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1.

Rationale:
This design enhances the musicianship of a learner in that it helps them be more
expressive. It can also help them understand the concepts of macro/microbeats, therefore
enhancing their scholarship and musicianship through the use of rhythms. Their leadership is
challenged in that they will be responsible for following the moves the instructor demonstrates,
ultimately making them independent learners. This experience is ideal for elementary students
because they are beginning to have their first experiences with music. Most of them are too
young to play an instrument, so this design gets them up and moving to music in a way that
subtly and subconsciously introduces them to rhythm and beats. I think anywhere from K-3rd
would be the ideal grades for this experience, any older and I don’t think the students would be
willing to participate or ‘dance.’

2. Understanding Statements:
• will be able to copy a movement being taught to me.
I
• I will be able to count beats in my head while performing movements to a song.
• I will know and be able to recognize patterns in music.

3. “I can” statements/standards:
• I can respond to music by creating movements to a song to illustrate AB and ABA musical
forms. (2.5)
• I can explain how this particular song made me feel, and how music can therefore express
feelings and ideas. (2.13)

4. Materials
A bluetooth speaker will be the only thing needed for this experience.

5. Detailed Process:
• 8-8:05 — Ask students to get into 2 lines facing me, with the shorter people in the front and
taller in the back. I will assist them with this along the way. I think this will be the best way to
learn the movements so that everyone can see me.
• 8:05-8:25 — Introduce the song we will be using, ‘Treasure,’ and ask, by show of hands, if
anyone has heard of it. **we will only be doing half of the song, up until the bridge** I will
then begin using Weikart’s process:
• Move 1: *point to myself and say “Down, up, down, pull, down, up, down, pull”*
*point to students to copy me* *I do the movement while saying “Down up, down,
pull, down, up, down, pull”* *point to students to copy me* *I do the movement
while whispering “Down up, down, pull, down, up, down, pull”* *point to students
to copy me* *I do the movement by itself* *point to students to copy me*
• Move 2: *point to myself and say “Side, side, side, clap, side, side, side, clap”*
*point to students to copy me* *I do the movement while saying “Side, side, side,
clap, side, side, side, clap”* *point to students to copy me* *I do the movement
while whispering “Side, side, side, clap, side, side, side, clap”* *point to students to
copy me* *I do the movement by itself* *point to students to copy me*
*PRACTICE MOVES 1 AND 2 TOGETHER*
• Move 3: *point to myself and say “Right, left, right, left, right, left, right, left”*
*point to students to copy me* *I do the movement while saying “Right, left, right,
left, right, left, right, left”* *point to students to copy me* *I do the movement
while whispering “Right, left, right, left, right, left, right, left”* *point to students to
copy me* *I do the movement by itself* *point to students to copy me*
• Move 4: *point to myself and say “Phone, 2, 3, 4, phone, 2, 3, 4”* *point to
students to copy me* *I do the movement while saying “Phone, 2, 3, 4, phone, 2, 3,
4”* *point to students to copy me* *I do the movement while whispering “Phone,
2, 3, 4, phone, 2, 3, 4”* *point to students to copy me* *I do the movement by
itself* *point to students to copy me*
*PRACTICE MOVES 3 AND 4 TOGETHER*
*PUT MOVES 1, 2, 3, AND 4 TOGETHER*
• Move 5: *point to myself and say “Up, down, up, down, up, down, up, down”*
*point to students to copy me* *I do the movement while saying “Up, down, up,
down, up, down, up, down”* *point to students to copy me* *I do the movement
while whispering “Up, down, up, down, up, down, up, down”* *point to students to
copy me* *I do the movement by itself* *point to students to copy me*
• Move 6: *point to myself and say “Out, tap, tap, tap, out, tap, tap, tap”* *point to
students to copy me* *I do the movement while saying “Out, tap, tap, tap, out, tap,
tap, tap”* *point to students to copy me* *I do the movement while whispering
“Out, tap, tap, tap, out, tap, tap, tap”* *point to students to copy me* *I do the
movement by itself* *point to students to copy me*
*PRACTICE MOVES 5 AND 6 TOGETHER*
• 8:25-8:30 — *PUT ALL 6 MOVES TOGETHER*
*PLAY SONG AND DO MOVEMENTS*
• 8:30-8:45 — Ask the students to sit down. Discussion of what moves the students did and
didn’t like, and what moves they would’ve liked to have done.
6. Assessments:
• (2.5) - Assessment will be through a homework assignment in which students will have to
choose a song out of a list, given by the teacher, to make movements for.

• (2.13) - The teacher will ask students what they thought about this particular song and how
adding movements to it made them feel.

7. Adaptation:
Possible adaptations for this experience would include:
• slowing down for students who are having difficulty keeping up
• making a color-coded chart of some sort to indicate which moves go with which part of the
song and projecting it somewhere for students to see
• adding/subtracting moves to make it easier/more difficult depending on the pace of the
students
• doing the full song instead of half
8. Extension:
To make this experience longer, I would have another song prepared that is roughly at the
same tempo as ‘Treasure’ and has the same song structure. This would show the students how
many songs have the same macrorhythm.