‘ ‘ Berklee te 7 ‘Lesson Plan ie: Nie Adams 22 Grade: 6 iz | Class Type: General Mu: \ | Measurable Objective(s): (Measurable learnin 1g objectives use action verbs to describe what you Wt the ‘students 10 be able to do by the end of the class) hg Studey @ Swerky ts will create their own rhythmic phrases by using distinct hand techniques on hand drums Syne “Students will respond to their peers’ phrases by repeating their rhythms and techniques | Students will perform in a drum circle by improvising and repeating rhythms over an ostinato 2.Assessment: (Whar evidence th ill show that the students understand? Describe the assessment used —formal ‘and informal assessments based on learning objectives) ‘Students perform in a larg group. Some students play a rhythmic ostinato, while others | switch between improvise on thythmic phrases and repeating others’ phrases. 3. National Standards: (Creating, Performing, Responding — Write out the standards that you will be addressing in their entrghy,) Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms vey expressive intent, ming: Perform the music with technical accuracy to convey the creator's intent. sponding: Describe a personal interpretation of how creators” and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent. 4, State Standafds: (Creating, Perfor addressing i Creating Generate and conceptuali rming, Responding, Connecting - Write out the standards that you will be | ir entirety.) artistic ideas and work. Generate interdisciplinary ideas using a variety of non-traditional sound sources Performing: Convey meaning through the presentation of artistic work. Sing and play in groups responding to cues from a conductor exhibiting stylistic elements, [basic rhythms | |6. Material, Repertoire, Equipr 1 | “Whiteboard | | Projector & slides / | | -Hand drums - - | 1 Updated 12/1/197. Review Needed: (What needs fo be reviewed to reinforce prior learning related to this lesson.) -small review of music notation/reading | 8. Accommodations: (Special Needs, ELL, etc.) |-slides with visual diagrams & musical notation | «communicate in musical language e.g forte & piano to describe dynamics V9, Agenda: (List items to be taught and post.) -Warm up- clapping & repeating rhythms Hand drums! “Slap, bass, and tone (ae circle- ostinato and improvising 10. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing ‘A. Brief Opening: (4 teacher posted group or brief individual assignment. Brief ] Al min reading writing, editing, or problem-solving activity to ready them for learning ~ may | ‘bea question about the rehearsal music orat the younger levels it may be a learning | activity to set up for today's lesson such as a "Do Now.") | ‘Begin class by clapping a rhythm (1, 2, 3+4) that students will repeat stinctually. Say, “Thank you for repeating that after me! 1 know we all | hear this a lot when we have to pay attention in class, but we can also “write this out as a rhythm.” Show rhythm written out on board/slide, begin review Updated 12/1/19[B. Learning Activities: (What learning experiences and instruction will enable B students to re. desired results ~ have more learning activities than you need.) | 1Students will revie vill juarfer and eighth notes notation from the clapping | 1.3 min example. Students willthen be presented With various other |-bar rhythms | Consisting of quarter and eighth notes, and will sight read/clap them as a group ern wu ‘Students will then in | provise their own clapping rhythms using quarter and ighth notes. As a group, they will listen to their peers” rhythms and repeat them, 2.3min udents will line up to receive their hand drums and be instructed to not | 3, 2 min ty them yet. Once everyone has one, they will sit in rest position. \ 4, Students yfll play a bass, a strike in the middle of the drum using the palm. | Stu see a diagram of this technique and hear a demonstration ftom the | teacher, then play bass tones in quarter notes asa group. Students wi | fingers. Ag |agroup. 4. 3min | (play a slap, a strike to the edge of the drum using the tips of the |5. 3 min n, they will have a diagram and a demonstration, and then play as | | Students will pla tone, a strike that is between the bass and the tone. This | 6. $ min | technique requjrés more accuracy than the bass or the slap, and students will be {able to see a diagram and demonstration. Students will first only play tones, | then switch between tones and slaps. whos | 7. Students witfplay a I-bar aythmic ostinato consisting of all 3 techniques. | 7. 3 min | They will loop the ostinayosa group | 8. students will impfvse their own rhythms and repeat others phrases, just as 8.3 min | in the earlier clapping exercise. They are fre to use tones, slaps, and basses. | L - _ C. Closing/Wrap-up:. (This is a recap of the key learning of the day to check for |. understanding. Could be aticket to leave as individuals or group answers) ‘Students will be divide into groups: one to play the rhythmic ostinato, and one 19 Jo | Remainder of class call and response rhythms. Students wil switch after everyone has had a turn to (roughly $ min) improvise a rhythm. | D. Assignment: n/a Updated 12/1/19KO look. Pore ‘ : We, : + | | i: Marien a¢ber Land bevaud Ty AAG. Ann. i Readr nc Gur - dems i 4 =o | Fa ee : \ A No vedios (ako) ot peatec Lgembeact | | \ lI Waddie pete" Oyo | am 3 ee _="CnRE Pewee = Vege Cy plasction P_- A Wei dr. Vaock evil in || Goon Bude cot Ret tbe Sot, eur? Gru\tuk Souaduade dartpegesetes Noon Crcele: | Wow ko padet such Mo | Ere clamn rrument algerie“Students will create a softw, ~Students Creating Generate melodic, rhythmic, | using gigital tools. | inform prepared and improvised performances, Students should have basic computers Updated 12/1/19 S! (Creating Performing, Respondng— Write ou the sondrd that you wil be asa | quantization, ‘te Instrument region by recording MIDI and using editing and and harmonic ideas for compositions or improvisations ing: Describe how context, structural aspects of the music, and digital media/tools Responding:Cite reasons for choosing music based on the use of the elements of music, digital and electronic aspects, and connections to interest or purpose, erforming, Responding, Connecting - Write out the standards that you willbe"ewed to reinforce priori learning related to this lesson) | 8. Accommodations: yécan | Apple accessibiiyy | -keyboard shorteu | Demonstrate ‘Needs, ELL, etc y 8 oo trate everything in slideshow for class |SiBenda: (Lis items tobe ugh andyesgy |-Watm up- guess the toy | -Garageband Ur 6 | -Software Insttaments | Recordinglediting hare beats! 10. Lesson Sequence (Be swe [Seong ema ty ete Xo eh Rea ee Eye cigs Cah a | what they are. Pacin fo list time inthe Pacing Section) 2 Updated 12/1/19 ows ean make Garageband easier to use for deren abled people— hey wl interact | 9 ig leters, as well as. | Dima | the recording i Pika patch asa class, and then determine | | ‘ey ofthe loop and the typeof pach | C. Closing/Wrap-up: {This i a recap ofthe key learning ofthe da 10 check for |C. | inderstanding, Could be aticter lemon ea earns of te day | Sha ag ft 2 Remind ots segents will share their looped composition which ill consist of @ drummer track that (roughly 8 min) reine Sats mth they Fuad So eeu : | peers Sms wi brie wha ey co a | res D. Assignment: n/a. /> Updated 12/1/19ae ATO bys = ound Lee Na . mre-Ne Wutuck x wi - | lasted Cuy - [Seo Devan GON SCHL Toe Boaaies TWe rn MAS Ong - | rot 7s do Ue con acthes aA Cet, E Loves Cuca bunk Waser [Wisce ke top