2006-10-02T17:19:00.000-07:00

Lee Nelson

Major Assignment: Aligning Units With Standards

October 1, 2006

EDSS 620-U27-FA06
Professor Brian Collins

I found this lesson that I am currently teaching in my class, so I decided to look at this one to see how it compares to how I teach the concept.

The lesson came from The Kennedy Center Arts Edge Marcopolo site: http://artsedge.kennedy-center.org/content/2213/

Lesson Title: First Rhythmic Composition
Author: Leslie Thomas

First Rhythmic Composition
Part of the Unit: Music Composition

Lesson Overview:

This lesson introduces students to rhythm concepts, including the names and symbols associated with music notation. Students will fill in a chart that outlines names and meanings of rhythmic musical symbols. Then, using these symbols, they will clap rhythm sequences and compose their first compositions. They will also compare these rhythmic sequences to math concepts.

Length of Lesson: Four 45-minute periods

Instructional Objectives:

Students will:

* apply math concepts in fractions to musical notation recognition and rhythm execution.
* clap rhythm patterns using the above concepts.
* compose an eight-measure rhythmic composition that requires
them to use all of the above concepts.
* recognize and identify the following musical symbols and concepts.

They will understand their duration and their relationship to each other.
o quarter rest
o quarter note
o half note
o half rest
o pair of eighth notes
o measures
o bar lines
o double bar lines
o 4/4 and 2/4 time signatures

Supplies:

* Projector
* Sound System
* Pencils/pen and paper
* Rockin’ Rhythm Raps book and CD package
(see the Sources section for complete bibliographic information)
* Transparencies for overhead projector (one per student)

Instructional Plan:

Warm-Up

Pass out the Rhythmic Notation Worksheet and ask students to fill in any information they already know. The column on the left should contain a drawing of the symbol. The column on the right should signify the duration of the note or notes in a whole number or a fraction. (This chart should be kept in the students’ notes, and students should add to it as new rhythm concepts are introduced.)

Developmental Activity

Complete the chart and review it as a class. The teacher should demonstrate how to represent the length of each rhythmic element visually in a clapping sequence, such as in the following examples:

* Quarter note – clap
* Quarter rest – hands out
* Half note – clap and hold with forward movement to represent the second beat

Guided Practice

The students will now read and clap out rhythm patterns from Rockin' Rhythm Raps. Display the overhead produced from Rockin' Rhythm Raps, pages 23-24. The first time, the teacher should clap the rhythms with the students. The students then clap out the rhythms again with the aid of the solo and rap accompaniment from the CD. Finally, turn off the right-hand speakers so that the class claps alone with the accompaniment. Repeat this exercise as needed until the class can clap the exercise with the accompaniment without the solo or the teacher.

Independent Activity

Ask students to compose an eight-measure rhythmic composition using the Assignment Checklist. Have the students draw two parallel lines across a plain piece of paper in a landscape position. Show them how to divide these two lines into four measures. (Note: Since this exercise deals only with rhythmic elements, it is not necessary for students to draw the full, five-lined musical staff.)

Have the students write down the duration of each note and rest. This should be written below the line of music. The note heads should be placed near the bottom of the staff and the stems should point upward.

Using fractions in math, discuss the math concepts in notation.

1 quarter note = 4 sixteenth notes
1 quarter note = 2 eighth notes
1 whole note = 4 quarter notes

Closure

Have the students copy their compositions onto an overhead projector sheet. The class should clap out each student's composition.

Assessment:

This assignment should be graded as a class. Use the Assessment Checklist provided.

Extensions:

Rhythm dictation: Claps a simple four-beat rhythm pattern, and the class writes it down using notation.

Math problems: Have the class complete simple math/rhythm problems. For example, students can complete the following:

* half note + quarter note = _____
* whole note – quarter note = _____

Students can answer in notes or numbers.

Go on to the next lesson in this unit, Syncopated Duet, in which students will work in pairs to compose a duet that contains syncopated rhythm sequences.

Sources:

Print:

* Lavender, Cheryl. Rockin’ Rhythm Raps: A Sequential Approach to Rhythm Reading (book and CD package). Milwaukee, MN: Hal Leonard Publications.

Web:

* Teaching Rhythm
http://www.manducamusic.com/tina_99nov.html

Authors:

* Leslie Thomas, Teacher
Thomas Pullen Arts Magnet School
Landover, MD

The National Standards For Arts Education:

Standard 2: Performing on instruments, alone and with others, a varied repertoire of music

Standard 4: Composing and arranging music with specified guidelines

Standard 5: Reading and notating music

New York State Standards:

Learning Standard 1 : Creating, Performing, and Participating in the Arts
Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Level : Elementary

Key Idea : Music
Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music.

Performance Indicator : Create short pieces consisting of sounds from a variety traditional (e.g., tambourine, recorder, piano, voice), electronic (e.g., keyboard), and nontraditional sound sources (e.g., water-filled glasses) (a)
Performance Indicator : Sing songs and play instruments, maintaining tone quality, pitch, rhythm, tempo, and dynamics; perform the music expressively; and sing or play simple repeated patterns (ostinatos) with familiar songs, rounds, partner songs, and harmonizing parts (b)

Performance Indicator : Read simple standard notation in performance, and follow vocal or keyboard scores in listening (c)

Performance Indicator : In performing ensembles, read very easy/easy music (New York State School Music Association [NYSSMA] level I-II) 1 and respond appropriately to the gestures of the conductor (d)

Performance Indicator : Identify and use, in individual and group experiences, some of the roles, processes, and actions used in performing and composing music of their own and others (e).

Learning Standard 2 : Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Level : Elementary

Key Idea : Music
Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music.

Performance Indicator : Use classroom and nontraditional instruments in performing and creating music (a)

Performance Indicator : Use current technology to manipulate sound (c)

Incorporating Technology:

In addition to the use of the listening sections CD, the sound system, the overhead projector, and the handout worksheets, I have three other ways to incorporate the use of technology to enhance and reinforce the learning experience.

1. The students can use a midi keyboard, a computer with a basic sequencing program, and a USB midi interface that will allow the keyboard to communicate with the computer to record the compositions that the students created. Using midi allows the students to hear the compositions using a variety of sounds and instruments.

2. Another way we can incorporate technology is to have the teacher record examples created by the teacher and the students using a basic audio recording program such as Apple’s Garageband. The files can then be converted to mp3 format to be uploaded onto a school website for practice and review or to be burned onto a CD for the students to take home.

3. Finally, for homework I would give students website that feature lessons on rhythm where they can log on at home and practice. E Music Theory (http://www.emusictheory.com) is an example of one website that offers free resources and drill practice to continue developing skills in music.

2006-10-01T14:12:00.000-07:00

BLOG (At Home)
Write a paragraph, or so, in your blog about how you have used (or heard of someone using) technology to successfully support the learning and teaching of skills and/or content?

I have heard many success stories involving technology in education. There are many usefully functions using technology in the classroom to address the needs of learning disabled students, physically or mentally challenged students, or simply for review or enrichment for other students.

In my music class I took advantage of our school’s website two years ago to upload mp3 performances of the songs that my music group would be performing for graduation. My students were able to access our school’s website, click on my folder and practice along to the tracks that I recorded. It was a great help as well as a fun activity for my students to be able to practice at home. In the end my students learned the pieces perfectly and performed at the 5th grade graduation ceremony.

Social Studies and the Internet