“All Together Now,” Learning Segment Lesson # 2 Ian Hansen

Day #: 2 California State Standards:

2/20/2020 1.MU:Pr4.2 a. With limited guidance, demonstrate knowledge of music
Thursday concepts (such as beat and melodic contour) in music from a variety of
# of minutes: cultures selected for performance
76 4.MU:Cr2 a. Demonstrate selected and organized musical ideas for an
(10:10-11:26) improvisation, arrangement, or composition to express intent, and
explain connection to purpose and context.

Focal concept/idea: Creating and refining a Agenda:

guitar quartet performance
Warmup on your part for “All Together Now.”

Learning Objective(s): Students will be able to H.L. pg. 24

play “All Together Now,” as written in each
of their quartets, AND will be able to go “All Together Now,” In Quartets
beyond the written piece, by adding musical
elements to their performance. Refine “All Together Now”

Timing Activity and classroom Informal Language Demand

talk description a
Formative Supports b

Assessment

Into 10:10- Warmup for no more than 5 Are they on the

(Warm-up) 10:20 minutes on “All Together correct string?
Now, and as a group on
“Caterpillar,” on the 6th string
only.
Are they
Hal Leonard pg. 24
writing in There is a LOW
Notes on the 6th String (E fingerings and E string (6th string),
string) fret numbers? and a HIGH E
string (1st string)

Transition 10:21- DESIGNATED Part IV players are responsible for the chords
10:26
OR
The written notes if they are feeling heroic
“The chords are written above the musical notes.”

Part IV players can play straight quarter notes along with the group,
OR THEY CAN CREATE their own strum pattern, but they must change
chords appropriate to the musical notation.
 *NOTE Gsus4 will be played as a normal G chord

Through (Central 10:27- Designated time to refine, Circulate

Activity[ies]) 11:00 and rehearse “All around and
Together Now,” for the help each
quartets. quartet. Limit
time for each
group so as to
allow for
circulating
around twice or
more.

Transition 11:01- Students should be very close on note accuracy and rhythmic accuracy
11:04 at this point.
Examples of how to enhance the performance piece by adding musical
modifications and expressions will be given.

“Dynamics,” “Accents,” “tempo modifications,” and

Varying the form (adding repeats. Changing tempo upon repeat etc…)

ANNOUNCEMENT: The group with the most interesting

“enhancement,” will be picked at the performance, and our whole
class will convert, and use their creation

FINAL ANNOUNCEMENT: No more than one full repeat of the song

will be allowed.

Beyond 11:05- Student time to CREATE Are they working Accents: play note
(synthesizing/ 11:20 modifications and together as a group much louder than other
making sense of the enhancements/refinements to and making sure notes
central activity) their rendition of “All Together that everyone can
Now.” play their Crescendo: Play each
modifications? note louder than the last
***STUDENTS MUST ALL
HAVE MODIFICATIONS Decrescendo: Play
WRITTEN IN THEIR MUSIC each note softer than
(not just one copy) the last

Fermata: Hold the

selected note, and
I will circulate to help with proceed together when
writing down the musical ready
 enhancements and refinements.
Repeat: play it all
again

Other ideas, present to

the teacher for a
Definition

Closure 11:22- Quick recap on the importance of rhythmic accuracy.

11:26 Performance day on Monday will be assessed by RHYTHMIC
ACCURACY, and USE OF MUSICAL
ENHANCEMENTS/MODIFICATIONS.
THE WINNER WILL “RE-WRITE,” THE PIECE “FOREVER.”