Name: Rylee Epp Grade level: 5th grade

Concepts to be taught:

Simple vs. compound meter 6/8 patterns 6/8 pulse Application of 6/8 composing Major/minor tonality

Musical experience through which the concept will be learned:

Movement to music by listening to the beat in The Typewriter with following facilitated discussion Present lesson of 6/8 notation after successful execution of Dame, Get Up and Bake Your Pies Physically show 6/8 pulse through bouncing tennis balls to Concentration Creating composition activity using given guidelines Listening to different pieces of music in major/minor and drawing what the music makes them feel/think of

National and State standards addressed (at least 2 of each):

MU: Cr1.1.5b Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes.

MU: Re8.1.5a Demonstrate and explain how the expressive qualities (such as dynamics, tempo, timbre, and articulation) are used in performers and personal interpretations to reflect expressive intent.

FA 5.4.2.b Develop and refine music performance skills (e.g., posture, technique, reading music) using teacher and peer feedback.

FA 5.4.1.c Present an improvisation, arrangement, or composition. Identify the use of selected elements of music

Materials Needed

Procedures

Teacher will: Students will:

Objectives Assessment

Laptop

https://www.youtu

be.com/watch?v=g

2LJ1i7222c

Play The Typewriter by

LeRoy Anderson

Tell students to move around the room as

the music moves them

Tell students to listen for the type of meter

they hear

Tell students to listen for details ie. what

beat he moves his

paper over

Play The Typewriter Explain/discuss with

students what they

came up with

Present simple vs. compound meter

May require second listening

Listen for listen for the feel of the

music

Duple, Triple, or Quadruple?

Move however the music makes them

feel

Make decision what meter they think

The Typewriter is in

Pull any details of specific musical

ideas heard on

certain beats

Discuss conclusions as a large group

Understand the difference between

simple and

compound meters

Opening Activity: Students

will be able to recognize

simple meter from

compound meter by being

able to identify the meter

in The Typewriter (4/4)

through moving to the

music, careful listening,

and brief conducting

Students recognized

simple meter in The

Typewriter from

moving to the music

and discussing

differences between

simple and

compound meter

Pie images

Tape

Marker

White Board

Making the Most of

the Holidays book;

p. 18

Rhythm Present Lesson

using Dame, Get Up and Bake

Your Pies

Have pie images taped and ready on the side

of the board

Have measures already written on

Learn to sing Dame, Get Up and Bake

Your Pies through

oral chunking

Sing while half of students keep

macro beat on body

while other half

Primary Focus: Students

will be able to learn basic

6/8 patterns by changing

images into written

notation and being able to

clap and speak these

rhythms

Students identified

basic 6/8 patterns by

taking a sing-able

song, putting it to

images, and

translating it to its

proper notation

board

Orally teach Dame, Get Up and Bake Your Pies

Have students figure out which pie pieces

belong where,

according to rhythms

of the song

Once correct, change pies into written

notation

Have students clap and speak rhythm

syllables through the

song

Have students sing through song again

while realizing the

relation to written

notation while

conducting 6/8

pattern

claps the rhythm;

Switch roles

Decide which words go with

which images of pie

Understand that compound meter is

groups of three

instead of beat of

two

Figure out rhythm to Dame, Get Up

and Bake Your Pies

Clap and speak rhythm syllables

through song using

written notation

Sing through song following notation

and conducting 6/8

meter

Tennis balls

Game Plan Grade 5

book; p. 131

Concentration

Give each student a tennis ball (used for

the purposes of this

activity only)

Tell students to jump in when they feel

comfortable

Sing Concentration

Receive tennis ball and do not throw

or bounce until told

Jump in with group singing when they

have song

down/coordinated

tennis ball bounce

Each repeat moves

Change of Pace: Students

will be able to feel 6/8

pulse by keeping a steady

beat with the tennis balls

Students beat a

steady pulse with

tennis balls while

singing a simple 6/8

melody

while bouncing tennis

ball to the pulse

Once all students have the grasp, sing two

measure solo line,

then have students

take turns singing

solo as fitting with the

corresponding letter

sung in first four

measures

to next letter of

alphabet

Students take turns singing solo line

choosing different

name that starts

with the new letter

Pencils

Dice

Prepared measures

Blank measures

Recorders

Orff Instruments?

Creating Activity: 6/8

Composition

Explain activity: Roll of the dice

corresponds to a

matching measure

Each measure has a different rhythmic

notation in 6/8

Eight blank prepared measures for students

to write in their

rhythms

Can choose own pitches based on D

pentatonic scale

Hand out materials to each student

If time, have students play songs on

Carefully listen to directions

Ask questions if any

Come get materials from teacher

Roll dice to choose rhythmic notation

for measure

Choose pitches from the D

pentatonic scale

(DEF#AB already

written on their

paper) Use

recorders to choose

pitches

Each student present their short

compositions on

Secondary Focus: Students

will be able to apply their

knowledge of 6/8 meter

while being creative and

making their own

compositions

Students applied 6/8

knowledge by

creating their own

compositions and

choosing individual

pitches

recorders

If extra time, incorporate Orff

instruments into one

of the students

compositions

recorder (with

good posture)

If extra time, students pick a

favorite and add

Orff instruments to

a composition

Laptop

The Marriage of

Figaro: (Major)

https://www.youtu

be.com/watch?v=8

OZCyp-LcGw

Symphony No. 6, Op.

68; Movement IV:

Gewitter Sturm

(Thunderstorm):

Allegro (Minor)

https://www.youtu

be.com/watch?v=-

ZVdVuskkKU

Hungarian Dance

No. 5 (Minor)

https://www.youtu

be.com/watch?v=3

X9LvC9WkkQ

Gayane: Suite No. 3,

IV. Sabre Dance

https://www.youtu

be.com/watch?v=jq

xTocyC3ew(Major)

Play four minute-long clips (2 major

tonality, 2 minor

tonality)

Have students create four different

drawings while

having them think

about how it makes

them feel

Facilitate discussion /showing of drawings

from each piece to

determine major or

minor

Students listen and draw what comes

to them for each

song

Discussion and sharing of

drawings

Determine which pieces were in

major and which

were in minor

Closing Activity: Students

will be able to recognize

major vs. minor tonality

by carefully listening and

internalizing what effect

the music has on them and

their drawings

Students recognized

major vs. minor

tonality through

analyzing the pieces

by drawing what the

music made them

feel

Paper

Pencils/Colored

Pencils