For this activity, you need a giant staff. I made mine by using a Sharpie marker to draw five evenly spaced lines on a piece of heavy white fabric. The fabric was leftover from a friend’s IKEA curtains adventure, so the whole thing was free. Alternatively, you could check out the curtains/tablecloth section in Goodwill. No need to spend a lot of money on a nice, new piece of fabric.
What You Need:
A giant staff
A treble or bass clef
It doesn’t have to match the size of the staff. Mine doesn’t.
Cards with the musical alphabet on them, such as these
My daughter was given Takenoko for Christmas and she loves it. It’s a fun game about a panda eating bamboo and a gardener growing it. I quickly co-opted it into the studio, and we have played it every day this week. To make it possible to use in a lesson, I have simplified/changed the rules considerably, but it is a fun game either way. My rules will likely not make sense unless you are looking at the game and have played it the normal way, but I’m preserving them here anyway. I have no relationship with the company that makes Takenoko. We’re just a family who enjoyed using it.
For most of my students, I used treble clef notes, bass clef notes, and intervals.
For some of my students, I used key signatures by name, key signatures by staff, and intervals.
Naturally, you can use whatever your student needs to review.
Find the pond tile. Place it out in the center of your space with the panda figure and the gardener figure on it.
Make a stack of the hexagonal tiles to draw from.
Lay out your three sets of flashcards and assign a color to each (pink, green, or yellow).
Separate the stacks of goal cards by color. The student will need the purple panda set. The teacher needs the red gardener set. Using the blue tile set is optional.
Each player should start with three cards from their respective deck. If you are using the blue tile set, one of the three should be a blue card.
How to Play:
The student goes first.
A typical turn has three components:
Draw a hexagonal tile and play it. It should immediately grow a piece of bamboo that matches it’s color.
Draw a flashcard from the pile that matches the color of the tile and answer it.
Move the panda (or the gardener, if it’s the teacher’s turn) in a straight line in any direction. When the panda lands on a tile, she eats one piece of bamboo from that tile. When the gardener lands on a tile, he makes bamboo grow by one piece, not only on the tile he’s on, but also on all adjacent tiles of the same color.
Once the panda has collected the right bamboo pieces to complete the goal on one of her three cards, she can show that card and gain the points from it. Same deal if the gardener completes any of the bamboo groves on his card.
If a card is played and points are earned, that player can draw another goal card to replace it, so that three goals are always possible.
Play until you run out of time, and then count up the points to see who won.
A Few Notes:
The panda cards are easier to complete than the gardener cards, which is why I am always the gardener and the student is always the gardener.
If students catch me answering wrongly on a flashcard, they get a free panda move wherever they want to go.
In this version, we ignore all the little symbols on the tiles. No need to worry about irrigation, fertilizer, no-panda-zones, or any of that. It’s a fun game with it, but it would take the whole lesson time to explain it all. As it is, it’s a little heavier on explanation than I generally like. But it was a big hit, and several of my students really needed the review to be in a fun format, so it was worth it.
Yesterday was the first day of Hanukkah. None of my students are Jewish (nor am I), so I thought it was unlikely that any of them had ever played dreidel before (nor had I). My total knowledge of the game comes from My Jewish Learning. We used it to drill rhythms, but as always, it is easily modifiable to drill anything else.
What you need:
These are not expensive. Think Oriental Trading Company, Amazon, etc.
Cards with whatever you want to drill. I used rhythm cards.
Game tokens of any kind.
Mine are from the game Reversi, but you could also use pennies, pencil erasers, small chocolates, whatever.
Paper and pencil (optional)
Distribute tokens evenly between the players. I went with six each, but the actual amount doesn’t matter much. Add some to a center pile as well. I put four in.
How to Play:
The first player spins the dreidel. There are four possible outcomes:
ש – The player adds a token to the center pile, and count and clap a rhythm on from the stack of flashcards.
ח – The player gets half the tokens in the center pile and must invent a rhythm, write it out, and count and clap it.
ב – The player gets all the tokens in the center pile and must write out a rhythm that the other player claps.
נ – The player does nothing.
When the lesson time is over, the person with the most tokens wins.
If you thought through the statistics, you’ll have noticed that the odds are overwhelmingly in favor of having an empty center pile. Plus it’s all random chance, and I always like to make sure my students win, so here are a few tips:
Sometimes I make a mistake in my counting and clapping. If the student can catch me and do it right, they get the tokens I was supposed to collect. If I was supposed to add a token to the pile, I have to add double. I used this strategically whenever I was supposed to get a fair number of tokens.
When the center pile has been empty for a couple of turns, it gets boring. A couple of times, I just told the student I was going to cheat and add a few more tokens to the center pile. I did not tell them that I only did that when it was their turn. That increases the likelihood that they end up with those tokens, not me.
Here’s a rhythm game based on the idea of Phase Ten.
What you need:
A set of cards with quarter notes, half notes, dotted half notes, etc.
Remove any cards the student hasn’t learned yet, such as dotted quarter notes or eighth notes.
Deal out five or six cards to each player. (Five will be harder; six will be easier. Neither are particularly hard since the point is to create and practice workable rhythms.)
Place the rest of the cards in a stack and flip one card over.
Make sure you know what the phases are. You can print these instructions out, but I just hold this list in my head. Not printing it out means you are free to make it harder or easier depending on how the student is doing.
Two measures in 4/4 time
Two measures in 3/4 time
Three measures in 4/4 time
Three measures in 3/4 time
Four measures in 2/4 time
One measure in 3/4 time followed by one measure in 4/4 time
How to play:
The first player attempts to rearrange the six cards into the first phase (two measures in 4/4 time).
Most of the time, it will be possible to complete the phase. The player counts and claps it. If the player can’t create the phase, she can pick up the flipped over card, or she can take the top card from the stack. She also discards one of the cards she doesn’t want. It becomes the new flipped over card. Her turn is now over.
The second player attempts to rearrange his cards into the first phase, following the same rules.
Once one player has successfully counted and clapped a rhythm, the other player has one turn to also complete the phase. Whether she does or not, the round ends. All cards are gathered up. New cards are dealt out.
Anyone who has successfully counted and clapped a rhythm in that phase can move on to the next phase. Anyone who has not yet completed the phase, must try that phase again on the next round. The person to complete the sixth phase first is the winner.
To make it easier, change the phases. For example, you can require only one measure of 4/4 in the first round.
To make it harder, remove the Wild Cards or add an additional rule. For example, only one measure can contain a rest or all rhythms must include an eighth note.
To make it shorter, say that whoever is further ahead when the lesson ends is the winner, even if not all phases are complete.
To make it longer, imagine new phases. You may need to deal out more cards if you go for more measures.
To make it more likely the student will win, deal fewer cards to the teacher on each round. Or, tell the student you might make a mistake in your counting and clapping. If she catches you and can point to the place you clapped wrong, you have to repeat that phase on the next round.
For readers who have only learned the C position notes, lay out all the flashcards. If they want to claim a space with a note they haven’t learned, they should say only whether it’s higher or lower than the notes they do know.
For more advanced readers, use cards with ledger lines or intervals.
For an extra twist, make it Gravity Connect Four, where all pieces automatically fall down to the lowest available flashcard in their column.
For a bigger extra twist, make it Reversi, where if you flank an opponent’s pieces, they are replaced with your pieces. In this version, the goal is not to get four in a row, but to complete the grid and then count up who has claimed the most flashcards.