Teaching Musical Concepts

Objectives:
Students will be able to recreate broader musical concepts such as 8th notes, subdivision.

Procedures:
- Draw note lengths on white board
- Quarter, eighth, half note, whole note
- Students will sit down and do the lap song
- We will then stand
- I will introduce students to the same chart they are used to with tempos
- I will ask students to pick one
- We will do the Ram Sam song using this
- Students will go over their hymn (I will call upon the Lord)
- Sing through with dance
- We will sit down with Home on the Range (USING boomwhackers and then moving to bells)
- Talk about background of piece
- It is western (where is the west?)
- It is the official anthem of the state of Kansas
- Talk about rhythms (use board for this)
- Quarter Eighth note
- Go over saying the rhythms together on “ta”
- Tap on boomwhackers to feel their rhythm
- See if the students can sight read the piece
- Learn parts together while still being seperated

* Things to discuss in this music practice:

- Note length
- Subdivisions !!

Assessment: Informal
Assessment will be taken informally; having a formal assessment would distract from the learning goals.

Standards:

3.1 The student will read and notate music, including

 1. dividing rhythms into measures;
2. reading and notating rhythmic patterns that include sixteenth notes, single eighth notes,
eighth rests, and dotted half notes; and
3. explaining the functions of basic music symbols.

3.3 The student will play a variety of pitched and unpitched instruments alone and with others, including

a. playing music in two-part ensembles;

b. playing melodies written on the treble staff;
c. playing with expression, using a wide range of tempos and dynamics;
d. demonstrating proper playing techniques.

3.5 The student will demonstrate understanding of meter by

e. determining strong and weak beats; and

f. performing sets of beats grouped in twos and threes.

3.6 The student will respond to music with movement by

g. illustrating sets of beats grouped in twos and threes;

h. creating movement to illustrate rondo form;
i. performing non choreographed and choreographed movements, including line and circle
dances; and
j. performing dances and other music activities from a variety of cultures.