Parker Sterling

13 November 2018
Music Appreciation

(Long Term) Goal: Establish ability to play, write and count rhythm with accuracy.

(Short Term) Objectives: Students will understand musical notation names, understand how the
treble clef has different notes for each line and space as coordinated with a keyboard.

Materials Needed: Markers

White Board

State Standards Addressed:

Standard 4 Listening and responding to a varied repertoire of music by audiating music
9-12 (LR.4.12.1) Audiate and recognize age appropriate pitch and rhythm patterns, motifs, and known
melodies from movement, gesture, traditional, or non-traditional notation.
9-12 (LR.4.12.2) Audiate and accurately sing and perform pitch and rhythm patterns, motifs, and
melodies, including indicated expressive elements, in both major and minor modes and simple and
compound meters on sight.
9-12 (LR.4.12.3) Audiate all the elements of music in a given excerpt or piece and perform it on sight
in a musical and culturally authentic way.
Standard 8 Performing a varied repertoire of music by playing instruments, alone and with
others, from rote memory and written notation
9-12 (P.8.12.1) Play accurate pitches and rhythms, as modeled and/or visually notated, in tune with a
steady beat, good tone quality, and exemplary technique throughout the entire range of the
instrument(s)
9-12 (P.8.12.2) Play unpitched, melodic, and harmonic instruments with expression and technical
accuracy, as modeled and/or visually notated, and portray appropriate style and affect.
9-12 (P.8.12.4) Maintain pitch and rhythm accuracy, tone quality, tonal center, a steady beat,
exemplary technique, and appropriate style while playing unpitched, melodic, and harmonic
instruments to both portray and challenge the composer's intent.
Standard 10: Creating a varied repertoire of music by representing audiated and aurally perceived
music.
9-12 (Cr.10.12.1) Notate the rhythm, melody, harmonic structure, and form of three and four chord
songs that are aurally perceived and/or audiated using traditional music notation, including common
diacritical and expressive markings.
Procedure:
1) Students will review what lines are for stomping and clapping
a) Second from the bottom and second from the top
2) Students will utilize their home made stomp/clap rhythms and create several 4 bar phrases to
perform as a clap
a) Count it first
i) How do we count eighth notes?
ii) How do we count rests?
(1) Say rest
b) Distinguish between stomp and clap within the piece
c) Perform
 i) Perform again without saying rest
3) Students will understand the musical alphabet
a) Write ABCDEFG
b) Sing the alphabet
i) ABCDEFGHIJKLMNOPQRSTUVWXYZ now I know my ABC’s next time won’t you
sing with me
c) Sing the musical alphabet
i) ABCDEFG ABCDEFG ABCDEFG ABCDEFG ABCDEFG ABCDEFG
4) Students will understand that each line and space of the clef have a name and it changes depending
on the clef that’s in front of them
a) Draw treble clef
b) Has anyone seen this before?
i) What is it called?
ii) What does it mean?
c) What are the musical notes for each line?
i) EGBDF – who has heard of a pneumonic device?
(1) Lets make one for this one
d) There are also notes in the spaces
i) FACE – how can we remember this?
(1) FACE in the space
5) Students will understand what notes go with each line as well as where they coordinate on a
keyboard instrument
a) Draw a keyboard
b) Write the note names in them
c) Explain that the black keys are for sharps and flats
i) Sharps- make the pitch higher like a sharp mountain
ii) Flats- make the pitch lower like a lowland area

Follow Up
Students will continue to create rhythms for each other to perform and introduce notes to play in
notation
Students will review the names of notes for the treble clef

Assessment
Students will have notated the rhythms that we went over in class that the teacher will collect

Accommodations for Diverse Learners

Students with additional learning requirements