Pick A Pumpkin

Performance Indicators

  • Standard 1b – sing songs and play instruments, maintaining tone quality, pitch, rhythm, tempo and dynamics; perform the music expressively; and sing or play simple repeated patterns (ostinatos) with familiar songs, rounds, partner songs, and harmonizing parts
  • Standard 2a – use classroom and nontraditional instruments in performing and creating music.
  • Standard 3b – describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc.
  • Standard 3c – discuss the basic means by which the voice and instruments can alter pitch, loudness, duration and timbre.

Instructional Idea

Objective: Students will learn a new fall song, add movement to the song based on the text, and add a simple bordun accompaniment on Orff-Schulwerk instruments.


  • Students listen to (a recording of) Pick A Pumpkin, and follow along in the music textbook.
  • Students learn the melody of the song in phrases, by rote.
  • The form of the song will be discussed, and the term “refrain” will be reviewed.
  • Students speak the text of the song in phrases, and decide on movements to accompany the words.
  • Students sing the song with the movement, accompanied by (a recording of) the music.
  • Students, with partners, accompany the song on Orff-Schulwerk instruments performing a simple bordun, while keeping a steady beat, along with (recording of the) music.
  • Students switch places, and the partner now plays.
  • Students split into groups of two. One partner will play Orff-Schulwerk instruments, while the other partner sings and performs the movements to the song. Students then switch parts.


"Share The Music", Grade 2 book; MacMillan/McGraw-Hill, 1995.


Achievement would be measured by the student's ability to: -sing the song accurately -participate in the discussion of the text and assist with adding motions to the song -perform the motions to the song -play the accompaniment on Orff-Schulwerk instruments, with a steady beat.


Interdisciplinary applications might include a section of poetry about fall as a 'B' section in the piece, using non-pitched percussion or body percussion as accompaniment. The song's text might be discussed in literary terms, such as the alliteration used in the song. Musically, there could be an introduction added, or a coda with vocal improvisation or non-pitched percussion.