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Benjamin McCarley

Talbot
Creative Musicianship Lesson Plan
Previous Learning:
The students will have learned what note values are and have been exposed to different aspects
of what makes a piece of music, such as dynamics, pitch changes, and basic chord structures.
They have a basic understanding of composition and arrangement within music. The students
today will learn about arranging different aspects of a piece through working in small groups and
improvising together to arrange a different form of the piece.
Essential Question:
How can arranging different components of a piece help to influence musical thinking?
Grade Level: 5th grade

Standards:
MU:Cr2.1.5a Demonstrate selected and developed musical ideas for improvisations,
arrangements, or compositions to express intent, and explain connection to purpose and context.
MU:Cr3.2.5a Present the final version of personal created music to others that demonstrates
craftsmanship, and explain connection to expressive intent.
MU:Pr4.2.5a Demonstrate understanding of the structure and the elements of music (such as
rhythm, pitch, form, and harmony) in music selected for performance.
MU:Pr4.3.5a Demonstrate and explain how intent is conveyed through interpretive decisions and
expressive qualities (such as dynamics, tempo, timbre, and articulation/style).
MU:Re9.1.3a Evaluate musical works and performances, applying established criteria, and
describe appropriateness to the context.
MU:Cn10.0.5a Demonstrate how interests, knowledge, and skills relate to personal choices and
intent when creating, performing, and responding to music.
Learning Objectives:
Students will define what the difference is between composing and arranging
Students will identify specific aspects of music they can change to arrange
Students will create arrangements based off a given song
Students will perform their created arrangements in front of the class
Materials:
An open space
Technology device to play the song
The song “We Are The Champions” by Queen
https://www.youtube.com/watch?v=04854XqcfCY

Glossary of Terms/Abbreviations:
Arrangement- The act of arranging and adapting a piece of music
Composition- The act of making music
Musicality- The property of sounding like music

Procedure:
1. The teacher will beckon the students to form a circle
2. The teacher will then start the lesson by asking the students what it means to compose
3. After receiving some responses, the teacher will then ask the students the difference
between composition and arranging music
4. The teacher will then play the selected music “We Are The Champions”
5. After playing it, the teacher will ask the students about some of the concepts within the
piece such as rhythm, pitch, dynamics, and style
6. The teacher will then demonstrate what an arrangement of the piece could look like
7. The teacher will put the students into groups to have them arrange the piece
8. Once the students have been put into groups, the teacher will guide and help each group
if they require assistance.
9. Once all of the groups are ready to present, the teacher will have each group perform
their arrangements one group at a time.
10. Once every group has performed, the teacher will then have them reflect and a discussion
will end the lesson.
Assessment:
Teacher will assess the musicality of the students by looking for a physical sign (thumbs up, nod)
that shows that the students understand what it means to arrange and they have the ability to
successfully do it.
Teacher will assess identification of tempo changes within music by creating an exit ticket that
asks the student’s thoughts about what they did with arrangements and how it made them feel
 Check: The students completed the exit ticket and explained what they did with their
arrangements
Teacher will assess creation by assessing student’s ability to arrange specific aspects of the piece
through working in groups
 Checkmark += performs arrangements, shares ideas with the group and works well with
the group
 Checkmark= performs arrangements, may/may not share ideas with the group and
may/may not work well with the group
 Checkmark -= does not perform arrangements, does not share ideas and does not work
well with the group.
Teacher will assess performance of the students by viewing their confidence and their changes of
their arrangement of the piece
 Checkmark: Student works within the group to perform their arrangement well
 Checkmark -: Student has trouble working with the group to perform their arrangement

Extension Learning
After having the students arrange a fairly well-known piece, the students would then pick their
own piece to arrange
The students would then learn more about composition and compose their own small piece with
guidance and reference to several musical selections
Honor Code:
I affirm that I have upheld the highest principles of honesty and integrity in my academic work
and have not witnessed a violation of the Honor Code.
Benjamin Phillip McCarley