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Chanukah - Teacher's Guide

Chanukah - Teacher's Guide

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Susie Davies-Splitter

November 26, 2021
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  1. Written and recorded by Susie & Phil Susie Davies-Splitter &

    Phil Splitter Jewish festival of light Chanukah - song & dance. Teacher Notes Orff percussion & rhythm play along © www.welcometomusic.net © www.welcometomusic.net Susie Davies-Splitter & Phil Splitter
  2. Chanukah is pronounced ‘Hanukah’ with a guttural sound for the

    ‘H’ and is the Jewish festival of light. It commemorates the recovery of Jerusalem and subsequent rededication of the second temple in the 2nd century BCE. Each year, it is celebrated at a different time following the Hebrew calendar, anytime from late November to late December and goes for eight days. The festival is observed by lighting the candles in a menorah or hanukkiah with space for nine candles. Each night, the shamash (helper candle) is lit and lights one additional candle until all eight candles are lit together on the final night of the festival. There is also a custom of eating foods fried or baked in oil such as latkes (potato pancakes) and doughnuts to commemorate the miracle of a small flask of oil keeping the second temple's menorah alight for eight days. Other festivities include singing Chanukah songs and playing the dreidl game. About Chanukah © www.welcometomusic.net Susie Davies-Splitter & Phil Splitter
  3. © www.welcometomusic.net Susie Davies-Splitter & Phil Splitter Tone block, djembe

    or percussion instrument Vibraslap Ostinato 1 Say, then sing the song with actions (page 7) Dance in a circle with simple steps (page 8) Discuss the meaning of Chanukah – look at a menorah, play the dreidl game, make and eat latkes and doughnuts and discuss their significance. Sing, actions and dance Teaching Process Say the words and say in time names - ta's and ti ti's Put the beat or the rhythm on your body Transfer to the following instruments Read and write the rhythm and compose new rhythms Ostinato 1
  4. Susie Davies-Splitter & Phil Splitter Tone block, djembe or percussion

    instrument Vibraslap Sing ostinato 2 in solfa with hand signs Transfer to instruments Ostinato 2 Ostinato 2 © www.welcometomusic.net Bass & vocal part Doh = C Soh = G
  5. Ukulele © www.welcometomusic.net Susie Davies-Splitter & Phil Splitter Play the

    chords C or G on the beat and follow the chord chart Finger pick and follow the melody on TAB
  6. © www.welcometomusic.net Susie Davies-Splitter & Phil Splitter Play the melody

    Sing, play and dance in a 2-part round - part A against part B
  7. © www.welcometomusic.net Susie Davies-Splitter & Phil Splitter Actions

  8. © www.welcometomusic.net Susie Davies-Splitter & Phil Splitter Simple dance ideas

    - in circle
  9. © www.welcometomusic.net Susie Davies-Splitter & Phil Splitter Extensions Create your

    own dance Sing, play and dance in a 2-part round Rehearse and perform Resources The vocal track is available on 'Rainbows, Trees & Tambourines' The ukulele tracks & backing track is available on 'Blackbelt Ukulele 2' Watch and hear the video animation and percussion play along on YouTube The choral arrangement with piano accompaniment is available here
  10. © www.welcometomusic.net Susie Davies-Splitter & Phil Splitter Early Years Learning

    Framework – EYLF – Australia EYLF references: Specific reference is to be made to the relevant Framework outcomes This song can develop a love of music, beat competence, stopping and starting on cue, coordination – gross motor and fine motor, turn taking, listening skills, musical concepts such as rhythm and pitch, confidence and self esteem, social and emotional skills, spatial concepts, language development and an opportunity to share creative contributions. Outcome 1: Children have a strong sense of identity Outcome 3: Children have a strong sense of well- being. Outcome 4: Children are confident and involved learners Outcome 5: Children are effective communicators. Children develop knowledgeable and confident self-identities Children learn to interact in relation to others, with care, empathy and respect. Children become strong in their social and emotional wellbeing Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence and imagination. Children interact verbally and non-verbally with others for a range of purposes. Children engage with a range of texts and gain meaning from these texts
  11. © www.welcometomusic.net Susie Davies-Splitter & Phil Splitter Australian Curriculum for

    the Arts – Foundation to grade 3 Curriculum Outcomes: Students develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement, body percussion and instruments. They perform and respond to music. (ACAMUM080 – 3) Beat Track, body percussion, movement and instruments Rhythm and music notation Tap, play, read and write ta’s and ti ti’s Singing with hand signs Pitch match doh & soh Movement and dance Able to copy moves and create own moves Active listening to music Responds to music Through singing, moving, playing, discussing & creating Canon (a round) Sings, dances and plays Ukulele Plays the chords C & G in time & correctly throughout Rehearse and perform Able to perform through singing, moving or playing Learning outcomes
  12. © www.welcometomusic.net Susie Davies-Splitter & Phil Splitter Assessment

  13. © www.welcometomusic.net Susie Davies-Splitter & Phil Splitter Assessment continued

  14. Chanukah Written and recorded by Susie & Phil © www.welcometomusic.net

    Susie Davies-Splitter & Phil Splitter Jewish festival of light