Delaney Mavica

Dr. Talbot
MUS_149

Assignment: #4.3 Movement / Listening Lesson

Context: 1st Grade General Music Class. Have learned how to find the macrobeat in pieces of
music in previous classes.
Essential Question: What kinds of tempo are there in different pieces of music?

Standards:
1. MU:Pr4.3.1a Demonstrate and describe music’s expressive qualities (such as dynamics
and tempo).
2. MU:Cr1.1.1a With limited guidance, create musical ideas (such as answering a musical
question) for a specific purpose.
3. MU:Re7.2.Ka With guidance, demonstrate how a specific music concept (such as beat or
melodic direction) is used in music.
4. MU:Cn10.0.1a Demonstrate how interests, knowledge, and skills relate to personal
choices and intent when creating, performing, and responding to music.

Learning Outcomes:
I. Students will identify the difference between lento and allegro tempos.
II. Students will improvise lento and allegro movements.
III. Students will perform lento and allegro movements.

Assessments:
I. Teacher will visually assess identification of the difference between lento and allegro by
looking for certain movements, such as “rapid” or “fast” movements for allegro tempos
and “sluggish” or “slow” movements for lento tempos. Use the following rubric:
A. Student successfully portrays “rapid” or “fast” movements for allegro tempos and
“sluggish” or “slow” movements for lento tempos during both fast and slow
songs: 1
B. Student struggles to portray “rapid” or “fast” movements for allegro tempos and
“sluggish” or “slow” movements for lento tempos during both fast and slow
songs: 0
II. Teacher will visually assess improvisation using the following rubric:
A. Student improvises fast movements during the fast songs and slow movements
during the slow songs: Check
B. Student struggles to improvise fast movements during the fast songs and slow
movements during the slow songs: “X”
III. Teacher will assess performance of fast and slow tempos using the following rubric:
 A. Student performs fast movements during the fast songs and slow movements
during the slow songs: Check
B. Student struggles to perform fast movements during the fast songs and slow
movements during the slow songs: “X”

Materials:
● Speaker / sound system
● Phone/computer
● Freeze Dance Song
○ Wright Ideas with Susan. (2020, January 17). Freeze dance music with stops:
musical statues [Video]. YouTube. https://www.youtube.com/watch?v=_NpJyAt-
gto
● Songs for Activity 2
○ Shaanxi Changan Female Traditional Music Troupe - Topic. (2014, November
15). Ancient music of tang dynasty [Video]. YouTube.
https://www.youtube.com/watch?v=EWPS0AZKUeo
○ chillout108. (2006, December 19). Buddhist chant - shingon [Video]. YouTube.
https://www.youtube.com/watch?
v=A1evxMA7yYw&list=PL5DD808B91EA355F8&index=5
○ lotus6661964. (2008, January 13) Native american - earth drum [Video].
YouTube. https://www.youtube.com/watch?
v=dMVQZQcioYI&list=PL5DD808B91EA355F8&index=7
○ UnlegitLuka. (2018, July 7). Mario star theme (new super mario bros. Wii) 1
hour [Video]. YouTube. https://www.youtube.com/watch?v=OSyp7VGYen8
○ Genelec Music Channel. (2017, July 28). Sound tracker - gamelan (indonesia)
[Video]. YouTube. https://www.youtube.com/watch?v=UEWCCSuHsuQ
- Tempo. (n.d.). Retrieved October 11, 2020, from
https://dictionary.onmusic.org/terms/3493-tempo
- Locomotor and Non Locomotor Movements. (n.d.). Retrieved October 11, 2020, from
http://users.rowan.edu/~conet/rhythms/Resources/Loco.nonloco.definitions.html

Glossary:
● Tempo: The speed of the rhythm of a composition.
● Locomotor Movement: Movements where the body travels through space from one
location to another.
● Non Locomotor Movement: Movements that occur in the body parts or the whole body
and do not cause the body to travel to another space.
Procedure:
1. The teacher will begin by asking the students if they’ve ever played Freeze Dance before.
 2. The teacher will explain to the students that during this game of Freeze Dance, they will
dance with locomotor movements (safely) while the music is playing, and stand still
when the music is not.
a. To explain locomotor movements, the teacher can say something simple along the
lines of “Dance and move around!”
b. If the class is in an open space such as outside, the teacher will establish
boundaries for how far the students can travel.
3. The teacher will begin to play the Freeze Dance music, and do the activity with the
students.
4. At first, the teacher will participate in the activity and speak directions such as “Move all
around!” and “Stand still!”
5. A minute or so into the activity, the teacher will stand to the side and observe the
students.
6. After a few minutes of this activity, the teacher will stop the music and bring the students
back to the circle.
7. The teacher will ask students to demonstrate fast motion, and give an example or two
themselves. The teacher will say that this can be called “allegro.”
8. The teacher will then ask the students to demonstrate a slow motion, and give an example
or two themselves. The teacher will say that this is called “lento.”
9. The teacher will then tell the students that there will be a song played, and the students
should move at what speed the song feels like.
a. This can be locomotor motion for both fast and slow
10. The teacher will play around 30 seconds of a mix of fast and slow songs, around 5-6
songs in total, and the students will perform the movement they believe is the tempo of
the song.
11. After each song the teacher will ask the students what speed they think the song was. The
teacher will ask the other students to agree or disagree with a thumbs up or down.
12. The teacher will then ask how the different speeds made the students feel, and why they
chose the motions they chose.

Continued Learning:
1. The teacher has the students stand in a circle, and the class plays a “Pass the movement
around the room” game, where one student does a fast or slow movement of their choice,
and the other students have to replicate that motion one at a time around the circle.
2. In a following lesson, the teacher can begin to teach the students the more complex
musical terms for more specific tempos, such as “largo” and “allegretto.”

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 – Delaney Mavica