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