Kookaburra Unit Plan

Learning Goals:
Students will learn to read and sing Kookaburra in its entirety as a
choir, at performance level. (National Standards 1 singing and 5
reading)
Assessment: Singing Test and Rubric
Students will learn the meaning of cut time, how we sing in cut
time, and how cut time is notated. Students will learn how to
improvise melodies and rhythmic patterns on classroom
instruments. Students will also learn to create their own pieces in
cut time with guidelines. (National Standards 1 singing, 2 playing,
3 improvising, and 4 composing)
Assessment: Informal assessment of playing proper rhythms in
cut time. Formal Assessment grading of composition
Students will learn what a round is, be able to recite the definition
of a round and find an example of a round in their music, and will
learn several rounds throughout the unit from different cultures
and styles of music. (National Standards 1 singing, and 9 music in
relation to culture)
Assessment: Kookaburra Quiz, What is a Round? paragraph
Students will learn about the Kookaburra and be able to write a
one-page reflection on the history and background of the bird.
(National Standard 8 music in relation to other disciplines)
Assessment: Reflection given during Lesson.
Students will how to evaluate and reflect on their final
performance of the piece. (National Standards 6 listening and 7
evaluating)
Assessment: Reflection and Rubric

Literature Spec Sheet

Title: Kookaburra
Composer: N/A ; Australian Folk Song
Arranger/Editor: Carolee Curtright

Publisher: Boosey & Hawkes, Inc.

Publication date: 1986
Publication ID Number: OCTB6255
Voicing: Three-Part Treble
Accompaniment: Piano
Solos: N/A
Language: English
Occasion: N/A

Voice Ranges: Part 1: F4-F5

Part 2: F4-F5
Part 3: C4-F5

Concepts: Round, crescendo, dynamic changes, cut time

Skills: Unison singing, counting silently rests between consecutive notes
Potential Problems: Uniform vowels, pitch center with unison singing,
sustaining full note values

Kookaburra Study Guide

Title:
Composer:
Arranger:
Voicing:
History:

Kookaburra
Traditional Australian Folk Song, no composer
Carolee Curtright
Three-Part Treble
A traditional Australian folk song. Kookaburra is sung in a round, and
is known as a campfire song.

Terms:
Dynamics- mf- mezzo-forte- medium loud,
mp- mezzo-piano- medium soft
p- piano- soft
f- forte- loud
Round- a melody where two or more voices can sing the exact same melody at
staggered times creating harmonies.
Cut time- identified by either a C with a line through it, C , or 2/2. There are two
beats in a measure, and the half note gets the beat.
Dissonance- two notes played together that are a half step apart, causing a clashing
sound. Example: the first notes in the right hand of the piano part, measure 15.
Diminuendo- a gradual decrease in loudness in a piece of music
Crescendo- a gradual increase in loudness in a piece of music
Tie- a curved line connecting two notes on the same pitch, the second note is not
rearticulated.
Slur- a curved line connecting any number of notes on different pitches meaning to
sing or play the notes without separation
Rest- a designated amount of silence within a piece of music
Homophony- when two or more lines of music move together to create harmonies.
Example: measure
Polyphony- two or more independent melodies moving at the same time creating
harmonies.
Skills:

Unison Singing- Everyone singing together on the same melody with uniform
vowels and a good blend. Measures 5-16 are sung in unison, we must have good
vowels to stay on pitch.
Leggiero singing- Singing each note with a light and bouncy feel. The whole piece
should be sung this way, not staccato, but with a fun and bouncy feel.
Proper and clear diction- articulating all consonants, especially K in this piece so
the audience can understand what is being sung
Proper dynamics- Following all dynamic markings in the score, especially when
each part is singing a different dynamic level in measure 17- 33.
Proper entrances and cut offs- Following the conductor for entrances and cut offs,
especially with a hard consonant entrances like the k in Kookaburra, also all
singers should be counting to achieve these

Unit Timeline

3 Weeks with twice weekly 25 minute lessons

Week 1: Introduce cut time. Do an improvisation activity where all
students have a classroom instrument, informal assessment. Introduce
the melody of Kookaburra with rote teaching.
Class #2 Bring out the scores, and teach measures 5-16. Assign
Composition project, let students work and assign performance for the
end of class next week.
Week 2: Class #1, teach measures 17-33 in sections. Allow students
time to finish compositions and practice on instruments. Assign
supplemental reading along with reflection, due the beginning of week
4.
Class #2, run measures 1 through 33 focusing on transition spots.
Performances of compositions.
Week 3: Class#1, introduce the concept of a round. Students will sing
other rounds, and then end with Kookaburra meaures38-49. Add to
previous sections and work on transitions.
Class #2Have students write a small paragraph on what a round is, list a
round we did in class. Sing measures 5-49. Note any difficult spots, run
them again.
Week 4:Class #1, collect kookaburra reflections. Introduce and learn
measures 51-59. Add to the round and work on transition to measure
51.
Class #2 Run the whole piece to identify places that need polishing,
noted for next week.
Week 5: Class #1, Kookaburra quiz, followed by singing tests in groups
of two or three.
Class #2, Entire piece is memorized. Polish sections that still need a bit
of work. End class with a Final Performance with accompanist. Hand out
reflection assignment; concert is two days from now. Assign for next
class.

Kookaburra Quiz
Total: ________/20
1. Where country does the song Kookaburra come from? (2 pts.)
_________________________________________
2. How many parts are sung in the piece? (2 pts.)
___________________________________
3. What is the definition of a round? (2 pts.)
a. Two voice singing together at the same time.
b. A song with no piano accompaniment.
c. A melody where two voices sing, but start at different
d. A type of folk song

times.

4. Write a quarter rest _________________________ (2 pts.)

5. Homophony is when two independent melodies move at the same
time. True or False (2 pts.)
6. What is the most important thing we must do as singers to have a
good unison singing sound? (2 pts.)
7. How do we know when to cut off our singing at the right time? (Hint:
Who do we watch?) (2 pts.)
8. Draw two notes tied together on the top staff. (4pts.)
Draw two notes with a slur on the bottom staff. (4 pts.)

Kookaburra Final Performance Reflection

Write a one page double-spaced, 12-point font reflection over our
performance of Kookaburra at our 5th grade concert. Topics that should
be covered in the reflection:
What do you think we did well as group?
What do you think we could have worked harder on to make the
performance better? Give a suggestion on how to improve.
Did we portray the song with good facial expression as well as
musical expression?
What was your favorite part about learning Kookaburra?
Use at least 3 musical terms from your study guide.
You should proofread your paper to make sure that there are no
grammatical errors. Make sure you reference your notes that you took
in class while watching the performance. Remember to look at the
rubric to double check you have everything in the reflection.

Kookaburra Reflection Rubric

Name: ________________________
Positive reflection

What we could have done

better

Proper expression both

musical and facial
Favorite part of learning;
grammatical errors

At least 3 musical terms

0
The student does not
reflection on the positives
of our performance.

Total: ________/15

1
2
The student offers only one The student discusses one
positive of the
or two positives of the
performance.
performance, but there is
not much thought put into
the answer.
The student does not offer The student offers only
The student discusses
any suggestion on what the obvious answers and there what we could do better,
choir could have done
is very little thought put
but does not offer a
better.
into the answer.
suggestion. OR the student
offers a suggestion, but
does not discuss what we
could do better.
The student offers no
The student only addresses The student discusses both
feedback on this topic
either musical expression
facial and musical
or facial expression, not
expression, but in very
both.
little detail.
The student does not
The student discusses the
The student describes with
address the topic at all in
topic of their favorite part
detail their favorite part of
the reflection. OR
of learning, but there are
learning but there are
more than 4 or 5
between 2 and 4
There are more than 6
grammatical errors.
grammatical errors. OR
grammatical errors.
discusses in small detail
their favorite part of
learning, but there are no
grammatical mistakes.
There is no use of musical
There is one musical term
There are 2 musical terms
terms in the paper.
listed in the paper.
listed in the paper.

This Rubric reflects the guidelines as stated on the assignment given in class.

3
The student discusses
several things that we did
well in our performance.
The student discusses in
great detail what we could
have done better and
offers a suggestion on how
to improve.
The student discusses in
great detail both facial and
musical expression.
The student talks with a lot
of detail on the subject of
their favorite part of
learning. The entire paper
has no more than one
grammatical error.

There are 3 or more

musical terms listed in the
paper.

Kookaburra Singing Test Rubric

Students will sing measures 26-33 on their own part

Total: ________/30

Name: ________________________
0

1-3.5

4-5.5

Diction

The pronunciation
and emphasis on
consonants is not
there at all.

Proper Dynamics

The student does not

use dynamics at all.

The student speaks

most of the words
right, but lacks ending
or beginning
consonants.
The student uses most
of the dynamic
changes, but lacks the
diminuendo.

The student speaks all

of the words correctly
and with good
beginning and ending
consonants.
The student uses all
dynamic marking
properly throughout
the section.

Holding notes for

full value

The student does not

hold note values.

There are several

mistakes in the text,
and there is a lack of
ending and beginning
consonants.
The student uses the
diminuendo on the
last measure, but does
not follow the rest of
the dynamic
markings.
The student holds
some of the note
values, but either cuts
them off early, or
holds them too long.

The student holds the

full note values for the
majority of the notes,
but cuts a few off for
breathing purposes.

The student holds all

notes for their whole
values and breathes in
the designated spots.

Posture and breath

support

The student is
slouching and has no
breath support.

The student has

decent posture, but is
not using breath
support.

The student uses good

breath support
through the majority
of the piece, but could
improve posture.

The student has good

singing posture and
uses good breath
support throughout
the whole section.

Pitch accuracy and

Intonation

The student sings

more than 6 notes
incorrectly and has
poor vowel shape

The student has

decent vowel shape
for blend purposes,
but has 4-5 mistakes

The student makes no

mistakes, but has poor
intonation die to
vowel shape or the
student has good
vowel shape, but
makes 3 to 4 mistakes

The student makes no

more than one
mistake and has great
vowel shape

What is a Round?
Write a small paragraph describing what a round is. List one
round that we did in class besides in our piece, Kookaburra.

Composition Project
(Worth 10 pts. )

Guidelines:
Must be in cut time (1 pt._
You can work in groups of 2 or 3
Use Do, Mi, and So, C is do. (1 pt.)
Use only eighth, quarter, half, or whole notes. (2 pts.)
Add in text that relates to the Kookaburra or its life in
Australia. (1 pt.)
Choose from Boom whackers, glockenspiels, or recorder
to accompany while the other partners sing. (5 pts.)
Write your composition here: Dont forget your clef!

Name:

Kookaburra Improvisation
Playing:
In Rhythm? Y
Y or N
or N

Playing
within
guidelines Y
or N

Laughing Kookaburra
Dacelo gigas

The laughing kookaburra is well known both as a symbol of Australias birdlife and
as the inspirational merry, merry king of the bush from the childrens song.
Native to the eucalyptus forests of eastern Australia, the laughing kookaburra is the
largest member of the Kingfisher family, with females weighing up to one pound
(455 grams) and growing to 18 inches (45 centimeters) in length. Its beak can reach
4 inches (10 centimeters) long and is used to snatch a variety of invertebrates and
small vertebrates, including the occasional small snake. Since being introduced in
western Australia and New Zealand, the kookaburra has angered farmers by preying
on their fowl.
The laughing kookaburra has dark brown wing plumage and a white head and
underside. Dark brown eye stripes run across its face and its upper bill is black. Its
reddish-colored tail is patterned with black bars.
It gets its moniker from its manic laughter-like call. And its early dawn and dusk
cackling chorus earned it the nickname bushmans clock.

Laughing kookaburras are monogamous, territorial birds that nest in tree holes.
Females lay one to five eggs, which are tended by a collective unit composed of
parents and elder siblings. Fledgling kookaburras generally remain with their
parents to help care for the subsequent clutch.
Laughing kookaburras are not currently considered threatened although loss of
habitat is a primary threat to the birds. They have adapted well to human
development and often inhabit suburban areas, which provide both food and
shelter.

Map

Laughing Kookaburra Range

Fast Facts
Type:
Diet:

Bird
Carnivore

Average life span in captivity:

Up to 20 years
Size:
15 to 18 in (39 to 45 cm)
Weight:
13 to 16 oz. (368 to 455 g)
Did you know?
Noisy early morning and evening choruses have earned the laughing
kookaburra the nickname bushmans clock.
Size relative to a 6-ft (2-m) man:

Laughing Kookaburra
Basic Information
Scientific Name:
Dacelo novaeguineae
Featured bird groups:
Survey species
Atlas Number:
322
What does it look like?
Description:
The Laughing Kookaburra is instantly recognizable in both plumage and voice. It is
generally off-white below, faintly barred with dark brown, and brown on the back
and wings. The tail is more rufous, broadly barred with black. There is a
conspicuous dark brown eye-stripe through the face. It is one of the larger members
of the kingfisher family.
Similar species:
Identification may only be confused where the Laughing Kookaburra's range
overlaps that of the Blue-winged Kookaburra, Dacelo leachii, in eastern Queensland.
The call of the Blue-winged Kookaburra is coarser than that of the Laughing
Kookaburra, and ends somewhat abruptly. The Blue-winged Kookaburra lacks the
brown eye-stripe, has a blue tail and a large amount of blue in the wing, and has a
pale eye.
Where does it live?
Distribution:
Laughing Kookaburras are found throughout eastern Australia. They have been
introduced to Tasmania, the extreme southwest of Western Australia, and New
Zealand. Replaced by the Blue-winged Kookaburra in central northern and
northwestern Australia, with some overlap in Queensland, although this species is
more coastal.
Habitat:
The Laughing Kookaburra inhabits most areas where there are suitable trees.
What does it do?
Feeding:
Laughing Kookaburras feed mostly on insects, worms and crustaceans, although
small snakes, mammals, frogs and birds may also be eaten. Prey is seized by
pouncing from a suitable perch. Small prey is eaten whole, but larger prey is killed
by bashing it against the ground or tree branch.

Breeding:
Laughing Kookaburras are believed to pair for life. The nest is a bare chamber in a
naturally occurring tree hollow or in a burrow excavated in an arboreal (treedwelling) termite mound. Both sexes share the incubation duties and both care for
the young. Other Laughing Kookaburras, usually offspring of the previous one to
two years, act as 'helpers' during the breeding season. Every bird in the group
shares all parenting duties.
Living with us
Laughing Kookaburras often become quite tame around humans and will readily
accept scraps of meat. This 'pre-processed' food is still beaten against a perch before
swallowing.

http://www.birdsinbackyards.net/species/Dacelo-novaeguineae

http://animals.nationalgeographic.com/animals/birds/laughingkookaburra/?rptregcta=reg_free_np&rptregcampaign=20131016_rw_membership_
r1p_us_se_w#

Laura Schuley
Ball State MUSE 357
Dr. Ester
March 27, 2014 approx. 9:30am
Prerequisite Knowledge and Skills for this Rehearsal
Students will have an understanding of level 3 Takadimi. They will also have an
understanding of part-singing and be able to hold their own part in a proper
balance. Students will also know about proper breath support and vowel shape and
apply it to this rehearsal. Students will have knowledge of time signatures (common
time) and how to count in their heads for proper entrances during piano interludes.
Students will also know the tune Row Your Boat.
Behavioral Objectives
Students will be able to read melodic exercises and find them in the music
and give the appropriate measure number(s) where the patterns occur (mm.
26-33)
Students will use proper vowels and breath support to the teachers
expectations while singing.
Students will be able to sing all three parts of Kookaburra together to the
teachers expectations (whole piece).
Students will be able to understand the concept of a round and apply it to the
piece
Students will be able to sing in a round with proper balance between the
groups
Students will be able to give a proper definition of cut time and how we read
the time signature.
Materials
Piano
Sheet music of Kookaburra
Kookaburra visual (15)
Overhead Projector, screen, remote, and pointer.
Procedures
0:00 Set Choral Technique
Students will sing Row Your Boat together in unison starting on D4. The teacher will
then separate the class into three groups. The students will then sing the song in a
round starting with group 1, then 2, and 3. The teacher will then change the starting
order until each group has a chance to start first. Students will focus on not
overpowering the other groups. The teacher will ask if anyone knows what form
this piece is in. Answer: round
0:02 Literacy

Students will read an exercise in 2/4 time that relates to the actual rhythm in the
piece that is in cut time. The teacher will ask how do we know how many beats are
in the measure and which not gets the beat. Students will answer the question
according to common time. The teacher will then present an exercise in cut time and
ask how many beats should be in each measure and what note gets the beat. The
students will answer and then read the exercise in cut time. The teacher will then
tell the students that this is called cut time.
0:04 Learning Parts
Students will turn to page 6 of Kookaburra. The teacher will ask if anyone sees
something that we had just done earlier in the exercises. The students will then sing
the melody together along with the piano from measure 38 to 45. The teacher will
then split the groups off into their respective parts and hand out the kookaburra
visuals. Students will raise their kookaburra when the begin singing the melody to
ensure proper entrances. Curriculum Connection: Ask students about related
reading. What Kookaburra eats, what it looks like, where it is from, etc. Write a
reflection over what we talk about in class and the reading and color Kookaburra its
true colors. . The teacher will explain that each group comes in four beats after the
group before them. Students will put their birds down when the next group comes
in.
0:07
Students will then turn back to measure 5 and answer the question Does this look
familiar? Is it the same as what we just sang as a whole group, or is it slightly
different? Students will answer that it is the same; just the last note of each phrase
is longer. Students will sing along with the piano in 4 bar chunks from measure 516. (Because they already know the melody, ending measure is just an extended
value of previous note)
10:00
Students will go on to refresh parts from pg. 3 to 5.
Men: What do we have to remember about our part on page 4 the bottom system?
(m. 28 the notes go up not down) Run part with piano quickly.
Alto: What do we have to remember about our part on page 5 the bottom system?
(mm. 32-33 Notes go down instead of up) Run part
Alto and Men together
Soprano: What is your part? (The melody)
All 3 parts together a cappella

CHECK FOR TIME TO SEE TO CONTINUE OR POLISH

Sponge Activity
0:14

Students will then read ahead to mm. 51-52 and see that the melody is the same,
just with rests between each note. Students will sing this pattern. Students will then
read mm. 55-59, the soprano line. Students will see that mm. 55-56 are unison, the
men have the melody note at m. 57, and the soprano just jump up the octave. Altos
have the melody they end on do, what is their next note? (so) Men end on their
original melody from measure 20. Run all three parts together.
0:18
Closure: What does the time signature tell us? What is the name of the exercise we
do from measure 38-49
Run the piece with piano accompaniment.
Teacher Notes
Row Your Boat Unison

Row Your Boat 3 part

What form? (round)
2/4 exercise How do we know beats?
2/2 exercise cut time
4:00
Pg. 6 do we see a familiar rhythm?
Sing along with piano together first, Pass out visual, then
in groups of 3 What is this called?
Curriculum Connection: Talk about Required Reading
and where the Kookaburra is from, what it eats, what it
looks like, etc. Assign Reflection of reading and what we
discussed in class. Color Kookaburra its true colors. Pass
out coloring page and blank paper page.
Turn to measure 5. Does this look familiar? Sing together
with extended note
10:00
Refresh parts from pg. 3
Men: What do we have to remember about our part on
page 4 the bottom system? (m. 28 the notes go up not
down) Run part with piano quickly.
Alto: What do we have to remember about our part on
page 5 the bottom system? (mm. 32-33 Notes go down
instead of up) Run part

 Alto and Men together

Soprano: What is your part? (The melody)
All 3 parts together a cappella
CHECK FOR TIME TO SEE TO CONTINUE OR POLISH
Sponge Activity
0:14
Students will then read ahead to mm. 51-52 and see that the
melody is the same, just with rests between each note.
Students will sing this pattern. Students will then read mm. 5559, the soprano line. Students will see that mm. 55-56 are
unison, the men have the melody note at m. 57, and the
soprano just jump up the octave. Altos have the melody they
end on do, what is their next note? (so) Men end on their
original melody from measure 20. Run all three parts together.
0:18
Closure: What does the time signature tell us? What is the
name of the exercise we do from measure 38-49
Run the piece with piano accompaniment.