Elliot Langford Dec 8 2022 Student # 89675052

LEARNING TO FLY - LEARNING SEQUENCE

Big Ideas:

Exploring works of art exposes us to diverse values, knowledge, and perspectives.

Works of art influence and are influenced by the world around us.
Experiencing art is a means to develop empathy for others’ perspectives and experiences.
Experiencing art challenges our point of view and expands our understanding of others.

Guiding Goals:

Discussing musical concepts using appropriate language, and applying a variety of musical
performance techniques (singing and playing classroom instruments.)

Music Concepts:

Rhythm patterns contain short and long sounds that may be performed on un-pitched and
pitched instruments.

A melody is made of a variety of tonal patterns and rhythm patterns.

Two or more melodies together produce harmony.

The lowest melody that is often repeated is a bass line. A repeated bass line is called an
ostinato. An ostinato can also happen in a higher voice. In rock and pop, an ostinato is often
called a riff.

A phrase is like a musical sentence; a sentence in language is a complete thought, a phrase in

music is a musical thought.

Phrases are arranged in a variety of ways to create the form of a song or other kinds of music
Compositions.

Form is the order of parts in a song. Many songs use a Verse and Chorus form, and may have
other sections, such as a Bridge or Solo.

Syncopation is an unexpected rhythm.

Lyrics can help a singer convey stories and emotions. Sometimes different people think the
same lyrics mean different things. This is called interpretation.

When musicians are playing their rhythms really well together it feels and sounds good. We
often say they have good groove. If their rhythm is not together we say it is off.
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The musical alphabet has 7 basic notes—A B C D E F G (with a few extras in between).

Students will learn to

Read notation to perform on xylophone, and other instruments.

Perform in time to a recording and keep a steady rhythm.

Develop an understanding of form, harmony, melody, ostinato, riffs and groove.

Maintain a musical line while others are performing a different part.

Understand musical terminology including note, rhythm, melody, bar, harmony, ostinato, verse,
chorus.

Sing the melody.

Follow the directions of the conductor.

ADAPTING THIS PIECE

This piece could be adapted in a number of ways. If students are playing along to the recording,
the Xylophone 1 part could be removed if too tricky. The ukulele/guitar and percussion parts are
optional. The glockenspiel melody could also be played by recorder or violin, the bass marimba
part could be played by cello - if any students are taking private lessons on an instrument, they
could likely be included.

If students are going to be singing the song, transposing it to D or higher may be preferable -
though this may make performing it on xylophones impossible - it will depend if sharp keys are
available.

Teaching Sequence

Introduction, phrasing, singing, melody

1. Tell the class we are going to watch a music video of a new song we are going to learn.
Play the students the original music video
(https://www.youtube.com/watch?v=s5BJXwNeKsQ) Ask students what musical
instruments they recognized in the video.
2. Hand out lyrics and play the song again, with students following lyrics. This time, ask the
students what they think the song is about - is the singer learning to fly an airplane? Is
he a bird? Or could it mean something else? See what students think. Are there any
words they don’t understand?
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3. Teach the rhythm of the verses phrase-by-phrase using rote-phrase technique (Repeat
after me.) For the choruses add the melody.
4. Play the chorus chords on piano and sing the chorus and have students sing. Loop both
choruses (the “but I ain’t got wings” chorus and then the “around the clouds” chorus)
5. Note how the Chorus is easier to sing along with than the Verse.

Rhythm, ostinato, harmony

6. Play the recording of the song one more time. This time, students get up and walk to the
beat. Assess which students are finding the beat easily and which are struggling.
Demonstrate clapping on the “2” and “4”, and have students join. Assess similarly. Sing
“F C A G” along with the rhythm of the chord changes, and have students join.
7. Set up xylophones. Model the F C A G bassline and have all students try. Explain that
this pattern happens in almost all of the song, and is called an “ostinato” or a “riff.” Note
the interesting rhythm - the first note is a bit shorter than the second. Show students how
the bassline would sound if it was not syncopated. Explain that this is the main part the
bass will be playing.
8. Demonstrate how playing F and A together sounds nice. Explain that two notes together
produce harmony. Model the first bar of the Xylophone 2 part and have students repeat.
Do this several times. Then model the second bar. Use a large xylophone chart to clarify
the notes for any students struggling. Then demonstrate the 2 bars of the Xylophone 2
part together. Have students repeat until they are comfortable.
9. Assign some students to the bassline part and some to Xylophone 2 (or have them
choose parts themselves.) Play along with recording.

Melody, ostinato, rhythm

10. Explain that there are some trickier parts we can learn now. The first one is another
melody that repeats throughout the song. This is another “ostinato” and in the recording
it’s a “guitar riff.” Demonstrate the melody on xylophone and sing the pitches: A G C G
C G C A G C B C B C.” Ask the students if that sounds a bit tricky? Teach by rote,
repeating each chunk of the phrase: “A G C G” then “C G C” then “A G C B” then “C B
C.” This is a challenging line - explain that we will only need a few students to play this
part, and see if there are any students interested.
11. Explain that the next part we will learn is the melody, which will be played by the high
glockenspiel (but for now we are going to all play it together.) Demonstrate the first
phrase “A C C” and how it sounds like the sung words “Started out.” Call and response
singing “A C C” and “Started out” with students, and then try call and response playing
the xylophone melody.
12. Distribute page one of “Learning To Fly” arrangement. Ask students if this looks difficult -
they may say “Yes!” Explain that we have already learned almost everything on this
page. Assign parts, or have students choose their own part. Build up all four xylophone
parts in Verse 1, starting with Bass, then adding Xylophone 2 harmony, Xylophone 1
melodic ostinato, and glockenspiel melody.
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13. If students have prior ukulele or guitar experience, some could play the ukulele/guitar
chords. Review the 4 chords for any students who need a quick review- note that the
chords are likely too fast for a total beginner. Similarly, some students could play
percussion - the simple backbeat could be played with stomps and claps, a bass drum
and snare drum, or any other low/high combination of drums.

Form, melody
14. Distribute remaining pages of arrangement. Note that many of the parts repeat. Ask
students to read out names of the sections - can any explain what a verse or a chorus
is? What is the difference between a verse and a chorus? Explain that the chorus is
usually the easiest part to sing along to - do they remember how to sing the chorus?
Practice singing the chorus again.
15. Explain that once again the glockenspiel is going to play the melody. Explain that in this
song, the other instruments do the same parts in the Verse and the Chorus.
Demonstrate singing “Learning to fly” and have students sing back. Then replace the
lyrics with the note names “F F F E” and have students sing back. Then play that melody
on the xylophone and have students play it back. Repeat the process for the second half
of the chorus. Demonstrate singing “Ain’t got wings” and have students sing back. Then
replace the lyrics with the note names “A C C” and have students sing back. Then play
that melody on the xylophone and have students play it back.
16. Have students play along with recording up to the first chorus. For now, students are
welcome to choose whichever part they feel most comfortable with, regardless of which
size xylophone they are playing. As the recording plays, model the different parts and
help students.
17. Explain to students that they have already learned most of the song because this song
features many melodies that repeat. Explain that many songs feature melodies that
repeat a lot, because this makes them easy to remember. Ask if any students ever get
songs stuck in their heads, or what songs they find easy to remember.

Notation, melody, rhythm

18. Have students look at the notation of the melody at the top of page 3 (Chorus 2.) Ask
how it looks different to chorus 1. A student may say “There are more notes!” Explain
how the second chorus features a call and response with back up vocals that echo. Play
recording of the second chorus - note how Petty’s “Learning To Fly” is echoed by the
backup vocals. Can students tell that the second “Learning to Fly” is sung by different
singers?
19. Demonstrate the first two bars of Chorus 2. Demonstrate singing “Learning to fly,
learning to fly” and have students sing back. Then replace the lyrics with the note names
“F F F E, D D D C” and have students sing back. Then play that melody on the
xylophone and have students play it back.
20. Demonstrate the second two bars of Chorus 2. Demonstrate singing “Ain’t got wings,
learning to fly” and have students sing back. Then replace the lyrics with the note names
“A C C, A A A G” and have students sing back. Then play that melody on the xylophone
and have students play it back.
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21. Play along with recording up to Chorus 2.

22. Ask students what they think happens in the “2 Extra Bars of G.” Ask if anyone can tell
the class what a “bar” in music is. Explain that this is the first time in this song there has
been a change to the ostinato. Note that the “2 Extra Bars of G” section is very easy -
have students try each section.
23. Ask students whether the music in the “Guitar Solo” section looks the same or different -
it is the same for everyone except the glockenspiel. Teach the entire class the
glockenspiel part in the guitar solo - “F E A G.”

Arrangement, melody, rhythm, audiation

24. Note that something different happens at the beginning of Verse 3. Ask students what
they notice. Xylophone 1 does not play at the beginning of Verse 3 - otherwise the music
is the same. Ask if the rest of Verse 3, Chorus 3 and the second “2 Extra Bars of G” look
the same - they do.
25. Assign students or have them select parts to play, and play along with recording from
beginning to second “2 Extra Bars of G” section. Monitor for sections and students that
may need more help.
26. Explain that there is only one other section to learn - we are calling this section the
“breakdown.” Note that this section features a tricky rhythm. Demonstrate clapping the
rhythm as well as speaking it (you may use 1 e + a 2 + a 3 e + 4 or du te de te du
de te du te de du). Slowly, try a clapping call and response with the students. Break the
rhythm into smaller parts if necessary. This is likely to be a tricky rhythm (and this section
of the song may turn cacophonous!)
27. Teach the rhythm with the notes of each section - first the bass, then xylophone 2, then
xylophone 1. Have students say the notes before playing them. Glockenspiel has a
simplified rhythm - explain this sounds better on their instrument. Try performing this
rhythm all together slowly. Continue to clap and speak the rhythm while students try to
perform it on their instruments.
28. Note that we have reached the final section of the song, and that is is the same as
previous choruses.
29. Review all sections of the song once. Note for students to pay attention to the number of
times each section repeats.
30. Listen to the entire song once without playing instruments. Ask students to imagine
playing their part. Students may quietly play instruments to practice with their fingers.
31. Perform the entire song with the track. Help to cue sections and help students that get
off rhythm. Monitor for errors and address as necessary in future classes.

Reflection

I ran into some challenges I hadn’t expected in this assignment. When it was assigned,
“Learning To Fly” came to mind quite quickly. I knew it was in C, and I could envision easily
playing the low bassline ostinato, basic harmony part and higher ostinato all easily on the
 Elliot Langford Dec 8 2022 Student # 89675052

xylophone. I also knew that the chords would be easy on ukulele (and easy on guitar with a
capo.) I also envisioned how to simplify the melody for glockenspiel. I completed my
arrangement days after the assignment was assigned and didn’t think about the learning
sequence portion of it.

A first challenge came up when I realized that we were to have students sing the song. I hadn’t
planned on this initially. While the chorus of the song is singable and in an OK range, the verses
are challenging for a number of reasons. For one, the range is quite low - Petty frequently sings
G below the treble clef. Secondly, the style of singing he uses is very individual and soloistic - he
sings in a bit of a drawl, and there are small rhythmic differences between lines. It is not a part
that lends itself well to a group singing it - particularly a group of young children.

If singing was a priority, the song could be transposed a bit higher, and perhaps the rhythm of
the verses could be simplified. Alternately the verses could be spoken, or the verses could be
sung solo by selected students (perhaps each student getting a couple lines.)

As someone who has mainly played rhythm section instruments (guitar, piano, bass, drums), the
idea of getting students into the groove of a rhythmic ostinato was initially more important to me
than getting them to sing. Certain things that are very important to singing-based musicians
(e.g. phrasing, breathing, note length) don’t occur to me immediately, and I am trying to be more
aware of those musical elements.

I worry that in teaching this song, because it is so repetitive, that some students would get bored
(particularly those playing the bass ostinato.) I also wonder how hard rhythmic accuracy would
be.

Furthermore, I wrote the arrangement as though it was for a “band” sort of group - where certain
players play certain instruments. When it came to devising a teaching sequence for a whole
general music class, it was a bit challenging to decide what order the parts should be taught in,
and to whom. Would the whole class learn the ukulele chords together? For this lesson, I
decided the ukulele and percussion would be optional, to be played by a student who was
already comfortable with them. I also have limited experience teaching elementary ensembles,
so I am not totally sure what the appropriate pacing would be - I look forward to getting more
experience with this during my CFE placement.