Julia Trapp Fall 2013 NOTATION/ RHYTHM READING/ PERFORMING

Rhythm Flash Card Composition and Performance Grade 3

Lesson Goal: Students will continue to recognize the difference between strong and weak beats. Student will continue to identify that beats occur in groups of 2, 3 or 4. Student will be able to identify the durations of quarter notes, two eighth notes, quarter rests and half notes. 7PR: Students will be able to read, write and perform using eighth, quarter and half notes and quarter rests in 2/4, 3/4, 4/4 meter. Standards: Ohio Academic Content Standards: Historical, Cultural and Social Contexts o 2. Sing, listen, and move to music from world cultures. o 4. Identify, listen and respond to music of different composers. Creative Expression and Communication o 1. Sing alone and with others on varied repertoire. o 2. Use head voice to produce a light, clear sound and maintain appropriate posture. o 4. Improvise and compose simple rhythmic phrases. o 5. Read, write and perform eighth, quarter, half notes and quarter rests in 2/4 and 4/4 meter. Analyzing and Responding o 1. Identify and demonstrate elements of music using developmentally appropriate vocabulary and music terms. o 5. Discuss and evaluate individual music performance. Valuing Music/Aesthetic Reflection o 1. Participate in developmentally appropriate music activities. o 3. Attend live music performances and demonstrate audience behavior appropriate for the context. Connections. Relationships and Applications o 5. Discuss that some people write, direct and/or perform music as a job. National: 1. Singing, alone and with others, a varied repertoire of music. 4. Composing and arranging music within specified guidelines.

5. Reading and notating music. 6. Listening to, analyzing, and describing music.

Anticipatory Set: Sing Music Rocks welcome song Instructional Strategies: Visual examples on SmartBoard Group work Hands-on activities Movement activities Physical engagement Materials: Djembe drum, SmartBoard, music flash cards, popsicle sticks, open space to move about Activities: Sing Music Rocks greeting song Invite a handful of students to sing the lead part in the microphone (assess pitch matching abilities) Review strong/weak beats, beat groups, bar lines, double bar lines. Review note durations (ta, ti-ti, rest, half note) Practice clapping/chanting each note. Practice creating rhythmic patterns using the Smartboards. Have composer and counters. o Composer writes the pattern, counters count the pattern. Complete in 2/4, 3/4, and 4/4. Include bar line placement. Divide class into groups of 4 students. o Pass out music flashcards/popsicle sticks o Assign one person in each group to be the pointer o Pointers practice pointing to each beat guided by drum. o Instruct students to write a rhythmic pattern in 4/4 time. Each student composes 1 meausre. Teacher walks through and asses work Groups practice chanting and clapping, pointer guides group Perform compositions for class Complete in 2/4 and (if time permits) Transition to Beat Tag game o Return to assigned seats. Divide class in half. Half plays game, others watch, then switch. o Choose 1 or 2 taggers. o Taggers stand at one end of the classroom open space and the players line up at the other end. o The taggers goal is to tag as many students as possible before they reach the other end of the room.

Teacher plays (4,3,2) beat patterns on the djembe. Taggers and players may only step on the strong beat, and clap on the weak beat(s). When a player is tagged, they return to his/her seat. Once all of the players make it to the other side untagged, start again going the opposite direction. Repeat until only one player remains. Switch groups. The half of the class watching serve as the Beat Counting Peanut Gallery. It is their duty to count how many beats are in the groups. Transition back to assigned seats Guest artist performance. Main Idea of the Day

Accommodations for special learners: Physically impaired: Student may remain seated to and clap/chant in seat. Students may assist the teacher playing the djembe. IEP: Accommodations made for IEP students indicates extended response time. This will be honored. ESL: Use of pictures within Smart presentation to help define directions. Gifted: Adjust pacing and questioning for higher-level students. Assessment: Formative assessment during the SmartBoard and group composing activities. Formative assessment through group practices and performances. Assessment done through frequent questioning. Assessment of beat keeping skills during movement game. Reflection: It is crucial for teacher to move from group to group to help guide and assess understanding before groups perform. It is also important to have a pointer guiding the group as they practice and perform.