Professional Documents
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http://www.azlyrics.com/lyrics/muse/animals.ht
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http://www.youtube.com/watch?v=WnJz4eUV5q
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Steve Reich Reed Phase
http://www.youtube.com/watch?v=6TWMTV2p0
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National Standard(s):
State Standards:
ELA
Music composition
music.
resources
Critical listening
analyzing works of
3) Responding to and
art.
Academic Language (Review/Introduction): Review duple meter and also review triple
meter.
Learning Objectives: As a result of this class, students will be able to successfully count in 5/8
time in a two plus three meter feel and also in the feeling of three plus two after listening to Muses
Animals and Steve Reichs Reed Phase.
Motivation: In your journals, write down a word that has five syllables.
will tap their knee, shoulder, and then head, and then will snap twice. Then they will do the opposite,
snapping twice and then tapping their knee, shoulder, and head to a 2+3 pattern. Have one side of
the room do the 3+2 pattern while the other half of the room simultaneously do the 2+3 pattern and
then have each side switch.
notes.
Review: The notes on a staff FACE for spaces and Every Good Bird Does Fly for the Line
Task one: Give the students the starting pitch to Reed Phase. Ask if anyone knows
what the note is called in case anyone has perfect or very good relative pitch. Then once everyone
realizes the pitch, write the pitch (D) on the staff on the classroom board at the front of the room.
Play the piece, Reed Phase for everyone to Listen. The teacher should tell the student to listen for the
subsequent pitches that they hear. There is a lot of repetition in the piece of the subsequent pitches so
playing the piece once should be enough for everyone to grasp the pitches. When the piece is
finished playing, the teacher will go around the room and check on what pitches the students have
notated. The teacher will correct or help anyone who is struggling with notating certain pitches.
Medial summary: The students have written the pitches they hear in Steve
Reichs Reed Phase. Now we will listen to Reed Phase one more time to figure out if the meter is in a
2+3 or 3+2 pattern.
Task two: Ask the students if they know the definition of quintuple meter. Explain
that quintuple meters can be a combination of a duple meter followed by triple meter or of a triple
meter followed by a duple meter. The students may recognize the pre-fix to mean five. The piece is in
5/8 meter. The students should recognize this from the warm-up. Ask the students to listen to Reed
Phase once more and figure out which of the two patterns this pieces meter is in. Call on a few
students asking what their five-syllable word is from their motivation. Then say those words along
with the recording. For instance: Equilibrium, Cornucopia, Reciprocity. Now ask the students which
pattern (2+3 or 3+2) they hear the meter in. The correct pattern is 2 + 3.
Medial summary: The students understand the patterns that make up the meter
of Steve Reichs Reed Phase. They should also know that it is in a quintuple meter. Now we will listen
to Muses Animals.
Task three: The teacher will pull up the lyrics to Muses Animals. The students
can read the lyrics as they are listening. Choose one student who is behaving particularly well to
volunteer to point to the words as they are being sung. Now play the song once more and have the
students do the body-mind warm up activity for the 3+2 pattern as they are listening to the piece.
Ask the students to compare and contrast the two versions of the 5/8 meter in their journal.
Medial summary: The students have kinesthetically acted out the meter that can
be heard an felt in the Muse Song, animals. They are also now familiar with the lyrics of the song.
Homework (Formal Assessment): For homework ask the students to research a song
that is in quintuple meter. One meter should be in a 2+3 pattern while another should be in
a 3+2 pattern.
Summary:
Extension:
Lesson notes:
Compare/Contrast Describe
Interpret
Perform
Explain
Summarize
Express
Synthesize
AIM: New York City schools require that teachers use an Aim (focus for the
lesson) in the form of a How or Why question.
DO NOW: Teachers are also required to present a Do Now for students to
answer immediately upon entering the room. The Do Now is an effective tool to
quickly focus the students on class work as soon as they enter the room.
MOTIVATION: (Anticipatory set) Some schools require that you begin the lesson
with a Motivation, an effective tool to catch the students interest. The