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Cecilia

Hamrick
Grade level: Grade 4
Date: Dec. 1, 2015


Lesson Overview:
Central Focus:
The primary focus of the lesson is harmony. I will be preparing students for discussing the
terms Harmony by using things like ostinatos and rounds. The primary activity will use voices as well
as percussion to create harmony with the song I Dont Care if the Rain Comes Down. The students
have had previous lessons working with harmony in the form of rounds. Adding an of voices or of
instruments is new to them, but it will help deepen the understanding of harmony.
This lesson aligns with the Minnesota Academic Standards in the Arts for grades 4-5 in Strand
1, Standard 1, and Benchmark 1. The lesson prepares students to be able to describe the elements of
music including melody, harmony, texture, form and their related concepts.

Academic Language:
Language Function:
Identify: the word identify is necessary for students to demonstrate the knowledge of correct
notes on both barred instruments as well as the recorder


Key Learning Task:
The key learning activity in this lesson is through the song I dont care if the rain comes down.
This is a known song that the students are familiar with, but we will be adding texture tocreate
harmony.

Additional Language Demands:
Music Vocab: Phrase, round, measure, scale, melody, note names, solfege

Concepts
Two or more musical lines can move simultaneously in relation to each other. *
A musical whole is a combination of smaller sections of different sizes such as motives,
phrases or sections.
Skills:
Students will practice the following skills:
Singing in head voice
Using Solfege skills
Recorder skills
Instrumental skills (barred percussion)

Objectives or Outcomes
Students will identify correct notes on a barred instrument
Students will play a recorder ostinato
Students will perform a voice and instrument ostinato pattern against a melody

Standards
Grades 4-5, Strand 1: Artistic Foundations
Standard 1, Benchmark 1 Describe the elements of music including melody, rhythm,
harmony, dynamics, tone color, texture, form and their related concepts

Standard 2, Benchmark 2 Sing and play alone and in a group demonstrating proper posture,
breathing, technique, age-appropriate tone quality and expressive intent.
Strand 3: Artistic Process
Standard 1, Benchmark 1 Sing alone and in groups such as rounds and part songs or play
instruments alone and in a group.

Prior Knowledge:
Prior to this lesson, students know:
Interval distances such as skip and step
Solfege

Values of quarter, eighth, and sixteenth notes

Sing in a round
Sing the following songs: Frosty Weather, and I dont care if the rain comes down.


Materials Needed:
Various instruments: Xylophone
Recorders
Chart of part rhythms for Rain Comes Down song.

Music Materials:
Frosty Weather
So Early in the Morning: Irish Children's Traditional Songs, Rhymes and Games. Tradition
Records TLP 1034. A2. Collected by Diane Hamilton. (Obtained via Kodaly.hnu.edu)
I Dont Care if the Rain Comes Down
Meyer, Liza. "Don't Care If the Rain Comes Down." Docslide.us. Web.
<http://docslide.us/documents/dont-care-if-the-rain-comes-down.html>.
Meyers, Liz. "Ideas for the Music Classroom." Web log post. Blogspot. N.p., 7 Jan. 2011.
Web. <http://meyersmusicactivities.blogspot.com/2011_01_01_archive.html>.

Lesson Description:
1. Ts: Lets sing a scale starting on Do
2. Ss: Sing solfege scale
3. Ts: by my echo (do various combinations of solfege using skips and steps) ending with So Mi Re
Do.
4. Ss: (echo)
5. Ts: Hm does that pattern sound familiar? (Sing So Mi Re Do)
6. T: Give students opportunity to guess the Frosty Weather song, if they dont sing the first line to
get them to remember
7. Ts: The Frosty Weather1 song, right! Okay so lets sing through that once together to see how well
we remember it.
8. T: Sings through song with students
9. Ts: Awesome job! Okay now were going to add some recorder to go with it. So everyone get out
your recorders.
10. Ts: Alright now that were all ready, lets everyone play a Cthats all fingers down. *Check for
accuracy* Okay and now a Gthats thumb and three fingers on the top; *check for accuracy*
11. Ts: Were going to start on C and alternate between C and G on every beat, so its going to sound
1

Frosty Weather, Diane Hamilton

like this:
12. T: Plays example of C-G ostinato for students
13. Ts: Try that now
14. Ss: Play C-G pattern
15. Ts: Great, now try it while I sing the melody over you.
16. Ts: Nice Job. Okay to start were going to do this half of the class playing recorders first, and this
half will start with singing and then well switch.
17. S: Performs song 2x switching parts so each get a turn.
18. Ts: Well do it one more time, but this time lets change the type of weather in the song. Lets do
stormy and rainy weather.
19. Ss: Does song 1 more time with the words stormy and rainy.
20. Ts: That sounds so great everyone! Okay go ahead and put away recorders, and as youre doing
that think of another song that we now about rain.
21. Ss: The rain song!
22. Ts: Right! I Dont Care if the Rain Comes Down2! Lets sing through that one time together as we get
back in our spots.
23. T: lead students in singing the Rain Comes Down song
24. Ts: Okay so we remember that part, but now were going to add some more to it. Echo me
25. T: Sings ostinato pattern 2
26. Ss: echoes ostinato pattern 2
27. Ts: Great! Now heres our other pattern, echo me.
28. T: Sings ostinato pattern 1, students echo.
29. Ts: Okay now my group 1 who started on recorders for the last song, I want you to start with the
first pattern we sang. *Lead with pattern 2* great! Now keep it going.
30. Ts: And group 2, were going to jump in with the other pattern we learned okay? Ready *lead
pattern 1*
31. T: sing along until students are singing accurately alone
32. Ts: okay keep going, and Im going to come in with the melody
33. T: sings melody over the ostinatos
34. Ts: Okay everyone that sounded awesome!! But were not done yet!!
35. T: Gets out alto and bass xylophone
36. T: breaks up students into 5 groups, group 1= Ostinato 2 pattern; Group 2= Bass Xylophone; Group
3= Melody; Group 4= Alto Xylophone; and Group 5= Ostinato 1 pattern
a. *Group numbers go in order of their entrances*
b. Have each parts rhythm up on the board to help
37. T: Explain that groups 1 and 2 are identical;
38. Ts: Groups 1 and 2 try that together
39. Ts: Okay group 4, all youre doing is alternating between the high D and the A on your instruments.
Let me hear that. Great!
40. Ts: Okay and finally group 5, echo me,
41. T: sings the ostinato 1 pattern.
42. S: echoes
43. Ts: Okay! Now everyone knows their parts AND their group numbers? Any questions? *answer
any questions*
44. Ts: Alright watch for my cues so you know when to come in!
45. Ts: Lets try it! Starting with Group 1!
46. T: leads song, cueing each group as their entrances come. Once everyone is performing and the
2

I Dont Care if the Rain Comes Down, Liz Meyers

song is coming to an end, Singers drop out! and then finally Bass xylos drop out until the alto
xylophone is the last part playing.
47. Ts: Wow! That was so great! Im impressed! Okay everyone with an instrument please put them
away and everybody go line up!
48. The end.

Assessment:
Informal methods: Teacher will observe students throughout lesson, particulary during
instrument playing to see if student is using correct fingerings for recorder, and if theyre using
the correct technique for the percussion.

Formal method: Plan recorder skills test

Bibliography:
So Early in the Morning: Irish Children's Traditional Songs, Rhymes and Games. Tradition Records
TLP 1034. A2. Collected by Diane Hamilton. (Obtained via Kodaly.hnu.edu)


Meyer, Liza. "Don't Care If the Rain Comes Down." Docslide.us. Web.
<http://docslide.us/documents/dont-care-if-the-rain-comes-down.html>.


Meyers, Liz. "Ideas for the Music Classroom." Web log post. Blogspot. N.p., 7 Jan. 2011. Web.
<http://meyersmusicactivities.blogspot.com/2011_01_01_archive.html>.

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