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Practice Lesson #6 for the Elementary Music Class

Teacher Name___Abby Giles_____________________

Standards Being Addressed:

MU: Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose.

MU: Cr2.1.1b With limited guidance, use iconic or standard notation and/or recording
technology to document and organize personal musical ideas.

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 informal audience.

Materials of Instruction: “Ninas Hermosas”


Song Analysis Table:
Tone Set Reh, mi, fa, sol, la
Range P5
Rhythm Set Quarter notes, eighth notes, quarter rest
Form AA’

A Song’s Pedagogical Use Table:

Melody Students will learn how to sing the same


rhythmic melody on different notes the
second phrase.
Rhythm Students will master the skill of eighth
note and quarter note rhythms together,
specifically focusing on eighth notes
Other Info: “Nina” means girl, and this is a song of Latin American origin.

Activity #1 Objective- First grade students perform the rhythm and beat of the song, “Ninas
Hermosas” by tapping rhythm sticks on the floor while singing the song with accurate pitch
and words.

1. T: I’m going to pass out rhythm sticks to all of you, and I want you to demonstrate to me
that you are ready to play them by putting them in rest position and not making any
noise with them when you receive them.
2. T: Now that all of you have them, we’re going to tap them on the floor. Remember, we
don’t want to beat them, but just tap them. Can I have one first grader demonstrate
how we are going to tap the steady beat the first time that we sing the song?
3. T & S sing the song, Ninas Hermosas, and one first grader demonstrates how to properly
tap rhythm sticks on the floor to the steady beat of the song.
4. T & S sing the song and all students tap the steady beat on the floor using rhythm sticks.
5. T: This time, I’m not going to sing with you, and I want to you to demonstrate that you
can sing without me and tap the steady beat.
S: Sing and tap the steady beat of the song without the assistance of the teacher.
6. T: Now, I’m going to sing the song and I want you to watch what I do differently with my
rhythm sticks
7. T: Sings the song, “Ninas Hermosas,” and plays the rhythm by tapping the rhythm sticks
on the floor.
8. T: “What did I do differently instead of tapping the steady beat? That’s correct, I tapped
the rhythm! Do you know what kind of notes make up the rhythm of this song? You are
correct, eighth notes and quarter notes!”
9. T: This time, we’re all going to sing the song together and tap the rhythm using our
rhythm sticks.
T & S sing the song, “Ninas Hermosas,” while tapping the rhythm on the floor using
rhythm sticks.
10. S: Tap the rhythm while singing the song without the teacher’s assistance or help.

Assessment: Can the students sing the song, “Ninas Hermosas,” and tap the rhythm and beat
using rhythm sticks without the teacher’s assistance?

Activity #2 Objective: First grade students will perform improvised accompaniment using the
parameters of playing eighth notes and quarter notes by tapping rhythm sticks on the floor
while singing the song, “Ninas Hermosas.”

1. T: “I’m going to sing the song again by myself, and listen to what I change about what I
am playing with the rhythm sticks.”
2. T: Sings the song, “Ninas Hermosas,” and plays an improvised accompaniment using the
parameters of playing eighth notes and quarter notes by tapping rhythm sticks on the
floor.
3. T: “What did I do differently with the rhythm that time?” (students respond) “That’s
right, I improvised. Do you remember what improvisation is?”
4. T: “This time, we’re all going to improvise, however I want you to just use quarter notes
and eighth notes in your improvisation.”
T & S: Sing the song and improvise using quarter notes and eighth notes.
5. T: “Now that you’ve had a practice round, let’s do it one more time.”
S: Sing the song and improvise using quarter notes and eighth notes, and this time the
teacher does not join them, but listens to what the students are playing and singing.

Assessment: Can students sing the song, “Ninas Hermosas,” and perform improvised
accompaniment using just quarter note and eighth note patterns?

Activity #3 Objective: Students will notate their composed accompaniment that is made up of
eighth notes and quarter notes using standard notation.

1. T: Hands out pieces of paper that has 8 bars in it.


2. T: Gives instructions: “Now, we’re going to write down an 8-bar composition that you
would play using rhythm sticks that will accompany the song, Ninas Hermosas. Using
quarter notes (T draws a quarter note on the board) and eighth notes (draws an eighth
note on the board) write down what you want to play. This is very similar to an
improvisation, except it is a composition because you are making it up and writing it
down.”
3. Teacher collects the students’ compositions.

Assessment: Can students show that they understand the difference between quarter notes
and eighth notes by notating accompaniment that they composed?

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