2. Hora of love for teachers

Hora of love

By Sasha Argov

Hi there,

This lesson goes with "Hora of love" that is in "Music that counts" section.

The idea is to work on the music in the morning at class and ask the parents to continue working with their children at the afternoon.

“Hora” is a type of circle dance originating in the Balkans but also found in other countries like Israel.

In this activity you and your class will have to react to the group of 3 accented tones which appears from time to time in the music .

Those accented tones are a little different from the tones before them and after them:The three accented tones are a little longer than their surrounding tones and that is why we pay attention to them.Please watch the video and pay attention to the clapping symbol : When ever you see the clapping in the video, you hear the accented tones .There are parts in the music without accented tones and the music there invites us to dance

Please take a couple of minutes to listen to the music by yourself and get to know the sounds and the musical topics of this lesson.

For teachers

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Melody structure

melody structure

Visualizing the melody structure

“Hora of love “has 8 parts as you can see in the following chart:

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Ta and Hus

Please watch again to the music video and pay attention to the different parts

Practicing Ta and Hus

Take a board that all your class can see and create 2 bars with Ta and Hus

Ask your class to read the bars and then clap them.

Ask the children how many notes have sound and how many are silent in your bars

Ask them what is the total beat value of each bar and the 2 bars together.

Invite one child and allow him to replace one rhythm card in your bars

Ask the group who can clap the new bar and say how many rhythm notes have a sound , how many are quiet and what is the beat value of each bar .

Do it a few times!

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Accented tones

Introducing the accented tone!

Ask your class to be quiet and then play your cymbals once, very strong!(you can use a drum as well)

Ask your children to describe to you what have you just done.

Explain that they were quiet and you wanted them to pay attention to the musical instrument and that is why you played it so strong.

We call a sound that is stronger than it’s surrounding sounds an accented tone.

When a composer wants us to notice a few tones, he makes them different from the tones around them: The accented tones can be longer or, louder or even played by different instruments and that is why we notice them.

The accented note has special symboles above them that tells the player how to make them different: shorter , longer, louder etc.

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First listening

First listenning

First listening

Ask your children to stand up and do what you do while listening to the music:

When ever you hear the accented tones , clap your hands 3 times.

In the part that you do not hear the accented tones, invent simple dancing movements and ask the children to immitate you.

After listening to the music, introduce the name of the music and explain what is an Hora.

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Second listening

Here is the music video

Second listening

Tell the children that when you listened to the music of “Hora of love” you clapped your hands whenever you heard the accented tones.

In the music's parts that did not have accented tones, you danced.

Ask the children to suggest different ideas as for what to do in the accented tones .

In the dancing part, each child will invent his/hers own dance

Collect the ideas from the children, put the music on and before each part with the accented tones tell them to do one of their ideas reacting to the accented tones

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What's next??

Third listening

Take a ball and arrange the class in a circle:

When ever you hear the accented tones , ask the children to roll the ball to a child in the other side of the circle.

In the dancing part, the child who has the ball, gives it to the child who sits next to him/her

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What's next??

Forth listening

Take a playing Parachute and if you do not have it, replace it with a big fabric.

When you hear the accented tones, raise the parachute up.

When you hear the dancing part , walk around with the parachute...

Take a playing Parachute and if you do not have it, replace it with a big fabric.

When you hear the accented tones, raise the parachute up.

When you hear the dancing part , walk around with the parachute...

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What's next??

Fifth listening

The chairs game:

This is a game that involves orientation in space!

Tell your class that when they hear the group of accented tones, they will have to move to the next chair clockwise.Please watch the video and learn the game:

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What's next??

Sixth listening

Sixth listening- recycling and reacting to the music parts

Give your class used bottles or any other items that the kids will be able to make a sound by knocking on the floor !

I choosed used funnels that one of the children brought to my class.

Let the children listen to the music:

When they will hear the 3 accented tones, they will knock and make sound with their item.

In the dancing part , they will use their imagination to act with that item

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Let's dance

Hora of love dance

Learn how to dance "Hora of love"

1.Arrange your group in a circle:

2.Walk 4 steps ahead and stomp your right heel twice:Do it 4 times

3.Four steps into the circle and clap your hands twice Four steps out and clap twice- Do it twice!

4.Do number 2 and 3 three times

5.At the end turn around and wave your hands

6.Please watch the video of the dancing children before dancing with your class.

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Let's play cards

cards

Cards for mathematical activity

Print me

Please print this picture and cut it to cards

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Math activity

comparing

Comparing the amount of accented tones in each part of the music

Tell the children that in” Hora of love” we have three parts with accented tones.We want to compare and see how many accented tones are in each part.

Invite three children and give each one of them 4 cards in the same color.

Each one of them will be responsible for counting how many accented tones are in his part.

At the end you will see that the group of accented tones repeats 4 times in each part.

You can ask the children which part has more groups of accented tones and get to conclusion that each part has the same amount of accented tones

You can do some Math exercises: if one group has three accented tones and we have 4 groups in one part, how much is: 3 times 4?

If we have 12 accented tones in each part , how many accented tones we have in 2 groups etc.

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Playing with the music

Playing by a rhythmic score

Playing by a rhythmic score-no music

Print me

Practice reading the score without music!

Practice playing the score without music

Arrange the class in 2 groups: one with triangles and one group with drums.One child will get the cymbals.

Please watch the video practice and conduct your class

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Let's go back to the beat

MUSICKID

musical activities for early childhood

Hora of love

By Sasha Argov

Hi there,

This lesson goes with "Hora of love" that is in "Music that counts" section.

The idea is to work on the music in the morning at class and ask the parents to continue working with their children at the afternoon.

“Hora” is a type of circle dance originating in the Balkans but also found in other countries like Israel.

In this activity you and your class will have to react to the group of 3 accented tones which appears from time to time in the music .

Please take a couple of minutes to listen to the music by yourself and get to know the sounds and the musical topics of this lesson.

For teachers

View All

Visualizing the melody structure

“Hora of love “has 8 parts as you can see in the following chart:

View All

Please watch again to the music video and pay attention to the different parts

Practicing Ta and Hus

Practicing Ta and Hus

Take a board that all your class can see and create 2 bars with Ta and Hus

Ask your class to read the bars and then clap them.

Ask the children how many notes have sound and how many are silent in your bars

Ask them what is the total beat value of each bar and the 2 bars together.

Invite one child and allow him to replace one rhythm card in your bars

Ask the group who can clap the new bar and say how many rhythm notes have a sound , how many are quiet and what is the beat value of each bar .

Do it a few times!

View All

Introducing the accented tone!

Ask your class to be quiet and then play your cymbals once, very strong!(you can use a drum as well)

Ask your children to describe to you what have you just done.

Explain that they were quiet and you wanted them to pay attention to the musical instrument and that is why you played it so strong.

We call a sound that is stronger than it’s surrounding sounds an accented tone.

When a composer wants us to notice a few tones, he makes them different from the tones around them: The accented tones can be longer or, louder or even played by different instruments and that is why we notice them.

The accented note has special symboles above them that tells the player how to make them different: shorter , longer, louder etc.

View All

First listening

Ask your children to stand up and do what you do while listening to the music:

When ever you hear the accented tones , clap your hands 3 times.

In the part that you do not hear the accented tones, invent simple dancing movements and ask the children to immitate you.

After listening to the music, introduce the name of the music and explain what is an Hora.

View All

Here is the music video

Second listening

Tell the children that when you listened to the music of “Hora of love” you clapped your hands whenever you heard the accented tones.

In the music's parts that did not have accented tones, you danced.

Ask the children to suggest different ideas as for what to do in the accented tones .

In the dancing part, each child will invent his/hers own dance

Collect the ideas from the children, put the music on and before each part with the accented tones tell them to do one of their ideas reacting to the accented tones

View All

Third listening

Third listening

Take a ball and arrange the class in a circle:

When ever you hear the accented tones , ask the children to roll the ball to a child in the other side of the circle.

In the dancing part, the child who has the ball, gives it to the child who sits next to him/her

View All

Forth listening

Forth listening

Take a playing Parachute and if you do not have it, replace it with a big fabric.

When you hear the accented tones, raise the parachute up.

When you hear the dancing part , walk around with the parachute...

Take a playing Parachute and if you do not have it, replace it with a big fabric.

When you hear the accented tones, raise the parachute up.

When you hear the dancing part , walk around with the parachute...

View All

Fifth listening

The chairs game:

This is a game that involves orientation in space!

Tell your class that when they hear the group of accented tones, they will have to move to the next chair clockwise.Please watch the video and learn the game:

View All

Sixth listening- recycling and reacting to the music parts

Give your class used bottles or any other items that the kids will be able to make a sound by knocking on the floor !

I choosed used funnels that one of the children brought to my class.

Let the children listen to the music:

When they will hear the 3 accented tones, they will knock and make sound with their item.

In the dancing part , they will use their imagination to act with that item

View All

Learn how to dance "Hora of love"

1.Arrange your group in a circle:

2.Walk 4 steps ahead and stomp your right heel twice:Do it 4 times

3.Four steps into the circle and clap your hands twice Four steps out and clap twice- Do it twice!

4.Do number 2 and 3 three times

MUSI CKID