Lindsey Showalter

2/28/18

MUED 373

Dabback

Hammel Lesson Plan

Objectives

• Students will demonstrate rhythms and pitch patterns provided by the teacher.

• Students will demonstrate rhythms and pitch patterns while incorporating movement and

chant.

• Students will improvise rhythms and pitch patterns as individuals and in groups while keeping

a steady beat.

• Forward: Students will improvise an eight bar melody while keeping a steady beat.

• Forward: Students will improvise an eight bar melody in groups of four.

• Forward: Students will take turns improvising in a call and response style with their groups.

• Forward: Students will combine with another group and take turns improvising in a call and

response style.

• Forward: Class will come together as one group and students will take turns improvising a

call and response melody with the class.

• Forward: Students will take turns improvising a melody and the rest of the class will respond

with their own idea.

• Forward: Students will take turns improvising while the rest of the class provides rhythmic

and/or harmonic support.

 • Back: Students will demonstrate rhythms/pitch patterns chosen from remembered examples

while keeping a steady beat by moving.

• Back: Students will demonstrate rhythms/pitch patterns chosen from remembered examples

(beat provided by metronome).

• Back: Students will improvise rhythms on one note.

• Back: Students will demonstrate rhythms on one note from remembered examples.

• Back:Students will demonstrate rhythms by clapping from remembered examples.

• Back: Students will demonstrate keeping a steady beat by stepping and clapping.

• Back: Students will demonstrate keeping a steady beat by stepping.

• Back: Students will demonstrate keeping a steady beat by clapping.

• Back: Students will demonstrate keeping a steady beat by tapping their feet.

• Back: Students will demonstrate keeping a steady beat by blinking (they can also watch

someone else clapping to get a visual representation of the beat).

• Back: Students will evaluate if a rhythmic example is consistent with a steady beat.

• Back: Students will demonstrate an understanding that music is happening.

Standards

• Anchor Standard #1: Generate and conceptualize artistic ideas and work.

• Anchor Standard #2: organize and develop artistic ideas and work.

• Anchor Standard #5: Develop and refine artistic techniques and work for presentation.

• Anchor Standard #7: Perceive and analyze artistic work.

Procedures

• Students will stand in a circle with room to move around them, teacher will stand in the center.
• Teacher will begin stepping side to side and clapping and will instruct students to do the same.

• When everyone is stepping and clapping in rhythm, the teacher will chant rhythms on a “ta”

syllable. These rhythms can be from pieces that the students will rehearse later in the class.

• Students will echo the rhythms.

• Repeat several times until students perform the rhythm confidently and correctly.

• Teacher will ask if a student would like to volunteer to step into the middle and provide

rhythms for the class to echo.

• After several minutes, the teacher will instruct the student to turn to the outside of the circle.

• Students will be given several minutes to improvise rhythms on their own while still keeping

the steady beat.

• Teacher will instruct the students to turn back into the circle.

• Teacher will ask individuals or groups to improvise rhythms for the class.

• While still keeping the steady beat, teacher will sing simple pitch patterns on the syllable “do.”

• Students will echo pitch patterns.

• Repeat until students perform melody confidently and correctly.

• Repeat the above exercise for pitch patterns (give students opportunity to get comfortable with

pitch patterns, improvise on their own, and improvise in from of the group).

Assessment

• Teacher will assess students’ abilities to perform rhythms and pitch patterns by observing each

student around the circle.

• Teacher will assess students’ abilities to improvise rhythms and pitch patterns by asking for

volunteers to lead the exercise.

• Teacher will assess students’ abilities to improvise while keeping a steady beat by walking

around the outside of the circle and observing each student individually.

• Teacher will also assess students’ abilities to improvise by asking groups or individuals to

improvise while facing inside the circle.

Adaptations

• Size: Although this exercise is mostly aural and kinesthetic, visual representations of the

rhythms and melodies used can be written out in large print on a whiteboard or posters.

• Color: The visual representations of rhythms and melodies mentioned above can be color-

coded. Each note in a pitch pattern can be a different color and the same concept can be

applied to the rhythms. When improvising, the students can use these colors to help organize

their thought as well.

• Pacing: Students who need more time for this activity could choose to focus on either stepping

and clapping or the echoes. Students who progress at a faster rate could add additional body

movements or pitches. They could choose to improvise a longer phrase or rhythm.

• Modality: This exercise involves a lot of movement, which could be beneficial for kinesthetic

learners. Students can also learn by listening to the spoken/sung rhythms and pitch patterns.

Visual learners could use rhythm or melody cards to read and use a small whiteboard to write

down their improvisations.