Standard 1: The teacher of PK-12 music has skills in pedagogy (planning,

delivering instruction, and assessment) for vocal, instrumental, and general

music.

I must give my students a functioning knowledge of many different

instruments as well as different technologies that can be applied in my classroom.
The importance is for my to be able to effectively teach my students correct
information. My experience in the tech classes will help me teach my students about
the various instruments. Also during my time in college I took a class that helped me
learn about technology and how it can be used in the classroom. I have worked with
many apps and tools that have allowed me to begin, and in some cases, complete a
music lesson. The experience in my instrument tech classes and technology will help
me address the standard when teaching my students.
My students will also be able to utilize technologies to have a better
understanding of music, and it could inspire them to get creative and start
experimenting by making their own music. My students will benefit from my
instruction because I will hold them to a high standard with learning their
instruments and making conscious efforts to always improve. I will also make sure
that effort has been put into the technological projects. My goal as a teacher to
address this standard is to give my students my functioning knowledge of all the
instruments they play in addition to technologies that help the students grasp a
better understanding of music.
 Artifact 1:

Objectives: Students will perform the rhyme along with improvised body
percussion..

Standards Being Addressed: MU:Cr2.1.1a With limited guidance, demonstrate and

discuss personal reasons for selecting musical ideas that represent expressive
intent.

MU:Cr3.2.1a With limited guidance, convey expressive intent for a specific purpose
by presenting a final version of personal musical ideas to peers or info

Materials of Instruction:

(1) Hickory Dickory Dock. (2) The mouse ran up the clock. (3) The clock struck one,
(4) and down he run, (5) hickory dickory dock.

Lesson Sequence (lessons may have more or less activities as appropriate):

Entry Activity/Transition: Welcome the students to class and tell them they will
learn to improvise their own body percussion.

Activity #1:
1. Teacher will conduct a review of the previous lesson and will correct any
errors.
2. Teacher will ask if any of the students know what it means to improvise.
3. Students will perform the rhyme with the already learned body percussion
as review for what structured body percussion is.
4. Teacher will improvise while the students are performing so the students
know when to improvise (5th phrase)
5. Teacher will have the students get into pairs
6. Students will take turns improvising
7. Teacher will have the students turn back to listen to instructions
8. Teacher will number students off 1-3
9. Students will perform the rhyme in their 3 person groups, and will use
their improvisation
 10. Teacher will ask if anyone wants to volunteer to show off their improve
11. Students will perform their improve if they would like
12. Students will close out class performing the rhyme all together with their
improv\

Assessment: Teacher will observe that all students have performed

different body percussion than was learned in the previous class period.

Rationale: This lesson plan shows factors of general music, and the planning the
teacher needs to do in order to make this lesson effective. The students (in a lesson
plan written prior to this one) learned the words to this song, and what a compound
meter is. Once those aspects were learned, I was able to teach body percussion and
improvisation; more factors of general music.
 Artifact 2

9. Up on the Housetop

Standards: MU:Re8.1.5a Demonstrate and explain how the expressive qualities

(such as dynamics, tempo, timbre, and articulation) are used in performers and
personal interpretations to reflect expressive intent.

MU:Pr6.1.5a Perform music, alone or with others, with expression, technical

accuracy, and appropriate interpretation

Objective: The students will create a skit that tells the story of the song while
maintaining accurate pitch and rhythm.

Materials:

Laptop/iPad
Props
Recording: https://www.youtube.com/watch?v=1TxQyKn3Fvk
Piano
Projector
Checklist:
The students were able to sing correct pitches with minimal errors
The students were rhythmically accurate with minimal errors
The students actively participated in the skit
Sequence:

- Prior to this lesson the teacher will have instructed the students to bring Santa
hats, elf hats, or any other festive props
- The teacher will ask the students What holiday is coming up? Students reply
Christmas!
- The teacher will ask the students to put on their festive attire
- Ok students, today were going to be Santa Clause and his reindeer delivering
presents to peoples houses!
- Now I want to have you listen to a story that you will act out later today.
- The teacher will put up the notated music, and will tell the students to only read
the treble clef line
- The teacher will tell the students that if they arent sure about the lyrics to try to
memorize them as the recording plays
- Teacher will play the recording. Students may sing along if they know the words
- The teacher will play the recording again and ask the students to listen for the 1, 4,
and 5 chords and identify them by patting their legs during the 1 chord, shoulders
for the 5 chord, and head for the 4 chord.
- The teacher will play the recording again. The teacher will check for understanding
based on the patting of legs, shoulders, and head.
- As we listen to the recording one more time, I want you to now pay attention to
the musical qualities of the song. Is it fast or slow? Are the words smooth and
connected or are they very distinct from each other? Is the song loud or soft?
-The teacher will play the recording
- The teacher will ask the students the questions from before the recording was
played. The answers the teacher is looking for is fast, distinct, and loud.
- The teacher will assign groups of 3
- Using your props, you and your group will act out the story being told in the song.
At any given time, only two members in your group will sing the lyrics. The third
person will sing the number of the chord that is playing (1, 4, or 5) and sing that
number on the pitch of the chord.
- The teacher will model the singing of 1, 4, and 5
- The teacher will go to the piano and play the 1 chord and have the students sing
and match the pitch, and will repeat with the 4 and 5 chords
- The teacher will give the students 30 seconds to assign each member of the group
to a certain chord
- The teacher will give one final pitch check for each of the chords, but this time only
the students who sing that specific chord will sing that pitch i.e. students who sing
the one chord will only sing the one chord
- The teacher will give the students 10 minutes to work on their skits and practice
singing the lyrics. During this time the teacher will walk around to each group to
make sure the groups are staying on task, and help them develop any ideas they
want assistance with
- At the end of the 10 minutes, the teacher will ask if any groups need any extra time.
If they do, the teacher will allow 2 more minutes of practice
- The teacher will have three groups perform at once in the interest of time. The
teacher will play the recording during each presentation. Non-performing groups
will sit down and watch the performing groups

Assessment: The teacher will be grading based on the students ability to match
pitch, rhythmic accuracy, and participate in the skit. The grading will be based off of
the checklist.

Rationale: This lesson is from my elementary unit. The lesson is developed

by having the students become familiar with the song, being able to perform it
accurately, and creating a skit to tell the story with the music. In the assessment, the
teacher can check for learning based off the checklist, and check for how well the
students understand the concept (I IV V chords) based on which student is doing
during any given part of the song.