Kazmarski-MUS149-Assignment 4.

2 (Syncopation for 4th Grade)

Essential Questions
How does placing a beat off of a pulse change the way we feel rhythm?

Context
Fourth grade class that is learning to apply rhythmic clapping with singing.

National Standards
MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation,
arrangement, or composition to express intent, and explain connection to purpose and
context
MU:Pr6.1.4a Perform music, alone or with others, with expression and technical
accuracy, and appropriate interpretation.
MU:Re9.1.4a Evaluate musical works and performances, applying established criteria,
and explain appropriateness to the context
MU:Cn10.0.4a Demonstrate how interests, knowledge, and skills relate to personal
choices and intent when creating, performing, and responding to music

Learning Outcomes
Students will identify the beat of the music.
Students will clap the syncopated pattern while singing.
Students will create their own syncopated rhythms to match the style of the song.
Students will identify syncopation throughout the song.

Procedure
Display a copy of the music on the smartboard.
Play the primary chords for F Major and play an F as the starting pitch.
Sing through “Yonder Come Day” 3 to 4 times alone for the class.
Ask the students to repeat after you, sing the first line of the song to the class 3-4 times
through.
Once students sang through the first line a 3-4 times, gesture that it is your turn to sing.
 Sing the second line of the song for the class 3-4 times through, and then motion for them
to join you.
Once students sang through the second line 3-4 times, gesture that it is your turn to sing.
Sing the third line of the song for the class 3-4 times through, and then motion for them
to join you.
Once students sang through the third line 3-4 times, gesture that it is your turn to sing.
Sing the fourth line of the song for the class 3-4 times through, and then motion for them
to join you.
Once students sang through the fourth line 3-4 times, cut them off.
Have the students sing through the whole song, singing with them.
With the music on the board, point to the ‘oh my soul’ and ‘in my soul’ sections of the
music.
Explain to the class that the rhythms in these sections are syncopated.
Isolate the syncopation in “oh my soul” and “in my soul” lines, clap the syncopation for
students and have them repeat.
Have the class sing the whole song, sing along with them. Continue repeating the song.
While still singing, begin adding in quarter note claps, allow students to clap the quarter
notes with you.
Begin clapping half notes, allow students to clap the half notes with you.
Demonstrate a simple rhythmic pattern through clapping, have students repeat the pattern
while still singing.
Ask a student to improvise their own syncopated rhythm, have the class repeat students
rhythm.
Give the Syncopation Identification Exit Ticket listed below to the students to identify
where the syncopation is within the song.

Assessment
Teacher will visually and aurally assess students performance of maintaining the beat
with an always, sometimes, and never rubric.
Teacher will visually and aurally assess students clapping the syncopated rhythmic
patterns using the always, sometimes, and never rubric.
 Teacher will aurally assess students creative rhythmic accompaniment patterns using the
always, sometimes, and never rubric.
Teacher will visually assess students identifying syncopation through the Exit Ticket at
the end of class.
Criteria                                                                     Always Sometimes Never 
 Students were able to maintain beat 
while clapping and singing.
 Students were able to clap and sing
Syncopated patterns.
 Students were able to create their
Own rhythmic accompaniment.

Materials and Citations

Projector/Smartboard, piano.
Copies of “Yonder Come Day” for each student for their exit ticket and closer reference.
Link to “Yonder Come Day” PDF: http://kristinbamberger.com/wp-
content/uploads/2015/07/Yonder-Come-Day.pdf

Unknown. “Kodály Song Analysis Directory.” Kodály Song Analysis Directory, 1 Jan. 1970,
ksadirectory.blogspot.com/.

Glossary of Terms and Abbreviations

Syncopation: Deliberate upsetting of the meter or pulse of a composition by
means of a
temporary shifting of the accent to a weak beat or an off-beat.
Improvisation: Term referring to the spontaneous performance of music without previous
preparation or any written notes.
OnMusic Dictionary -. (n.d.). Retrieved On March 5, 2020 from
http://dictionary.onmusic.org/ 

Extension
If time permits, ask for small group performances of the piece with students taking turns
creating the rhythmic accompaniment.
I affirm that I have upheld the highest principles of honesty and integrity in my academic
work and have not witnessed a violation of the Honor Code.- Zane Kazmarski

Syncopation Identification Exit Ticket

Hand out the print outs of “Yonder Come Day” sheet music to each student. Have them
write their name and the date at the top of the sheet. Ask them to circle the measures and beats in
which the syncopation occurs throughout the song. Collect once they are finished.
Song Title: Yonder Come Day
Ethnic/Geographic Origin: Georgia Sea Islands

Form A Av A B
Tone set: s, l, t, d r m Cadences 1 V 1 1
Syllables 9 7 9 8
Scale name: F‐do hexatonic with ti plagal #Measures 2 2 2 2

Range: V ‐ 3 Collector: Kristin Bamberger

Rhythm: heterorhythmic Source: Marcia Wisner

Pedagogical Use: tonic/dominant; part‐singing Resource: –