Вы находитесь на странице: 1из 4

Danielle Kjar Priest E524 Lesson Plan: Hawaiian Stick Song Overall Goals 1.

Singing, alone and with others, a varied repertoire of music a. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures b. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor 2. Performing on instruments, alone and with others, a varied repertoire of music a. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. b. Perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments. c. Perform expressively a varied repertoire of music representing diverse genres and styles. d. Echo short rhythms and melodic patterns. e. Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. 3. Listening to, analyzing, and describing music a. Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music. 4. Understanding relationship between music, the other arts, and disciplines outside the arts. a. Identify similarities and differences in the meanings of common terms used in the various arts b. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. 5. Understanding music in relation to history and culture a. Identify by genre or style aural examples of music from various historical periods and cultures. Behavioral Objectives 1. The students will echo the teacher and perform vocal sirens on Aloha. (Start with descending.) 2. The students will echo and perform the ostinato interlude for Hawaiian Stick Song with their hands and on rhythm sticks. 3. The students will perform hula dance actions to the verses of Hawaiian Stick Song. 4. If time allows, students will sing the verses to Hawaiian Stick Song while performing the accompanying actions. Materials Hawaiian Stick Song (Collection of Jerry L. Jaccard) Recorder/tuning fork

Hawaii powerpoint Visuals: Bird, Flower, Tree, Fish, Rainbow Sticks for each student

Procedures Opening: Tell children to sit cross-legged facing the teacher. Teacher will have students echo Aloha in vocal sirens. Put your finger on your nose if you know where they say Aloha. We have special story from Hawaii but I will need your help to remember to change the pictures. Have them echo In, out, in, out, in in ta ti-ti ta ta rhythm. Echo a second time and teacher taps rhythm while students whisper in, out, in, out, in. Have students tap rhythm and say phrase at the same time. Make sure they are showing space of the beats. Demonstrate in, out, in, out, in by saying and actually moving hands closer and farther from the body while doing it have students identify what you have changed (moving your hands in and out). Have students whisper in, out, in, out, in and tap the rhythm while moving their hands. That is what you will do to help me change the pictures. Show slideshow, perform Hawaiian Stick Song, and cue students to perform rhythm. In Hawaii they usually tell their stories with a special type of dance that I was doing. (Put your finger on your nose if you know what it is). Its called a hula. In hulas, the dancers hands tell the story. The hula I want to show you starts with your rhythm. Except I wonder if they usually say in, out, in, out, in. Thumbs up for yes they do, thumbs down for no they dont. Show me the rhythm but put your words in your thinking voice. Main Body: When I show you, you will do your rhythm, just like before. Boys and girls, be my mirror and take this hand (teachers left, students right) and put it over your mouth (model). Keep your hand there but take your other hand and put it over that hand. Hook your thumbs together. This is your bird. Nod your head if you think the bird is going to be slow and graceful. Be my mirror as I sing. First verse. o Correct any problems Cue ostinato Be my mirror as I sing. Second verse. o Correct any problems (imagine you are picking a flower with one hand, other hand, now both hands and act like youre giving it away)

Do first 2 verses together. Cue ostinato in between and make sure they understand that it happens every time in between. Discuss is this a loud or soft song? Should our actions be loud or soft? If no issues continue: Be my mirror: make an O with one hand and push your other hand through it like its growing Third verse. Be my mirror: waves & fish Mirror & sing 4th verse Do 3rd and 4th verses together. Raise your hand if you can tell me what very first part of our hula showed. (bird) Lets start and see if we can do the bird, the flowers, the trees, and the fish. Verses 1-4. Cue ostinato in between. Wow our song is over. Lets add one more part to show that it is over. Look at the five things I have raise your hand if you know/remember what were going to show in this last part. Watch me first. Show 5th verse. Now do that part with me.

Closing: Lets put it with the rest of our dance. o Verses 1-5 all together. o If necessary, discuss smooth, soft motions. I want to see if you can do the whole dance without me doing the motions. Ill point to the clues and help you if you get stuck. o Students perform dance and teacher watches to see if students can perform actions independently. If there is time: Boys and girls, Ill bet most of you know the words and can sing the song now. Be my echo. First verse, echo, second verse echo, etc., all while doing hand motions. If majority of students are able to sing and do hand motions, sing the verses consecutively and add the ostinato back in. Assessment The teacher will monitor and listen to the children as they perform the vocal sirens. The teacher will watch the students as they echo and mirror both the ostinato and the hula actions to determine if they have mastered the rhythm and the movements. The teacher will ask questions such as Is this a loud song or a soft song? and Should our actions be soft and smooth or loud and choppy? to determine if students understand relationship between music and dance motions. The teacher will watch students perform ostinato and dance motions while she sings to determine if they can perform the movements independently.

If time allows, teacher will listen to students sing Hawaiian Stick Song and watch them perform the movements to determine if they have learned both components of the song.