ARTS EDUCATION. Teacher Handbook. May 2003 Public Schools of North Carolina State Board of Education Department of Public Instruction

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1 ARTS EDUCATION Teacher Handbook MUSIC May 2003 Public Schools of North Carolina State Board of Education Department of Public Instruction

2 ARTS EDUCATION TEACHER HANDBOOK: MUSIC May 2003 [The document is also available in an Adobe Acrobat format (558kb pdf file). Acrobat Reader may be downloaded for free from Adobe's Website.] Click on any of the following links to access sections of the Teacher Handbook. (If you are viewing this document in PDF format, or have ordered a hard copy through NCDPI Publications, you will not be able to access links, but will view the contents in its entirety as one document). Contents (if viewing in HTML format, click on links to go to sections) Page INTRODUCTION 4 LESSON PLANS 6 Lesson Plan Introduction 6 Elementary o Differentiating Types of Vocal Production (see Assessment Item that aligns with this Lesson Plan) o Football Rhythms o Introduction to Melodic Notation: Sol-Mi (see Assessment Item that aligns with this Lesson Plan) o Music Around the World: United Nations Week o Original Band Compositions o Original Rhythm Compositions for Poetry (see Assessment Item that aligns with this Lesson Plan) o Rhythm Compositions o Totally Ternary (see Assessment Item that aligns with this Lesson Plan) o Vocal Awareness (see Assessment Item that aligns with this Lesson Plan) o Write Your Own Rap (see Assessment Item that aligns with this Lesson Plan) Middle School o Composer/Musician Study (General/Vocal/Instrumental)

3 o Creating Sight-Singing Originals (Vocal) (see Assessment Item that aligns with this Lesson Plan) o Music Composition (Strings/Instrumental) o Rehearsal and Sightreading Techniques (Band/Instrumental) o Rhythm in Motion (General/Vocal) (see Assessment Item that aligns with this Lesson Plan) o Starting at the Beginning (Band/Instrumental) (see Assessment Item that aligns with this Lesson Plan) o Teaching Rhythm and Pitch Reading (Strings/Instrumental) o Using Numbers (Pitch Levels) to Teach the Major Scale (General/Vocal) (see Assessment Item that aligns with this Lesson Plan) High School o Composing Project (Vocal) (see Assessment Item that aligns with this Lesson Plan) o Connecting Literature, Writing and Music (Band/Instrumental) o Creating Sight-Singing Originals (Vocal) (see Assessment Item that aligns with this Lesson Plan) o Rhythm Counting (Band/Instrumental) ASSESSMENT ITEMS 75 Introduction to Assessment in Arts Education Classrooms 75 Elementary o Differentiating Types of Vocal Production (see Lesson Plan that aligns with this Assessment Item) o Introduction to Melodic Notation: Sol-Mi (see Lesson Plan that aligns with this Assessment Item) o Original Rhythm Compositions Using Poetry (see Lesson Plan that aligns with this Assessment Item) o Quarterly Performance Assessment o Totally Ternary (see Lesson Plan that aligns with this Assessment Item) o Vocal Awareness (see Lesson Plan that aligns with this Assessment Item) o Write Your Own Rap (see Lesson Plan that aligns with this Assessment Item) Middle School o Creating Sight-Singing Originals (Vocal) (see Lesson Plan that aligns with this Assessment Item) o Playing Assessment (Orchestra/Instrumental) o Rhythm in Motion (General/Vocal) (see Lesson Plan that aligns with this Assessment Item) o Starting at the Beginning (Band/Instrumental)

4 (see Lesson Plan that aligns with this Assessment Item) o Using Numbers (Pitch Levels) to Teach the Major Scale (General/Vocal) (see Lesson Plan that aligns with this Assessment Item) High School o Composing Project (Vocal) (see Lesson Plan that aligns with this Assessment Item) o Creating Sight-Singing Originals (Vocal) (see Lesson Plan that aligns with this Assessment Item) o Interval Check-Off (Instrumental) o Performance Evaluation (Orchestra/Instrumental) o Rhythm Test (Band/Orchestra/Vocal) TIPS 129 Curriculum Integration o Introduction to Curriculum Integration o Integration with Music/Multiple Disciplines Integrated Performance: Music, Dance, and French Classroom Structures for Learning o Learning Centers in Elementary Arts Education Classrooms Literacy and the Arts Writing Across the Curriculum o Introduction to Writing Across the Curriculum o Alignment Matrix with Music Education and Middle Grades Writing o Alignment Matrix with Music Education and 10th Grade Writing Assessment RESOURCES Print/Video/CD Web Resources Resources that Assist With or Demonstrate Curriculum Integration

5 ARTS EDUCATION TEACHER HANDBOOK: MUSIC INTRODUCTION The Teacher Handbook for Music Education is available through NCDPI Publications and online in PDF and HTML formats. The handbook will be regularly revised and updated as new sections are developed. The PDF (print-friendly) and HTML versions of the Teacher Handbook, which include a bank of lesson plans and assessment items that were developed by arts education teachers in NC, may be accessed online at: (click on "Curriculum," then "Arts Education," then "Resources.") The HTML version of the Teacher Handbook allows viewers to link to various sections of interest within the document. Those interested in contributing a lesson plan, assessment item, or other material to the Teacher Handbook should visit: (click on "music education," click on "news and happenings," click on "help us create the NEW Teacher Handbook)," to read more about this opportunity and to access templates for lesson plans, assessment items, resources, and other information. For questions or further information about the Teacher Handbook, please contact Christie Lynch Howell, Arts Education Consultant, NCDPI, at or OVERVIEW The Teacher Handbook for Music Education was created to assist teachers with the implementation of the North Carolina Standard Course of Study and Grade Level Competencies, K-12 (SCS). The SCS was revised through the cooperation and assistance of individuals and groups throughout the state and was approved by the State Board of Education in December of The implementation year for the SCS is The SCS will be regularly revised and improved to meet the needs of the students of North Carolina. 4

6 Standard Course of Study Based on the National Standards for Arts Education, the SCS describes what students should know and be able to do as the result of instruction at each grade level or course in each of the four arts areas: music, music, theatre arts and visual arts. The SCS was generated to provide a foundation for teachers and curriculum specialists in each school system to develop classes or courses and instructional strategies. Objectives in the SCS describe content and skills that are not limited to particular materials or methodologies, but that can be delivered through multiple approaches or materials. The SCS may be accessed online: (click on Curriculum) or purchased through NCDPI Publications. Teacher Handbook The Teacher Handbook for Music Education is a supplement to the SCS. This teacher handbook provides teachers with some ideas of how particular goals and objectives may be addressed in the classroom. This document is not intended to be comprehensive or sequential, but rather, to illustrate some possible ways to help implement the SCS. Because specific objectives are not taught in isolation, it may be noted that both lesson plans and assessment items correlate with multiple goals and objectives, often within and across the arts and/or other content areas. The teacher handbook is in development; so as new lessons, assessment items, or other sections are developed, they will be added to this resource. Thank you to the teachers in NC who developed these plans, assessments, and ideas to support teachers across our state! 5

7 Lesson Plan Introduction The lessons contained in the Teacher Handbook were developed for teachers by teachers. You may access lesson plans by grade span and individual plans within each span. This database of lesson plans may be added to as further plans are developed. Those interested in contributing lesson plans to the Teacher Handbook should contact Christie Lynch Howell, Arts Education Consultant, NCDPI, at or The lesson plans developed are organized in the following format: Title; Grade Level or Course; Time Allotment; Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12; Targeted concepts or skills from other Content Areas; Alignment with the NC High School Exit Exam; Lesson Objective(s); Materials/Equipment Needed; Lesson Procedure; Assessment; and Special Considerations. Some lesson plans are linked to particular assessment items. These lessons are noted in the table of contents and within the lessons themselves. The lesson plans are not designed to be used as a step-by-step cookie cutter approach to implementing the SCS, but rather as a starting point to help teachers see how particular goals and objectives from the SCS may be implemented in the classroom. Perhaps a teacher reading through one of the lesson plans may use the plan as a place to begin with when mapping his/her course of study for students. Lessons should be modified to meet the individual learning needs of students within the classroom. 6

8 ELEMENTARY LESSON PLANS 7

9 Lesson Title: Differentiating Types of Vocal Production Grade Level or Course: Kindergarten Music Submitted by Pamela Rose Ayers, Winston-Salem/Forsyth Schools Time Allotment: Three thirty-minute class periods (at the beginning of the school year) Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 1.01-Recognize and demonstrate the difference between speaking and singing voices (and chanting); 1.02-Match pitch within a developmentally appropriate range; 1.03-Sing with correct posture; 1.04-Respond to the cues of the conductor; 1.05-Sing a variety of music. Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas: Music: Identify body parts and range of motion; English Language Arts: Use new vocabulary in own speech and writing; Guidance: Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students; Healthful Living: Describe health risks for age group. Lesson Objective(s): 1. The learner will differentiate between speaking, chanting, and singing voices. 2. The learner will demonstrate the differences between speaking, chanting, and singing voices. 3. The learner will learn and demonstrate the differences between solo and chorus voices. 4. The learner will become aware of their own vocal production and the need to protect his or her voice. Materials/Equipment Needed: CD Player; CD's of appropriate song literature Suggestions: "Five Little Monkeys Jumping on the Bed," "Down, Down Baby," "Head Shoulders Baby," "Hickory, Dickory Dock, "Candy Man, Salty Dog, "Cookie Jar," "Miss Mary Mack;" A set of cards for each student: (1) picture of two people talking, (2) picture of cheerleader, (3) picture of group singing 8

10 Lesson Procedure: Lesson 1 -Introduce concept of singing voice, talking voice, and chanting voice. -Have students echo each to the types of voices and choose the appropriate voice type for each. -Allow students to become the "teacher" or "leader" and have class echo the voice type presented by the student and again assign the correct name or label. -Give students concrete examples of singing, chanting, and speaking. Use normal conversation as an example of speaking. Use a cheerleader for an example of chanting. Use a recording that has both solo and choral voices for singing. -Choose a chant from the student text. Have the students echo each line or phrase. Ask the students what type of voice they used? If the students have trouble with distinguishing between the voices, relate the chant back to the examples given in number 3. Does the piece sound more like a cheerleader, singer or choir, or people talking to each other? -Following the same procedure, play examples of pieces that are only singing or a recording of an aural presentation of a story. Choose a piece at this time to represent only singing and teach the song to the children. -Choose a piece that is a mixed example and have students differentiate the parts that are spoken, chanted, or sung. -Conclude the lesson by giving each student a set of cards showing a cheerleader, singers, and people talking. Play examples or use your own examples of the three voices. Have students show the appropriate card for each voice. Assessment: (see Assessment Item that aligns with this Lesson Plan) -Use the set of 3 cards to assess individual progress. -Use student examples of singing, chanting, and speaking (from step # 2) to aurally assess each student. Lesson 2: -Review the concepts of speaking, singing and talking voices. -Have each student echo you and tell you what type of voice they used. -Review the songs for the previous week allowing students to identify the voice types. -Teach new examples/pieces of each voice type. Be sure that one of the examples includes a solo and chorus or call and response. Identify these musical terms and although the students are not reading yet, place the words from your word wall on the board along with the accompanying picture from the previous week. -Ask students for volunteers to sing the solo part from one of the pieces. Remind the rest of the class that they perform the part of the chorus. Note: When you begin having students singing in this manner, it sometimes becomes competitive. Even if it doesn't, this is an opportunity to explain how the vocal chords are a part of the body and how they work. Try to get children to understand that screaming and overly loud singing can cause damage to the vocal chords. Use the opportunity to describe and help children feel the position that promotes healthy and appropriate singing: shoulders down and relaxed, chin level (neither pointing up or down), and singing at the appropriate volume levels. 9

11 opportunity to describe and help children feel the position that promotes healthy and appropriate singing: shoulders down and relaxed, chin level (neither pointing up or down), and singing at the appropriate volume levels. -At this point encourage students to sing a familiar phrase of a song or create a phrase ("part" when referring to students) that the remainder of the class can echo. During this time is a great opportunity to observe the understanding of the concept and also pitch matching. Record information in a log or grade book for future reference. -Conclude the lesson by a brief review using any of the techniques described above. Assessment: (see Assessment Item that aligns with this Lesson Plan) -Using a rubric, record each child's progress by using 4 for mastering the concept. -Use a 3 when the student is right most of the time. -Use a 2 only when the child is occasionally right. -Use a 1 when the student cannot respond appropriately. Lesson 3 -Review the concept of speaking, singing, and chanting voices. Ask each child to demonstrate the concept at some point in the lesson. Be sure to record your results in your log or grade book as the lesson progresses from one activity to another. -Allow the children to choose their favorite chant and song to review. ("Candy Man, Salty Dog" is wonderful because of the numerous changes in vocal usage). -Teach a few new songs or chants. (Note: I try to use literature that can be used to start the concept that I will be teaching the following week. For example, I often follow this concept with steady beat. I will use the singing voice and add sticks so that greater variety is given and the opportunity is available for me to pre-assess student capability for the next week.) -Give students multiple opportunities to sing or chant alone. -As you see students who are using poor singing habits, address them individually. -Students can, if they are developmentally ready, listen to four examples and mark the correct examples on paper. For example provide pictures of the same cheerleader, singers, and people talking on paper. Have them circle the right answer as they listen. Assessment: (see Assessment Item that aligns with this Lesson Plan) -Student written assessment. -Teacher observation and recording by rubric the ability level of the child understanding the concept. 10

12 Submitted by Carol V. Crocker Winston-Salem/Forsyth County Schools Lesson Title Football Rhythms Grade Level or Course 5 th Grade Time Allotment: One or possibly two 45 minute lessons Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 4.01 Create and arrange music to accompany readings or dramatizations Show respect for the composing and arranging efforts of others Read whole, half, dotted half, quarter, and eighth note and quarter rest durations in 2/4, 3/4, and 4/4 meters Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns Show respect for the reading and notating efforts of others Identify simple music forms when presented aurally including AB, ABA, AABA, Call and Response, and Introduction/Coda Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances Devise criteria for evaluating performances and compositions of self and others Explain personal reactions to specific musical compositions and styles using appropriate terminology Show respect for the musical efforts and opinions of others Identify various uses of music and describe characteristics that make certain music suitable for each use. Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas. Math - fractions English Language Arts - vocabulary Lesson Objective(s): As a part of their learning to read varied rhythm patterns, students will create and write their own short football chants or cheers. They will perform their creations with the class. Students will use a rubric for composition, performance, and group evaluation. Their creations will be notated using traditional methods of rhythmic notation on a prepared worksheet. Their creations will be performed with the class in a created B section for a song. The finished product can be placed in student s portfolio. 11

13 in a created B section for a song. The finished product can be placed in student s portfolio. Materials/Equipment Needed: Worksheet with notated one beat rhythm patterns using quarter, eighth, and sixteenth notes, and football vocabulary. Song sheet with the words for song Mr. Touchdown from Silver Burdett Making Music 6 th grade. Piano, or Keyboard to play the song. Lesson Procedure: A. Teach the song Mr. Touchdown from word sheet. Talk about experiences students have had when they attended a football game. Discuss the types of cheers and chants often heard from the fans and the type of music played by the band in the stands. (Pep band styles) B. Inform students that they will be composers and create their own football chants or cheers. They will incorporate what they have learned about various rhythm patterns to create their chants or cheers to create a B section for their song. Inform students of and show students the rubric that will be used for assessment of their creations. C. Provide students with the worksheet with various combinations of notes to form one beat rhythm patterns and various football words, and assign partners. Working with partners or a small group (2-4), students should put football words with the matching rhythm patterns. Provide an example four beat chant using football words and appropriate rhythms written above the chant. Then have groups create and notate two of their own four beat chants or cheers. Remind them to use the rubric as a guideline for their chant. D. Perform the song Mr. Touchdown with students groups adding their chants to make a B section for the class. E. Use criteria from the rubric for discussion about the chant compositions. F. Have students discuss what they have learned and file their compositions and rubrics in individual portfolios. Assessment: Assessment of group or individual work: Students will self and group assess using a rubric designed by the teacher. Assessment of individuals: The teacher will assess each student using a rubric that incorporates the guidelines for their compositions and performances. Special Considerations: This lesson should be completed after students have been introduced to sixteenth note rhythm patterns. This lesson may take more than one class time depending on the abilities of the students, class size and how many are in each group. (2 4) 12

14 Lesson Title Introduction to Melodic Notation: Sol-Mi Grade Level or Course Second Grade Music Time Allotment minutes Submitted by Christi O Davis Cumberland County Schools Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: Goal 1: The learner will sing, alone and with others, a varied repertoire of music Sing phrases or simple songs with increased pitch accuracy Match pitch within a developmentally appropriate vocal range, using head tones. Goal 5: The learner will read and notate music Read simple melodic notation with increased accuracy Use symbols (icons) to notate simple musical patterns Show respect for the reading and notating efforts of others. Goal 6: The learner will listen to, analyze and describe music Discuss music using appropriate terminology Respond through purposeful movement to prominent music characteristics while listening to music Show respect while listening to and analyzing music. Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas: Dance:1.02 Demonstrate and identify the element of space in dance, i.e. shape, level, and direction Language Arts:2:08 Interpret information from diagrams and charts. Mathematics: 2.05 Use spatial visualization to solve problems; demonstrate visual memory Mathematics: 3.05 Identify and correct errors in geometric patterns Lesson Objective(s): Students will be introduced to the musical element of Melody by listening to melodies and simultaneously moving to, tracing icons to and ultimately reading symbols of melodies. Materials/Equipment Needed: Flashlight; transparency of iconic representation of a short piece of classical music e.g. Waltz of the Doll as used in Silver Burdett Gr. 3 and recording of 13

15 piece; recorder or other melody instrument for teacher use; chart or transparency of staff; individual slates/dry erase boards with writing implement Lesson Procedure: Review melodic direction as up, down and same. Refer to song they are familiar with i.e. Fiddle-I-Fee. In this lesson we will focus on writing down our melodies. Activity 1: Flashlight traces contours on board or wall. As teacher shows up and down on wall with beam, students sing melody on nonsense syllables. Choose 2-3 other student leaders for more examples. Activity 2: Tracing melodic contour from chart. Display transparency of prepared contour of classical piece like Waltz of the Doll from Silver Burdett, The Music Connection, Grade 3. Students will trace contour in the air as the recording plays. As lights are turned back on, discuss if there is a record of what just occurred. How would a concrete visual representation help us? Activity 3: Staff Activity showing specific high and low sounds. Display chart of a music staff. Show how notes can be placed on lines or spaces. Name the higher pitch sol and the lower pitch mi. Choose 2-3 students to write mi after the teacher has written where sol is located. Pass out slates and chalk. Have students individually do problems where they copy sol and fill in mi then reverse. Teacher monitors student answers throughout. Activity 4: Evaluate/Synthesize Display transparency of sol-mi songs such as Rain, Rain. Have students sing on pitch with proper head voice. Extend by having them make up words to sol-mi melodies. Special Considerations: Students should have had previous experience in melodic movement such as higher, lower and repeating tones. These are then refined to upward and downward motions. This lesson focuses on iconic representations of melodies and then moves to basic symbolic notation of two pitches. 14

16 Submitted by Terry Anne Denny, Wake County Public Schools Lesson Title Music Around the World: United Nations Week Grade Level or Course Grade 4 Music (Can be easily adapted for Grade 5 by modifying objectives to match grade level) Time Allotment 2 forty to forty-five minute periods Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 1.01-Sung with pitch accuracy 1.02-Match pitch within a developmentally appropriate vocal range, using head tones Sing with rhythmic accuracy Sing with proper vocal technique including pure head tone, clear diction, and correct posture respond to the cues of a conductor Sing expressively with appropriate dynamics and phrasing Sing music representing diverse styles, genres and cultures Show respect for the singing efforts of others Play with pitch accuracy 2.02-Play with rhythmic accuracy 2.03-Play with appropriate technique and posture Play expressively using appropriate dynamics Respond to the cues of a conductor Play music representing diverse styles, genres and cultures Show respect for the playing efforts of others Demonstrate perceptual skills by conducting, moving to, answering questions about, and describing aural examples of music of various styles and cultures Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances Identify visually and aurally a variety of instruments, including many orchestra and band instruments, and instruments from various cultures Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music Show respect while listening to and analyzing music Explain personal reactions to specific musical works and styles using appropriate music terminology Show respect for the musical efforts and opinions of others Identify the styles or genre of aural music examples from various historical periods and cultures. 15

17 9.02-Describe in simple terms how elements of music are used in music examples from various cultures in the world, past and present Identify various uses of music, and describe characteristics that make certain music suitable for each use Identify and describe roles of musicians in various music settings and cultures Show respect for music from various cultures and historical periods. Lesson Objective(s): Students will listen to and perform music and music from cultures around the world, and learn about United Nations Week. Students will become familiar with the goals and purposes of the United Nations, and its history. Through examination of music from some of the countries of the U.N., students will gain insight into the cultures and people of these nations. Materials/Equipment Needed: World Map, pictures of the U.N., pictures of the different countries covered, CD player, suggested CD s and tracks listed below, scarves, musical instruments: Hand drums, triangles, finger cymbals, castanets, sticks, opt. Orff instruments, Limbo Pole (could use low C boomwhacker) Asian fans (optional: PowerPoint Presentation using pictures of the UN, maps and photos of the countries. All of these can be downloaded from copyright-free sites on the internet, and prepared in a PowerPoint presentation, if a computer is available.) Optional CD and track list: (any multicultural recordings may be substituted) For the Children: (DISNEY) Track 1 World Sound Matters 1: ( SCHOTT) Tracks 26, 5, 13 World Sound Matters 2: (SCHOTT) Tracks 24, 21 Island Steel Drum Favorites: (LASERLIGHT) Track 8 Greek Party: (PPI) Track 15 African Tribal Music and Musics: (LASERLIGHT) Track 4 Japan:Traditional Music: (ELECTRA) Track 5 Lesson Procedure: Begin lesson with the song GIVE A LITTLE LOVE (Track 1 of For The Children CD). Teach the refrain, have students sing along, and listen to the verses. After the song, introduce the U.N. information. Explain that it is United Nations Week (if you are using this in conjunction with that event). Show pictures (or begin PowerPoint, if available) of the U.N. and have a short discussion of its purpose and goals. Compare the words of the song to the preamble of the U.N. constitution (which is available on-line). THE SENTIMENTS ARE VERY SIMILAR. Explain that this lesson will be an around-the-world tour of music from different countries that belong to the U.N. For each country show a map and some pictures, and briefly discuss the culture of that country. Trace the route on a world map also. There will be different activities for the music. A suggested order for the lesson would be as follows: 16

18 Music from North America, Native American. Students will play drums and shakers as they listen to the music and discuss the heritage. Music from Cuba: play rhythm instruments with musical example. Music from Trinidad: examine steel drum, music the Limbo Music from Brazil: listen and play rhythm instruments Part 2 of lesson continues here: Music from Norway: listen to lullaby in Norwegian Music From Spain: Play castanets and rhythm sticks, show video clip of Spanish dancing, if available Music from Greece: Students will perform scarf music with partners. Music from Egypt: listen to example, discuss art and culture Music from Africa: Play African shakers and drums, examine African instruments Music from India: Listen and analyze Music from China: Play wooden instruments, woodblocks, temple blocks Music from Japan: music with fans Music from Indonesia: Play Orff instruments (imitate Gamelan) teacher plays recorder Closure: A review and comparison of countries covered over world trip. Assessment: Written: Students will complete journal reflections on the music of the different cultures, either by writing their own thoughts, or by answering specific questions posed by the teacher, such as Compare the music of two cultures; for example, Spain and China. Performance: Students will music or play instruments to show understanding of styles and musical elements. Conversation: Teacher will conduct interviews, have informal discussion with the class and ask oral questions during the lesson and following. Observation: Teacher will observe formally and informally Document: Teacher will use a checklist of items to document student success and understanding. Singing of opening song, rhythms played on instruments, participation in music and discussions. Special Considerations: Music examples may be changed, added, or deleted as needed. The unit can be extended if desired by adding additional countries to the list. Songs could be added for singing as well. 17

19 extended if desired by adding additional countries to the list. Songs could be added for singing as well. Follow up activities may be used, if desired, in conjunction with learning centers: -Reading/Writing Center: research different cultures, answer questions or write journal entries -Computer Center: Review PowerPoint, look at internet sites selected by teacher, use geography software if available. -Instrument Center: explore instruments around the world -Keyboard Center: Play simple folk tunes from around the world -Video Center: watch select videos of cultures -Listening Center: CD examples from class or additional, answer guide questions -Manipulatives: Jigsaw puzzle maps of various countries or continents 18

20 Lesson Title: Original Band Compositions Grade Level or Course: 4 th and 5 th Grade Beginning Band Submitted by Lee F. Zimmerman, Wake County Public Schools Time Allotment: 1 (40 minute) class period to present and model composition process Individual student work at home (1-2 hours) 1 (40 minute) class period for performance and evaluation Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 4 th Grade Music (can be adapted for 5 th Grade): 2.01-Play with pitch accuracy 2.02-Play with rhythmic accuracy 2.03-Play with appropriate technique and posture Play expressively using appropriate dynamics, phrasing, and interpretation Show respect for the playing efforts of others Compose short music compositions for voices or instruments using pentatonic and major diatonic scales and varied rhythmic values Use a variety of sound, notational, and technological sources to compose and arrange music 4.05-Show respect for the composing and arranging efforts of others Read whole, half, dotted half, quarter, eighth note and rest durations in 2/4, 3/4, and 4/4 meters Read pitch notation in the treble clef Use standard notation symbols to notate meter, rhythm, pitch, and dynamics in simple musical patterns Show respect for the reading and notating efforts of others Show respect for the musical efforts and opinions of others. Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas: Mathematics, Fourth Grade-Find the fractional part of a whole number using models and pictures. Lesson Objective(s): As a part of their study of their band instrument, students will create original melodic compositions within specific guidelines and perform their compositions for the class. Compositions will be notated using traditional methods. The compositions will be performed for the class and evaluated by the teacher. Students will have a checklist of requirements to include in their compositions which they will check off before performing and submitting their composition for grading by the teacher. 19

21 which they will check off before performing and submitting their composition for grading by the teacher. Materials/Equipment Needed: Individual students instruments, music manuscript paper, checklist of requirements for students to follow and check their work. Lesson Procedure: Lesson 1 (40 minutes) A. Inform students that they will compose a short composition for their instrument and perform it for the class. Remind students that it will be a brand new piece, totally unique, and not music they have heard or seen elsewhere. They will have a set of requirements for their compositions and will incorporate what they have learned about improvisation and reading and playing skills, with their own original ideas to create a short musical composition. B. Hand out the composition requirement and checklist sheet to each student. Explain the requirements to the students, reviewing such items as time signatures, key signatures, note values, dynamics and tonality. (Optional: remind students about previous composition assignments they have had where they had to complete one or two measures of a song). C. Model the process for composition. Put a blank staff on the board and ask for suggestions from the class. Have students evaluate the suggestions especially with respect to proper number of beats in the measure, tonality, expression. As they add to the composition, refer back to the checklist and play the completed measures on the piano or a band instrument. Ask for evaluations from the students. When the piece is done, play the composition (or have a student play it) and have students go down the checklist to see if it meets the requirements. D. Tell students that they will now take their manuscript paper, requirements and checklist home and write their own composition. Give them the date that it will be due and the consequences if it is late. Tell them they will be graded on a 1-4 scale on each item on the checklist and then the scores will be averaged for their final grade. Individual Student Work at Home 1-2 hours Lesson 2 (40 minutes) A. Have each individual perform his composition for the class on his instrument. B. Use criteria from checklist for discussion about the compositions. Class members may constructively criticize and praise the performance of the compositions. C. Students will give their composition and completed checklist to the teacher for assessment. 20

22 Assessment: Teacher will assess each student s composition by assigning a number value from 1-4 for each item on the checklist of requirements (see checklist at the end of this item) and averaging the scores to reach the final grade for the composition. Special Considerations: This lesson should be completed after the students have had at least one semester s experience playing on their instrument. They should be able to play at least six notes and be proficient with reading and playing notation in their proper clef. It is very helpful if the students have some experience with mini compositions such as found in the Standard of Excellence band book, so that this assignment will not be too overwhelming. If the technology is available and students have had experience with notation software, students could print out their compositions on the computer for a more polished product. 21

23 BAND COMPOSITION CHECKLIST Name You are going to become a composer! In this assignment, you will compose a brand new piece of music for your instrument and perform it for the class! Below you will find a checklist of requirements for your new composition. As you write your composition, be sure to follow the guidelines and then when your composition is done, put a check mark in the blank next to each completed item. Good luck and have fun! Composition Student Teacher Requirements Checklist Checklist 1. Your composition should be a brand new piece that you have written. 2. You must put your clef at the beginning of the staff that you use. 3. You must put a time signature after the clef sign. Use either 3/4 or 4/4 time. 4. You must have at least 8 measures in your composition. You may add more than that, but not less. 5. You must have at least one dynamic mark in your composition. 6. You must have the correct number of beats in each measure (3 in 3/4 and 4 in 4/4). 7. You must end your composition on the tonic pitch. Be sure to notate your key signature, if you have one. 8. You must give your composition a title. 9. You must play your composition for the class. Total Average Composition Grade 22

24 Lesson Title: Original Rhythm Compositions for Poetry Grade Level or Course: Second Grade Music Submitted by Trudy Elliott Wake County Public Schools Time Allotment: 1 (45 minute) lesson for the composition process 1 (45 minute) lesson for performances and evaluation Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 2.02-Play with rhythmic accuracy Play with appropriate posture and increased technical accuracy Play expressively with appropriate dynamics Play instrumental parts while others sing and/or play rhythmic, melodic, or harmonic parts Show respect for the instrumental playing efforts of others Use a variety of sound, notational, and technological sources to compose and arrange music Show respect for the composing and arranging efforts of others Devise criteria for evaluating performances and compositions of self and others. Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas. (Example: English Language Arts, Kindergarten-1.01) Reading, poetry Lesson Objective(s): Goal 2: The learner will play on instruments, alone and with others, a varied repertoire of music. As part of this study, students (placed in small groups) will read a poem and create original sound compositions within specified guidelines and perform their compositions for the class. Students will use a rubric for self/group evaluation. A separate rubric for the composition and the performance of the composition will be used. Students will notate using traditional methods on paper and using technological notation if possible/available. The compositions will be performed for the class and finished compositions along with completed rubrics may be placed in each student s portfolio as a sample of his/her work. Materials/Equipment Needed: Music manuscript paper, pencils, selected pitched and unpitched rhythm instruments, poem (or poems), (possibly notational program and printer), rubric for self/group evaluation (developed in class with teacher guidance); composition rubric (teachercreated) for all students. 23

25 evaluation (developed in class with teacher guidance); composition rubric (teachercreated) for all students. Lesson Procedure: Lesson 1 A. Inform the students that they will have the opportunity to read a poem, and create their own original rhythmic notation on pitched and unpitched rhythm instruments. They will be using previous learned reading and playing skills with their original ideas to create rhythmic sounds for the poem(s). The students will be given a copy of the rubric(s) that will be used for assessment of their compositions. Then, students will know the expectations from the beginning of this lesson. B. The teacher will model the process for the composition. The teacher may use a different poem and guide students to offer input to create a whole group rhythmic composition. The idea can then be notated on the chalkboard or overhead (possibly computer) for the class to see the composing process. The teacher should discuss dynamics, phrasing, syllables of words, patterns, etc. as part of this process. The teacher should refer to criteria used on the rubric as the composition evolves. Students should participate in this idea sharing and play the composition as it develops. Students should feel free to make suggestions and revisions as appropriate. The teacher and students should use the rubric criteria to evaluate this composition. C. Divide the students into small groups (4-5 per group) to begin creating their rhythm compositions. The students will need to work on this for the remainder of the class period (brainstorm, create, and notate their ideas for the composition). For the next lesson, students will have time to practice their composition once before the performances. If notation software is used, students will be allowed to take turns to record and publish compositions. Lesson 2 A. Remind students of the lesson objective from Lesson 1 and the rubrics. Students will also need to complete the group evaluation rubric. B. Each group will perform their original rhythm composition for the class. C. Use criteria from the rubric for discussion about the compositions. Class members may constructively criticize performance groups. You may want to use the PAM process for constructive criticism (Praise; Ask questions; Make suggestions). D. Have students discuss what they have learned. The rhythm compositions and rubrics may be filed in individual portfolios. Assessment: (See Assessment Item that Aligns with this Lesson Plan) Students will self-assess and group-assess using a rubric designed by the students and teacher. The rubric should incorporate students ability to evaluate group work. The teacher will assess each student using the rubric that was distributed in Lesson 1. This rubric should use guidelines for their compositions and performances. 24

26 Special Considerations: The lesson should be introduced after students understand the difference between pitched and unpitched instruments, and after the students have experience playing these instruments. Students should also have experience with reading poems or stories and adding rhythm instruments. Students should also have some experience with reading the symbols for rhythmic notation. Modeling and previous experiences are important to the success of this lesson. Several adjustments and modifications can be made for this lesson. Students and groups that move quickly may want to add lyrics or movement to their composition. This lesson may take more than 2 class periods depending on the class size and the abilities of the students. This lesson can easily be adjusted to make it easier or more challenging, as needed and can be used with different grade levels. 25

27 Submitted by Anna Miller Student, Lenoir-Rhyne College Lesson Title Rhythm Compositions Grade Level or Course Fourth Grade Music Time Allotment Minutes Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 4.4 Composing and arranging music within specified guidelines 4.5 Reading and Notating Music 4.7 Evaluating Music and Music Performances Materials/Equipment Needed: 1) 4 sets of 20 note cards (each card will have a different rhythm on them consisting of different number of beats per card or measure) 2) Teacher set of note cards containing different key signatures Lesson Procedure: Directions: Start by reviewing time signatures with the class. Use the note cards that will be used to play the game to achieve this. Split students into 4 groups and distribute the sets of 20 note cards. Teacher holds up one time signature card Students will then race to see who can separate their cards into the ones that represent the time signature presented. The fastest group then gets to stop playing the game and make a simple composition by arranging the cards for that time signature. The other 3 groups continue to play until everyone has a time signature and cards in their deck to represent it. After the game is complete give students time to arrange the cards to make an original composition Each group will get to present their composition to the class The class will then clap the rhythms along with the group Assessment: Observation: The teacher will be able to evaluate how well the students understand time signatures by how fast they can separate their group s cards. The teacher will also be able to see how well the students can read because after only one time of seeing their classmates compositions they must perform along. 26

28 after only one time of seeing their classmates compositions they must perform along. 27

29 Submitted by Mary Anne Martin-Howell, Cumberland County Schools Lesson Title Totally Ternary Grade Level or Course First Grade Music Time Allotment Minutes Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: 4.02 Compose a simple melody using at least three pitches 4.03 Compose a simple rhythmic pattern using quarter and eighth note and quarter rest durations 2.04 Demonstrate and maintain a steady beat 2.01 Recognize and play pitched and unpitched instruments 2.02 Play with increased rhythmic accuracy 6.01 Identify simple music forms when presented aurally, including AB, ABA, and Introduction 7.02 Demonstrate respect for the musical efforts and opinions of others Materials/Equipment Needed: Nursery rhyme or poem; unpitched percussion instruments; visuals for eighth note, quarter note, and quarter rest durations Lesson Procedure: A. Select a two-phrase (8 measure) nursery rhyme or poem that is in 2/4 meter, such as Old King Cole (may be found in Second Rhyme Around by Randy DeLelles and Jeff Kriske, 1995). B. Echo text by phrase while class keeps steady beat. C. Speak the rhyme with a body percussion pattern for accompaniment (such as patsch, patsch, clap where patsch = eighth notes and clap = quarter note). D. Have the students compose a tri-tonic melody for the rhyme. This may be done individually, in groups, or as a class. E. Present visuals for eighth note, quarter note, and quarter rest. F. Have the students create four-beat patterns to use as a contrasting section for ternary form, using the visuals. G. Perform A rhyme with body percussion, B four-beat pattern, four times, A rhyme with body percussion. H. As an extension, transfer contrasting sections to body percussion (i.e.: eighth notes = patschen, quarter notes = clap, quarter rests = snaps) or unpitched percussion (ie: eighth notes = woods, quarter notes = membranes, quarter rests = metals). 28

30 I. As a challenge, use the four-beat pattern as a separate ostinato to accompany the rhyme. This can be turned into a rondo by having each child perform his or her rhythm pattern as the contrasting sections. Assessment: Assessment of individuals: The teacher will assess each student using a checklist with which students are familiar that incorporates the guidelines for their compositions and performances (see Assessment Item that aligns with this Lesson Plan). 29

31 Submitted by Lori Evans Cumberland County Schools Lesson Title: Vocal Awareness Grade Level or Course: Kindergarten and First Grade Time Allotment: 3-45-minute sessions (including assessment time) Targeted Goals and Objectives from the North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12: COMPETENCY GOAL 1: The learner will sing, alone and with others, a varied repertoire of music Recognize and demonstrate the difference between peaking and singing Match pitch within a developmentally appropriate range Sing with correct posture Show respect for the singing efforts of others. Lesson Objective(s): 1. The students will develop the ability to effectively control their voice when singing and speaking while using clear enunciation. 2. Differentiate between and demonstrate pitches that upward and downward. 3. Match pitch within the context of a song. Materials/Equipment Needed: Stereo system with a microphone, jar of bubbles with a wand, selected tongue twisters (I type my own on sheets of paper), 1 or 2 echo-type songs, 1 or 2 songs that use various voice types to perform (singing vs. speaking), picture cards for songs as needed Lesson Procedure: Lesson 1 (40 minutes) Explain that the voice can be used in many ways. Discuss possibilities: singing, speaking, whispering, yelling, scary sounds, etc. Experiment with each type of voice. Use bubbles as a means of focusing the students attention. Have students laugh as a single bubble falls. They must stop when it pops (this is harder than it sounds) Have students make a whoo sound that descends as the bubble falls. (Like going down a slide) Practice vocalizing upward. Sing Bathtime from Silver Burdett-Ginn s The Music Connection, grade K (or other song using various voice types) 30

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