GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
TEACHER
Amanda Lockwood

COURSE
EDUC 349
DAY
T (10/15/13)
CAMPUS
ULV-Main

GRADE
6
SUBJECT
Visual & Performing Arts
(Music)

LESSON TITLE
Composing and Writing
Music
LENGTH OF LESSON
60 minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
Music
1.5 Analyze and compare the use of musical elements
representing various genres and cultures, emphasizing
meter and rhythm
3.3 Describe distinguishing characteristics of
representative musical genres and styles from two or
more cultures.

GOAL OF UNIT
Students will be able to recognize and evaluate works
of art across multiple genres and cultures.
OBJECTIVE OF LESSON
Students will be able to compare and contrast musical
styles between music of 2 different cultures and use the
music vocabulary previously learned to write a
reflection on the similarities and differences within the
two pieces.

Writing
2. Write informative/explanatory texts to examine
a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of
relevant content.
c. Use appropriate transitions to clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific vocabulary
to inform about or explain the topic.
MULTIPLE INTELLIGENCE ADDRESSED
Musical, Verbal-Linguistic, Interpersonal, Intrapersonal

ASSESSMENT
STRATEGY FOR ASSESSMENT
Teacher will conduct informal assessments of students during their small group discussion to confirm their
understanding of the musical element within music from different cultures by asking questions to group and
individuals and assisting with any parts of their knowledge that still may need further explanation.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
Students can listen as a class and have the opportunity to listen to the music presented repeatedly through the
through and beyond portions of the lesson.
Visually impaired students can receive an enlarged copy of slides if necessary and sit where they can see the
teachers instruction. Additional personal assistance or braille copies of work can be arranged as necessary.
Hearing impaired students can sit as close to the speakers as necessary and/or be provided additional student or
instructional aid assistance such as personal headphones as necessary.
Gate and advanced students will be dispersed in groups with below basic, ELL and other diverse learners to assist in
promoting higher level thinking for them while providing additional support and instruction to diverse learners.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Teacher List: Traditional Chinese Music YouTube video (http://youtu.be/Ss-NO6IztXY) and Beethoven Moonlight
Sonata YouTube video (http://youtu.be/vQVeaIHWWck), music vocabulary refresher power point, Beethoven

quote, computer, internet connection, and projector.

Student List: Ruled paper and journals.

STEPS THROUGH THE LESSON

INTO (Orientation)
Instant Activity
Ask students to write down to take out a blank sheet of
paper and write down as many of the music elements
they can recall from previous lessons.

RATIONALE
Having students recall and review the music elements
theyre familiar with and discussing them will help
students when preparing to listen and then evaluate
the music they will hear within the lesson.

Anticipatory Set
Ask for volunteers to name some of the elements from
their list and ask the class about these terms. Let the
class know that well be listening to two very different
pieces of music today and thinking about how these
terms relate to the music.
Show the list of review terms and discuss any that were
not mentioned during the class discussion. Have students
add any missing vocabulary to their working list.
THROUGH (Presentation, Structured Practice, Guided Practice)
Demonstration/Lesson Modeling
Play the Traditional Chinese Music video and the
Beethoven video (appx. 3:00 minutes each video), asking
students to look for examples within each piece of music
in which they can identify the elements reviewed and
written down.
Students should NOT be taking notes during their first
listen. They should only listen and pay attention to the
music.
Practice
Re-play each of the videos, asking students to take notes
this time in which they can identify key elements from
each piece of music, as well as any similarities and
differences between the two pieces.
Activity
In small groups of 3-4, have students discuss their notes
and how they identified the musical elements within
each piece of music and their thoughts on the similarities
and differences. Students should also take time to
discuss the variations in such things as the melody
between the different cultural pieces.
Continue to rotate the pieces of music during the class
discussion, at a lower volume.
Teacher will join each group to listen and assess the
knowledge and understanding from the exercise and
assist with discussions as needed.
Bringing students back to a class discussion, the teacher
should discuss the key elements students noticed during
their group discussion and note taking and read the
quote from Ludwig von Beethoven:
Music is a higher revelation than all wisdom and
philosophy. Music is the electrical soul in which the spirit
lives, thinks and invents.

RATIONALE

Allowing students to hear music from different cultures

will allow them to learn to recognize the musical
elements in different ways and learn to evaluate all
types of music.
Having students listen to each piece once without
taking notes will help to ensure theyre focusing on the
music instead of their writing.

Having students listen to the music a second time and

then take notes will allow them to take notes more
easily and recognize/recall from their first listen the
elements they noticed.

Including a small group discussion will help students to

receive more input on how to recognize musical
elements within any piece of music while solidifying
their own knowledge base.

BEYOND (Independent Practice)

Closure
Students will write a reflection journal entry on the
experience. This should include the musical elements
they were able to identify in each piece along with
similarities and differences within the music as well as a
personal reflection on the music they heard and what it
made them feel. They will also include references to their
favorite type of music and any similarities and
differences they noticed not only in the musical elements
but also in their emotional reaction to each of them.
Lastly they should reflect on what they think Beethoven
meant in his quote.

Application
Have students discuss the musical elements with an adult
using any piece of music they like.

RATIONALE

Allowing students to reflect on the experience and

provide their own feelings and thoughts on what they
learned gives them an opportunity to connect what
theyve learned to themselves while further cementing
their ability to provide written descriptions of the
music theyve listened to.

ELEMENTS OF MUSIC
Melody
Tempo
Largo / Andante / Allegro
Dynamics
Piano / pianissimo
Forte / Fortissimo
Mezzo Piano / Mezzo Forte
Crescendo
Descrendo
Harmony
Form
Timbre
Rhythm

Music is a higher revelation than all

wisdom and philosophy. Music is the
electrical soul in which the spirit lives,
thinks and invents.
-Ludwig von Beethoven