1 Welcome To Meter of 3!

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The purpose of this lesson is to understand and experience music

in a meter of 3. Move to a meter of 3 by waltzing or swaying.
Recall that strong and weak beats help us count in a meter
of 3.
Essential Question: How do we discern the musical creators’ and
performers’ expressive intent?
Normal NCCAS: Cn11.0.1a,

30-45 min I Have a Dog with a Tail
Cr1.1.1b, Pr5.1.1b, Instruments
The Blue Danube - Strauss
Re7.2.1a Non-Pitched Metals (optional)
Why in the Sky
Extended Non-Pitched Woods (optional)
Waltzing Like Wallabies
30-37 min NAfME: 1, 2, 3, 6, 9
1 . Welcome to Meter of 3! 1-2 min
Have I Have a Dog with a Tail playing as students enter your classroom.
Take attendance, if needed.
During your planning time, we strongly recommend that you review the five
assessment items found in the third lesson of this module (lesson 6). This will help
you know which points to emphasize as you go through the module.
Hint: To get the fastest internet speeds, preview all your screens ahead of time so they are
pre-loaded in your computer and close all open windows except for Quaver.
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2 . Sway and Clap 4-6 min
Invite students to stand and copy your actions.

Begin by swaying left, then right, counting 1-2-3, 1-2-3 as you sway.
Count beat 1 louder than beats 2 and 3.
Explain that emphasizing the strong beats helps us count and feel a meter of 3.
After swaying, counting, and clapping a few times, compare these movements to
being on a swing set.
3 . Waltzing Meters 3-6 min
Explain that meters of 3 have a swaying, rhythmic feel and are often called "waltzing
meters."
This is because for hundreds of years, ballroom dancers have performed a swaying,
rhythmic dance in a meter of 3 known as the "waltz."
Invite students to stand and sway as you listen to some of The Blue Danube waltz by
Johann Strauss.
Keyword: Waltz - A dance in a meter of 3.
How do we discern the musical creators’ and performers’ expressive intent?
(Essential Question)
Connections (History/Culture): Direct students' attention to the screen, showing officers

and their partners waltzing in a European palace.
4 . Why in the Sky 4-6 min
Invite students to sway to Why in the Sky, counting the beat (1-2-3, 1-2-3).
This song is in a meter of 3 because we feel the steady beats in 3s.
In a meter of 3, there is one strong beat and two weak beats.
Connections (Science/Math): Ask students what numerical pattern in nature can also be
found in this song. (A pattern of three. Examples include a three-leaf clover; three
subatomic particles inside the atom [protons, neutrons, and electrons], and so on). There
are many naturally occurring patterns of three just as there are patterns of three in many
pieces of music.
The Why in the Sky melody is printed at the end of the Lesson Plan. The score and lyrics can
be downloaded from Worksheets.
5 . I Have a Dog with a Tail (Animated 3-4 min

Song)
Play the I Have a Dog with a Tail song and invite students to sway and silently count
"1-2-3, 1-2-3."
Teach the song, having students echo each two measure phrase to learn the words.
Ensure students use suggested strategies (swaying, counting) to address the
interpretive challenges of the music (performing in 3).
The I Have a Dog with a Tail melody is printed at the end of the Lesson Plan. The score and
lyrics can be downloaded from Worksheets.
6 . I Have a Dog with a Tail (Lyrics) 3-4 min
Repeat the I Have a Dog with a Tail song, inviting students to sing along.
During the four measure instrumental interludes between verses, invite students to
pretend to be the animals they're singing about.
Variation 1: Using the first two vocal pitches of the song (ms. 9-11) on C and F, or So and Do,
collaborate with students to create one or two alternate melodies a few notes in length.
Have students echo your singing of these short melodies. Then sing the melody of the
song again. Discuss how the melodies compare or contrast.
Variation 2: Collaborate with students to create a short melodic pattern using C, D, and E
(the first three tones of the C pentatonic scale). Press DRAW, then use the staff icon to write
the pattern. Sing the pattern together, revise it a bit, then repeat.
7 . I Have a Dog with a Tail (Action 9-12 min

Lyrics)
Before beginning, review safe movement procedures and ask what could happen if
a student did not follow these procedures (such as someone could get hurt).
Invite students to perform the actions mentioned in this version of the I Have a Dog
with a Tail song (I can jump up to the sky, jump, jump).
On the last verse, "I can spin 'round and around," you might caution them to
alternate directions so no one gets dizzy.
It's also good to have them continue swaying and clapping on 2 and 3 when they're
not jumping, crouching, or skipping.
Variation 1: Ask what other action they'd like to perform or animals they'd like to mimic (For
example, I can run just like a cat).
Variation 2: Divide the class into three groups: groups one singing and doing the actions,
group two playing non-pitched percussion instruments on beat one, and group three
playing different non-pitched percussion instruments on beats 2 and 3.
8 . What Did We Learn Today? 3-5 min
Click on the bullet points to highlight and review the learning objectives.
How do we discern the musical creators’ and performers’ expressive intent?
(Essential Question)
9 . Why in the Sky (Lyrics) 10-12 min

Reinforce the feel of a triple meter.
Divide the class into three groups: clouds, sun, and airplanes.
Listen to the Why in the Sky song, and have each group create movements to
represent clouds, a sun, and airplanes.
Play the song and have each group perform their movements during their verse.
Rotate groups if time.
10 . Meter Matching 8-10 min

Cultivate students' ability to identify meters of 2, 3, or 4.
Listen to a track, and have a student volunteer to determine the meter by dragging
the meter choice into the matching meter column.
Repeat this process with the other three tracks.
Then click CHECK MY ANSWERS to see the results.
11 . Waltzing Like Wallabies (Lyrics) 12-15 min

Strengthen students' ability to sing, play, and move to another song in a meter of 3.
Divide students into two groups.

Have one group play non-pitched metal percussion on beat one and group two play
non-pitched wood instruments on beats two and three.
Repeat, having students sing the Waltzing Like Wallabies song as they hop like
wallabies (with a big jump on beat one of each measure).
Rotate as time allows.
The Waltzing Like Wallabies melody is printed at the end of the Lesson Plan. The score and
lyrics can be downloaded from Worksheets.
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3/4/2021 https://launcher.quavermusic.com/GeneratePrintedLessonPlan.aspx?guid=7a28dad4-af4c-4450-bf52-1df0c9fca6b4&rand=0.

The purpose of this lesson is to understand and experience music

Normal NCCAS: Cn11.0.1a,

1 . Welcome to Meter of 3! 1-2 min

2 . Sway and Clap 4-6 min

Invite students to stand and copy your actions.

3 . Waltzing Meters 3-6 min

Connections (History/Culture): Direct students' attention to the screen, showing oﬃcers

4 . Why in the Sky 4-6 min

5 . I Have a Dog with a Tail (Animated 3-4 min

6 . I Have a Dog with a Tail (Lyrics) 3-4 min

7 . I Have a Dog with a Tail (Action 9-12 min

8 . What Did We Learn Today? 3-5 min

9 . Why in the Sky (Lyrics) 10-12 min

10 . Meter Matching 8-10 min

11 . Waltzing Like Wallabies (Lyrics) 12-15 min

Divide students into two groups.

Copyright ©2016 QuaverMusic.com, LLC

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