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Rachel Ollestad

MUSE 350
7 November and 14 November 2017
5th Grade-Albany Elementary
The Washington Post & Jingle Bells March

Field Lesson #2 (Placement 2, Lesson 1)

Prerequisite Knowledge
Students can play the notes necessary for the March style of Jingle Bells
Students can sing Jingle Bells with good diction and breathing
Students can play through the traditional version of Jingle Bells

Standards
Singing alone and with others a varied repertoire of music
o 5.1.1 Sing independently and in ensembles maintaining good breath control, pitch, diction, tone quality, and
posture.
o 5.1.2 Sing expressively with attention to dynamics, phrasing, and articulation.
o 5.1.3 Sing a varied repertoire of son
Playing an instrument alone and with others
o 5.2.1 Play melodic, rhythmic, and chordal patterns by rote and by reading.
o 5.2.2 Play pitched and non-pitched percussion, keyboard, string, and wind instruments using correct techniques
for producing sound.
o 5.2.3 Play instruments independently or in a group to accompany singing.
o 5.2.4 Play melodies, accompaniments, and ensemble parts of various styles and cultures expressively with
correct rhythms, tempos, and dynamics.
Reading, Notating, and Interpreting Music
o 5.5.1 Read, notate, and perform quarter, dotted quarter, eighth, half, dotted half, sixteenth, and whole notes, and
quarter, half, and whole rests in meters of 2/4, 3/4, 4/4, and 6/8.
o 5.5.4 Read and perform music in the keys of C, G, and F major.
Listening to, Analyzing, and Describing Music
o 5.6.1 Describe musical elements including tonality, form, expressive qualities, and timbre through movement,
writing, or illustration, including how these elements might convey an expressive mood.

Objectives
By the end of this lesson, students should be able to
Use appropriate, descriptive words to describe march style
Move to a recording of a march using appropriate movements
Sing the traditional version of Jingle Bells and the march version of Jingle Bells, demonstrating the
differences between the two
Play through the traditional and march versions of Jingle Bells, demonstrating the differences
between the two.

Materials
Recorder
Copy of traditional and March styles of Jingle Bells
Document camera
Projector with connection to YouTube (both audio and visual)
Recording of Sousas Washington Post March
Video of soldiers marching
Worksheet of word map and individual definition of march
Elements of UDL
Multiple means of representation: Visual (showing a video of marching, word map) Kinesthetic
(marching around the room while Sousas March plays) Aural (listening to a march, playing a march,
hearing/playing differences between traditional jingle bells and march style jingle bells)
Multiple means of expression: Group work (small groups will work together to think of words that
relate to March) Movement (students will march to the music, demonstrating style) Individual
(students will write what March style means to them)
Multiple means of engagement: students will think of ways they have seen a march in their own lives,
feel a march through movement, watch a video that shows soldiers marching, listen to a march, play a
march

Procedure
Vocal warm-up with Miss Henderson?
0:00 Connection to students/intro of March style
o How many of you have ever been to a parade? What sort of things do people do at a parade?
Those who are watching? Those who are in the parade?
o I was in band in high school and we always participated in parades by marching! Today, we
are going to have our very own parade, but first we need to talk more about marching!
0:03 Videos
o But first, we need to talk a lot about marching and the kind of music that goes with them. We
know bands can march sometimes, but what other kinds of people can march? (soldiers)
o Lets watch a video of some different groups of soldiers as they march. While we watch, be
thinking of some words you could use to describe how they march.
o Keep those words in mind because you will need them later! Did you know there is a type of
music called a march? Lets listen to one! Just like the video we watched, think of some
words you could use to describe the music (play clip of Sousas march)
o Now, if were going to have our own parade, we should probably practice marching. Lets
stand up and march to this song!
0:10 Word Maps/Group work
o With your dot groups, share some of the words you thought of as you watched the clip of the
soldiers marching and listened to the march song. Did you have any words that were the
same? What were some words that were different?
o Lets make a big word map on the board. Volunteers to share their words?
(Some words to include, in-tempo, shorter notes (marcato), steady, triumphant,
victorious, quick)
0:15 Jingle Bells March
o So we have our marching down for our parade, now we need to create our own music to go
along with it.
Lets start by singing through our traditional style Jingle Bells
Now lets play it
Side-by-side comparison of traditional Jingle Bells and march Jingle Bells
Similarities (notes are the same, time signature)
Differences (Tempo is faster, Marcato, rhythms are different, salute at the end)
Im going to play the first part of Jingle Bells 2 different ways, and I want you to tell
me which is the traditional and which is the march
Using our word map, what words can you use that describe how the march was
different than the original shorter notes- define marcato here!
Lets play through our Jingle Bells march
0:20 Closing (Parade)
o So we have our marching, and our music, now lets put them together
Half of the group plays the Jingle Bells March while the other half marches around the
room while singing (USE HAND DRUM OR RECORDING IF NOT TOO FAST)
Switch
All salute at the end!
o If time, have students write their own definition of a march style song on the back of their
paper

Assessment
Informal formative assessment during lesson: students should be engaged and raising their hands to
answer questions during the lesson. They should demonstrate good posture, breathing, and singing
vowels, and recorder technique. The teacher should repeat any step of the lesson if many students
seem to be struggling.
Informal summative assessment after lesson: Students will write down their definition of a march
style and turn it in to the teacher to check for accuracy, understanding, and appropriate grade-level
vocabulary.

Future Lesson
Students will continue to work on their parade (listening for differences between traditional and
march styles) and add in the 3rd waltz style of Jingle Bells (a lesson on march vs. waltz)