Name: Adam Kishbauch Date: 10/4/13

Grade: 4 Title: Appalachian Spring Shaker Hymn Listening lesson

Musical Focus: Theme identification, Instrument
Identification, interpretation of movement in music,

Objectives: (behavioral) By the end of this lesson,
Learners will be able to identify different instrument
groups as well as locate that instruments
performance of the theme to the shaker tune in
Appalachian Spring. When listening to the excerpt
with a success rate of 80%.
(Cognitive) Students will apply their knowledge of
instruments to create movement that corresponds to
an instrument.
(experiential) students will hear two interpretations of
Simple Gifts
(constructivist) As a result of this lesson, students
will appreciate the connection between using a
popular folk hymn and its application in writing an
orchestral piece.

Materials:
-Recording of Shaker section of Copland
-Recording of clarinet, oboe, horns, and strings
-Instruments manipulatives (Clarinet, Oboe, Strings,
Horns)

Standard(s) Addressed:
NJ CCC Standards: 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3,
1.1.2.B.4
National Standards: MU:Pr4.3.4a, MU:Re7.2.4a,
MU:Re8.1.4a

Assessment: Formative: monitoring for student
understanding of the different instruments in the
piece.
Summative: Groups will perform the movements they
create at the end of class.
Inegrative: Teacher reflection through class blog.

Preparation (hook): without notice, sing the tune to Simple Gifts. (Key of Ab) Ask students What
can you tell me/what do you notice about this tune? Discuss more with students. Mention the origin,
where shakers are from, etc. Introduce the Shaker section of Appalachian Spring (originally written for
a ballet). (1-2 minutes)

'Tis the gift to be simple, 'tis the gift to be free
'Tis the gift to come down where we ought to be,
And when we find ourselves in the place just right,
'Twill be in the valley of love and delight.

When true simplicity is gain'd,
To bow and to bend we shan't be asham'd,
To turn, turn will be our delight,
Till by turning, turning we come 'round right

Teaching Sequence:
- Begin by listening to the section once, and ask students to listen for different instruments they
hear. Ask them to focus on the familiar tune and what instrument plays it. When listening is over,
have students identify the different instruments. Make sure they cover all of them (clarinet, oboe,
strings, and horns). If they do not cover an instrument, go back and play the section with the
instruments (clarinet 0:20, oboe -0:56, strings -1:23, horns -2:08)
o Allow time to decipher between the clarinet and oboe. Ask students to describe the sound
of both instruments. Have a recording of both to provide examples.
- Have students break into groups. Assign an instrument to each group and hand out instrument clip
art signs. Play the tune again. Ask students to raise their instrument when they hear it.
- Explain that they will be creating a movement to their chosen section. Discuss parameters and
examples for movements, having students consider volume and different types of movements
(flowy for legato, etc.) Allow time for the students to develop a movement to represent their part,
reminding them to think of moving to the feel of their instrument.
- When students perform, all other groups must sit down to give them the floor. When it is their
turn, they can then rise and begin their movement. (8 minutes)

Culmination:
- Perform the piece, and if there is time, talk about each groups movement and how it
represented the instrument they were assigned to. (3 minutes)

Name: Adam Kishbauch Date: 10/4/13
Grade: 4 Title: Appalachian Spring Shaker Hymn Listening lesson
Extension:
- Try to have students create a transitioning movement, as there are moments when the theme is not
playing. Have the students perform again with this movement!
- Explain that this tune is part of a larger piece, and that we will discuss the rest for another class