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Name: Cameron Wirtz

District: LAUSD
School: XXX Middle School
Grade: 6-8 Intermediate
Date: 6-3-2019
Lesson Plan Number: Week 2, Day 2

California Visual and Performing Arts Content Standards

1.0 ARTISTIC PERCEPTION: Processing, Analyzing, and Responding to Sensory
Information Through the Language and Skills Unique to Music
- Listen to, Analyze, and Describe Music
- 1.5 Identify and explain a variety of compositional devices and techniques used
to provide unity, variety, tension, and release in aural examples

2.0 CREATIVE EXPRESSION: Creating, Performing, and Participating in Music

-Apply Vocal or Instrumental Skills
-2.3 Perform on an instrument a repertoire of instrumental literature representing
various genres, styles, and cultures with expression, technical accuracy, tone
quality and articulation, by oneself and in ensembles (level of difficulty: 3 on a
scale of 1-6)
What is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers
-Connections and Applications
-5.1 Compare in two or more art forms how the characteristic materials of each art
(sound in music, visual stimuli in visual arts, movement in dance, human relationships in theatre)
can be used to transform similar events, scenes, emotions, or ideas into works of art.

1. Students will listen to a piece’s melody and describe the themes they hear into a
2. Students will be able to conduct changing meters from 2/4, 4/4, 6/8 in “Fables” II. The
boy who cried “wolf!”
Equipment and Supplies
1. Speakers and an AUX cable
2. Projector
3. “Fables” II. “The boy who cried “wolf”
a. 10 copies of each string part
4. Metronome
5. Pencils
6. Blank paper
7. Colored pencils
1. Theme painting exercise
a. “The boy who cried “wolf” is a famous fable that was used to make a point to
children about lying
i. Richard Meyer uses theme painting to tell the story of the Boy Who Cried
1. mm. 16-17 yelling “wolf wolf”
2. mm. 27 cellos and basses create a theme of the villagers coming
to the boy’s aid
3. mm. 43, the boy is laughing at the villagers for running to his aid
4. mm. 66-67 the wolf eats the boy
5. mm. 68-69 muffled cries of the boy in the wolfs stomach
2. Use Franck Violin Sonata mov.2 for theme painting exercise
a. Have students pull out a piece of paper and colored pencils
i. Instruct them to listen to the piece once without drawing
ii. Play the piece again and instruct the students to draw what they visualize
c. Leading questions
i. Do you hear one more voices
1. Is it a dialogue or monologue?
ii. Is the song happy or sad?
1. i.e Anger, crying, turmoil or sunshine, content, resolution?
iii. Is there foreshadowing, longing or a flashback?
3. Conducting changing meters in ‘Fables” II. The boy who cried “wolf!”
a. Teacher instructs students how to conduct each pattern
i. 2/4, 4/4, 6/8 conducting patterns
1. Show the patterns individually
a. Break the students up into pairs
i. Students can correct each other on their pattern
b. Teacher can also draw the patterns on the white board for
visual learning enhancement
b. Play recording of “Fables” II. The boy who cried “wolf!”
ii. All students stand in their chairs and conduct along with the instructor
1. Allows students to audiate the music while internalizing the
changing meter and pulse of the piece
Assessment Plan:
1. Students submit their drawings from “Franck Violin Sonata 2nd Movement
a. Instructor looks for a story and thematic painting
2. Students record themselves conducting the changing patterns of “Fables” second
a. Instructor grades the accuracy of their changing beat patterns