Objectives: Students will…

● Demonstrate presto and largo with movement

● Perform various rhythms by clapping
● Identify differences in the instruments of two cultures
Materials:
● Rhythm Cards
● Prezi: ​https://prezi.com/view/xgzPOCFdNZ75HPZ8ET7r/
Procedure:
● T. will choose one st. to be the “leader.” The leader will set the tempo (either
largo or presto) and pat it somewhere on their body or stomp it. The other st.
must follow as the leader changes the tempo. T. will choose 5 leaders for this
activity. (5-10 minutes)
● T. will pass out rhythm cards for “I have, who has.”
● T. will remind st. of directions. Each st. has two cards. One with “I have…” and
one with “Who has…” St. must listen closely as the st. who is “it” says their
rhythm loudly. Even if st. have already gone, they must still listen and stay quiet
so others can hear. When they say “who has…” followed by the rhythm, each st.
must look at their cards and identify if they have it. The game will continue until
the cards lead back to the first st. St. must say and tap their rhythms. (10-15
minutes)
● T. will present prezi about Melanesia and Switzerland. After st. have listened to
each instrument (Conch and Alphorn), T. will ask st. to join a partner and discuss
what they heard. What similarities were there? What differences were there?
Why did each country use those instruments? What kinds of things might you
find in your house that you can use to communicate over long distances if you
don’t have a phone?
● T. will invite up to 5 st. to share what they might use to communicate a long way.
(Activity total 10-15 minutes)
Assessment:
● T. will observe as st. pat/stomp their presto or largo beat and give feedback as
needed.
● T. will listen as st. say their rhythms and identify who still needs some guidance.
● T. will listen to st. conversations about conch shell and alphorn.
Standards:
● Standard 3: Theory of Music
○ Students can identify known basic melodic, and rhythmic patterns.
■ Sixteenth notes and dotted half note
○ Identify extreme changes in tempo, dynamics and articulations.
■ presto/largo
● Standard 4: Aesthetic valuation of Music
○ Communicate similarities and differences in music used for holidays,
celebrations, and day-to-day life from various cultures
■ Discuss reasons that different kinds of music are important to
different people and cultures