Millson-Mus 149-Assignment 7

KENNY MILLSON
MUS 149 ASSIGNMENT 7
Duple Meter: A 4th Grade General Music Unit
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

Giro, Giro Tarantella Tarantella Tarantella Spring *Summative
Song Tondo Assessment*
Napoletena Napoletena Napoletena
Note Meter 6/8 Time Meter & Duple Meter
Concept
Value 6/8-Dance
Singing and Body Focused Dance Performanc Assessment

Activity listening
Dancing e- Orff
Percussion-
instruments
Composing
This unit should serve as a brief introduction into Italian music and culture while
learning about Duple Meter. This unit is not meant to be an all-encompassing look at either
Italian music or culture. This unit introduces an Italian Children’s song and game, a folk song
and dance, as well as a piece from a larger orchestral work. This unit focuses mainly on the
rhythmic concepts of note value, meter, and 6/8 time. At the end of the unit, students should
have a deeper appreciation of Italian music and culture as well as be able to perform, identify,
compose, and define duple meter. The summative and formative assessments serves as a
benchmark for the teacher to check in and see if they need to re-go over a concept or concepts.
UNIT ESSENTIAL QUESTION: How can we learn about duple meter through Italian Music
Unit Learning Outcomes:
● Students will perform in duple meter
● Students will improvise in duple meter
● Students will define duple meter
● Students will identify duple meter
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● Students will dance

● Students will perform in 6/8
Section 1: Essential Questions & Standards (4th Grade General Music)

Essential Questions How can we learn about note value through the song “Giro, Giro Tondo?”
How are we learning?
Standards MU:Cr1.1.4a Improvise rhythmic, melodic, and harmonic ideas, and explain
What is the framework connection to specific purpose and context (such as social and
for our learning outcome? cultural)
MU:Pr4.1.4a Demonstrate and explain how the selection of music to perform is
influenced by personal interest, knowledge, context, and
technical skill.
MU:Re7.2.4a Demonstrate and explain how responses to music are informed
by the structure, the use of the elements of music, and context
(such as social and cultural).
MU:Cn11.0.4a Demonstrate understanding of relationships between music and
the other arts, other disciplines, varied contexts, and daily life.
Section 2: Learning Outcomes

Learning Outcomes 1. Students will perform eighth versus quarter note rhythms
How are we relating the standards to the through song
lesson? 2. Students will define quarter note and eighth note
3. Students will identify eighth notes and quarter notes
4. Students will dance to the eighth and quarter note rhythm
Section 3: Materials, Vocabulary, & Pre-Requisites

Materials & Citations Large open space in room (big enough for students to form and move
around in a circle), piano, attached exit ticket
Giro, giro, tondo - Italy. (n.d.). Retrieved November 19, 2018, from
https://www.mamalisa.com/?t=es&p=4897
Glossary of Terms & ● Quarter Note: in 4/4, a note that receives one beat
Translations ● Eighth Note: in 4/4, a note that receives one half of one beat
(Italian) (English)
Giro giro tondo Turn, turn around
Casca il mondo The world is falling down
Casca la terra The Earth is falling down
Tutti giù per terra. Everybody’s sitting down

Previous Learning The students will have previously learned about the quarter note in
KENNY MILLSON
Topic students have obtained 4/4 time

earlier required in lesson.
Section 4: Procedures
Giro, 1. Teacher will invite class to a large open space in the room
Giro 2. Teacher will sit at piano, and play do (C) for the class.
Tondo 3. Teacher will then play and sing through the entire song
Do = C 4. Teacher will break the song down for the students by singing the first two
measures, and then having the students repeat.
5. Teacher will continue this process for the entire song
6. Teacher will then sing the song, in its entirety with the students
7. Teacher will repeat the song over three times with the students
8. Teacher will invite the students to hold hands with each other, in a big circle
9. Teacher will then start having the class bounce their hands to eighth notes
while singing the song
10. Teacher will then explain the process for the song. The class will continue
bouncing their hands, as they move in a circle (feet on the quarter note).
After the last note, the class will let go of each other’s hands and carefully
squat down to the floor.
11. The class will sing the song with the dance (teacher participates).
12. Teacher will then have the class repeat the song and dance three times
13. Teacher will explain to the class that “giro giro” and the hand bouncing were
on eighth notes
14. Teacher will have students break off into groups to discuss what they think
eighth notes are
15. Teacher will have students return to their desks, and hand out an exit ticket
***Note: if any dance move requires students to touch another student, teacher
should express the importance of consent and ask students if they feel comfortable
doing the particular move with a partner. If any student is not comfortable, teacher
should offer a different option for the class, as to not exclude student(s)***
Section 5: Assessment & Extensions

Assessment Teacher will assess the students’ aural performance of eighth and
Checking understanding of quarter notes using the following scale:
objectives.
● Students successfully performed eighth notes and quarter notes in
time
● - Students did not perform eighth and quarters in time
Teacher will assess students’ definition of quarter note and eighth note
through the following scale:
● + Students correctly defined both quarter note and eighth note
● Students correctly defined one term but not both
● - Students did not correctly define either term
Teacher will assess students’ identification of eighth and quarter notes
using the following scale:
KENNY MILLSON
● Students correctly matched the note value with the picture

● - Students did not correctly match the note value with the
picture
Teacher will assess the students’ motor performance of eighth and
quarter notes using the following scale:
● Students successfully performed eighth notes and quarter notes in
time
● - Students did not perform eighth and quarters in time
Extension of Lesson Teacher could have students come up with their own dance using
Where can this lesson go quarters and eighths, as individuals and then as groups.
in context?
Figure 1: Giro Giro Tondo Sheet Music

KENNY MILLSON
Name: ________________________
Date: _________________________
Match the note value with the correct notation!
Quarter Note
Eighth Note
KENNY MILLSON

Essential Questions How can we learn about meter through the Tarantella Napoletana?
technical skill.

Learning Outcomes 1. Students will define duple meter
How are we relating the standards to the lesson? 2. Students will compose in duple meter
3. Students will perform in duple meter
Section 3: Materials, Vocabulary, & Prerequisites

Materials & Citations Open Space in front of room, Youtube Video, projector screen
Tarantella Napoletana. (2008, June 28). Retrieved November

25, 2018, from https://youtu.be/U-xsosv6uM0
Glossary of Terms & ● Meter: a recurring pattern of stresses or accents that provide the
Abbreviations pulse or beat of music. Meter is notated at the beginning of a
composition with a time signature.
● Tarantella: a rapid whirling dance originating in southern Italy.
Tarantella Napoletana is a dance from the Naples region of Italy.
● Meters. (n.d.). Retrieved from

https://dictionary.onmusic.org/appendix/topics/meters
● Tarantella Napoletana. (2008, June 28). Retrieved November
Previous Learning Students will have previously learned about beat.

Topic students have obtained
earlier required in lesson.
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Procedures 1. Teacher will invite the students to sit in front of the projector screen.
2. Teacher will play the accompanied YouTube video
3. Teacher will ask students what instruments the students hear.
4. Teacher will explain how common instruments used in Italian folk
music are the accordion, guitar, piano, and violin.
5. Teacher will divide the students into pairs or groups of three
(depending on class size)
6. The students will talk with their partner(s) and try to come up with a
definition of tarantella.
7. The teacher will then explain to the class the “actual” definition of
tarantella
8. The teacher will play the tarantella video over again to the class
9. Teacher will explain to the students how that specific tarantella is in
what is known as duple meter
10. In the same pair or grouping as before, the teacher will have the
students try and figure out what duple meter means
11. The teacher will then give the “actual” definition to the class
12. The teacher will then invite the students to stand up
13. The teacher will have the students stomp to maintain a steady beat
14. The teacher will demonstrate 2 bars (In 4/4; 8 counts) of body
percussion in a duple meter
15. The teacher will then have the class repeat it back, but will do the
first four counts then the second four counts
16. The teacher will add on another 8 counts of body percussion
17. Teacher will have the class repeat it back, first four counts, then the
second four.
18. Teacher will do all 16 counts of the body percussion at once
19. Teacher will have the class repeat the entire 16 counts back
20. Teacher will repeat this 3 times.
21. Teacher will divide the class in to different pairs or trios and then
have them compose 8 counts of their own body percussion in a duple
meter
22. Teacher will have the groups share for the class
23. Teacher will have the students return to their seats and pass out an
exit ticket (attached)
24. Teacher will collect exit ticket on student’s way out the door

Assessment Teacher will grade performance and composition of the duple meter
Checking understanding of
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objectives. by using the following scale:

✓: duple rhythm correctly performed in tempo
✓-: duple rhythm not correctly performed in tempo
Definition of duple meter will be assessed using the following scale:

✓: student wrote correct definition
✓-: student did not write correct definition

Extension of Lesson Teacher could have students choreograph their own body percussion to
Where can this lesson go in the rhythm of the Tarantella Napoletana
context?
KENNY MILLSON
Exit Ticket:
NAME__________________________
DATE__________________________
What is the definition of duple meter?

KENNY MILLSON
KENNY MILLSON

Essential Questions How can we learn about 6/8 through the Tarantella Napoletana?
technical skill.

Learning Outcomes 1. Students will define 6/8
How are we relating the 2. Students will improvise in 6/8
standards to the lesson?

Materials & Citations Open space in room (large enough to allow for student
movement around), one tennis ball for each student, projector
with audio component, Youtube Video
Tarantella Napoletana. (2008, June 28). Retrieved November

Glossary of Terms ➢ 6/8 Time: a time signature that is divided into two dotted
& Abbreviations quarter notes, or further into 6th eighth notes (grouped into
3s)
Previous Learning Students will have previously learned about the beat division in 4/4 time,
Topic students have as well as duple meter.
obtained earlier required
in lesson.
Procedures 1. Teacher will invite students to the open area in the front of the
room
2. Teacher will hand out on tennis ball to each student
3. Teacher will tell students to hold on to their ball for now, or else
KENNY MILLSON
they risk losing it and not participating in the upcoming activity

(classroom management)
4. Teacher will pull up the linked YouTube video
5. Teacher will pause video (before playing anything) and explain
the activity to the students. The activity is as follows: Bounce the
ball on the “strong” beat, catch it on the “weak” beat.
6. Teacher will do a short demonstration of the activity
7. Teacher will say “ready?” and then play the YouTube video from
the beginning, all the way through to the end.
8. After the piece is over, the teacher will have the class break into
small groups (pairs or trios, depending on class size) and have the
students discuss the activity. Did anything feel different about the
music than music they have previously gone over in class?
9. Teacher will have each group share their thoughts
10. As the groups are discussing, teacher will collect the tennis balls
from the students.
11. Teacher will explain to the students a breakdown of 6/8: Dotted
quarter gets the beat, 2 groups of three eighth notes per bar.
12. Teacher will have the student groups discuss what they think a
dotted quarter note means.
13. Teacher will have the student groups share what they discussed
14. Teacher will give “correct” definition, if needed
15. Teacher will draw out two measures of 6/8 on the board: one
with two dotted eighth notes, one with 2 groups of 3 eighth notes
16. Teacher will have students stand in a circle in the room
17. Teacher will have student stomp to the beat (emphasizing they
are stomping the dotted quarter)
18. Teacher will then demonstrate two bars of 6/8 using body
percussion
19. Only options in this body percussion activity are dotted quarter
note and 3 eighth notes (as a group)
20. Teacher will have students repeat back the body percussion
21. Teacher will demonstrate another two bars, having the students
repeat back.
22. Teacher will invite students to improvise their own 2 bars of 6/8
for the class by calling on students who volunteer.
23. Teacher will have students return to their seats
24. Teacher will distribute exit ticket for students to complete
25. Teacher will collect exit ticket on the student’s way out the door.
KENNY MILLSON

Assessment
Checking understanding Teacher will assess the student’s definition of 6/8 and dotted quarter note
of objectives.
during the group activity using the following scale:
✓: Student group had correct definition of (6/8)/(dotted quarter note)
✓-: Student did not have correct definition of (6/8)/(dotted quarter note)
Teacher will assess students improvisation using the following scale:
✓: Students correctly performed rhythms in tempo, using either dotted

quarter or group of 3 eighth notes
✓-: Students did not perform rhythms in tempo OR did not use only dotted
quarters or a group of 3 eighth notes.
Extension of Teacher can have students break off into small groups again and compose
Lesson their own 8 bar body percussion in 6/8
Where can this lesson go
in context?
KENNY MILLSON
Exit Ticket:
NAME_________________________
DATE__________________________
Compose two bars using only dotted quarters and group of three eighth
notes! Remember, two dotted quarters or 2 groups of 3 eighth notes
make one full Measure!
KENNY MILLSON

Essential Questions How can we learn about meter and 6/8 through the Tarantella
How are we learning? Napoletana? (dance)
technical skill.

Learning Outcomes 1. Students will dance to the Tarantella Napoletana in a duple meter
How are we relating the
2. Students will connect the dance to the greater culture of Italy

Materials & Open space in room large enough to dance in, YouTube Video,
Citations projector.
TARANTELLA NAPOLETANA - DANZA. (2011, May 02). Retrieved

November 25, 2018, from https://youtu.be/trCrFGUdHNw
Glossary of Terms ● Tarantella: rapid, flowing dance, mainly hailing from Southern Italy
& Translations ● Tarantolo: Italian word for tarantula
● Tarantella | Definition of tarantella in English by Oxford
Dictionaries. (n.d.). Retrieved from
https://en.oxforddictionaries.com/definition/tarantella
Previous Learning Students will have previously learned about duple meter and 6/8.
Topic students have
in lesson.
KENNY MILLSON
Procedures 1. Teacher will invite students to the open space in the classroom.
2. Teacher will say “Remember the tarantella we’ve been using to
learn about meter and time signature? Well, it’s not just a song but
also a dance!”
3. Teacher will show the video (located in materials section) to the
students.
4. Teacher will play the video and invite the students to dance along!
5. Teacher will simplify dance moves for group if visual assessment if
the group proves some moves to be too difficult.
6. Teacher will repeat the song and dance as desired.
7. Teacher will explain the cultural relevance of the dance to the
students: “This dance is usually performed at Italian weddings. This
is why it is believed to be bad luck if performed alone. It was also
once believed to cure spider bites if performed correctly! The name
is similar to the Italian word for tarantula, which is tarantolo. Each
region of Italy had their own version of a tarantella, this one is from
the Naples region of Italy!”
8. If time permits, teacher may have students repeat the dance.
9. Teacher will invite students to return to their desks.
10. Teacher will hand out exit ticket (attached)
11. Teacher will collect exit ticket on the student’s way out the door.
***Note: if any dance move requires students to touch another student,

teacher should express the importance of consent and ask students if they
feel comfortable doing the particular move with a partner. If any student is
not comfortable, teacher should offer a different option for the class, as to
not exclude student(s)***

Assessment Teacher will visually assess student’s performance of the dance. If it
Checking appears that the students are struggling to mimic the dance shown on the
understanding of video, teacher will offer a simplification of the dance moves.
objectives.
Teacher will evaluate student’s exit ticket using the following scale:
✓: Student correctly identified role the dance has in Italian culture
✓-: Student did not correctly identify the role the dance has in
Italian culture.
Extension of Teacher can have students choreograph their own dance to the Tarantella,
Lesson challenging students to mimic a spider-like quality (to tie it back to the
Where can this lesson
KENNY MILLSON
go in context? belief it cures spider bites).

KENNY MILLSON

Essential Questions How can we perform using duple meter?
technical skill.
the other arts, other disciplines, varied contexts, and daily life..

Learning Outcomes 1. Students will perform duple meter on Orff instruments
How are we relating the 2. Students will perform Spring by Vivaldi on Orff instruments

Materials & Citations Open space in front of room, Orff instruments, Spring by
Vivaldi arrangement (attached).
Orff, & Marimba. (2014, March 28). "The Four Seasons,

Spring" Orff Arrangement. Retrieved from
https://tomvanoostrom.wordpress.com/2014/03/27/the-four-
seasons-spring-orff-arrangement/
Glossary of Terms
& Abbreviations
Previous Learning Students will have previously learned about duple meter, 4/4 time
Topic students have signature, how to read music in the treble clef, and simple
in lesson. quarter/eighths rhythms. Students will already have plenty of
experience on the Orff instruments and are familiar with the class
rotation for what instruments they should be playing.
KENNY MILLSON
1. Prior to class, teacher will have arranged the Orff instruments in

the class, with the mallets pre-set to their instruments.
2. The teacher will invite the students to sit at the instrument that
they are on the rotation to be on.
3. Make the expectation known that if students are playing the
instruments when they shouldn’t be that they will have their
mallets taken away
4. The teacher will then hand out the sheet music to Spring.
5. The teacher will have then work with the contrabass Orff
instruments, having them play the part, and giving any feedback
if necessary.
6. Once played successfully, teacher will then move onto working
with the basses, also providing feedback and help if necessary.
The teacher should have the contras continuing to play their part.
with the altos, also providing feedback and help if necessary. The
teacher should have the contras and basses continuing to play
their part.
with the sopranos, also providing feedback and help if necessary.
The teacher should have the contras and basses and altos
continuing to play their part.
9. The teacher should then have the entire class perform the piece.
Teacher should stop the class if they are having significant
trouble. During performance, teacher should be helping
individual students as necessary.
10. Repeat piece as many times as desired.
11. Teacher will then introduce auxillairy percussion instruments and
have student volunteers introduce the percussion where they felt
it fit in the piece.

Assessment Teacher will assess students (individual and whole group) performance of
Checking understanding Spring using the following scale:
of objectives.
✓+: students performed in tempo, with the correct rhythm, and the correct
notes.
✓:Students are missing one of the folowing elements from their

KENNY MILLSON
performance: tempo, rhythm, or correct pitches.
✓-: students did not perform in tempo, with the correct rhythm, or with
the correct pitches.
Extension of Teacher can have students improvise along to Spring on Orff instruments.
Lesson
Where can this lesson go
in context?
KENNY MILLSON
KENNY MILLSON

Essential Questions How can we apply all that we learned this unit?
technical skill.
the other arts, other disciplines, varied contexts, and daily life..

Learning Outcomes 1. Students will define duple meter
How are we relating the 2. Students will define quarter note and eighth note
standards to the lesson? 3. Student will define and identify 6/8
4. Student will compose in 6/8
5. Students will compose using quarter notes and eighth notes

Materials Writing utensil for each student, one assessment for each student,
answer key (attached)
Glossary of Terms & ●
Abbreviations
Previous Learning
Topic students have
in lesson.
1. Hand out assessment

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2. Give rest of time for students to complete assessment. If/When

finished, have students silently read a book of their choosing.
3. Make sure to give appropriate accommodations to students who
need them
4. Have a bin where students can hand in assessments when they
are finished
5. When whole class is finished, if time permits, teacher can have
class review the tarantella dance or the Giro, Giro Tondo dance
and song.
6. Grade assessments
7. Using score based data, find out what areas of teaching you as
the teacher can improve on next time around or what concepts
need further clarification.

Assessment Grade Summative Assessment using attached answer key
Checking understanding of
objectives.
Extension of Lesson If summative assessment proves that a majority of students from a class
Where can this lesson go need to review a particular concept, review that concept by adapting
in context?
lesson plans to better fit student’ needs in that class.
KENNY MILLSON
Music In Italy Unit Test

NAME__________________________
DATE___________________________
CLASS__________________________
What is the definition of a duple meter?

A- Music that can be divided into 2
B-Music that can be divided into 3
C-Music that can’t be divided into equal parts
Give the name of each note and name how many beats it gets in 4/4
time:
What equals one beat in 6/8 time?

A- Quarter Note
B-Whole Note
C-Dotted Quarter Note
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Using quarters and eighth notes, compose two bars in 4/4 time:
Using Dotted Quarter Notes and eighth notes, compose two bars in 6/8
time:
KENNY MILLSON
Music In Italy Unit Test

NAME______ANSWER KEY_________
DATE___________________________
CLASS__________________________
Correct Answer is Bolded-20 points each. Partial Credit allowed on
short answer/composition questions
What is the definition of a duple meter?
A- Music that can be divided into 2
B-Music that can be divided into 3
C-Music that can’t be divided into equal parts
Give the name of each note and name how many beats it gets in 4/4
time:
Quarter Note- 1 beat Eighth Note-1/2 beat

What equals one beat in 6/8 time?
A- Quarter Note
B-Whole Note
C-Dotted Quarter Note
KENNY MILLSON
Using quarters and eighth notes, compose two bars in 4/4 time:
Many answers allowed here, as long as they follow guidelines (only

using quarters and eighths, keeping four beats to a bar)
Using Dotted Quarter Notes and eighth notes, compose two bars in 6/8
time:
Many answers allowed here, as long as they follow guidelines (only

using dotted quarters and eighths, keeping two beats to a bar)

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KENNY MILLSON

MUS 149 ASSIGNMENT 7

Duple Meter: A 4th Grade General Music Unit

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6

Singing and Body Focused Dance Performanc Assessment

● Students will dance

Section 1: Essential Questions & Standards (4th Grade General Music)

Section 2: Learning Outcomes

Section 3: Materials, Vocabulary, & Pre-Requisites

Topic students have obtained 4/4 time

Section 5: Assessment & Extensions

● Students correctly matched the note value with the picture

Figure 1: Giro Giro Tondo Sheet Music

Match the note value with the correct notation!

Section 1: Essential Questions & Standards (4th Grade General Music)

Section 2: Learning Outcomes

Section 3: Materials, Vocabulary, & Prerequisites

Tarantella Napoletana. (2008, June 28). Retrieved November

● Meters. (n.d.). Retrieved from

Previous Learning Students will have previously learned about beat.

Section 5: Assessment & Extensions

objectives. by using the following scale:

Definition of duple meter will be assessed using the following scale:

What is the definition of duple meter?

Section 1: Essential Questions & Standards (4th Grade General Music)

Section 2: Learning Outcomes

Section 3: Materials, Vocabulary, & Prerequisites

Tarantella Napoletana. (2008, June 28). Retrieved November

they risk losing it and not participating in the upcoming activity

Section 5: Assessment & Extensions

✓: Student group had correct definition of (6/8)/(dotted quarter note)

Teacher will assess students improvisation using the following scale:

✓: Students correctly performed rhythms in tempo, using either dotted

Section 1: Essential Questions & Standards (4th Grade General Music)

Section 2: Learning Outcomes

Section 3: Materials, Vocabulary, & Prerequisites

TARANTELLA NAPOLETANA - DANZA. (2011, May 02). Retrieved

***Note: if any dance move requires students to touch another student,

Section 5: Assessment & Extensions

go in context? belief it cures spider bites).

Section 1: Essential Questions & Standards (4th Grade General Music)

Section 2: Learning Outcomes

Section 3: Materials, Vocabulary, & Prerequisites

Orff, & Marimba. (2014, March 28). "The Four Seasons,

1. Prior to class, teacher will have arranged the Orff instruments in

Section 5: Assessment & Extensions

✓:Students are missing one of the folowing elements from their

performance: tempo, rhythm, or correct pitches.

Section 1: Essential Questions & Standards (4th Grade General Music)

Section 2: Learning Outcomes

Section 3: Materials, Vocabulary, & Prerequisites

1. Hand out assessment

2. Give rest of time for students to complete assessment. If/When

Section 5: Assessment & Extensions

Music In Italy Unit Test

What is the definition of a duple meter?

What equals one beat in 6/8 time?

Music In Italy Unit Test

Quarter Note- 1 beat Eighth Note-1/2 beat

Many answers allowed here, as long as they follow guidelines (only

Many answers allowed here, as long as they follow guidelines (only

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