P Conover

Grade Level: 6
th

Unit:

Rhythm Meter & Conducting

Lesson: Welcome to Cycle & Feel the Beat

___________________

Focus: (Concept or skills to be emphasized)  Rhythm  Melody  Theory  Expressive Qualities

 Form

 Harmony

Style

 Singing

 Playing Instruments

Listening

Standards Achieved:
 music.     Singing, alone and with others, a varied repertoire of music.  Performing on instruments, alone and with others, a varied repertoire of Improvising melodies, variations and accompaniments.  Composing and arranging music within specific guidelines. Reading and notating music.  Listening to, analyzing and describing music. Evaluating music and music performances.  Understanding music in relation to history and culture. Understanding relationships between music, the other arts and disciplines outside the arts.

Vocabulary (to be emphasized): rhythm, beat, meter, duple and triple, mixed meter, conducting Objectives: (What students will learn/be able to do) Discuss the relationship between their personality and musical taste by reviewing their song lists on their IPODS. Learn and perform “Come and Follow Me”. Determine meter, macro and micro beat, and meter. Through listening, students will begin to understand how beats are organized and how that determines meter. Students will learn the basic skills for conducting a duple and triple piece of music. Students will develop and write a conducting plan, rehearse their conducting patterns and conduct the class.

Activities: Students will sight read basic rhythmic notation from the board to prep for learning “Come and Follow Me”. Students will complete and present “What’s On Your Ipod”. Students may bring in a song selection to share with the class. Students will listen to several pieces of music to determine the meter and then learn the corresponding conducting pattern in preparation for their conducting exam later in cycle. Students will learn the song and movement to “Come and Follow Me” and practice to prep to perform in a 2, 3, and 4 part round. Materials and Equipment: Listening examples, white board, listening selections, IPDODS, rhythm worksheet. Assessment: teacher observation of student participation/discussion

Vocabulary (to be emphasized): ethnomusicologist. Evaluating music and music performances. vocal folds. bass. larynx. a varied repertoire of music.  Understanding music in relation to history and culture. tenor. alone and with others. vocal style.  Performing on instruments. alone and with others. variations and accompaniments.  Listening to. Understanding relationships between music. Activities: The Student(s) will… 1. soprano. the other arts and disciplines outside the arts. analyzing and describing music. alto.P Conover Grade Level: 7th grade Cycle Unit: All About the Voice ___________________ Focus: (Concept or skills to be emphasized)  Rhythm  Melody  Theory  Expressive Qualities  Form  Harmony  Style  Singing  Playing Instruments  Listening California Standards Achieved:  music. -ations of singing Objectives: (What students will learn/be able to do) Play Vocal Jeopardy to review for Thursday’s Voice Unit Quiz. a varied repertoire of Improvising melodies. whiteboard Assessment: teacher observation of class activity/discussion and complete worksheets .  Composing and arranging music within specific guidelines. Begin class with a journal entry response to the following question: What is an effective use of the voice? (Students are to choose 2 of the 4 prompts) Materials and Equipment: Vocal Jeopardy.     Singing. Reading and notating music.

a varied repertoire of Improvising melodies.  Listening to.  Performing on instruments. the other arts and disciplines outside the arts. Reading and notating music. Understanding relationships between music. Students will discuss the meter of the lyrics. 3. a varied repertoire of music. melody. musical elements Objectives: (What students will learn/be able to do) 1. 2. lyrical melody be used exclusively in love songs? Does an anti-war song need angry sounds in either tone color or rhythm? Can the message be conveyed as effectively using a different style? . alone and with others.  Composing and arranging music within specific guidelines. Students will identify two social protest songs from the 1960s and analyze some of the topical and musical elements. paying particular attention to the stressed and unstressed words. should an angry-sounding voice be used in a rap song about the aftermath of a crime? Should a smooth. tone color. variations and accompaniments. Students will respond to these elements while listening using the Song Chart sheet. Activities: The Student(s) will… 1. 2. Begin class by view the 1960s powerpoint. Subject classification.P Conover Grade Level: 8 Cycle th Unit: Music of the 1960s Lesson: Social Protest Songs ___________________ Focus: (Concept or skills to be emphasized)  Rhythm  Melody  Theory  Expressive Qualities  Form  Harmony  Style  Singing  Playing Instruments  Listening California Standards Achieved:  music.     Singing. rhythm. Students will listen to each of these social protest songs. Evaluating music and music performances. The teacher will read aloud lyrics to “Blowin in the Wind” and “We Shall Overcome”. 5. analyzing and describing music. etc) 4. The teacher will ask students what ways these elements can be used to convey subject matter. Vocabulary (to be emphasized): tone color. For example. Students will consider the effectiveness of musical elements to convey a message.  Understanding music in relation to history and culture. alone and with others. rhythm melody. What musical and topical elements can we speak about in each? (Title.

teacher observation . Why does music have this effect? What are some songs or themes in current music that have been used as a call to action? Materials and Equipment: Listening examples. Extension: Music often serves as a catalyst to draw society attention to certain issues.6. Song Chart sheet. whiteboard Assessment: Class discussion. individual work.

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