Brad Scherden Task Analysis for Teaching #1
(Song Introduction)
T: Does anybody here play make-believe games?
S: YES!
T: (asking a few specific students) What do you like to pretend to be?
S: (answering what they like to pretend to be)
T: Well I like to pretend to be baker! Bakers make all sorts of good things, like bread, bagels,
and even cake! So today, we are going to sing a song about being a baker man.
(Whole song, T sing)
T: Pat the macro beat of “Baker man” (in duple) and gesture students to do so as well. Slightly
exaggerate the motion to really encourage the kids to participate. Be sure to pat the macro beat
every time you sing the song.
S: Pat the macro beat along with the teacher
T: Sing through “Baker man” while patting the macro beat. Be engaging and enthusiastic to keep
the kids interested
S: Pat the macro beat while teacher is singing song
T: Demonstrate resting tone when done and gesture student echo
S: Echo resting tone
(Whole song, T sing)
T: Pat the macro beat of the song and gesture students to do so as well
S: Pat the macro beat along with the teacher
T: Sing through “song title” while patting the macro beat
S: Pat the macro beat while teacher is singing song
T: Gesture student echo
S: Sing resting tone (without having heard the teacher sing the resting tone)
(Short Phrases-w/ resting tone)
T: Explain to students that they will echo resting tone after teacher gives it
T: Sing short phrase one “Come along, come along”, patting macro beat, then sing resting tone
S: Echo resting tone
T: Sing short phrase two “What shall we play?”, patting macro beat, then sing resting tone
S: Echo resting tone
T: Sing short phrase three “I’ll be a baker man”, patting macro beat, then sing resting tone
S: Echo resting tone
T: Sing short phrase four “Just forgot today”, patting macro beat, then sing resting tone
S: Echo resting tone
T: Sing short phrase one, patting the macro beat, then gesture students to sing resting tone
(without having heard the teacher sing it)
S: Sing resting tone
T: Sing short phrase two, patting the macro beat, then gesture students to sing resting tone
(without having heard the teacher sing it)
S: Sing resting tone
T: Sing short phrase three, patting the macro beat, then gesture students to sing resting tone
(without having heard the teacher sing it)
S: Sing resting tone
T: Sing short phrase four, patting the macro beat, then gesture students to sing resting tone
(without having heard the teacher sing it)
S: Sing resting tone
(Minor key cadential melody)
NOTE: In this key, si=C#, la=D, ti=E, Do=F, re=G, mi=A, and fa=Bb
T: Sing cadential melody in phrases using hand motions (D minor)
T: Sing “Minor rests on la” then sing the first pattern immediately
T: Sing “la do mi, mi do la” gesture students to echo immediately
S: Sing “la do mi, mi do la”
T: Sing “la re fa, fa re la” gesture students to echo immediately
S: Sing “la re fa, fa re la”
T: Sing “la do mi, mi do la”, gesture students to echo immediately
S: Sing “la do mi, mi do la”
T: Sing “si mi ti, mi ti si” gesture students to echo immediately
S: Sing “si mi ti, mi ti si”
T: Sing “la do mi, mi do la” gesture students to echo immediately
S: Sing “la do mi, mi do la”
T: Sing “la do ti si la” gesture students to echo immediately
S: Sing “la do ti si la”
(Short Phrases-w/lyrics)
T: Explain to students that they will echo phrase after teacher sings it
T: Sing short phrase one “Come along, come along” then gesture students to sing
S: Sing short phrase one
T: Sing short phrase two “What shall we play?” then gesture students to sing
S: Sing short phrase two
T: Sing short phrase three “I’ll be a baker man” then gesture students to sing
S: Sing short phrase three
T: Sing short phrase four “Just for today” then gesture students to sing
S: Sing short phrase four
(Long Phrases-w/lyrics)
T: create two larger phrases by combining short phrases one and two for long phrase one,
and phrases three and four for long phrase two
T: Sing long phrase one “Come along, come along, what shall we play?” Gesture students to echo
S: Echo long phrase one
T: Sing long phrase two “I’ll be a baker man, just for today” Gesture students to echo
S: Echo long phrase two
(Entire Song- T & S sing)
T: Asks students to sing along in their head while T sings entire song
T: Sing entire song with lyrics, gesture the resting tone at the end
S: Sing song in their heads, sing resting tone at the end
T: Tell students to sing along with T
T: Sing “one, two, ready, sing” in style of opening melody
T&S: Sing song together
T: Gestures for resting tone
S: Sing resting tone
T: Give feedback to students
*Repeat steps in bold until students are completely comfortable with singing the song