Ashley Starkston

MUED 380
September 26, 2017

5th Grade Pattern Movement Experience Design: 9 to 5

1. Rationale: Students at this age are asked a lot about what they want to be when they grow up.
Through discussion of the lyrics of this song, students can explore and discover what they want in a
career and begin to think about more than just 9 to 5 jobs. Through teacher facilitated discussions,
students can discuss issues in the workplace as well as matters of equality and fairness. This experience
will also allow students to work on rhythmic movements in their bodies and picking out things like form
and motives in music. This experience is designed to engage students in both musical and social
discussion.

2. Understandings Statement: Through this experience, students will understand musical form common
to pop music and will be able to demonstrate that through movement. Students will also be able to
discuss issues in the work place and ideas for careers.

3. I can statements:
I can discuss form and repetitions in music (VA SOL 5.11 3.)
I can demonstrate coordinated movement in a steady rhythm to music (VA SOL 5.5 1.,2.)

4. Materials:
9 to 5 Dolly Parton
https://www.youtube.com/watch?v=DaERHs8Q93E
Blank paper

5. Detailed Procedure:
SW come in and get a piece of paper and marker and find a seat on the floor (3 minutes)
TW play 9 to 5 once through for students to hear (3 minutes)
SW make 12 sections on their paper (1 minute)
- Make sure you leave space on the bottom of back to write on later
SW listen to song again and write counts for each of the 12 sections (3 minutes)
SW label each section what they think it should be called (2 minutes)
TW facilitate discussion about sections of the song structure (3 minutes)
- What did you call the first section and how many counts was it?
- What did you call the next 2 sections and how many counts were they?
- What did you call the longer section after that? What do you think could be another
name for that section?
TW have students stand up and begin pattern movement exercise (15 minutes)
- Transition: now lets make these sections into movements
- Refer to pattern movement chart
- Follow Weikart process
o Say
o Say and Do
o Whisper and Do
o Think and Do
TW facilitate discussion about movements related to structure (6 minutes)
 - What did you notice about the movements that repeated? What in the music did
they represent?
- Did you notice what we did before each chorus?
- What did we do during transitional times?
TW facilitate discussion about movements relationships to lyrics (6 minutes)
- Do pattern movement again, ask students to listen to the lyrics this time
- What words did ____ movement represent?
TW facilitate discussion about lyric meaning (8 minutes)
- What does the phrase 9 to 5 mean?
- What kind of jobs can you think of that arent 9 to 5?
- Are there any other ideas you have about what the lyrics are talking about?
SW write a short paragraph on the kind of jobs they would like and talk about whether they are
9 to 5 jobs or not as an exit slip for class (5 minutes)
- this would be on the same paper they wrote out the counts of the song on
6. Assessment:
I can discuss form and repetitions in music (5 points)
Student was able to divide music into sections (by counts) on their paper
I can demonstrate coordinated movement in a steady rhythm to music (5 points)
Student followed along with movements in time
Exit Slip completion (5 points)

7. Adaptations:
- for students who would need more time to learn the pattern movements and discuss form, the
social implications could be talked about on a separate day
- movement for the verses could be made the same instead of different for students who are
overwhelmed by the amount of different movements
- movements could be changed to be only stationary for students who cannot participate in
locomotor movement

8. Extension:
Students could do a take home project where they find another song addressing some issue and
come up with their own movements to it. They would be required to explain the form of the
song and the lyrical reason for the movements.