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Final
Shelby Hall
1. Context
a. My intention while planning this unit was to design it for the student
the students are male, and 48% are female. 20% of the students are
national identity. Some students may resonate with a few songs more
than others, but I believe that most of the activities will expose all
i. Students will learn the Russian folk dance Troika. They will
groups and talk about what similarities they saw between the
dance they learned and the video they watched. We will talk
https://www.youtube.com/watch?v=CZYEp51tPiw
https://www.youtube.com/watch?v=NzSGBGWO3r4
i. Students will sing and move to this song as a class. The class
will be divided into two groups for the last two lines of the
to sing and move to the song, they will transfer the song to Orff
the class will watch it together either before class as they walk
in, or while they are waiting to leave towards the end of class.
Students will first learn the song by moving and singing.. The
will then learn this song on Orff instruments. This song would
also be asked to describe what this song about (a train rand the
water droplets that hit the train), and what elements of the
between the two versions of the folk song. The goal is to show
variety of ways.
1. Video of choir:
https://www.youtube.com/watch?v=3UwF3bE6owU
http://www.npr.org/2012/10/19/163252117/dumpli
ngs-bunnies-and-trains-asian-folk-songs-for-kids
i. Students will first sing the song with a passing game to help
instruments.
3. Rationale
song within the world music unit. I want my students to feel safe and
also think that teaching world music forces the teacher to learn too,
and being open about that with students sets the example of a life long
would be beneficial for students (Abril and Gault 2016). World music
class. The sketches are arranged in a way that prevents folk dances
from being taught back to back. I also put the songs that more
4. Experience Designs:
Experience Design 1
Funga Alafia
Understanding Statements:
song and dance. From this song, students will experience a syncopated
rhythm. They will also have the opportunity to create their own movements
that communicate a message within the music. They will also have the
instruments, create a short arrangement of the folk song. Later on, the entire
class will create a large arrangement of this piece for their next concert.
I can statements:
1. I can dance, sing, and create movement for an African folk song.
instruments.
Standards Addressed:
1. 4.3 The student will play a variety of pitched and non-pitched instruments
2. 4.4 The student will perform rhythmic patterns that include dotted quarter
4. 4.7 The student will explore historical and cultural aspects of music by
Materials:
1. Scarves
4. Hula hoops to help keep groups organized and to keep the percussion
Procedures:
1. Students will stand in a large circle around the circle rug. Each student will
be given a scarf.
2. Teacher will lead the students in a series of movement activities, and teach
c. Hands to the side (Weve come to greet you, ashae, ashae X2)
without the background track, and then once with the drum
background track.
ii. Students will be asked where they think this song is from and
why.
1. Drum beats/sounds
2. Dance movements
3. Language
Students will break into small groups and choreograph their own movements
4. The teacher will play a background track with a drum beat, and groups can
perform their dance (either one at a time or all at the same time).
a. Students will be asked what they did to show that they were
welcoming.
5. Students will get back into the same groups, but this time with pitched and
b. Students will work together within their groups to figure out the
c. After a minute or two to explore, the teacher will show the written
Alafia.
Assessment:
choices.
Extension:
etc).
Accommodations/Adaptations:
limitations.
2. The written notation will have color differentiation between the notes
Experience Design 2
Habia Una Vez 1
Understanding Statements:
involving eighth notes, eighth rests, dotted quarter notes followed by eighth
students will also be able to create their own arrangement of this tune using
I can Statements:
1. I can read, sing, and play rhythms using eight notes, eighth rests, dotted
Standards Addressed:
1. 4.3 The student will play a variety of pitched and nonpitched instruments
2. 4.4 The student will perform rhythmic patterns that include dotted quarter
and aurally;
Materials
1. Orff Instruments
2. Bongos
3. Drums
4. Claves
5. Cabasas
6. Guiros
7. Hula Hoops
Procedures
1. Students will stand around the circle rug, They will perform a short passing
a. Students will pass a bean bag around the circle to the beat of the song.
They will pick up on the lyrics and sing as the game progresses. A
bag. Whoever the special bag lands on at the end of the song will be
sent to a hula hoop. (If the game takes forever then only a few
students will be sent to hula hoops this way. Others will be told to go
2. Students will be sent to a different colored hula hoop towards the edge of the
room after each round of the passing game. Each hula hoop has a variety of
b. The teacher will pick up one of each instrument, and ask students if
they know what its called and/or where it comes from. The teacher
will review the name and origin, and demonstrate how to play it.
c. While students are dong this activity, the teacher will walk around
d. Each student will stand behind an instrument. The melody of this song
will be projected onto the front board one line at a time. Notes will be
iii. If the class cannot play the entire song by the end of class,
more time will pent reviewing and learning this tune in the
next class.
Assessment
accurately.
3. Students will be assessed on their ability to read and play the correct pitches
on Orff instruments.
Extension
1. Students will review the tune using voice and Orff instruments.
2. Students will get into groups and create an arrangement using Orff and
Caribbean instruments.
Accommodations/Adaptations
1. Larger bean bags, or a different object, can be used for the passing game if a
2. Colored tape can be added to the bars of the Orff Instruments to help those
placed with students who will be helpful. They will be placed in groups with
at least 1 friend.