Lillian Newton

Dr. Talbot
MUS149
Assignment 4.5

Context:
4th Grade General Music, working through world music
Prior Knowledge:
 Students are familiar with strong and weak beats. Students are familiar with 4/4 meter,
quarter notes, and half notes. They have been introduced to dotted half notes and whole
notes in previous lessons
Essential Question:
Why do composers create music using different meters?
Standards:
I. MU:Cr1.1.3b – Generate musical ideas (such as rhythms and melodies) within a
given tonality and/or meter.
II. MU:Pr6.1.3a – Perform music with expression and technical accuracy.
III. MU:Re7.1.3a – Demonstrate and describe how selected music connects to and is
influenced by specific interests, experiences, or purposes.
IV. MU:Cn11.0.3a – Demonstrate understanding of relationships between music and the
other arts, other disciplines, varied contexts, and daily life.
Learning Objectives:
1. Students will aurally recognize triple meter and the visual representation of 3/4 meter. .
2. Students will perform in 3/4 meter.
3. Students will compose in 3/4 meter.
4. Students will define 3/4 meter..
Assessments:
1. Teacher will aurally assess students’ clapping and stomping in relation to strong and
weak beats along with lullaby using a +/- scale.
Student clapped once on the strong beats.
Student stomped twice on the weak beats between strong beats.

2. Teacher will aurally assess students’ performance of the lullaby and their compositions
using a +/- scale.
Student sang correct rhythms in the lullaby.
Student clapped correct rhythms and number of beats in their compositions.

3. Teacher will visually assess composition on handouts collected as an exit ticket using a
+/- scale.
4. Teacher will aurally assess students’ definition of 3/4 through group discussion and
sharing out using a +/- scale.
Student accurately defined 3/4 stating that there were 3 beats in each measure.
Key Terms:
Meter - The grouping of beats into regular patterns.
Triple Meter – The grouping of beats into a pattern of 3 macro beats.
Beat - The regular pulse of music which may be dictated by the rise or fall of the hand or baton
of the conductor, by a metronome, or by the accents in the music.

Materials and Works Cited:

 Presentation
 Projector and computer
 Handouts
o https://docs.google.com/presentation/d/1rGdIoAcGxErygtc0NdP0x3f5F3h0qiwHi
cLi7XxxOdE/edit?usp=sharing
 Resources:
o 2014 Music Standards. (n.d.). Retrieved from https://nafme.org/my-
classroom/standards/core-music-standards/
o 3rd Grade Rhythm Lessons & Resources. (n.d.). Retrieved from
https://www.bethsnotesplus.com/3rd-grade-rhythm-lessons-resources
o Amare moina. (2019, September 4). Retrieved from
https://www.bethsnotesplus.com/2018/03/amare-moina.html
o Amare moina - India. (n.d.). Retrieved from https://www.mamalisa.com/?
t=es&p=4840
o Assam Population 2011-2020 Census - Corona Virus: Covid 19 Data. (n.d.).
Retrieved from https://www.census2011.co.in/census/state/assam.html
o Barua, B. (2016, April 29). Retrieved from
http://www.thethumbprintmag.com/two-lullabies-for-my-soul/
o beat. (n.d.). Retrieved from https://dictionary.onmusic.org/terms/391-beat
o meter. (n.d.). Retrieved from https://dictionary.onmusic.org/terms/2155-meter
o Minakshi, B. (2017). Folk Music of Assam and its Place in Modern Assamese
Music: A Historical Background. In Songs of dr bhupen hazarika a folkloristic
study (pp. 71–107). Retrieved from http://hdl.handle.net/10603/215238
o Lodrick, D. O., & Das, H. (2019, December 27). Assam. Retrieved from
https://www.britannica.com/place/Assam
o Priya, P. (n.d.). An Analysis of the Lullabies of Assam. Retrieved from
https://www.academia.edu/10188462/An_Analysis_of_the_Lullabies_of_Assam
Procedure:
1. Teacher will have presentation ready.
2. Teacher will invite students to sit.
3. Teacher will introduce India, specifically Assam, and it’s culture in relation to lullabies.
This information can be found in the presentation.
4. Teacher will introduce the song and talk about it from the presentation.
5. Students will listen to 2 different performances of the song.
 6. Teacher will play song again, asking students to listen for the strong and weak beats.
7. Teacher will ask students how many beats there were before each strong beat.
8. Teacher will play songs again and ask students to clap the Strong Beats and stomp the
weak beats.
9. Students will review 4/4 meter.
a. Students will review that, in 4/4 a quarter note is 1 beat.
10. Students will review note durations. They will review note durations using a rhythm tree
as well as reviewing dotted notes.
11.
12. Students will discuss what would change if the top 4 in 4/4 was a 3.
a. Pair share.
13. Teacher will continue onto slide with the notation for the lullaby.
14. Teacher will explain that ¾ means that there are 3 beats in a measure.
15. Teacher will ask students what note values would fit in a ¾ meter.
a. Purpose to show that whole notes are not used.
16. Teacher will sing the melody and ask students to repeat.
17. Students will perform Amare Moina.
18. Teacher will give students handouts to compose a rhythm in ¾ meter.
19. Teacher will ask for student volunteers to perform their compositions by clapping.
20. Teacher will ask students to turn in the handouts as they leave.

Extension:
 If time allows, teacher may have all students present their compositions either alone or
with a partner.

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.
Lillian Newton