whole note, whole rest Strong/ weak beat — 2/4; 3/4 meter Accelerando/ ritardando Melody Pitch Set: Do , Re, Mi, So, La Five-line staff Treble clef Names of lines/ spaces (treble staff) Harmony Melodic ostinati Partner songs Form AAB, AABA, Rondo Verse/ Refrain Expression Orchestral instrument families Piano (p), forte (f) Crescendo/ decrescendo Orchestral Music: programmatic Indigenous music: Native American American music: slave songs, colonial folk songs Other Age-appropriate pitch matching (B3-D5)¹ Mallet/ drumming technique: alternating hands Skill Examples: Performing Perform age-appropriate music with attention to expressive markings indicated in the printed music. Creating Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes. Reading/ Writing Identify expressive markings in printed music. Identify meter marking in printed music. Responding/ Evaluating Notate from dictation 8-beat rhythm patterns using standard notation. Perform short melodic patterns from standard or iconic notation.

Tags:

Book, Creative, Explore, Literature, Perform, Rhythm, Rondo, SEL

License Type:

Attribution Non-Commercial No Derivatives
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

Accessibility

Audio resources: includes a transcript or subtitles
Graphics: includes alt tags or long descriptions
Text Resources: Content is organized under headings and subheadings
Video resources: includes closed captioning or subtitles

Comments

There is also a YouTube reading of Harry's Horrible Hair that can be used to supplement the lesson. The suggested repertoire can be found using Spotify or YouTube. Students can also perform an improvisation section using C pentatonic in the final performance to express their own emotions.

This resource provided by:

Author:	Kristy Lott
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

Harry's Horrible Hair