Folk Song Sketcher Worksheet Campfire Melodies
Lesson 1: Folk Song Roots
Musical Scrapbook
1st Grade Music
Student Name
Date
Folk Song Storyboard
Folk songs tell stories that people passed down from person to person. Listen to the song "She'll Be Coming 'Round the Mountain" and draw what happens!
1
The Start
2
The Middle
3
The End
4
My Favorite Part
Memory Challenge
"If you told a story to a friend, and they told it to another friend, would it stay exactly the same?"
Yes
No
Folk songs change a little bit every time someone new sings them!
Campfire Melodies Slides Campfire Melodies
Songs Passed from Ear to Ear
1st Grade Music
American Rhythms
The Big Question
How did people learn songs
No Phones
No Radio
No Paper
Oral Tradition
This is when songs and stories are passed down by singing and speaking .
"I sing it to you, you sing it to your children, and they sing it to theirs!"
Like a game of Telephone!
Memory is the key!
Sing Along!
She'll Be Coming 'Round the Mountain
She'll be coming 'round the mountain when she comes (Whoo whoo!)
She'll be coming 'round the mountain when she comes (Whoo whoo!)
She'll be coming 'round the mountain, she'll be coming 'round the mountain...
Story Song
Passed Down
Time to Draw!
Grab your Folk Song Sketcher worksheet.
Campfire Melodies Teacher Guide Teacher Facilitation Guide
Lesson 1: Campfire Melodies
Duration
45 Mins
Learning Objective
Students will define Oral Tradition and identify how American folk songs were passed down through singing and memory.
The "Aha!" Moment
When students realize that a song can change slightly every time it's shared, making it a living piece of history.
Materials Needed
Campfire Melodies Slides
Folk Song Sketcher Worksheet
Crayons/Markers
Lesson Flow
10m
The Hook: The Secret Whisper
Play a quick game of Telephone . Whisper a musical phrase like "The red bird sang a happy song in the morning" to the first student. By the time it reaches the end, discuss how it changed.
"Class, music used to be just like this game! Before we could record songs, they lived in our ears and voices."
15m
Guided Instruction: Oral Tradition
Use the Campfire Melodies Slides . Introduce the concept of Oral Tradition. Explain that "Folk" means "People"—it's the music of the people.
Sing-Along Practice:
Teach "She'll Be Coming 'Round the Mountain" line by line.
Add hand motions (Whoo-whoo for the train, Hi-ho for the horses).
15m
Student Work: Song Sketching
Hand out the Folk Song Sketcher Worksheet . Students should illustrate the "story" of the song they just learned.
Circulate and ask: "What happens in the middle of our song? How does the person in the song feel?"
5m
Closing: The Musical Echo
Review the Big Question. Ask: "If you sing this song to your parents tonight, what are you doing?" (Passing down the tradition!)
Differentiation
Support
Provide a printed lyric sheet with icons for students who struggle with auditory memory.
Extension
Challenge students to change ONE line of the song (e.g., "She'll be riding a purple tractor") to show how songs evolve.
Echo Express Slides Echo Blues
The Music of Musical Conversations
Lesson 2
Call & Response
A Musical Question?
I'll ask you a question with my voice...
The Call
The Response
What is the Blues?
Blues music started a long time ago. It's music for when you feel sad , tired , or even hopeful .
"It's like telling your feelings to your friends through a song."
Singing the Blues
Let's Try a Call & Response!
Teacher (Call):
"Woke up this morning..."
Class (Response):
"Woke up this morning!"
Teacher (Call):
"Got music in my soul!"
Class (Response):
"Got music in my soul!"
Notice how we repeat what the leader says? That's an ECHO!
Blues Moods
Blues music can be any color, but it often feels like Blue .Blues Mood !
Sad
Hopeful
Tired
Blues Moods Worksheet Blues Moods
Lesson 2: Musical Feelings
1st Grade Music
Musician Name
Date
1 The Color of the Blues
Blues music is special because it helps us share our feelings. If the "Blues" were a color, what color would your song be? Color in the music note below with your "Blues" color!
2 Musical Mirror
How do you feel when you listen to Blues music? Draw your face in the mirror!
Circle your mood:
Sad Sleepy Hopeful Strong Happy Calm
In the Blues, we can be honest about our feelings. That makes the music powerful!
I practiced Call & Response today!
Call and Response Teacher Guide Facilitation Guide
Lesson 2: Echo Blues
Topic
Call & Response
Skills Focus
Aural imitation (The Echo)
Emotional vocabulary
Dynamic contrast (Loud/Soft)
Core Concept
Music can be a two-way conversation . In the Blues, the "Call" asks and the "Response" answers.
The Procedure
1
The Non-Musical Echo (5m)
Start with movements. Touch your nose; students echo. Jump twice; students echo. Progress to vocal sounds: "Meow"; students echo. "Beep-boop"; students echo.
2
Intro to the Blues (15m)
Use the Echo Express Slides . Discuss the "Blue" feeling. Explain that African American singers used this style to share their stories and keep their spirits high.
Teacher Script: The Blues Call
"I'm gonna sing a line, and I want you to echo it back exactly, but try to sing it with the SAME feeling I have!"
"I got the Monday morning blues..." (Sleepy voice)
"My doggie ate my homework today..." (Frustrated voice)
"The sun is shining in the sky..." (Hopeful voice)
3
Mood Drawing (20m)
Hand out the Blues Moods Worksheet . Play a slow, classic blues track (e.g., B.B. King or Bessie Smith). Encourage students to color based on the *vibe* of the music.
👂 Listen For
Are they matching your pitch? Are they matching your emotion?
🗣️ Pro-Tip
Use your hands to "throw" the sound to the class and "catch" it when they respond.
⚠️ Watch Out
Don't let them start too early! Use a clear "cutoff" to mark when the call ends.
Wobbly Rhythms Slides Wobbly Rhythms
Ragtime & The King of Syncopation
Lesson 3
OFF-BEAT!
The "Wobble" Test
Can you pat your head
Steady
Wobbly
Ragtime Music
"Ragtime" gets its name because the rhythm sounds "Ragged."
One hand plays a steady beat (like walking).
The other hand plays surprises (the syncopation)!
Scott Joplin
The King of Ragtime
Syncopation!
OFF-BEAT SURPRISES!
Syncopation is when the music lands on the parts of the beat you don't expect.
It makes you want to tap your toes and dance!
Beat Detective
Listen to "The Entertainer."
Worksheet Time!
Steady vs Ragged Worksheet Steady vs. Ragged
Lesson 3: Rhythm Detective
1st Grade
Detective Name
Date
The Steady Beat
A steady beat sounds like a clock or a drum. It never changes!
1
2
3
4
Clap these 4 beats with your teacher!
The Ragged Rhythm
Ragtime music is "Ragged" because the melody jumps around and surprises you!
Listen to "The Entertainer."
A: Simple
B: Ragged
Ragtime Reflection
Scott Joplin was the "King of Ragtime." He played the piano ! Draw yourself playing a "ragged" rhythm on a giant piano.
Ragtime Rhythms Teacher Guide Teacher Facilitation Guide
Lesson 3: Wobbly Rhythms
Genre
Ragtime
Objective
Students will distinguish between a steady beat and syncopation (off-beat rhythms) by physicalizing both while listening to Scott Joplin.
Vocabulary
Syncopation
Steady Beat
Off-Beat
Piano
The Procedure
05m
Warm-Up: The Robot vs. The Ragdoll
Ask students to march like Robots (very steady, on the beat). Then, ask them to move like Ragdolls (loose, bouncy, "falling" off the beat).
15m
Direct Instruction: Scott Joplin (Slides)
Use the Wobbly Rhythms Slides to introduce Scott Joplin. Explain that his music was the first uniquely "American" style to become famous worldwide.
Listening Challenge: "The Entertainer"
Have students pat their knees to the steady "walking" beat (the left hand of the piano).
Have students snap or clap when they hear the "jumps" in the melody (the right hand).
20m
Activity: Rhythm Detectives
Hand out the Steady vs Ragged Worksheet .
Guidance:
"As you draw your piano, remember that one hand is staying steady like a clock, and the other is dancing around. That's why we call it Ragtime!"
Teacher Tip
Syncopation can be hard to explain but easy to *feel*. If they struggle with the word, use "Surprise Rhythm" or "Hiccup Beat."
Did You Know?
Scott Joplin's face was once on a United States postage stamp! He is often called the "King of Ragtime."
Silly Syllables Slides Scat Cat!
Improvisation & Louis Armstrong
Lesson 4
Shoo-Be-Doo!
Oops! I Forgot the Words!
What if you forgot the words
"Skee-Ba-Dap!"
Louis Armstrong
Louis (or "Satchmo") was a trumpet player and singer. He loved to improvise !
"Improvising means making it up on the spot. No plan, just feelings!"
The Scat Master
Silly Syllables!
Doo
Deep and Low
Bee
High and Sweet
Bap
Short and Sharp
Skee
Long and Sliding
Wah
Wide and Vocal
Dap
A Final Pop!
You're the Star!
Use your "Scat Solo" worksheet to build your own path of silly sounds.
Then, we'll sing them together over a Jazz beat!
1... 2... 1-2-3-4!
Scat Solo Worksheet My Scat Solo
Lesson 4: Improvise!
Soloist Name
Date
The Scat Bank
"Choose your 4 favorite silly sounds. Write one in each star below to build your solo!"
Syllable Ideas: Doo, Bee, Bap, Skee, Wah, Dap, Zoo, Bah, Zoot
The Scat Path
Follow the line with your finger and sing your silly sounds in order!
1
2
3
4
Louis Armstrong Challenge:
Did you try singing your sounds in a HIGH voice and then a LOW voice?
Improvisation Teacher Guide Teacher Facilitation Guide
Lesson 4: Scat Cat
Skill
Improvisation
Learning Goal
Students will practice improvisation by using "scat" syllables to create their own melodies, inspired by the style of Louis Armstrong .
The Procedure
05m
Warm-Up: Silly Soundboard
Stand in a circle. Each student makes a silly, nonsensical sound (e.g., "Zip!", "Bong!", "Wop!") and the whole class echoes it back.
"That was easy! You just improvised—you made up a sound that wasn't planned!"
15m
Direct Instruction: Louis Armstrong (Slides)
Use the Silly Syllables Slides . Tell the story of how Louis Armstrong allegedly "invented" scat singing when he dropped his sheet music during a recording session and had to make up nonsense words!
Practice These:
"Doo-bee-doo-bee-doo!"
"Ba-dap-ba-dap-pow!"
"Skee-ba-de-zoot-zoot!"
"Wah-wah-bap-bee!"
20m
Activity: My Scat Solo
Hand out the Scat Solo Worksheet . Students fill in their 4 syllables and practice "tracing" their path.
The Grand Finale
Play a 4/4 Jazz backing track. Have small groups stand up and sing their "Scat Path" together!
"One, two, ready, GO! (Skee-ba-dap-doo!)"
Encourage Confidence
There are no wrong notes in scat singing! If they get stuck, tell them to just say "Doo" repeatedly to the beat.
Musical Contrast
Challenge them to sing their path LOUD like a trumpet or WHISPER like a secret. This adds "Jazz Flair!"
Band Leader Slides Stage Stars
The Jazz Band & The Big Spotlight
Final Lesson
Take a Solo!
Meet the Jazz Band
Trumpet
Loud & Bright
Drums
The Heartbeat
Bass
Low & Deep
Saxophone
Smooth & Cool
The Soloist
In Jazz, everyone gets a turn to be the leader .
"When it's your turn to solo, the spotlight is on YOU! You can play or sing whatever you feel."
Take a Solo!
What if it's NOT your turn?
The Background
You play a steady beat to help your friend shine. You are a great teammate!
Listening
You listen closely to the solo. You might even clap when they finish!
Our Jazz Concert!
Let's practice our Jazz band roles.
Stage Stars, Ready!
Jazz Band Matcher Worksheet Jazz Band ID
Lesson 5: Meet the Ensemble
Band Member Name
Date
Who Am I?
Draw a line to match the instrument to its name!
Trumpet
Bass
Drums
The Spotlight
In a Jazz Band, every star gets a solo.
American Rhythms Graduate!
I learned about Folk, Blues, and Jazz!
Jazz Showdown Teacher Guide Facilitation Guide
Lesson 5: Stage Stars
Ensemble
Jazz Band
Finale Goal
Students will identify key Jazz instruments and understand the roles of Soloist and Background through a whole-class simulation.
Instruments
Trumpet
Saxophone
Drums
Bass / Piano
The Procedure
10m
Guided Discovery: The Band (Slides)
Use the Band Leader Slides to introduce the instruments. Play short clips of each instrument if possible (Trumpet, Sax, Drums, Bass). Discuss their "personalities" (e.g., the Trumpet is loud and proud).
25m
The Jazz Showdown Simulation
Set the stage: Your classroom is now a famous Jazz Club!
Role 1: The Rhythm Section (Background)
Have half the class pat a steady beat: 1, 2, 3, 4 . This is the heartbeat of the song.
Role 2: The Soloist (Spotlight)
One by one, students stand up for 4 beats. They can "scat" a solo or "air-trumpet" a melody while the class keeps the beat.
Transitioning
Call out "Next Solo!" to rotate who is in the spotlight. Encourage the class to clap briefly between soloists.
10m
Assessment & Closure
Hand out the Jazz Band Matcher Worksheet . Students identify the instruments and draw themselves as a soloist.
Final Discussion Question:
"We've learned about Folk, Blues, Ragtime, and Jazz. Which one was your favorite and why?"
Evidence of Learning
Can students maintain a steady beat while a classmate improvises? Can they name at least two jazz instruments?
Ensemble Etiquette
Watch for students supporting each other. Jazz is about collaboration—cheering for a soloist is a key skill!
