Singing greek with Mariza Koch's songs 
Alkyonides meres
Alkyonides meres
Pronunciation
Onomatopoeia: chirps (find other examples, i.e. meow, bark, bleat etc.)
Practice in consonant clusters /βγ/ (/vg/), /ρθ/ (/rth/), /νθ/ (/nth/), /ργ/ (/rg/), (i.e. βγαίνω (vgainō, to exit), ήρθα (ērtha, I came), άνθος (anthos, bloom), γοργόνα (gorgona, mermaid), γοργά (gorga, fast), ήρθαν (ērthan, they came).
Practice in consonant clusters /βγ/ (/vg/), /ρθ/ (/rth/), /νθ/ (/nth/), /ργ/ (/rg/), (i.e. βγαίνω (vgainō, to exit), ήρθα (ērtha, I came), άνθος (anthos, bloom), γοργόνα (gorgona, mermaid), γοργά (gorga, fast), ήρθαν (ērthan, they came).
Speech Comprehension and Production
Phenomenon of elision: τ΄αυγά, να΄ρθει, μα΄συ Φλεβάρη (t'auga, na'rthei, ma'sy Phlevarē).
Compound words: ηλιόλουστες (ēlioloustes, sun-drenched), θαλασσοπούλια (thalassopoulia, seabirds). Create more compound words, using as first parts the words ήλιος (ēlios, sun) and θάλασσα (thalassa, sea).
The subjunctive mood expresses the purpose in this case: να κλωσήσουν (na klōsēsoun, that they brood) να ηχήσουν (na ēchēsoun, that they sound) να πάει (na paei, that he/she/it goes) να έρθει (na erthei, that he/she/it comes) να παραβγούνε (na paravgoune, that they race), να βγουν (na vgoun, that they exit).
The months: based on the third verse which refers to the months of January, February, March and April, create sequences with other months paired with ordinary occupations and everyday life tasks related to these months [i.e. τον Ιούνη να θερίσουν (ton Iounē na therisoun, that they harvest in June), τον Ιούλη να αλωνίσουν (ton Ioulē na alōnisoun, that they thresh grain in July), τον Αύγουστο να τρυγήσουν (ton Augousto na trygēsoun, that they harvest grapes in August) etc.].
Compound words: ηλιόλουστες (ēlioloustes, sun-drenched), θαλασσοπούλια (thalassopoulia, seabirds). Create more compound words, using as first parts the words ήλιος (ēlios, sun) and θάλασσα (thalassa, sea).
The subjunctive mood expresses the purpose in this case: να κλωσήσουν (na klōsēsoun, that they brood) να ηχήσουν (na ēchēsoun, that they sound) να πάει (na paei, that he/she/it goes) να έρθει (na erthei, that he/she/it comes) να παραβγούνε (na paravgoune, that they race), να βγουν (na vgoun, that they exit).
The months: based on the third verse which refers to the months of January, February, March and April, create sequences with other months paired with ordinary occupations and everyday life tasks related to these months [i.e. τον Ιούνη να θερίσουν (ton Iounē na therisoun, that they harvest in June), τον Ιούλη να αλωνίσουν (ton Ioulē na alōnisoun, that they thresh grain in July), τον Αύγουστο να τρυγήσουν (ton Augousto na trygēsoun, that they harvest grapes in August) etc.].
Music Activities
Practice 5/8 and other compound rhythms. Clap while singing in 5/8 rhythm. Listen to other examples of songs or melodies in 5/8 rhythm i.e. "Τσακώνικος" (Tsakōnikos) or "Σου 'πα μάνα, πάντρεψέ με" (Sou'pa mana, pantrepse me), "Περιμπανού" (Perimpanou), "Τζαμάικα" (Tzamaika), "Παϊτούσκα" (Paitouska) and others.
Divide the class into two groups, where each group sings a verse with improvised rhythmic or body percussion: the purpose is to attribute the narrativity of the song with question-answer format, as well as the feeling of the sea, the flux and the flight of the migratory bird.
Mention examples of paintings or art works related to the sea and sea birds. The pupils choose the most relevant images that convey the melodic narrativity of the song.
Provide recordings and sound clips related to the sea in different seasons and with different weather conditions, as well as with the migratory bird Halcyon (Kingfisher) after which the Halcyon Days were named.
The pupils create sound images related to the sea and the Halcyon Days (a cluster of days filled with sunshine and relatively high for the season temperature in the middle of winter), using their voice and melodic/rhythmic Orff percussion instruments. Divided into groups, the students will create kinetic improvisations in order to perform kinetic sound images.
Divide the class into two groups, where each group sings a verse with improvised rhythmic or body percussion: the purpose is to attribute the narrativity of the song with question-answer format, as well as the feeling of the sea, the flux and the flight of the migratory bird.
Mention examples of paintings or art works related to the sea and sea birds. The pupils choose the most relevant images that convey the melodic narrativity of the song.
Provide recordings and sound clips related to the sea in different seasons and with different weather conditions, as well as with the migratory bird Halcyon (Kingfisher) after which the Halcyon Days were named.
The pupils create sound images related to the sea and the Halcyon Days (a cluster of days filled with sunshine and relatively high for the season temperature in the middle of winter), using their voice and melodic/rhythmic Orff percussion instruments. Divided into groups, the students will create kinetic improvisations in order to perform kinetic sound images.
Cross-thematic Connections - Greek Culture
Interdisciplinary concept: symbolism through mythology.
Halcyon Days: the pupils learn about the myth of Alkyone and Ceyx, according to which Zeus transformed Alkyone into a bird and gave her 10-15 days of good weather during the winter to lay her eggs.
Collect information about the bird Halcyon [Aλκυόνη (Alkyonē) in Greek], commonly know as River Kingfisher, Eurasian Kingfisher, or simply Kingfisher: refer to the bright colours of its wings, the long beak, its ability to turn its head 180 degrees, the fact that it is a symbol of conjugal loyalty and devotion, and to the fact that although it is a migratory bird it arrives to Greece in autumn and leaves in early March etc.
Refer to the existence of a group of islets in the Corinthian Gulf called Alkyonides Islands, which are also euphemistically called Kalés Nisoi (literally: nice islands), due to the earthquake-prone area.
Create visual makings of the Kingfisher and collages related to the sea and Alkyone.
Dramatization of Alkyone's and Ceyx's myth.
Halcyon Days: the pupils learn about the myth of Alkyone and Ceyx, according to which Zeus transformed Alkyone into a bird and gave her 10-15 days of good weather during the winter to lay her eggs.
Collect information about the bird Halcyon [Aλκυόνη (Alkyonē) in Greek], commonly know as River Kingfisher, Eurasian Kingfisher, or simply Kingfisher: refer to the bright colours of its wings, the long beak, its ability to turn its head 180 degrees, the fact that it is a symbol of conjugal loyalty and devotion, and to the fact that although it is a migratory bird it arrives to Greece in autumn and leaves in early March etc.
Refer to the existence of a group of islets in the Corinthian Gulf called Alkyonides Islands, which are also euphemistically called Kalés Nisoi (literally: nice islands), due to the earthquake-prone area.
Create visual makings of the Kingfisher and collages related to the sea and Alkyone.
Dramatization of Alkyone's and Ceyx's myth.
Age level
7-11 years old
Language level
Intermediate
Seasons
