Вы находитесь на странице: 1из 3

1) Rationale​:

The purpose of this design with musicianship and leadership is that students are able to make
music with one another. I believe that it is very important for students to work together. I am
also able to lead the class by making music. Having the leadership skills to lead a class can be
intimidating to many, but putting yourself out there to teach a lesson is an important skill to
practice. I believe that the experience that I am trying to do is fun because many, many people
love the song “How Far I’ll Go” from Moana. This song is very fun and will get learners up and

2) Understanding Statements​:

Students will be able to place movement to the song from Moana. Students will learn where the
beats come in and how to count the beats.
Students will be able to sing the melody of the song along with me when initially learning the
song, if they did not know it already!

3) “I can” statements/standards:

3.2 The student will sing a varied repertoire of songs alone and with others, including 1. singing
in tune with a clear tone quality; 2. singing melodies within the range of an octave; 3. singing
melodies written on the treble staff; 4. singing with expression, using a wide range of tempos and
dynamics; 5. singing rounds, partner songs, and ostinatos in two-part ensembles; and 6.
maintaining proper posture for singing.

3.6 The student will respond to music with movement by 1. illustrating sets of beats grouped in
twos and threes; 2. creating movement to illustrate rondo form; 3. performing
non-choreographed and choreographed movements, including line and circle dances; and 4.
performing dances and other music activities from a variety of cultures.

3.7 The student will create music by 1. improvising rhythmic question-and-answer phrases; 2.
improvising accompaniments, including ostinatos; and 3. composing pentatonic melodies, using
traditional notation.

3) Materials: ​Ukuleles for the children, the song “How Far I’ll Go” from the movie Moana, and
a big space for a lot of movement to be done!

4. Detailed Process​:

This first step in this process should take about 15 minutes.

Step one​: Play the tune to Moana on the Ukulele to grab attention from the children.
Step two​: Sing the first verse and chorus of the song, inviting the kids to sing along if they
know it
Step three​: Sing and play by having the kids echo each phrase after me. Eventually singing
through the entire song
Step four​: While playing the ukulele more quietly, have the children “whisper sing” the song
back to me
Step Five​: While playing the ukulele more loudly, have the children think about the song.

Next, transitioning into teaching the movement to this song, now that they are familiar
with the song​. ​This section should take about 35 minutes to get through the entire song.

Step 1​: Go through the first couple a phrases with me doing the movement first.
Step 2​: Go back to the beginning, repeating what I just did by having the children say and do
the process with me.
Step 3​: Go back to the beginning again, having the children whisper the movements back to
me as they do the movements.
Step 5​: Go back to the beginning once more, and have the children think about the
movements we just did.
Step 6​: Repeats steps 1-5, until you reach the end of the song. Movements are repetitive;
therefore, when playing the music along with the movements, the children will be able to
catch on to where they repeat the movements again.

Questions to ask​: What did you learn by putting movement to this song?
What about this experience can you take with you to other songs we learn?

5) Assessments:

- I can sing the song Moana along with others by staying in tune and at the same time, being
aware of using dynamics.
- I can remember choreographed movement to this song and stay in time with my peers by
listening to where the beats are in the song.
- I can improvise the sections of this song where one is supposed to do what they want. I can also
come back into song on time to continue the choreographed movements.

6) Adaptation:
I will have adaptations for all students who may struggle with learning this song and

- Pacing:​ For students who do not pick up on things quickly, or not as quickly as their
classmates may, teaching movements can be broken down in chunks. Teaching this song
could be broken down into several days of class! Repeating movements over the course of a
couple days of class could be more effective for students to remember what we did!
- Modality:​ For students who have mobility restrictions, movements can be adapted so they
are still able to participate the same way as their classmates.

7) Extension:
To make this experience longer, I want to teach simple chords on the ukulele to this song.
This is a very fun and simple song on the ukulele! Most children already know how this song
goes, so I think that teaching this song on the ukulele would be fun and engaging for

1 2 3 4 5 6

Children start On “I’ve been”- On “I wish”- For the next 9 On” if the wind On “go” kids
bend down put left hand put hand on ½ beats, on my sail” - can freestyle!
and slow raise out then right heart march in place place hands Jump around!
up to the water hand on out like you’re
sounds “standing” On “water” put On “see the surfing the sea
hands out and line” turn again
On “water” rock side to and clap on
rock side to side the beat

On “I know” - On the second On “I can lead On “see”- turn On the next On “GO” stand
point to head “I know” point with pride” around and “see”- turn up and slowly
and bob head to head and march in place clap for the around and go down to the
up bob head up for the next 9 next 9 ½ beats clap for the end of the
and down ½ beats next 9 beats song
On “happy On “it seems”
smile” and bend over, put
bring hands hands on On “if the
down knees and wind” -put
walk side to hands out like
side for the you’re surfing
next the sea