Great Big House in New Orleans

Slides for the folk song.

1. Great Big
House
In New Orleans
© Amy Crabbs, 2014

2. The purchaser of this file is
permitted to use any or all slides
in their classroom.

You may NOT edit, copy,
redistribute, or sell any of the
material in this file
Terms of Use
© Amy Crabbs, 2014

3. About this File
© Amy Crabbs, 2014
While there are many different styles and sequencing for teaching,
this file was created with the following sequence in mind:

1.Review steady beat/active listening
2.Identify rhythm and perform with body percussion
3.Identify contour of melody (use body contour as described on
slide 21)
4.Identify and sing solfege
5.Identify and perform spoken ostinato with body percussion
6.Add boomwhackers to create a 3-note chord harmony using the
spoken ostinato
7.Audiate ostinato while performing harmony

There are additional suggestions for activities at the end of this file.

4. Great Big House in New Orleans,
Forty stories high!
Every room that I’ve been in
Filled with pumpkin pie!

5. Great big house in New Or - leans
Forty stories high________
Every room that I’ve been in
Filled with pumpkin pie_________

6. Great big house in New Or - leans
Forty stories high________
Every room that I’ve been in
Filled with pumpkin pie_________
s s s
s s
s s
s s
s
f
f
a
a

7. Melody

8. Melody

9. Melody

10. Melody

11. Melody

12. Melody

13. Melody

14. Melody

15. House House Great big house!
Ostinato
q qb qn

16. Harmony
q qb qn
House House Great big house!

17. Harmony
q qb qn
House House Great big house!

18. Harmony
q qb qn
House House Great big house!

19. Harmony
q qb qn

20. Additional Verses
2. Went down to the old mill stream
To fetch a pail of water,
Put one arm around my wife,
The other round my daughter.

3. Fare thee well my darling girl,
Fare thee well my daughter,
Fare thee well my darling girl
With the golden slippers on her.

21. Additional Activities
Contour: Students use their bodies to show the
shape of the phrases.

For example, the use the following for body
placement:

La – hands in air
Sol – head
Mi – shoulders
Re – hips
Do - knees

22. Additional Activities
Form: Students evaluate the solfege/contour of
the song to identify the form of the phrases.

Identify the phrases with the teacher first, then
“quiz” the students by either showing a slide or
singing one of the phrases on “la” or “loo.”

Create: Students create their own ostinato using
words from the song. They can then transfer the
ostinato to pitched or unpitched instruments.

23. Credits
Additional Graphics by: The Clipart Factory
www.teacherspayteachers.com/Store/The-
Clipart-Factory