Mavica Mus149 Assignment7

Delaney Mavica
Professor Talbot
MUS 149
30 November 2020
Articulation & Movement Unit Plan
Context: 6th Grade General Music.

Description:
This unit focuses on the different types of articulation in music, and how students can use
movement to express these articulations. Throughout the unit, the concepts that will be taught
will be staccato, legato, sforzando, and fermata. These concepts are flexible in that they can
easily be replaced with other articulations such as slurs, tenuto, marcato, etc. The unit is
designed to build on past lessons, with a review of every articulation that has been taught
throughout the unit each day. This keeps the articulations fresh in the students’ minds.
For example: Day 1 is learning staccato, whereas Day 2 is learning legato while reviewing
staccato. Day 3 is learning accents while reviewing staccato and legato. Day 4 is learning
fermata while reviewing staccato, legato, and accents.
If students are struggling to grasp one or more of the concepts, the idea of constantly reviewing
the concepts (as mentioned above) can be refined as to spend more time reviewing the topics
students may be struggling with. The teacher can also use the Continued Learning section of the
lesson plan as a review if students are struggling.
Essential Question: How can different types of articulation be used to convey a musician’s
intent?
Learning Outcomes:
1. Students will define different types of articulation.
2. Students will identify the difference between different types of articulation.
3. Students will arrange their own version of “Sweetly the Swan” with different types of
articulation and corresponding movements.
4. Students will perform their articulation/movement arrangements of “Sweetly the Swan.”
Unit Schedule
Articulation Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
Review / “Popcorn” poem Warm-up: Warm-up: Warm-up: Warm-up: Students will

Warm-up: will be taught “Popcorn” with Name Game of Pass the Articulation receive 10
through a call- staccato clapping legato & staccato Articulation Charades Game minutes to
and-response and vocalizing improvisations of Around the practice and
method. “Sweetly the Room Game revise their
Swan” final
performance.
Concept: Staccato Legato Accent Fermata Articulation & Group

movement performance
arrangement project
introduction
Activities: - “Popcorn” - “Sweetly the - “Ambalame Pina - “By\’m - Articulation Groups will
Swan” Pina” Sri-Lankan Bye” review perform their
- Using this song, Kawi Poem with African arrangements
the students will - Using this song, accents American - Each group of “Sweetly
perform staccato the students will Spiritual arranges “Sweetly the Swan” for
movements along perform legato - Writing accents the Swan” with the class.
with spoken movements with over top of the - Fermata multiple different
staccato sung legato lyrics and Ice-Skating articulations and
articulations. articulation. evaluating & Game: corresponding
critiquing how it Students movements to
affects the creator’s will explore prepare for their
intent. Refining this fermata by final performance.
and then pretending (15-20 min)
performing it. to ice skate.
- “Sweetly
the Swan”
fermata
arrangement
Connection Staccato Legato articulation Accent is defined Fermata is All four articulation Students will
to Unit: articulation is is defined using using student- defined concepts are brought perform and
defined using student-interpreted interpreted through together, equipping watch
student- movements and movements and imagination students with performances
interpreted vocalizations, vocalizations. and multiple options to of
movements and movement. incorporate in their arrangements
vocalizations. final project. of “Sweetly
Students will also be the Swan”
arranging a song with
with musical intent. interpretative
movement
and
articulations.
Day 1: Staccato Lesson
Context: 6th grade general music class. Students have learned songs by rote and are beginning to
learn different ways to shape music.
Essential Question: How can staccato articulation be used as an expressive tool in music?
Standards:
1. MU:Cr1.1.3a Improvise rhythmic and melodic ideas, and describe connection to specific
purpose and context (such as personal and social).
2. MU:Pr6.1.5a Perform music, alone or with others, with expression, technical accuracy,
and appropriate interpretation.
3. MU:Re8.1.3a Demonstrate and describe how the expressive qualities (such as dynamics
and tempo) are used in performers’ interpretations to reflect expressive intent.
4. 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:
I. Students will define staccato articulation.
II. Students will identify staccato articulation through movement and vocalizing.
III. Students will arrange staccato articulations with the song “Popcorn.”
IV. Students will perform their arrangements of “Popcorn” incorporating staccato
articulation.
Assessments:
I. Teacher will assess definition of staccato articulation by having the students complete an
exit slip with the question “What does staccato mean?”. The teacher will examine this
slip for buzz words such as “short,” “detached,” “quick,” etc.
A. Student uses two or more buzz words in their response: Check Plus
B. Student uses one buzz word in their response: Check
C. Student uses no buzz words in their response: Check Minus
II. Teacher will assess identification by visually examining the students’ improvisations of
motion during “Popcorn.” Use the following rubric:
A. Student improvises staccato motions such as claps, snaps, and taps: Check
B. Student struggles to improvise staccato motions: X
III. Teacher will assess arrangement using the following rubric:
A. Student includes staccato articulations (clapping, snapping, speaking “Popcorn”
staccato) in their arrangement of “Popcorn”: Check
B. Student does not include staccato articulations (clapping, snapping, speaking
“Popcorn” staccato) in their arrangement of “Popcorn”: X
IV. Teacher will assess performance of “Popcorn” arrangements using the following rubric:
A. Student performs their arrangement of “Popcorn”: Check Plus
B. Student struggles to perform their arrangement of “Popcorn”: Check Minus
Materials:
• “Popcorn” Song
• Staccato Exit Slip
• References:
o Articulation. (2016, April 29). Retrieved November 27, 2020, from
https://dictionary.onmusic.org/terms/226-articulation
o Moore, H. H. (1997). A poem a day: 180 thematic poems and activities that teach
and delight all year long. New York: Scholastic Professional Books.
o Staccato. (2016, June 19). Retrieved November 26, 2020, from
https://dictionary.onmusic.org/terms/4770-staccato_462
Glossary:
1. Staccato: A style of playing notes in a detached, separated, distinct manner, as opposed
to legato. Staccato is indicated by a dot directly above or below the notehead.
2. Articulation: Directions to a performer typically through symbols and icons on a musical
score that indicate characteristics of the attack, duration, and decay (or envelope) of a
given note.
Procedure:
1. Teacher will direct the students to sit in a circle, and the teacher will sit in the circle with
them.
2. Teacher will then tell the students to repeat after them, and recite the first line of the
popcorn song, clapping on the first three beats of every line.
3. The teacher will repeat this with every line until they have gotten through the whole
poem.
4. Then, the teacher will have the students repeat every two lines in the poem, until they are
comfortable with it.
5. Then, the teacher will have the students repeat every four lines in the poem, until they are
comfortable reciting it.
6. The teacher will then recite the entire poem along with the students, making sure to keep
clapping.
7. After this, the teacher will ask the students what movements they can make that sound
like popcorn (should be something along the lines of claps, snaps, taps, etc.).
8. Then, the teacher will have the students sing the poem again, and improvise their own
staccato motions while they sing.
9. The teacher will then ask the students what motions they did, and why they chose to do
these motions.
10. The teacher will have the students speak the poem as if they were the popcorn.
11. The teacher will ask the students how they would describe the way they spoke the poem
(the answers should be something along the lines of “short” and “quick.”).
12. The teacher will then say that this articulation is called staccato.
13. Then, the teacher will have the students split off into small groups of 2-4. The teacher
will instruct the students to arrange their own versions of “Popcorn,” using both staccato
movements and staccato vocalizations.
14. After 3-4 minutes, the teacher will bring the groups into a circle.
15. Each group will perform their arranged versions of “Popcorn.”
16. After each group has performed individually, every group will perform their
arrangements at the same time, while everyone sings the poem at the same time.
17. The teacher will then ask the students “Why might a musician choose to use staccato
articulation?” and facilitate a small discussion with the students.
18. The teacher will then hand out the exit ticket, and the students will fill it out and turn it
in.
Continued Learning:
1. Teacher can play different songs with a variety of cultural backgrounds, and have the
students raise their hands when they hear staccato articulations.
2. Teacher can bring our different Orff instruments and have the students play “Popcorn” on
these instruments with staccato articulation.
Resources:
Staccato Exit Slip
1.) What does staccato mean?
2.) What movements can you make to show staccato articulation?
Popcorn Lyrics
Pop, pop, popcorn,

Popping in the pot!
Pop, pop, popcorn,
Eat it while it’s hot!
Pop, pop, popcorn,

Butter on the top!
When I eat popcorn,
I can’t stop!
Day 2: Legato Lesson
Context: 6th grade general music. Students experimented with staccato articulations in the
previous class.
Essential Question: How can legato articulation be used to shape a piece of music?
Standards:
1. MU:Cr1.1.3b Generate musical ideas (such as rhythms and melodies) within a given
tonality and/or meter.
2. MU:Pr4.3.5a Demonstrate and explain how intent is conveyed through interpretive
decisions and expressive qualities (such as dynamics, tempo, timbre, and
articulation/style).
3. MU:Re8.1.2a Demonstrate knowledge of music concepts and how they support creators’/
performers’ expressive intent.
choices and intent when creating, performing, and responding to music
Learning Outcomes:
I. Students will define legato articulation.
II. Students will identify legato articulation through movement and vocalization.
III. Students will improvise legato articulation with “Sweetly the Swan.”
IV. Students will perform legato articulation with “Sweetly the Swan.”
Assessments:
I. Teacher will assess definition of legato articulation by examining an exit slip with the
question “What is legato articulation?” for buzz words. These words may include (but are
not limited to) “smooth,” and “connected.” Use the following rubric:
A. Student includes two or more buzz words in their response: Check Plus
B. Student includes one buzz word in their response: Check
C. Student includes no buzz words in their response: Check Minus
II. Teacher will assess identification of legato using the following rubric:
A. Student reacts with a thumbs up to teacher’s legato articulation example, and
thumbs down to teacher’s staccato articulation example: Check
B. Student does not react with a thumbs up to teacher’s legato articulation example,
and thumbs down to teacher’s staccato articulation example: X
III. Teacher will assess improvisation of legato articulation using the following rubric:
A. Student improvises legato articulation in their turn during “Sweetly the Swan”:
Check
B. Student struggles to improvise legato articulation in their turn during “Sweetly the
Swan”: X
IV. Teacher will assess performance of legato articulation using the following rubric:
A. Student performs locomotor & non-locomotor movements along with legato
vocalizations of “Sweetly the Swan,”: Check
B. Student struggles to perform locomotor & non-locomotor movements along with
legato vocalizations of “Sweetly the Swan,”: X
Materials:
• “Popcorn” Song
• “Sweetly the Swan” song
o Alternate Legato Lyrics
• Small scarves (enough for all students and the teacher)
• Legato Exit Slip
• References:
o Legato. (2016, June 2). Retrieved September 29, 2020, from
https://dictionary.onmusic.org/terms/4773-legato_433
o Locomotor and Non Locomotor Movements. (n.d.). Retrieved November 27,
2020, from
http://users.rowan.edu/~conet/rhythms/Resources/Loco.nonloco.definitions.html
o Moore, H. H. (1997). A poem a day: 180 thematic poems and activities that teach
and delight all year long. New York: Scholastic Professional Books.
o Sweetly The Swan. (n.d.). Retrieved September 29, 2020, from
https://mysongfile.com/songs/sweetly_the_swan
Glossary:
1. Legato: A directive to perform the indicated passage of a composition in a smooth,
graceful, connected style.
given note.
4. Locomotor Movement: Movements where the body travels through space from one
location to another.
5. Non-Locomotor Movement: Movements that occur in the body parts or the whole body
and do not cause the body to travel to another space.
Procedure:
1. Teacher has the class stand in a circle.
2. Teacher has the class begin walking in one direction at a moderate pace, staying in circle
formation.
3. Teacher has the students recite “Popcorn” while walking on beat.
4. While the students are reciting “Popcorn,” the teacher will tell them to imagine that they
are the popcorn, and have them recite the poem with staccato articulation.
5. After reciting the poem with staccato articulation, the teacher will have the students do
the staccato movements they created in the last class while reciting the poem.
6. When the students have finished reciting the poem one or two more times through, the
teacher will have them sit in a circle where they stop walking.
7. The teacher will then ask a question along the lines of “What do we call that type of
articulation?” or “Which articulation did you just do?”
8. After the students answer, the teacher will ask the students to show a staccato motion
that they did during “Popcorn.”
9. The teacher will then ask the students to show what the opposite of this type of motion
might be.
→ Students should either show a smooth and connected movement, or say “smooth”
and “connected.” If not, the teacher should show an example of a smooth
movement and ask the students what they would call this.
10. The teacher will then tell the students that smooth and connected articulation is called
legato.
11. The teacher will ask the students to show a thumbs up when they hear legato, and a
thumbs down when they hear staccato. The teacher will sing through “Sweetly the Swan”
with a mix of legato and staccato articulations.
12. The teacher will then begin to teach “Sweetly the Swan” to the students, starting one line
at a time until the students are comfortable singing the song, and building until the
students are comfortable singing the whole song.
13. The teacher will then have the students stand up and grab a scarf.
14. Then, the teacher will instruct the students to improvise their own legato movements with
the scarf while singing “Sweetly the Swan” smooth and connected, in a locomotor
fashion, and the teacher will do this with them.
→ Make sure to establish classroom procedures, such as students not running into
each other or anything else in the room.
15. After this, the teacher will bring the students back to the circle and have the students
perform their improvisations of “Sweetly the Swan,” but this time in a non-locomotor
fashion, and the teacher will do this with them.
16. The teacher will have the students sit back down in a circle, and ask the students “Why
might a musician choose to use legato articulations?” and facilitate a small discussion
with the students.
17. The teacher will then pass out an exit slip for the students to fill out and turn in.
Continued Learning:
1. The teacher can play different songs from around the globe and have the students hold up
cards that say “staccato” or “legato” when they hear staccato and legato articulations.
2. The teacher can have the students improvise rhythms with staccato and legato
articulations on Orff instruments.
Resources:
Legato Exit Slip
What does legato mean?
What movements can you make to show legato articulation?

Sweetly the Swan sheet music:
Alternate Lyrics:
This is legato, My name is _______ This is staccato,

Smooth and connected, Do, de ah do, Short and detached,
Smooth and connected, Do, de ah do, Short and detached,
Smooth and connected. Do, de ah do. Short and deatched.
Day 3: Accent Lesson
Context: 6th grade general music class. In the previous class, students have learned and
experimented with both staccato and legato articulations.
Essential Question: How can accents be used to shape a piece of music?
Standards:
1. 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.
3. MU:Re8.1.5a Demonstrate and explain how the expressive qualities (such as dynamics,
tempo, timbre, and articulation) are used in performers’ and personal interpretations to
reflect expressive intent.
Learning Outcomes:
I. Students will define accent.
II. Students will identify accents in pieces of music.
III. Students will arrange “Ambalame Pina Pina” with accents.
IV. Students will perform their arrangements of “Ambalame Pina Pina” with accents.
Assessments:
I. Teacher will assess definition of accent by facilitating a discussion at the end of the
lesson.
II. Teacher will visually assess identification of accents using the following rubric:
A. Student holds up the correct number for the accented version of “Ambalame Pina
Pina”: Check
B. Student does not hold up the correct number for the accented version of
“Ambalame Pina Pina”: Check Minus
III. Teacher will assess arrangement with accents using the following rubric:
A. Student arranges “Ambalame Pina Pina” with accents and corresponding
movements: Check
B. Student struggles to use accents and corresponding movement in their
arrangement of “Ambalame Pina Pina”: Check Minus
IV. Teacher will assess performance using the following rubric:
A. Student performs their arranged version of “Ambalame Pina Pina” with accents
and corresponding movement: Check
B. Student struggles to perform their arranged version of “Ambalame Pina Pina”
with accents and corresponding movement: Check Minus
Materials:
• White board & marker
• Paper and colored markers
• “Ambalame Pina Pina” song & lyrics
• References:
o Accent. (2016, April 28). Retrieved November 27, 2020, from
https://dictionary.onmusic.org/terms/4799-accent
o Yannucci, L. (n.d.). Ambalame pina pina. Retrieved November 28, 2020, from
https://www.mamalisa.com/?t=es
Glossary:
1. Accent: A stress or special emphasis on a beat to mark its position in the measure.
given note.
Procedure:
1. The teacher will have the students sit in a circle, and sit in the circle with them.
2. The teacher will begin singing “Sweetly the Swan,” and have the students sing along.
3. After singing this a few times, the teacher will sing the staccato and legato lyrics of
“Sweetly the Swan” while doing staccato and legato motions and have the students repeat
this.
4. Then, the teacher will sing the Name Game lyrics. The teacher will improvise staccato
and legato articulations and motions while they sing the song.
5. The teacher will direct the students to go around the circle one at the time and sing the
Name Game lyrics while improvising staccato and legato articulations and motions.
6. The entire class and teacher will repeat each student’s version of the Name Game lyrics
and movements.
7. After this, the teacher will briefly ask the class “What is staccato?” and “What is legato?”
and facilitate a small discussion on what purposes they can serve in music making.
8. Then, the teacher will walk over to a whiteboard with the lyrics to “Ambalame Pina Pina”
written out.
9. The teacher will speak the poem for the students, and then begin to teach it to them line
by line.
10. After the students are comfortable with each line, the teacher will make the sections
bigger until the students are comfortable reciting the whole poem.
11. The teacher will draw an accent over top of the first word of every line, and explain to the
students that this is called an accent.
12. The teacher will then recite the poem for the students while accenting the first beat of
every line, and making a grand motion (Ex: a pushing motion) for every accent.
13. The teacher will have the students stand up and repeat this.
14. The teacher will then add more accents to the lyrics (where they are added is up to the
teacher) and have the students repeat the song a few times.
15. After this, the teacher will ask the students to close their eyes. The teacher will recite the
song twice, once with accents labeled #1, and once without labeled #2.
16. The teacher will then have the students open their eyes and have the students hold up the
number of fingers that corresponds to the song with accents.
17. The teacher will then explain the translation of the song to the students.
18. The teacher will split the students up into groups of 3-4.
19. The teacher will pass out markers and a paper with lyrics already written on it, and then
tell the students to write in their own accents. The teacher will also tell the students to
think about the translation of the song, and how the meaning of the lyrics will impact
where they put their accents.
20. The teacher will give students about 3-5 minutes to do this.
21. The teacher will have each group perform their accented version of the poem.
22. Then, the teacher will tell each group to incorporate movement to represent the accents,
and give them 2-3 minutes to revise their arrangement.
23. The teacher will then bring the class together and have the groups perform their
arrangements for the class.
24. After every group performs, the teacher will bring the students back to sitting in a circle,
and ask the following questions to facilitate a discussion:
→ “What is an accent?”
→ “What motions can you do to show an accent?”
→ “Why would a musician want to use an accent in music?”
25. After a few students answer the questions, the teacher will ask the students to show a
thumbs up of they agree. The teacher can also ask if a student has any questions or wants
to add to the discussion.
Continued Learning:
1. The teacher can have the students improvise rhythms with accents on Orff instruments.
2. Students can sing an already learned song, and teacher can hold up a cut-out of an accent
mark at random parts of the song and have the students accent the beat that the accent is
held up on.
3. Teacher can show students lyrics of an already known song, and write in accents on
certain beats in the song. Then the teacher and students can sing the song while
articulating the accents and doing body movements to represent the accents.
Resources:
Accents Activity Worksheet / Ambalame Lyrics
Ambalame Pina Pina
Walan kadak gena gena
Eeeka bindapi gona gona
Eekata mata sina sina.

“Ambalame Pina Pina” Lyrics Translation:
Sri-Lankan Kawi Poem
Pina: the name of a Sinhala man

Ambalama: A road-side shed for travelers.
Translation:
Pina (name of a Sinhala man) of the Ambalama (road-side shed for travelers)
Came with a yoke-load of pots (a pingo-load of earthen cooking-pots)
That (whole thing) was broken by a bull
(and) For that I laughed and laughed.
Original notes by Koon Wijekoon:
“Ambalame Pina Pina is a very old Sinhala "Kawi". It is a kind of poetry written by many
writers - some are many hundreds of years old. [According to Sinhala History books, the Kotte
(a small town near present Kotte in Sri Lanka) period was very popular for Kawi.] How old
this is not known. The writer is also not known.
Day 4: Fermata Lesson
experimented with both staccato, legato, and accents.
Essential Question: How can we use fermata to shape a piece of music?
Standards:
1. 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.
3. MU:Re7.2.2a Describe how specific music concepts are used to support a specific
purpose in music.
choices and intent when creating, performing, and responding to music
Learning Outcomes:
I. Students will define fermata.
II. Students will identify how to use a fermata.
III. Students will arrange “Sweetly the Swan” using fermatas.
IV. Students will perform arrangements of “Sweetly the Swan” with fermatas.
Assessments:
I. Teacher will assess definition using a “Twitter Post” exit ticket. Examine for buzz words
such as “held,” and “long,” Use the following rubric:
A. Student uses one or more buzz words in their post: Check Plus
B. Student uses no buzz words in their response: Check Minus
II. Teacher will assess identification using the following rubric:
A. Student “falls down” to show fermata when the fermata sign is shown during the
Ice-Skating Game: Check
B. Student does not “fall down” to show fermata when the fermata sign is shown
during the Ice-Skating Game: Check Minus
III. Teacher will assess arranges “Sweetly the Swan” using the following rubric:
A. Student arranges “Sweetly the Swan” using fermatas: Check
B. Student struggles to arrange “Sweetly the Swan” using fermatas: Check Minus
IV. Teacher will assess performance using the following rubric:
A. Student performs arrangement of “Sweetly the Swan” with fermatas: Check
B. Student struggles to perform arrangement of “Sweetly the Swan” with fermatas:
Check Minus
Materials:
• “By\’m Bye” song
• Ice-Skating Game (https://ultimatemusictheory.com/articulation-activity/)
• Piece of papers/signs with a fermata on it (enough for the class)
• References:
o By'm Bye. (2020, November 26). Retrieved November 29, 2020, from
https://www.bethsnotesplus.com/2015/01/bym-bye.html
o Fermata. (2016, May 24). Retrieved November 29, 2020, from
https://dictionary.onmusic.org/terms/1388-fermata
o McKibbon-U'Ren, S. (2020, January 17). Articulation Activity - Story Telling
Through Music. Retrieved November 29, 2020, from
https://ultimatemusictheory.com/articulation-activity/
o Various Artists - Topic. (2015, November 10) By\'m bye [Video]. YouTube.
https://www.youtube.com/watch?v=bxlbhM4DN38
Glossary:
given note.
5. Fermata: A notation marking directing the performer or ensemble to sustain the note of a
composition affecting all parts and lasting as long as the artistic interpretation of the
conductor allows.
Procedure:
1. The teacher will have the students stand in a circle and the teacher will stand in the circle
with them.
2. The teacher will then explain how to play the Pass-The-Articulation-Around-The-Room
Game:
1. A student will pick one of the three previous articulations they have learned and
do the movement for that articulation.
2. The student to the right of the first student has to do this same movement, and
each student going around the circle will too.
3. After the movement goes around the circle, the teacher will ask the class which
articulation that was.
4. The students should respond and then the teacher will ask the class to give a
thumbs up or thumbs down for if they agree or don’t agree.
5. Repeat these steps until every student has had a turn to choose an articulation.
3. The teacher will then have the students play this game.
4. After this game, the teacher will have the students spread out in random spaces across the
classroom.
5. The teacher will then explain the instructions of the Ice-Skating Game:
1. Begin by telling the “Ice Skating Story” to set the scene of the game.
2. Students will pretend to “Ice Skate” around the room while the music plays.
3. Whenever the student hears a sustained note the student will pretend to “fall”
(safely) as if they have just fell while ice skating, and then sit there until the
sustained note is finished.
4. The student will get up when the note is finished and keep “skating”
5. Repeat steps 3 and 4 until the song is over.
6. The teacher will play “By\’m Bye” and the students and teacher will play the Ice-Skating
Game.
7. The teacher will have the class come back to stand in a circle, with the teacher standing in
the circle as well.
8. The teacher will then tell the students that the sustained note is called a fermata. They
will bring out a piece of paper or cardboard cutout that has a fermata on it and hold it up
for the whole class to see. The teacher will explain that this is the symbol that goes over
the note a musician wants to be sustained.
9. The teacher will then explain that the class is going to play the Ice-Skating game again,
but this time, the students will sing “Sweetly the Swan.”
→ This time, the students will be “skating” in place, and “falling” when the student
with the fermata sign holds up the sign. When the students “fall,” they will hold
whatever note and syllable the fermata sign is held up on, until the student puts
the sign down.
10. Then, the teacher will split the class into groups of 3-4.
11. The teacher will instruct the students to arrange their own versions of “Sweetly the
Swan,” using fermatas. Each group will get papers/cardboard cutouts with a fermata on
them, and will be instructed to hold them up when they are singing the fermata.
12. The teacher will give the class 4-5 minutes to do this.
13. The teacher will then bring the class back and have each group perform their
arrangement.
14. After each individual group performs, the teacher will ask the group “Why did you
choose to place the fermatas where you did?”
15. After all of the performances the teacher will pass out the Twitter Post Exit Slip and
explain that the students have to explain what a fermata is and what movements they can
use to portray it in 80 words or less.
16. The students will fill out the Twitter Post Exit Slip and turn it in.
Continued Learning:
1. The teacher can have the students improvise rhythms with fermatas on Orff instruments.
2. Students can sing an already learned song, and teacher can hold up a cut-out of an
fermata mark at random parts of the song and have the students sustain the beat that the
fermata is held up on.
3. Teacher can show students lyrics of an already known song, and write in fermatas on
certain beats in the song. Then the teacher and students can sing the song while
articulating the fermatas and doing body movements to represent them.
Resources:
Twitter Post Exit Slip
Write a Twitter Post! Answer these questions in no more than 80 words:
• What is a fermata?
• How would you use movement to portray a fermata?
• Make sure to add a username so I know who you are!
Day 5: Articulation & Movement Arrangement Lesson
experimented with both staccato, legato, accents, and fermatas.
Essential Question: How can we use articulation and movement to express musical intent?
Standards:
1. MU:Cr1.1.5b Generate musical ideas (such as rhythms, melodies, and accompaniment
patterns) within specific related tonalities, meters, and simple chord changes.
2. MU:Re8.1.5a Demonstrate and explain how the expressive qualities (such as dynamics,
tempo, timbre, and articulation) are used in performers’ and personal interpretations to
reflect expressive intent.
Learning Outcomes:
I. Students will identify different articulations during the Articulation Charades Game.
II. Students will arrange “Sweetly the Swan” incorporating movement and articulations.
III. Students will perform different articulations during the Articulation Charades Game.
Assessments:
I. Teacher will assess identification of articulation using the following rubric:
A. Does the student participate during the Articulation Charades Game? Y/N
B. Does the student portray an articulation movement during their turn of the
Articulation Charades Game? Y/N
II. Teacher will visually assess arrangement of “Sweetly the Swan” using the following
rubric:
A. Are the students working together to arrange? Y/N
B. Are the students incorporating a variety of articulations? Y/N
C. Are the students incorporating a variety of corresponding movements? Y/N
D. Do the students have purpose for these articulations and movements? Y/N
III. Teacher will assess performance using the following rubric:
A. Student performs an articulation movement during Articulation Charades: Check
B. Student struggles to perform an articulation movement during Articulation
Charades: Check Minus
Materials:
• Final Presentation Rubric (enough for the class)
• Whiteboard and marker
• References:
Glossary:
given note.
conductor allows.
Procedure:
1. The teacher will greet the students and have them sit down on the floor, with the teacher
standing in front of the class.
2. The teacher will explain that as a review, the class is going to play Articulation Charades.
3. The teacher will split the class into two teams.
4. Alternating which team member goes first, one student will stand in the front of the class
and have 30 seconds to act out a movement for an articulation of their choice, while the
opposite team as that student tries to guess what the articulation is. If the team gets it
correct, they get one point! If the team can’t figure it out, the actor’s team gets one point!
5. This will continue until everybody has had a chance to be the actor.
6. After this, the teacher will assign groups of 3-4 students, pass out the rubric for the Final
Presentation, and read through it with the students.
7. The teacher will perform an example of the Final Presentation for the students, and then
ask if the students have any questions.
8. The teacher will give the students 15 to 20 minutes to work together to arrange their Final
Presentation. During this time, the teacher will be walking around the classroom to watch
the students progress with their arrangements. The teacher will also be available for any
questions the students might have.
Continued Learning:
1. The teacher will give the students 8 to 10 minutes at the beginning of the next class to
revise and review their arrangement for the Final Presentation an ask any questions about
the rubric.
Resources:
Final Presentation Instructions & Rubric:
Name:__________________
Date: __________________
Group Members: ______________________________________________
Final Presentation Instructions & Rubric
For this final presentation, you will take the following lyrics of “Sweetly the Swan” and
arrange them with your own articulations and movements. Be sure to write your articulations
on top of the lyrics. Also, be ready to explain the purpose behind your articulations!
Lyrics:
(Everyone sings)
Sweetly the swan sings, do de ah do, do de ah do, do de ah do.
(Group Member #1: __________)
My name is _____________, do de ah do, do de ah do, do de ah do.
(Group Member #2: __________)
(Group Member #3: __________)
(Group Member #4: __________)

Student-Reflection Rubric (Fill this out after performing):
Circle the number to self-evaluate:

1 Novice 2 Intermediate 3 Advanced
Students struggle to Students perform their Students perform their
Performance perform their arrangement with arrangement
arrangement minimal pauses or consistently with no
consistently and stops during the pauses or stops during
without pauses or performance. the performance.
stops.
Students include little Students include some Students include a
Articulations to no articulations in different articulations variety of articulations
their arrangement. in multiple places their in multiple places in
arrangement. their arrangement.
Students’ movements Students’ movements Students’ movements
Movement have little to no partially correspond to correspond to their
correspondence to their their chosen chosen articulations
chosen articulations articulations and and vocalizations.
and vocalizations. vocalizations.
Students’ vocalizations Students’ vocalizations Students’ vocalizations
Vocalization do not portray their partially portray their portray their chosen
chosen articulations chosen articulations articulations and
and movements. and movements. movements.
Teacher Portion of the Rubric:

1 Novice 2 Intermediate 3 Advanced
Students struggle to Students perform their Students perform their
Performance perform their arrangement with arrangement
arrangement minimal pauses or consistently with no
consistently and stops during the pauses or stops during
without pauses or performance. the performance.
stops.
Students include little Students include some Students include a
Articulations to no articulations in different articulations variety of articulations
their arrangement. in multiple places their in multiple places in
arrangement. their arrangement.
Students’ movements Students’ movements Students’ movements
Movement have little to no partially correspond to correspond to their
correspondence to their their chosen chosen articulations
chosen articulations articulations and and vocalizations.
and vocalizations. vocalizations.
Students’ vocalizations Students’ vocalizations Students’ vocalizations
Vocalization do not portray their partially portray their portray their chosen
chosen articulations chosen articulations articulations and
and movements. and movements. movements.
Day 6: Articulation & Movement Arrangement Final Presentation
Context: 6th grade general music class. In the previous class, students reviewed the articulations
staccato, legato, accents, and fermata, and began to arrange their final performance of “Sweetly
the Swan.”
Essential Question: How can we use articulation and movement to express musical intent?
Standards:
1. MU:Cr3.2.5a Present the final version of personal created music to others that
demonstrates craftsmanship, and explain connection to expressive intent.
2. MU:Re8.1.2a Demonstrate knowledge of music concepts and how they support creators’/
performers’ expressive intent.
4. MU:Pr6.1.6a Perform the music with technical accuracy to convey the creator’s intent.
Learning Outcomes:
I. Students will arrange “Sweetly the Swan” with articulations and movement.
II. Students will perform their arranged versions of “Sweetly the Swan” with articulations
and movement.
Assessments:
I. Teacher will assess creation using the following rubric:
A. Student works with their group to arrange “Sweetly the Swan”: Check Plus
B. Student does not work with their group to arrange “Sweetly the Swan”: Check
Minus
II. Teacher will assess performance using the rubric from Lesson Plan Day 5.
Materials:
• Final Presentation Rubric (See Lesson Plan Day 5)
• References:
Glossary:
given note.
conductor allows.
Procedure:
1. The teacher will begin by having the students separate into their performance groups.
2. The teacher will give the students 10-15 minutes to revise and review their arrangements
before they perform.
3. After doing this, the teacher will have the students sit on the floor in the middle of the
room.
4. Each group will have a turn performing, and after each performance, the students will
have the opportunity to ask the group questions about their arrangement, such as “What
was your intent with the (certain articulation)?” or “Why did you choose (certain
movement)?”
5. After all of the groups perform, the teacher will have the students take out their Final
Performance Rubric and complete the Student Reflection portion of it.
6. After completing this, the students will turn in their rubric.
Continued Learning:
1. The teacher will hand back graded rubrics and give the opportunity for students to ask
questions about it, or facilitate a discussion on a certain grade.

Mavica Mus149 Assignment7

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Mavica Mus149 Assignment7

Uploaded by

Copyright:

Available Formats

Delaney Mavica

Context: 6th Grade General Music.

Review / “Popcorn” poem Warm-up: Warm-up: Warm-up: Warm-up: Students will

Concept: Staccato Legato Accent Fermata Articulation & Group

Staccato Exit Slip

1.) What does staccato mean?

2.) What movements can you make to show staccato articulation?

Pop, pop, popcorn,

Pop, pop, popcorn,

Day 2: Legato Lesson

Legato Exit Slip

What does legato mean?

What movements can you make to show legato articulation?

This is legato, My name is _______ This is staccato,

Day 3: Accent Lesson

Essential Question: How can accents be used to shape a piece of music?

Accents Activity Worksheet / Ambalame Lyrics

Ambalame Pina Pina

Walan kadak gena gena

Eeeka bindapi gona gona

Eekata mata sina sina.

Sri-Lankan Kawi Poem

Pina: the name of a Sinhala man

Original notes by Koon Wijekoon:

Day 4: Fermata Lesson

Essential Question: How can we use fermata to shape a piece of music?

Twitter Post Exit Slip

Write a Twitter Post! Answer these questions in no more than 80 words:

Final Presentation Instructions & Rubric:

Final Presentation Instructions & Rubric

Sweetly the swan sings, do de ah do, do de ah do, do de ah do.

(Group Member #1: __________)

My name is _____________, do de ah do, do de ah do, do de ah do.

(Group Member #2: __________)

My name is _____________, do de ah do, do de ah do, do de ah do.

(Group Member #3: __________)

My name is _____________, do de ah do, do de ah do, do de ah do.

(Group Member #4: __________)

My name is _____________, do de ah do, do de ah do, do de ah do.

Circle the number to self-evaluate:

Teacher Portion of the Rubric:

You might also like