Au Clair de la Lune ...

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Au Clair de la Lune has a simple chord progression that allows children to ... On Orff instruments, have the children play D – D – A – A over and over until they ...
12

Au Clair de la Lune

Guitar and Voices 8 Guitar Only 34

Concept Playing Instruments

Content Standard K-4, 2a; Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.

Au Clair de la Lune has a simple chord progression that allows children to accompany themselves on Orff instruments or guitars. On Orff instruments, have the children play D – D – A – A over and over until they sing “See the candle flicker, I have no more light” (Example 1.1). At that point, the children should play Gs (Example 1.2). Finally, during the last phrase, the children should resume playing D – D – A – A. These same exercises work particularly well on the guitar because they involve only open strings (Examples 2.1 and 2.2). ORFF

1. 1

GUITAR

2. 1

    

    

 

 

 

1. 2

2. 2

    







   







In PreK, Kindergarten, and First Grade classes, use picture charts to remind students of the words to songs. Many beginning educators make the mistake of using word charts with children who can barely read. Instead, make colorful posters with pictures that represent the words to songs. Even in the upper grades, colorful classroom materials are indispensable. They help spark children’s imaginations and maintain their interest. With Au Clair, you may want to photocopy, enlarge and use the pictures on page 13 that depict each phrase of the song. Point to the appropriate picture when the children sing each phrase.

30/1969H-12

13 AU CLAIR

30/1969H-13

This page may be reproduced for classroom use. This is a non-transferable license.

14

Au Clair de la Lune French Folk Song

  





F



In

Capo on III = F Major

                    

4



2

3

T A B

2

0



moon

0

2

0 2

0

2

7

0

3

my

dear

friend,

3

2

0

0

2

2

Do

you

have

a

            2

0

1

T A B

3 0

0

2

3

2

3

0 2



Pier

0 2

0

0

-

3

         1

3

just

0 2 0

2

2

3

2

0

sir,

2

1





4

2

4

3

1

2

5



1

4



C7

to

write

a

         

3

3 0

2 2

© 2005 Heritage Music Press. All rights reserved. Printed in U.S.A. 30/1969H-14

2

-2

F

0

2

2

ot,

C

          

2

2



0



pen,

0

3

F

0 2

2

3

2

0

2 2

0

3

0

2







2

3

of

1

C7



vale

         

          

2

the

0

light,

2







0

 

2

4

F

0

2

2

0





3

3

C



-

2

0

0

             T A B

3



0 2

0 0

0 2

0

2

15 10



F

Gm

word?

See





          

13

2

0

  C

2

4



I

2

5



have

4

no

0 2

3

2

2

more

shut

0

30/1969H-15

2

3

     

2 0

2

2

5

in

2

0

0

2

4



C7



the

2

2

0

2

of

2

0 2

0 0

0 2

0

0

0



-

0

pen

up

3

3

0

0

0





your

          3 0

2

2

0 2



            3

er,

F



dark

-

0

O

ter

2

0





0

0

light.

F

             2

0



         

F

C



-

flick

C7

0

 

T A B

2

0

0

2

4

16

can - dle

0

 

0

2





            T A B



         

2





the

0

3

T A B



B

night.

      3 0

2

4

2

3

2