High, Low Adventure
I use Buzz and Ollie’s High, Low Adventure when teaching high and low pitch.
First, the children determine which clues are high and which are low in the story as I read it. Most of the time children associate the sound “hoo” with an owl. However, in the book, the owl “screeched”. I discuss the difference in the two sounds. We also discuss sounds other characters might make as we read the story.
After I read the book, the children recall the characters. Students can use their hands or their bodies to show which character is high and which is low. To give them an auditory experience with the book, I use the piano to play notes that correspond to the characters. Students can take turns “representing” the characters on the piano or xylophone.
Next, I talk about the music staff. Children take turns placing character faces I have made in either a high or low position on the staff. When the children seem comfortable with where they’ve placed the characters, I replace each face with a music note (or I have a child replace them). We then discuss how music notes can be high or low. Playing the notes on the piano that the children have placed on the staff can extend this.
This book and the characters in it can be used in almost any lesson your curriculum may suggest on high and low pitch.
Loud, Soft Adventure
I use Buzz and Ollie’s Loud, Soft Adventure when teaching dynamics.
First, we read the story. After reading the story, we discuss the different sounds from the story. I ask the children why they think the story is called a “Loud, Soft Adventure”. As we discuss the answer, we make a list on the board of the sounds that were loud and the sounds that were soft. We also “brainstorm” other sounds that we hear around us that are loud and those that are soft. Next, I ask the children the name of the dog in the story. I put the name “Forte” on the board. At this time, I explain to the children that forte means loud. I then ask the children why the dog was named forte. (Because his bark was loud.) The students tell me where to place the word forte (with symbol – f ) on the board. (Over the list of loud sounds OR over the list of soft sounds.) We follow the same procedure as we discuss the end of the story where the children are playing with Wally. I direct the students’ attention to the puzzle. I explain that the p stands for the word piano, which means soft. I then ask the children why the puzzle has the p on it. (They have to play using soft voices because Daddy Bear is asleep.) The students tell me where to place the word piano (with symbol – p). This goes over the list of soft sounds.
I then explain to the children that these are symbols we use in music. I transfer to an auditory experience by using the symbols to sing the song “John, Jacob, Jingleheimer Schmidt”. We spread our hands completely apart to represent forte as we sing, and we put our hands close together to represent piano as we sing.
This book and the characters in it can be used in almost any lesson your curriculum may suggest on dynamics.
Steady Beat Adventure
I use Buzz and Ollie’s Steady Beat Adventure when teaching rhythm. One of the first concepts taught in early grades is steady beat. There are many activities that can be incorporated while reading this book.
First, I read the book. I discuss with children the different sounds in the book. As we discuss the sounds, the students practice keeping a steady beat using that sound. Examples:
**Students move arms and hands as windshield wipers
**Children tell how a flat tire would sound –
I then ask: Can you drive on a flat tire? What would happen?
Is it steady? (no)
**Students make the sound of the ticking of Grandmother’s clock
**Students make the sound of the drip of the faucet
**Students make the sound of Uncle Sylvester’s rocking chair –
Students can also make a rocking motion to a steady beat.
**Students make the motion of a steady hammer (like Granddaddy’s) --
I also ask a student to demonstrate what a hammer would sound like if it weren’t steady.
Next is the really fun part. We have a “Steady Beat Band”. I put on music that has a nice beat and we make the sounds described above to the beat of the music. We start by all making the same sound, but the goal is to progress to the point of having different groups that are each making a different sound (but making it at the same time, and to the music). You can determine the depth of this activity by the age and ability of your students. Older students can actually do all the sounds at the same time.
Students can also pat or snap a steady beat to the rhyming text of the story.
This book and the characters in it can be used in almost any lesson your curriculum may suggest on steady beat. As seen in the teacher reviews, these books can also be used in the regular classroom.
**I have found with all three of these books that more ideas come as I am using them. Many of the ideas are inspired by the students!
If you want to share ideas about how you have used the books, please email
Happy reading, and even HAPPIER TEACHING!!!
***Marilyn Felts has taught kindergarten and first grade in both public and private schools. She presently teaches k-5 music and art at an elementary school in Kentucky. Donna Thorne has taught private group lessons and is presently teaching private individual lessons in Tennessee.***
Copyright 2003 MSF