Subject/Grade: 5 Lesson/Date: April 9th Time: 30 min
Room: C116
Stage 1: Desired Results
GLEs: Through the elementary music program, students will develop • insights into music through meaningful musical activities • self-expression and creativity • musical skills and knowledge. SLEs: Students will: Skills: Creating 10. Notate and perform original compositions (does not have to be formal notation) 11. Create new music in a known form (AB, ABA) Element: Form 12. repetition and contrast give unity and variety to form in music Learning Students will: Objectives • Repeat a new song with drum ostinato in musical warm-up. • Create original music in ternary form using known and creative rhythms in drum composition activity.
Stage 2: Assessment Evidence
Formative • Checklist (for rhythm and beat Summative -Composition writing Assessment understanding) Assessment • Listening and Class Discussion
Stage 3: Learning Experience
Prior to • Set up circle with drums Resources • Spotify (drum-less playlist) Funky Lesson: • Have PowerPoint and music ready to Bring: Rock • Print Handout • Composition Handout Time: Content/Description Notes/Assessments: 5 min Introduction: Introduce Final Assessment Piece! -Take mental note of who is able to perform • Begin class in drum circle and begin singing This Little Light of Mine. the ostinato consistently. SAY: Listen and if you know it sing along (in your singing voices), I am going to add an ostinato. -Try and add a student • Review song (by rote) if need be for class. on SG part (using a tick o Add ostinato, ask students to repeat it back. tock block). Pick student who is o Play ostinato as a class (repeat after me) and then add the vocal exceeding. part. SAY: I want to use this song as an end of unit (next week) final piece, so we will be adding new parts to it every class.
20 min Body: Composing in Ternary! (ABA)
1) Learning Goal: Apply form to our compositions! Success: SAY: Can I have someone read this goal out for me today! How could you -Review and understand say this in your own words? What are some steps we could take to be form -Compose music successful in this? complementing our track 2) Composition • Play track! ASK: What is missing from this? (drums) During this exercise, o How could drums enhance (better) this music? looking for: -Rhythmic SAY: We have a fantastic foundation of skills on our drums, it’s time to let understanding you get creative! Subject/Grade: 5 Lesson/Date: April 9th Time: 30 min Room: C116 • Explain that you would like them to compose a drum accompaniment to -Creative use of drums (or using 3 known a track. tones) o Let students listen to the track -Cooperation and o Explain that if they compose in groups of 4 beats (4/<3) that it collaboration. should fit in nicely with the track. SAY: You will have time this class and next to put these together, I expect you all to be actively involved in this process. • Remind students to practice at a quiet volume, have paper provided for writing out their composition if that is what they need. o If students request to create drum accompaniment to a specific song, that is fine! They will just have to be more responsible in remembering the form and lyrics. STUDENTS ARE TO WORK ON THIS FOR APPROX. 15 MIN.
5 min Closure: Storm Storm:
• Gather students back to the drum circle. 1. Rain (fingertips on drum) -Begin making storm (no verbal instruction) 2. Wind (palm rubbing • Allow 1 or 2 students to be “storm master” and when the last storm is drums) done, quietly dismiss students from class. 3. Thunder (bass tone) Stage 4: Reflection 1. Detailed description of the actual lesson as-taught: includes students’ response to instruction and any changes from the lesson plan:
2. Specific strengths of the lesson plan and delivery:
3. Specific weaknesses in the lesson plan and delivery:
4. What must be addressed to improve this plan?
5. How I have grown from this assignment/teaching experience: