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The following plans are a recommended sequence for a 15-25 minute practice. Each part may
require several practices before moving on to the next lesson. The songs should be taught before
teaching the ukulele chords with them.
National Standards: 2d
Music Target 5th:
Play simple accompaniment
Music Target 6th:
Play simple three-chord accompaniment on a ukulele
Part 1-Ukelele
Objective:
The students will play a one chord song using correct ukulele
technique.
Materials Needed:
ukeleles
students should already know the songs that they play
overheads with the chord chart and picture of the ukulele
Lesson Procedures:
1.
Sing the song Make New Friends. As they sing, demonstrate the use of the ukulele.
2.
Introduce the ukulele. Include the parts of the ukulele, how to hold it, how the strings are
tuned. Here are some suggested rules to use:
•
Treat a ukulele very gently, never as a toy
•
Pick up the ukulele by the neck
•
Resting position is neck-up toward ceiling
•
Playing position is only used when practicing
General Information on the Ukelele
Tuning:
Ukeleles can be tuned in two different ways. The most preferred tuning is A D F# B.
The other is G C E A. There are books and materials for both. However, this manual
will concentrate on the ﬁrst.
Care:
Most ukeleles are made of wood and need protection against dropping, cold, heat, and
sunshine. Children need to be informed about how to strum the instrument correctly
or they may break strings by pulling on them.
Holding and Strumming:
The ukelele is held close to the body by the right forearm. The ﬁngers of the left hand
are placed just in back of the frets of the ﬁngerboard. The index ﬁnger is one and is
placed in back of the ﬁrst fret. The next ﬁnger is two and is placed in back of the
second fret. The third ﬁnger is in back of the third fret.
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The ﬁngernails of the ﬁrst and second ﬁngers on the right hand should be used to strum. If
the thumb is used to strum, it develops a blister. Some people prefer a pick, but it changes
the tone quality and can be a distraction to students. For children, it is preferable to use the
ﬁngers rather than a pick.
The strings must be pressed all the way to the ﬁngerboard and held that way to produce a good tone quality. Children may complain about their ﬁngers hurting at ﬁrst.
Show them your wonderful string dents and be proud that you are making callouses
and getting “tough” ﬁnger tips.
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The Ukulele
Tuning Keys
Nut
Fingerboard
Frets
Neck
Sound Hole
Strings
Bridge
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Make a transparency. Write in the chords you want to teach, or copy these chart blanks and
give to each student to write the chord patterns they will use.
II-C-4
3.
The teacher should be the only one to tune the strings. Teach the students the song below.
Choose the tuning that best ﬁts your teaching style. Tuning it higher is generally better for
the students’ singing range.
Tuning the Ukulele
The most commonly used tuning for the ukulele is A - D - F# - B. Using a piano, you can
tune the ukulele to the exact pitches shown:
M
i
d
d
l
e
C
A
D
F#
B
To make tuning simple, remember the simple melody My dog has ﬂeas.
&
A
D
My
w
w
F#
B
has
fleas
#w
dog
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w
Another common tuning for the ukulele is G - C - E - A. This tuning is shown below.
M
i
d
d
l
e
C
G
C
E
A
To make tuning simple, remember the simple melody My dog has ﬂeas.
&
G
C
E
A
My
w
has
fleas
w
dog
II-C-6
w
w
4.
Have students pick up the ukelele with the left hand on the neck. Press the body of the ukulele against their abdomen. Explain that string one is closest to the ﬂoor. Tell them to point
to each string and say its number out loud. 1-2-3-4. Now say it backwards 4-3-2-1. This
should sound like my dog has ﬂeas tune. If they think it is out of tune, have them raise their
hands and you go and tune it quickly. With many practices, this goes quickly especially if
you tune them before class starts.
5.
Next, have the students identify frets. Press string one with the index ﬁnger (1) in fret one.
Be careful to remind students that the thumb should be on the back of the neck to help
squeeze the string. Have the students use the index (1) ﬁnger and move up one fret at a time
and pluck the string. Repeat this with the middle ﬁnger (2) and ring ﬁnger (3).
6.
Stay with the third ﬁnger and have them count down to fret three. Make sure they count the
ﬁrst fret as number 1. “Now strum the strings. You are now playing your ﬁrst chord.” Use
the overhead chart to show them the C chord or the D chord chart depending on your tuning
choice.
C
D
3
7.
3
Strum the chord with a steady beat and sing familiar songs like
Row Your Boat
Are You Sleeping
Hot Cross Buns
Make New Friends
(Any pentatonic songs will work well.)
Adaption:
Have students work in partners and help each other. One person checks for correct
ﬁngering while the other plays. Then they can switch turns. The partner can also
help sing the song.
Assessment: Students hold the ukulele correctly
Students identify string one and use the third ﬁnger to play the C (D) chord.
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Part 2- Ukelele
Review the rules and playing techniques as you introduce a new chord F (G). Review the C (D)
chord. Determine which chord is better for each one-chord song. One key will feel more comfortable with their voices.
F
G
1
2
1
2
Other one chord songs are:
Kookaburra
Li’l Liza Jane
Three Blind Mice
Swing Low Sweet Chariot
In this lesson, go into more detail about how to read a chord chart. Vertical lines are the strings and
horizontal lines are the fret marks.
Adaptions:
Color code the strings and the frets
Use R for ring ﬁnger instead of ﬁnger 3
Use M for middle ﬁnger instead of 2
Use P for pointer ﬁnger instead of 1
This helps to eliminate confusion with piano ﬁnger numbers.
Assessment: Students strum the F (G) chord on the beat while they sing familiar songs.
II-C-8
One Chord Songs
Row Your Boat
C (D)
Row, row, row your boat
Gently down the stream
Merrily, merrily, merrily
Life is but a dream.
Kookaburra
C(D)
Kookaburra sits on the old gum tree
Merry merry king of the ﬁsh is he
Laugh kookaburra, laugh kookaburra,
Gay your life must be.
Lil’ Liza Jane
C (D)
1.
I’ve gotta house in Baltimore, Lil’ Liza Jane,
Street car runs right by my door, Lil’ Liza Jane,
Oh, Eliza, Lil’ Liza Jane,
Oh, Eliza, Lil’ Liza Jane,
2.
I’ve gotta house in Baltimore, Lil’ Liza Jane,
Silver doorplate on my door, Lil’ Liza Jane,
Oh, Eliza, Lil’ Liza Jane,
Oh, Eliza, Lil’ Liza Jane,
3.
Come my love and go with me, Lil’ Liza Jane,
And I’ll take good care of thee, Lil’ Liza Jane,
Oh, Eliza, Lil’ Liza Jane,
Oh, Eliza, Lil’ Liza Jane,
II-C-9
More One Chord Songs
Are You Sleeping?
F (G)
Are you sleeping?
Are you sleeping?
Brother John, Brother John.
Morning bells are ringing,
Morning bells are ringing
Ding, ding, dong, Ding, ding, dong
Hot Cross Buns
F (G)
Hot cross buns.
Hot cross buns
One a penny, two a penny,
Hot cross buns.
Make New Friends
F (G)
1.
Make new friends but keep the old
One is silver and the other gold.
2.
A circle is round, it has no end;
That’s how long I want to be your friend.
3.
On the land, across the sea;
Friends forever we will always be.
II-C-10
Part 3-Ukelele
Objective:
Students will play two-chord songs and read chord charts above text
Materials needed:
overheads or booklet of familiar songs
chord charts for C(D) G7 (A7)
Lesson Procedures:
1.
Remind the students how to read the chord charts for the C(D) chord and F(G) chord.
2.
Tell the students that most songs use more than one chord. “Today we are going to play
songs with two chords.”
3.
Ask them to practice switching back and forth at their own speed. This gives you an opportunity to help individuals.
4.
Group practice by having students strum 8 times with 3 seconds in between to switch chords.
Strum 4 times with 2 seconds in between to switch chords.
Strum 2 times with 2 seconds in between to switch chords.
Strum 1 time with no time in between to switch chords.
5.
Show students the following song. Explain that the chord name is above certain text and
they switch on that word. They will discover that if they don’t switch at the right time it
won’t sound good.
6.
Repeated practice is important. Try the following songs.
Chicken on the Fencepost
Sourwood Mountain
Apples and Bananas
Clementine
Extension:
To make repetition more interesting, have students strum different patterns.
Assessment: Students are able to switch easily back and forth between the C(D) chord and the
F(G) chord.
II-C-11
Two Chord Songs F(G) & C (D)
Chicken on the Fencepost
F (G)
Chicken on the fencepost, can’t dance Josey
Chicken on the fencepost, can’t dance Josey
Chicken on the fencepost, can’t dance Josey
Hello, Susan Brown.
Sourwood Mountain
1.
F(G)
C(D)
F(G)
Chicken crowin’ on Sourwood Mountain, Hey De-ding dang diddle ally day
F(G)
C(D)
F(G)
So many pretty girls I can’t count them, Hey De-ding dang diddle ally day
F(G)
C(D)
F(G)
My true love she lives in Letcher, Hey De-ding dang diddle ally day
F(G)
C(D)
F(G)
She won’t come and I won’t fetch her, Hey De-ding dang diddle ally day
F(G)
C(D)
F(G)
2.
My true love’s a blue-eyed daisy, Hey De-ding dang diddle ally day
F(G)
C(D)
F(G)
If I don’t get her I’ll go crazy, Hey De-ding dang diddle ally day
F(G)
C(D)
F(G)
Big dogs bark and little ones bite you, Hey De-ding dang diddle ally day
F(G)
C(D)
F(G)
Big girls court and little ones slight you, Hey De-ding dang diddle ally day
F(G)
C(D)
F(G)
3.
My true love lives by the river, Hey De-ding dang diddle ally day
F(G)
C(D)
F(G)
A few more jumps and I’ll be with her, Hey De-ding dang diddle ally day
F(G)
C(D)
F(G)
My true love lives up in the hollow, Hey De-ding dang diddle ally day\
F(G)
C(D)
F(G)
She won’t come and I won’t follow, Hey De-ding dang diddle ally day
Apples and Bananas
F(G)
C(D)
I like to eat, I like to eat, I like to eat apples and bananas.
F(C)
I like to eat, I like to eat, I like to eat apples and bananas.
(Continue singing with different vowel sounds)
II-C-12
Clementine
F(G)
C(D)
In a cavern, in a canyon, Excavating for a mine,
F(G)
C(D)
F(G)
Dwelt a miner, forty-niner and his daughter Clementine,
Oh, my darling, Oh, my darling,
C(D)
Oh, my darling Clementine,
F(G)
You are lost and gone forever,
C(D)
F(G)
dreadful sorry Clementine.
II-C-13
Part 4- Ukelele
Objective:
The students will play the G7(A7) chord and play two chord songs
Materials Needed:
ukeleles
chord charts for C (D) and G7 (A7)
song chart overheads or booklets
Lesson Procedures:
1.
Repeat the procedures from the previous lesson for the new G7 (A7) chord.
2.
This is a harder chord to master. Show them that the pointer ﬁnger (1) is in the same location
as the F(G) chord.
3.
As they switch back and forth make sure they are using the ring (3rd) ﬁnger to
play C(D). This makes switching easier.
4.
Remind students how to read the song charts. Try singing the following songs.
Buffalo Gals
Skip to My Lou
Mama Paquita
He’s Got the Whole World in His Hands
Adaptions:
Color code ﬁnger numbers on a chord chart.
Students who can not play all three ﬁngers can practice switching on one string and
only pluck that one string when they play.
Have students work in partners and help each other. One person checks the ﬁngering
while the other plays.
Assessment: Students are able to switch easily between the C(D) chord and the G7 (A7) chord.
II-C-14
Buffalo Gals
C(D)
G7 (A7)
C(D)
As I was walking down the street, down the street, down the street,
G7(A7)
A pretty gal I chanced to meet, Oh she was fair to see.
C(D)
G7 (A7)
C(D)
Buffalo Gals won’t you come out tonight, come out tonight, come out tonight,
C(D)
G7(A7)
C(D)
Oh, Buffalo Gals won’t you come out tonight, and dance by the light of the moon.
Skip to My Lou
C(D)
Lost my partner, what’ll I do?
G7(A7)
Lost my partner, what’ll I do?
C(D)
Lost my partner, what’ll I do?
G7(A7)
C(D)
Skip to my Lou my darling.
C(D)
Lou, Lou, Skip to my Lou
G7(A7)
Lou, Lou, Skip to my Lou
C(D)
Lou, Lou, Skip to my Lou
G7(A7)
C(D)
Skip to my Lou my darling.
He’s Got the Whole World in His Hands
C(D)
He’s got the whole world in his hands
G7(A7
He’s got the whole world in his hands
C(D)
He’s got the whole world in his hands
G7(A7
C(D)
He’s got the whole world in his hands
II-C-15
Mama Paquita
C(D)
Mama Paquita, Mama paquita
G7(A7)
Mama Paquita buy your baby a papaya,
A ripe papaya, and a banana
C(D)
A ripe banana that your baby will enjoy, mamamama
C(D)
Mama Paquita, Mama paquita
G7(A7)
Mama Paquita says, “I haven’t any money
To buy papayas and ripe bananas,
C(D)
Let’s go to Carnival and dance the night away.”
II-C-16
Part 5-Ukelele
Objective:
The student will play three-chord songs on the ukulele
Materials Needed:
ukeleles
chord charts for C(D), F( G), and G7 (A7)
chord sequence written on the board
Lesson Procedures:
1.
After students can conﬁdently play two-chord songs let them try three-chord songs.
2
Begin by pointing to a chord sequence on the board. Tell them to strum each chord 8 times,
then 6 times, then 4, 3, 2, and 1.
3.
C
F
G7
C
C
G7
F
C
Play through the following familiar songs.
I’ve Been Working on the Railroad
Bought Me a Cat
Kum Ba Yah
This Land is Your Land
Home on the Range
Adaption:
Divide the class into three groups and assign each group one speciﬁc chord.
Assessment: The students can switch easily from one chord to another in the three-chord songs.
II-C-17
Three Chord Songs
I’ve Been Working on the Railroad
C (D)
F(G)
C(D)
I’ve been working on the railroad all the live long day;
C(D)
G7(A7)
I’ve been working on the railroad just to pass the time away
C(D) F(G)
C(D)
Can’t you hear the whistle blowing? Rise up so early in the morn.
F(G)
C(D) F(G) G7(A7)
C(D)
Can’t you hear the captain shouting, “Dinah, blow your horn!”
C (D)
F(G)
Dinah, won’t you blow, Dinah, won’t you blow,
G7(A7)
C (D
Dinah, won’t you blow your horn?
C (D)
F(G)
Dinah, won’t you blow, Dinah, won’t you blow,
G7(A7)
C (D
Dinah, won’t you blow your horn?
C (D)
G7(A7)
Someone’s in the kitchen with Dinah, Someone’s in the kitchen I know----C (D)
F(G)
G7(A7)
C (D)
Someone’s in the kitchen with Dinah, Strummin’ on the old banjo.
C (D)
G7(A7)
Fee ﬁe ﬁddle-ee-i-o, Fee ﬁe ﬁddle-ee-i-o,
C (D)
F(G) G7(A7
C (D)
Fee ﬁe ﬁddle-ee-i-o, Strummin’ on the old banjo.
Kum Ba Yah
C(D)
F(G)
C(D)
Kum ba yah, my Lord, Kum ba yah!
G7(A7)
Kum ba yah, my Lord, Kum ba yah!
C(D)
F(G)
C(D)
Kum ba yah, my Lord, Kum ba yah!
F(G) C(D) G7(A7)
C(D)
O
Lord, Kum ba yah!
2.
3.
4.
Someone’s singing, Lord
Someone’s crying, Lord
Someone’s praying , Lord
II-C-18
I Bought Me a Cat
C(D)
G7(A7)
C (D)
G7(A7)
1.
I bought me a cat, and the cat pleased me
2.
Dog
dog
3.
Duck
duck
4.
Goose
goose
C(D) F(G)
G7(A7) C(D)
I fed my cat under yonder tree
Dog
Duck
Goose
C(D)
G7(A7)
C(D)
Cat goes ﬁddle- ifee!
C(D)
Hen goes chimmy chuck chimmy chuck
Duck goes quack,
quack!
Goose goes hissy,
hissy
Home On the Range
C(D)
F(G)
Oh, give me a home where the buffalo roam.
C(D)
G7(A7)
Where the deer and the antelope play
C(D)
F(G)
Where seldom is heard a discouraging word,
C(D)
G7(A7) C(D)
And the skies are not cloudy all day.
C(D) G7(A7)
C(D)
Home, home on the range,
G7(A7)
Where the deer and the antelope play
C(D)
F(G)
Where seldom is heard a discouraging word,
C(D)
G7(A7)
C(D)
And the skies are not cloudy all day.
II-C-19
This Land Is Your Land
Chorus:
C(D)
F(G)
C(D)
This land is your land, this land is my land,
G7(A7)
C(D)
From California to the New York Island,
F(G)
C(D)
From the Redwood Forest tot eh Gulf Stream waters,
G7(A7)
C(D)
This land was made for you and me.
1.
2.
3.
F(G)
C(D)
As I was walking the ribbon of highway,
G7(A7)
C(D)
I saw above me that endless skyway,
F(G)
C(D)
I saw below me that golden valley.
G7(A7)
C(D)
This land was made for you and me.
F(G)
C(D)
I’ve roamed and rambled and followed my footsteps
G7(A7)
C(D)
To the sparkling sands of her diamond deserts,
F(G)
C(D)
When all around me a voice was sounding
G7(A7)
C(D)
This land was made for you and me.
F
C(D)
When the sun came shining and I was strolling
G7(A7)
C(D)
And the wheat ﬁelds waving and the dust clouds rolling
F(G)
C(D)
As the fog was lifting a voice was chanting.
G7(A7)
C(D)
This land was made for you and me.
II-C-20
Part 6- Ukelele
National Standard: 2d, 3a
Music Target 5th:
Explore variations of rhythmic strumming
Objective:
Students will strum various rhythm patterns with familiar songs
Materials Needed:
chart with strumming patterns
chord charts
Lesson Procedures:
1.
After students have mastered ﬁnger placements for each chord begin varying the strumming
patterns with familiar songs.
▼ ▲ ▼
4 œ œ œ
4
▼
▼
œ ..
œ
(down) (up) (down) (down) (down)
▼ ▲
▼
▼
3
4œ œ œ
▼
2
4œ
Extension:
▲
œ
œ
▼
œ
▼ ▲ ▼ ▲ ▼
▼
œ ..
œ œ œ œ œ
(down) (up) (down) (up) (down) (down)
▼ ▲
▼
▲ ▼
.. œ œ œ œ œ
▼
.. œ
▼
œ
▲
œ
..
..
Have students combine patterns or create their own strumming patterns for introductions, interludes, and codas to familiar songs.
Assessment: Students are able to strum various patterns while singing familiar songs.
II-C-21
Part 7- Ukelele
National Standard: 2d, 3a, 6c, 7b
Music Target 5th:
Create a chord diagram to accompany a familiar song
Objective:
The students will create a chord diagram to accompany a familiar song
Materials Needed:
overhead of song lyrics without a chord chart.
erasable overhead markers in three different colors
ukeleles
Lesson Procedures:
1.
Sing This Old Man in the key of C(D).
2.
Show students the text and ask them what is needed in order to play the ukulele with it.
(Answer - chord chart)
3.
The teacher starts on C(D), sings the song and asks the students to raise their hands when
the chord needs to change. Determine the exact word and underline it. Experiment with
other known chords to see which chord ﬁts best on that word. Write the chord name down.
Do this for the entire song.
4.
When the chart is completed, have the students play and sing the song.
5.
Divide the class into three groups. Give each group an overhead chart with the familiar song
text, overhead pen and several ukeleles.
6.
Have each group determine the chords for their song and play it through. Make sure they
start on C(D), decide when a change needs to happen, and which chord to place above the
correct word.
7.
Have each group play the other groups’ charts and make any corrections with their
color pen without erasing previous markings.
8.
Put each corrected chart on the overhead and play as a class. If there has been a correction,
decide which one is the best chord choice and chord placement.
Extension:
Each group can create a strumming pattern to go with their song. Remind them of
lesson in step 6.
Adaption:
Do the small group activity on a different day.
Assessment: Students can determine where a chord change needs to be and successfully mark it
on a song chart.
II-C-22
When the Saints Go Marching In
Oh, when the saints go marching in,
Oh, when the saints go marching in,
Oh, Lord I want to be in that number
when the saints go marching in,
Swing Low, Sweet Chariot
Swing Low, sweet chariot,
Coming for to carry me home
Swing Low, sweet chariot,
Coming for to carry me home.
This Train is Bound for Glory
This train is bound for glory, this train
This train is bound for glory, this train
This train is bound for glory if you ride it you must be holy,
This train is bound for glory, this train
II-C-23
This Old Man
This old man he played one,
He played knick knack on my thumb
With a knick knack patty whack give a dog a bone
This old man came rolling home.
II-C-24