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<\/a><\/p>\nThe Zitheroo in Music Education \u2013 A Practical Guide for Teachers and Group Leaders\u00a0<\/em><\/strong>(141 pages, 115 color illustrations, spiral binding, 25 euros incl. VAT, ISBN 978-952-94-4703-9)<\/p>\n Preface and table of contents<\/a><\/p>\n Lillcittran som pedagogiskt verktyg \u2013 praktisk handledning f\u00f6r l\u00e4rare och gruppledare\u00a0<\/em><\/b>(140 sidor med 115 bilder i f\u00e4rg, spiralh\u00e4fte, 25 euro inkl moms, ISBN 978-952-94-4709-1)<\/p>\n F\u00f6rord och inneh\u00e5llsf\u00f6rteckning<\/a><\/p>\n Along in the Song\u2013Zitheroo Stories<\/strong>\u00a0with over 90 stories about the role of zitheroos in people\u2019s lives (132 pages with illustrations, paperback, 16 euros, domestic shipping 5 euros).\u00a0\u00a0Link to table of contents<\/a>\u00a0<\/strong><\/p>\n The Swedish version is also available:\u00a0\u00a0<\/b>Att komma med i livets s\u00e5ng \u2013 lillcittraber\u00e4ttelser<\/b>\u00a0(128 sidor med illustrationer, pocketformat, 16 euro inkl. moms, frakt 5 euro)\u00a0<\/strong>\u00a0<\/strong>L\u00e4nk till inneh\u00e5llsf\u00f6rteckning<\/a><\/p>\n T I P S<\/strong><\/p>\n PREPARATIONS<\/strong> \u2022 The instruments can be left on a shelf and can stand or be stacked in pairs facing each other. I often keep them in groups of 10 or 12 in wicker baskets<\/strong>.<\/p>\n \u2022 A good way to not lose the pick is to put a bit of ”sticky tack”<\/strong> (used to hang posters, etc.) on the side of the instrument and stick the pick onto it. Children learn to do this quickly as part of their normal routine.<\/p>\n \u2022 Save old credit cards, etc. and cut picks<\/strong> from them so you have some extras if you don’t want to purchase guitar picks in a shop. You might also want to try cutting larger picks from plastic containers. For very young children or persons with physical problems, larger picks can be easier to hold – though not always. Try harder and softer materials to see what works best.<\/p>\n \u2022 A handy way to store song sheets is to keep all copies of each song in a plastic holder (A4) in an office-style ring binder<\/strong>, perhaps in alphabetical order. This is more important if you have lots of songs and want to keep Christmas songs separate, etc.<\/p>\n \u2022 It will be important to have 1-2 persons learn to tune<\/strong> the zitheroos. Very TINY movements are the main thing, and with practice it will go quickly (10 instruments in 10-15 minutes works for me). Try working together with one other person the first time you do it. Remember that the tuning will rise a bit in spring and go down in the fall, and that the higher strings will change a bit more than the lower ones.<\/p>\n \u2022 Remember that children from about age 10 can learn to use the Transposer<\/strong> in just a few minutes, transcribing songs from any songbook to model song sheets for the zitheroo. Give it a try when you tire of the songs that you have! GETTING GOING<\/strong> \u2022 Sing and work with the rhythm of the song before you play the tune<\/em> \u2022 Sing through the song while everyone follows along, note by note, with their finger on the notes\u2014but without the instrument<\/em> \u2022 Play the song before everyone is bored and tired<\/em> \u2022 Ask the children why some notes are big, or red, etc.<\/em> \u2022 Play it again in different ways<\/em> MORE TIPS<\/strong> \u2022 Divide the class into 2 groups<\/em> \u2022 Let the children practice in pairs and then play for the group<\/em> \u2022 Try playing \u201crounds\u201d, pieces with 2 \u201cparts\u201d<\/em><\/p>\n \u2022 Play the chords to the songs on guitar or piano<\/em> \u2022 Compose songs together, or in pairs or alone<\/em> \u2022 Perform for others!<\/em> TIPS ON \u201cCOMPOSING\u201d \u2014 WRITING SONGS<\/strong> \u2022 \u201cRap\u201d the first line (=read it rhythmically), let the children think of a next line, maybe something that rhymes\u2026<\/em> \u2022 Simple is often best \u2014 2 to 4 lines of words is plenty<\/em> \u2022 Put the first note\/dot on the paper all the way to the left<\/em> \u2022 Get the children involved in thinking about \u201cwhere does the melody want to go?\u201d<\/em> \u2022 Get the children involved in rhythmic aspects<\/em> \u2022 Copy and play the song together\u2014let the children compose in pairs next time!<\/em><\/p>\n SOME GOALS<\/strong> \u2022 sing and play a variety of songs<\/p>\n \u2022 try playing in parts and rounds<\/p>\n \u2022 compose and play songs, complete with words and illustrations<\/p>\n \u2022 help them learn to distinguish between pitches, different intervals and rhythmic elements, understand repeat signs, etc.<\/p>\n \u2022 have instruments available to them for personal use outside of group sessions<\/p>\n \u2022 let them borrow instruments, taking them home to play and \u201cteach their parents\u201d<\/p>\n \u2022 play music together with their parents at various events<\/p>\n \u2022 experience the concert situation and perform before an audience<\/p>\n \u2022 perform in a public concert with adult choirs or ensembles and experience a variety of music both as active participants and listeners.<\/p>\n","protected":false},"excerpt":{"rendered":" Some tips below to get you started, but we recommend Jonathan\u2019s practical guide for teachers with all kinds of tips! Can be ordered in English or Swedish! (See below for links to the preface and table of contents)\u00a0 The Zitheroo in Music Education \u2013 A Practical Guide for Teachers and Group Leaders\u00a0(141 pages, 115 color … Forts\u00e4tt l\u00e4sa Tips for teachers or others working with children<\/span> You might also like this book (new fall 2023)!<\/strong><\/h5>\n
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\n\u2022 In schools, I recommend that you mark<\/strong> each instrument in some way to avoid confusion and possible problems.<\/span><\/p>\n
\nContact us if you have questions or comments.<\/em><\/p>\n
\n\u2022 Get started with some dancing or rhythmic games<\/em>
\n(focus attention on keeping the beat)<\/p>\n
\n(clap the rhythm of the song as you sing\u2014or stamp, tap your head or nose or…)<\/p>\n
\n(practice, for example, all stopping on a certain word, and check to see if everyone is at the same place!)<\/p>\n
\n(work on \u201ctheory\u201d a little at a time)<\/p>\n
\n(explore together: \u201cbig ones you rest on\u201d and so on)<\/p>\n
\n(Raise your arm after each long note, or play very quietly, or slowly\u2026 By playing the same song with new challenges you get practice but are not as likely to be bored and tired)<\/p>\n
\n\u2022 Let the children play \u201csolo\u201d sometimes<\/em>
\n(Children with difficulties can play at their own speed, troublesome children often concentrate well when others are watching, children who think they play well get a chance to show what they can do)<\/p>\n
\n(One group plays the first half of the song, the second group the rest, etc.)<\/p>\n
\n(Children who haven\u2019t matched or cared about following the beat may find it easier to try to play together with one friend. Getting a chance to choose a couple of favorite songs and perform can increase motivation)<\/p>\n
\n(This sounds good, strengthens the rhythmic feeling. You most likely just need C, F, and G7 chords\u2014with a \u201ccapo\u201d on the third fret of the guitar you can instead play A, D and E7.)<\/p>\n
\n(see suggestions below)<\/p>\n
\n(for parents, retired person\u2019s groups, institutions\u2026 Gives the children the \u201ccan do\u201d feeling, self-confidence and pride)<\/p>\n
\n\u2022 Write a simple song together<\/em>
\n(Start with a phrase or a theme, something close at hand)<\/p>\n
\n(It doesn\u2019t have to rhyme, but it can be fun to think of all the words that rhyme with the last word of the first line)<\/p>\n
\n(repeating can give it a nice effect\u2026)<\/p>\n
\n(string 4 is the \u201chome note\u201d in major, string 2 or 5 in minor, but\u2026)<\/p>\n
\n(one can 1) repeat the same note,2) move stepwise up or down, 3) leap up or down)<\/p>\n
\n(Where should the melody rest? Fast notes? Tempo? etc.)<\/p>\n
\nIt is important that the children have a positive experience which gives them self-confidence and promotes interest in further musical exploration in the future.
\nHere are some things you can do with the zitheroo:<\/em><\/p>\n