Name:__JohnShusdock_____________Date:___4/7/14____________

Grade:_4th____Title:____Preparingtimka
MusicalFocus:Singing,Rhythm,Movement,Creating

Materials:
Video:https://www.youtube.com/watch?v=6FO4R5SmSrw&feature=kp
Video:https://www.youtube.com/watch?v=cwGhEs8O7CE

MusicalObjectives:
Behavioral:Studentswillbeabletocreatebodypercussiontothechorusofasongthat
matchesthebeatandcontraststhenewrhythm.
Cognitive:Studentswillbegintoformanunderstandingofthecharacteristicsofthenewrhythm
anditsrelationshipstoknownrhythms.
Experiential:Studentswillencountera21stcenturyversionofa19thcenturyfolksong.
Constructivist:Studentswillmakemeaningforfolksongsbyconnectingthemtomodern
coversandunderstandingfolksongsculturalimportanceandhowtheirthemesareperpetuated
and/orchangedbymodernmusicandculturalcircumstances.

FocusingQuestions:
Inwhatwayswillstudentsunderstandthecharacteristicsofthenewrhythm,timka?
Inwhatwayswillstudentsunderstandthepurposeand/orthemeoffolkorothergenresofsongs
andconnectthemtothepurposeand/orthemeoftheirmoderncovers?

Bytheendofthelesson,85%ofstudentswillbeabletoperformasongusingtimkaand
understandtheconnectionandimportanceoftheoriginalfolksonganditsmoderncover.

Assessment:
Formative:Studentswillpresenttotheclassamoderncoverofanoldfolksongorasongfrom
anothergenre.
Summative:Studentswillcreateandperformbodypercussiontothebeatofthesongwhile
singingthecontrastingrhythmoftimkacorrectly.
Integrative:Whenstudentsencounternewmusicthattheydiscovertobeheavilyinfluencedby
oradirectcoverofmusicfrompastgenerations,studentswillunderstandtheimpactofthe
originalmusicandconnectittotheimpactofthemusicithasinfluenced.

Partner:
Studentswillcometoclasswithanexampleofasongtheylistentoandacoverofthat
songbyanotherbandorperformer,andcreateaclassplaylistoforiginalandcoversong.
Whatmakesagoodandinterestingcoversong?Studentswilldiscussthe
meaning/purposeoftheoriginalsongs,thendebatewhetherornotthecoverversion
changesthismeaningandwhyorwhynot.
Whatmusicalelementscontributetonewidentityandfeelofthecoversong?Discuss
instrumentation,performancesettings,vocalstyle,andnoticeablechangesto
melody/harmony/rhythm.
Present:
TheteacherpresentsacoverofthefolksongDonkeyRidingbyGreatBigSeafollowed
byatraditionalversion.(Linkstothesevideosarefoundinthematerialssection.)
TheteacherpresentsthemeaningoftheoriginalDonkeyRiding,acanadianworksong
sungbysailorsastheyloadtimberontobargestobeexportedtoEurope.
Studentslistentothetwoversionsagainandareaskedtopayattentiontodifferences
andsimilaritiesbetweenthetwoversions.
Thecharacteristicstheydiscoverarewrittenontheboardaftertheylistentoeach
versionofthesong.Doesthecoverversionservethesamepurposeastheoriginal?
Whatpurposedoesitserve?Whatmusicalelementssuggestthesongspurpose?
Studentslearnthechorusofthesongbyrotewhilekeepingthebeatsomewhereontheir
body.
Howmanyphrasesdidwesing?singitagainandfindout(2)
Writewordsontheboard
Howmanybeatsdidwekeepinthefirstphrase?
Havestudentsputaheartbeatoverthesyllablesthebeatsfallon.
Howmanysoundsdidwekeeponthefirstbeat?
Howmanysoundsdidwekeeponthe2ndbeat?3rdbeat?
2&3rdbeatarebothtwosoundsbuttheysounddifferent.3rdbeatisevenisthe2nd
beatevenoruneven?
Describethetwosoundsinbeattwousingthewordsshortandlong.
Wellcallthisnewrhythmlongshortfornow.
Havestudentsfillintherhythmsforthe2ndhalfofeachphrase,askifthe2ndphraseis
thesameordifferent,1sthalfisthesamesowritethoserhythmsin.
Singthechorusonrhythmsyllablesandlongshort.
Reviewthecharacteristicsoflongshort:1beat,2sounds,uneven.
Personalize:
Theteacherpresentsbasicbodypercussiontothechorus.Themotionsareuptothe
teacherbutitisessentialthattherhythmofthefirstmeasureofeachphrasemustbe4
quarternotes.
Thestudentsaregivenpartnersandaskedtocreatetheirownbodypercussionforthe
chorus,withtheparameterof4quarternotesinthe1stand3rdmeasures.
Perform:
Theclasspracticestheirbodypercussionbysingingthesongwhiletheteacher
accompaniesonguitarorpiano.
Partnersperformtheirbodypercussioncreationfortheclasswhiletheclasssingsthe
songandtheteacheraccompanies.Afterwardsthestudentsofferconstructivefeedback
andtheteacherassignsagradeforthecompletionoftheactivity.

Process:
Reviewthecharacteristicsofthenewrhythm.
Chargestudentstoinvestigatethemusictheylistentoandfindoutwhotheperformers
wereinfluencedby,andhowthatinfluencecanbeheardintheirmusic.Maybetheir
favoritesongisactuallyacover!

NationalStandards:
Singing,aloneandwithothers,avariedrepertoireofmusic.
Readingandnotatingmusic.
Listeningto,analyzing,anddescribingmusic.
Evaluatingmusicandmusicperformances.
Understandingmusicinrelationtohistoryandculture.