Formal Instruction Aural/Oral Level Lesson Plan

Transcription

1 Formal Instruction Aural/Oral Level Lesson Plan Alex Reid MUED Dr. S. Burton 10/14/2004

2 I.) Concepts, Skills, Materials A.) Content 1.) Tonal major, minor, unusual 2.) Rhythm duple, triple, unusual B.) Skill Sequence 1.) Discrimination Learning a.) Aural/Oral 2.) Inference Learning a.) Generalization b.) Creativity/Improvisation C.) Materials 1.) Tonal bean bags, scarves 2.) Rhythm rhythm sticks, tambourine II.) III.) Learning Goals A.) Aural Skills Tonal 1.) Exposure/Acculturation to Major, Minor, Unusual Tonality a.) audiation of resting tone b.) imitation of major tonic patterns with and without solfege 2.) Exposure/Acculturation to Various Meters/Rhythms a.) duple, triple, additive b.) developing beat competency c.) improvisation/creativity 3.) Skill/Concept Mastery Repertoire A.) Tonal Activities 1.) Hello/Goodbye Song 2.) Good King Wenceslas 3.) Greensleeves 4.) The Drunken Sailor 5.) You Are My Sunshine B.) Rhythm Activities 1.) Greensleeves 2.) Take 5 3.) Engine, Engine No. 9 4.) Pop Goes the Weasel

3 IV.) Assessment A.) Observation 1.) Tonal a.) resting tone audiation b.) imitation of tonic patterns c.) rote learning 2.) Rhythm a.) movement fluid and rhythmic b.) creativity/improvisation in various meters B.) Written Evaluation Recording of Developmental Progress 1.) Checklists/ Rating Scales 2.) Seating Charts 3.) Evaluation Guidelines (See Appendix I)

4 TONAL ACTIVITY I - MAJOR Name of Song: Hello Song Tonality: Major (Key C) Meter: Simple Duple 1.) Start the lesson by engaging the students immediately a.) bright tonality b.) movement 2.) Audiation of Resting Tone Materials: None 1.) Sing Song: clap and move with the musical line a.) try to get the students to imitate: sing as many times as needed to get the group engaged b.) experiment with volume, fluidity/jerkiness of movement 2.) Sing Dominant-Tonic Pattern 3.) Greet each student using Sol-Do pattern a.) each student to sing individually Assessment: 1.) Observation a.) audiation of resting tone b.) movement by students

5 TONAL ACTIVITY II - MAJOR Name of Song: Good King Wenceslas Tonality: Major (Key G) Meter: Quadruple 1.) Acculturation to Different Keys movement to Dominant of Previous Activity 2.) Audiation of Resting Tone 3.) Beat Division Materials: Body Part (tapping macrobeat); Bean Bags (tapping microbeat) 1.) Establish New Key: a.) start with old key sing scale up (Do Sol) b.) Sol becomes new Do c.) sing tonal sequence in new key 2.) Tonal Sequence: a.) sing a tonal sequence b.) sing again have students sing resting tone 3.) Sing the Song: a.) once w/o movement b.) second time tapping micro and macro beat (Interchange between on a body part) 3.) Sing the Song w/ Students: a.) have them tap macrobeat on knees b.) pass out bean bags, tap microbeat c.) sing again, let them choose which to tap d.) Dominant-Tonic Pattern students audiate resting tone Assessment: 4.) Observation a.) students sing resting tone b.) students tap microbeat c.) students tap macrobeat

6 TONAL ACTIVITY III MINOR Name of Song: Greensleeves Tonality: Minor (Key e) Meter: Triple 1.) Exposure to Relative Minor 2.) Audiation of Resting Tone Materials: None 1.) Establish New Key: a.) start with G Major sing down to La b.) use La Minor c.) sing tonal sequence in e Minor (with solfege) 2.) Aural/Oral Skills a.) sing Tonic-Dominant minor patterns b.) have students imitate (individual) c.) end with Mi-La Students audiate Resting Tone (Note: No Solfege!) 3.) Sing the Song a.) rocking fluid movement try to get students moving without direct instruction b.) movement in arms 4.) Final Singing of the Song: a.) keep students moving b.) have them audiate Resting Tone Assessment: 1.) Observation a.) audiation of Resting Tone b.) movement of students c.) engagement level: does minor make them calm? Note: this tonal activity is shorter as the next rhythm activity is based on this song.

7 RHYTHM ACTIVITY I TRIPLE METER Name of Song: Greensleeves Tonality: Minor Meter: Triple 1.) Acculturation to triple meter 2.) Beat competency 3.) Audiation/Imitation of Rhythmic patterns Materials: Rhythm Sticks, Tambourine 1.) Start with tonal pattern to reinforce tonality 2.) Sing several VA Rhythm Patterns in triple as an individual exercise with students 3.) Sing song while passing out rhythm sticks a.) try to pass to the macrobeat of the song 4.) Sing song with rhythm sticks a.) tap microbeats with rhythm sticks: repeat if students do not immediately imitate 5.) Sing song again: a.) start with sticks tell students to tap any triple meter pattern they choose b.) tap/shake tambourine to macrobeat c.) pass to students sing song until all students have played the tambourine 6.) Sing three triple meter patterns for students to imitate 7.) End with Dominant-Tonic pattern audiation Assessment: 1.) Observation a.) students imitate VA patterns b.) students feel micro/macrobeat c.) students audiate Resting Tone

8 CHANT ACTIVITY I ADDITIVE METER (5/4) Name of Song: Take 5 Tonality: N/A Meter: Compound (3 + 2) 1.) Exposure to additive meter 2.) Improvisation 3.) Beat Competency Materials: Rhythm Sticks 1.) Start with Greensleeves a.) sing 1 st stanza in 5/4 2.) Chant opening rhythm of Take 5 3.) Pat Beat one on knees (in a circular motion), have students imitate 4.) Sing song again: a.) pat five beats on knees accent beat one and beat four 5.) Have students tap five beats with rhythm sticks a.) chant song repeatedly, accenting beat one 6.) Individual instruction: a.) keep students tapping five beats, improvise a 5/4 pattern with each student separately 7.) Continue until all have created a beat Assessment: 1.) Observation a.) students ability to feel macrobeat b.) students ability to tap five beats c.) students ability to improvise in additive meter

9 TONAL ACTIVITY IV UNUSUAL TONALITY Name of Song: The Drunken Sailor Tonality: Dorian Meter: Simple-duple Materials: Scarves Exposure to modal tonality (Dorian) Exposure to continuous fluid movement Resting tone singing and audiation Establish the tonality by singing a pattern Sing same pattern but leave out resting tone- have students sing it Sing The Drunken Sailor - have students listen and move with scarves Sing song again but get up and move around the roomthe first time sing soft and the second time sing loud Have the students audiate the resting tone Assessment: The assessment is done primarily through observation Which students were engaged? Which students sang the resting tone? Which students moved around?

10 ROTE SONG Name of Song: "You Are My Sunshine" 1. Teacher sings song on neutral syllables for the class. Students listen. 2. Teacher sings song, demonstrating the macrobeat bilaterally with feet. Students imitate the macro beat with feet and listen. 3. Teacher sings song, demonstrating the microbeat bilaterally with hands. Students imitate the micro beat with hands and listen. 4. Teacher sings whole song demonstrating macro-micro movement with feet and hands. Students imitate movement and listen. 5. Teacher sings the tonal sequence in the tonality of the song "do re mi fa so fa mi re do" and then sings the resting tone "do." Teacher instructs the students to listen and sing the resting tone every time she stops singing. Students listen to teacher and sing resting tone when teacher stops singing. 6. Teacher asks students to audiate song and raises their hands when they are done. 7. Teacher demonstrates the tonal sequence "do re mi fa so fa mi re do" and tells students that the sequence tells them when to begin singing the song. Teacher and students practice the tonal sequence several times together. 8. Teacher sings the tonal sequence "do re mi fa so fa mi re do" and students sing the song using a neutral syllable. 9. Teacher does not sing with students. Instead, teacher listens and evaluates to make decisions on the teaching/learning process. 10. After students perform the song words are added. The words are taught in short phrases. When the words are learned, they are added to the musical phrases. When the students know the words and the music, teacher listens to students sing melody with words and evaluates.

11 MOVEMENT ACTIVITY Name of Song: "Engine, Engine number 9" Meter: Simple-Duple Exposure to simple-duple meter Exposure to macro vs. micro beat 1. Have students stand in a circle with their hands on the shoulders of the people in front of them (a train) Have the teacher be the leader 2. Sing song stamping feet to the macro beat 3. Sing song stamping feet to the micro beat 4. Split the group into two different trains. Pick two conductors. One train stamps feel to the macro beat. The other train stamps feet to the micro beat. 5. Then have the trains switch. Assessment: The assessment is done primarily through observation. Which students were engaged? Which students were able to keep the macro and micro beat with their feet?

12 FOLLOW THE LEADER Name of Song: "Pop Goes the Weasel" Meter: Compound Exposure to compound meter Familiarity with switching back and forth between macro and micro beat 1. Pick one student to be the "detective". They wait outside until called in by the teacher. Their job is to figure out who is controlling the switching between the micro and macro beat. 2. While the "detective" is outside, the teacher picks a student to be the leader. The leader is to switch back and forth between tapping the micro/macro beat however they want (i.e. : tap micro beat on leg, then tap macro beat on floor etc.) along with the teacher who will be singing the song "Pop Goes the Weasel." 3. The rest of the class must watch the leader and imitate him in whatever he is doing. 4. When the detective figures out who the leader is, pick a new detective and new leader, and so on.

13 TONAL ACTIVITY V - MAJOR Name of Song: Goodbye Song Tonality: Major (Key C) Meter: Simple Duple 4.) End the lesson with energy! a.) bright tonality b.) movement 5.) Audiation of Resting Tone Materials: None 4.) Sing Song: clap and move with the musical line a.) try to get the students to imitate: sing as many times as needed to get the group engaged b.) experiment with volume, fluidity/jerkiness of movement 5.) Sing Dominant-Tonic Pattern 6.) Line-up each student using Sol-Do pattern a.) Each student to sing individually Assessment: 5.) Observation a.) audiation of resting tone b.) movement by students

14 Appendix I LEVEL I EVALUATION FORM TONAL AND RHYTHM TONAL: 1.) The student is learning to sing tonal patterns in tune and to find the resting tone of patterns and songs. 2.) The student is able to sing tonal patterns in tune and sing the resting tone when given tonal patterns, but is learning to find the resting tone of songs. 3.) The student is able to sing tonal patterns in tune and find the resting tone of patterns and songs much of the time. 4.) The student is able to sing tonal patterns in tune and is able to find the resting tone of songs and patterns reliably. RHYTHM: 1.) The student is learning to chant rhythm patterns and find the macrobeat or microbeat during pattern instruction. 2.) The student is able to chant rhythm patterns but is learning to find the following during pattern instruction, or of songs: a.) macrobeat b.) microbeat c.) both 3.) The student is able to find the macrobeat and microbeat of songs but is learning to find the following during rhythm patterns: a.) macrobeat b.) microbeat c.) both 4.) The student is able to chant rhythm patterns while moving to macrobeats and microbeats and is able to find the macrobeat and microbeat of songs.

15 Appendix I LEVEL I SKILL DEVELOPMENT EVALUATION FORM SINGING: Correctly uses the singing voice Is able to sing with the group Is able to sing in solo Is able to sing a tonic ostinato with the group Is able to sing a tonic ostinato in solo CHANTING: Is able to chant with the group Is able to chant in solo Is able to chant macrobeat and microbeat ostinati with the group Is able to chant macrobeat and microbeat ostinati in solo MOVING: Is able to move with continuous flow Is able to move with heavy and light weight Is able to move in a fast and slow manner Is able to move with bound and free flow Is able to move stylistically Is able to perform bilateral macrobeat movement Is able to perform bilateral microbeat movement PLAYING INSTRUMENTS: Can perform macrobeat movement using rhythm sticks Can perform microbeat movement using rhythm sticks Can perform microbeats on small percussion instruments Can perform macrobeats on small percussion instruments KEY: X = Observed 0 = Not Observed IP = In Progress