Apologize- Field Lesson

Content and Achievement Standards

1. Singing, alone and with others, a varied repertoire of music.
a. sing music representing diverse genres and cultures, with
expression appropriate for the work being performed.
2. Performing on instruments, alone and with others, a varied
repertoire of music.
a. Perform on at least one instrument accurately and
independently, alone and in small and large ensembles, with
good posture and good playing position
6. Listening to, analyzing, and describing music.
a. describe specific musical events in a given example using
appropriate terminology
c. demonstrate knowledge of patterns and different rhythms in
the music.
7. Evaluating music performances
a. describe music in terms of pitch, rhythm, and stylistic devices.
Class Goals and Objectives
1. Enable students to describe a call and response by singing the
response first, and then the call. Have them describe each part.
Students will reinforce the call by also playing it on the ukulele
2. Students will create their own response using the guidelines given,
while instructors will provide the call.
Materials
1.
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Recording of Apologize, by Timbaland ft. One Republic

Lyric dictation sheet
Ukulele
Call and Response worksheet

Procedures
1. Instructors will ask students about a time in their lives when theyve
been mad at someone or someones been mad at them.
QUESTION: What did you do to make things better?
(Call on specific students, get 4-6 responses, write on board).
Did you ever think sorry just didnt cut it? What are some ways we can
show were sorry, besides just saying it?
PROMPT: The song were going to listen a song about an apology. While
we listen the first time, Also be thinking, did the singer accept the
apology?
Can someone please read the directions? Can someone else put those
in your own words?
2. Students will listen to the recording of Apologize, by Timbaland ft.
One Republic (intro, first verse, chorus) Instructors will model along
with the recording
QUESTION: Did he accept the apology? Why not?
PROMPT: Have students fill in missing lyrics. Sing lyrics back to
students.
Now were going to listen to it again, but were going to sing part of the
song to you guys. See if you can identify what were singing- just say
back what weve sung.
Also, please keep a steady beat on your legs while we listen this time.
3. Students will listen to the recording of Apologize again.
Instructors sing response while students keep steady beat on legs.
QUESTION: Can you say or sing back to us what we were singing?
Was the music around the eh, eh, eh the same or different? Were
they just repeating that or were there other words in the song?

Did it happen every time?

PROMPT: Lets sing that part all together now with the recording. You
can follow along on your dictation to see where that part is. We will
cue you for the parts where its not written on you chart.
4. Students will listen to Apologize again (Intro, 1st verse and refrain
only). They will sing along with the call.
PROMPT: Now that you all can sing that part lets add something new.
You have the lyrics in front of you, so half of the room will sing the
lyrics, and the other half is going to sing our (eh, eh, eh,)
5. Students will listen and sing along to the recording of Apologize
again.
6. Yesterday you guys starting talking about conversations, and today
were going to explore a way that music can have its own
conversations.
Its called call and response. Our eh, eh, eh is our call, and the
lyrics on your sheet are the response.
Are these two parts the same or different? What are some differences?
(Actual words v. eh, different notes, different lengths)
Call and Response definition: each part is different.
PROMPT: Now lets switch our groups, what part are you guys singing?
Circle the call on your dictation sheet so you have that for a reference.
7. Students will listen and sing along with Apologize.
QUESTION: Did we sing the response throughout the entire song? Can
someone say/sing the lyrics where there was no response? Use your
dictation chart for help.
PROMPT: This time, the people singing the response sing it through the
entire time, and lets see if it fits.
8. Students and instructors will sing through Apologize again.
QUESTION: Did it fit? Go ahead and write the call in the places where is
wasnt before.

PROMPT: Call and response is a form of musical conversation. Do you

think the conversation is going well?
Conversations tend to go better when people are making sense. Does
saying eh, eh, eh really make much sense?
Lets replace our eh, eh, eh with words that make sense in our song.
9. Using the phrases written on the board from earlier, students will
select a phrase to use instead of eh, eh, eh. Preferably Im sorry,
but other options will be considered.
PROMPT: Now that we have a real conversation going, were going to
go through the song again. This time you get to pick whether you want
to sing the lyrics or Im sorry.
Which part is our call? And the response?
10. Students will sing through Apologize again, with the new words
chosen for the call.
QUESTION: Does that make more sense now?
PROMPT: Now were going to add another musical element to our
conversation. Instruments can have conversations just like singers do.
Were going to pull out our ukuleles now, and learn the notes for our
call.
D, D, C
11. Students will learn and rehearse the notes of the call on the ukulele
with the instructors assistance.
12. Students will sing/play along with the recording of Apologize.
PROMPT: So far weve focused on a really sad conversation. Now were
going to create our own musical conversations, using the C major scale
you went over yesterday.
11. Students will review the first five notes on the ukulele, with
instructor assistance.

QUESTION: Based on what you learned about the C major scale

yesterday and how it sounded, do you think these conversations will be
happy or sad?
PROMPT: Now were going to look at our call and response worksheets.
Were going to number off into five groups of three, and youll be
working with either Ms. Miller, Mr. Fries, Mr. Filipski, Ms. Beaupre, or Dr.
Gerrity to create your own ukulele response.
Mr. Fries and Ms. Miller wrote a call already and its on the worksheet.
Can someone please read the directions? Can someone else put them
into your own words?
Can someone please define call and response, in your own words
again? SO what do we want to keep in mind when were composing our
response?
12. Students will write their own two- measure response to the call
written by the instructors. They will have five minutes and be assisted
by instructors.
QUESTION: Before we play, what were some of ways you made your
response different than our call? Did you start on a different note, end
on a different note?
12. Instructors will lead students through playing their own composed
call and responses. Instructors will play the call, and each group will
response with their own unique call.
. What was the concept we learned today? What is the main thing we
want to remember about our response? Will it always happen
throughout a song? When we were listening, were listening to a sad or
happy song? What kind of scale did we use in our own compositions?
Assessment of Goals and Objectives
Assessment will be informal and achieved through question and
answer activities, as well as using the lyric dictation sheet, which will
not be graded. Students will be observed to see whether they can
identify the call and response and if they can sing along with the
correct part. They will be assessed on their ability to create a response
different than the call, but will not be graded.
Follow up Lessons

Future lessons will explore other genres of music that use call and
response, using more major and minor tonalities and different
instruments or voicing.