Kenny Millson

Social Foundations of Music Education

MUS 149 Assignment 4.2
Section 1: Essential Questions & Standards (Kindergarten General Music)
Essential Questions How can we perform the dynamics piano and forte through the song “Boom
How are we learning? Chika Boom?”
Standards MU:Cr1.1.Ka: With guidance, explore and experience music concepts (such
What is the framework for as beat and melodic contour).
our learning outcome? MU:Pr4.3.Ka With guidance, demonstrate awareness of expressive qualities
(such as voice quality, dynamics, and tempo) that support the
creators’ expressive intent.
MU:Re7.2.Ka With guidance, demonstrate how a specific music concept
(such as beat or melodic direction) is used in music.
MU:Cn10.0.Ka Demonstrate how interests, knowledge, and skills relate
to personal choices and intent when creating, performing,
and responding to music.

Section 2: Learning Outcomes

Learning Outcomes 1. Students will dynamics and dynamic contrast
How are we relating the 2. Students will
standards to the lesson? 3. Students will
4. Students will define what piano and fort

Section 3: Materials, Vocabulary, & Pre-Requisites

Materials and Open space in front of room
Citations
Thompson, B. Boom Chicka Boom. Beth’s Notes. Retrieved from
https://www.bethsnotesplus.com/2017/07/boom-chicka-boom.html.
Glossary of Terms & ➢ Piano: to play a piece of music softly
Abbreviations ➢ Forte: to play a piece of music loudly
➢ Dynamics: how loud or soft a piece of music is played

Section 4: Procedures
1. Teacher writes words piano and forte on the board
2. Have class stand in a circle in the front of the room
3. The teacher will start by calling out the first two measures of the
chant (the “call”)
4. The teacher will then gesture to the class and invite them to repeat
what the teacher just said
5. Repeat this process for the consecutive call and response sections
6. At the end, call out “this time!” in an eighth note pattern

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Section 5: Assessment & Extensions
Assessment
Checking understanding of
objectives.
Extension of Lesson
Where can this lesson go in
context?
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.
7. Have the students respond back “this time!” in the same eighth note
pattern
8. Teacher calls out “we chant” in an eighth note pattern
9. Students respond “We chant”
10. Teacher calls out “louder!”
11. Students respond “Louder!”
12. Repeat steps two through 8
13. This time, instead of ‘louder’ at the end, call out ‘softer’
14. Repeat the chantone more time
15. At the end, the teacher tells the class “when we sang loud, we sang
what is called forte. To sing a song or play an instrument loudly, we
play or sing forte. When we sang it softly, we sang what is called
piano. To sing or play an instrument softly, we play or sing piano.”
On an exit ticket, teacher will have students match piano and forte to
their respective definitions
Teacher will aurally assess student’s ability to perform the dynamics by
calling out “piano” or “forte” in the chant. If the dynamics are
performed correctly, teacher will praise the group, if not, teacher
will remind class what the definitions are and try again.
Teacher will ask students “when we chanted loudly, we were chanting
the dynamic?” and then invite the students to answer. Teacher
will repeat with softer, inviting to reply.
Teacher will assess a student’s ability to create dynamic contrast through
the use of body percussion during the chant
Extend the lesson by repeating the song, this time adding in body
percussion by having the students stomp when the word “boom”
happens, and challenge them to stomp quietly when singing piano, and
stomp loudly when singing forte.
Kenny Millson
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