Se GD) Ee StU Aa eine Banu Mare | bX odor va “near PCa en he @ \ Sie sa gure Upsce dally 500d | BONS at Waera “ake kab oa tigel = eu Rox O% pS Nackuitor” dan? sexoicl ke Sone Amos Man | Q\ xo! \ikwnwas WY Gurhor Vide oh Souls GxceNy 9! kan shat aaa GU rh aa zs fa Se Sa) Va nclauk foe sh dan [fae pcs Se pve. ov pat) | Fink on Sy =) Rk Clandin worn —_ ke o eN! Crady wll ster (sd tee wade Se Sener} | Wene - Uo UCRaby ae 6 om ey &eloinn fen Vy Wak nll ised etna * sds wie aid Culture by discussing the hist s 3 istry of how the lents will be able to Perform e 5 time signature withthe Tiniklng dance asa lass to ta + Students will be able wo create th using the rhythms provided to those rhythms, s dance was created, litional Filipino folk musi. 2.Assessments ‘by answering the “Exit Ticket” questions atthe end of the clas. ( Informal assessment) 4. State Standards: a * Generate and conceptualize artistic ideas and work. Generate interdis using a variety of non-traditional sound sources (e.g, found sounds, dat 7 unusual voices) (5-6.M.Cr.01) Lesson Plan ‘he cultural sinitcance of the Tiniling dance to Filipino simple quarter not, quae res and eighth ott in inkling sticks instrument and ther fet by practicing the ir own rhythms inthe 3/4 time signature using their feet by em and implementing their own choice of steps to go with + Studepts will recall the history of the Tiniking dance and i's cultural significance to Filipino formal assessment) Styfents will perform the 3/4 Tinikling rhythms learmed with hands and feet using the hiking sticks in time with the bea ofthe Filipino folk music forthe teacher to observe, * Students will present their own Tinikling dances tothe class using the rhythmic constrictions Provided forthe teacher tober (lfomal Assessment) Z 2 Mutts wetter emrtemmens “AIBA co! inary musical ideas | I technology, Mek \M ‘5. Required Prior Knowledge and Skis: Students must know how to identify the time signature (i | song and strong beat within that time signature ‘© Students must know simple rhythms wi ress, and eighth notes 6, Material, Repertoire, Equipment needed: ‘© PowerPoint Presentation © Tinikling sticks or substitutes for them (such as bo staffs or long boomwhackers) 4 Videos for references and music = hutps:/vwww.youtube,com/watch?v=X4x XwJgigNM&t=2s = hitps:/wmw.youtube, comwatch2v=Xeg3AUG Ww = https://ww youtube,com/vatch?v=3Na7GrVg9ak ‘© Reinforcement on rhythms inthe % time signature will be added if needed Updates 2/1/19 the song isin 4/4, 3/4 or 6/8) of a Yatime signature such as quarter notes, quarteFalt Crosed captions will be put on for all videos as wel Cine ann las closed captions detector for the | oobaa ana | a Invi moveneso key x eta itn Fp og time signature ofthe tational Fl sh ie i traditional Filipino song and compare the song asa whole to personal | Diseuss ways.a steady beat ish ly eat i kept in musi in diferent cul cates in pater ela steady beatin muse if introduce the Philippines and the Tiniklingd Fee ae ing dance, including the history behind it Best Ting rhythms (oh forthe stk and for heft) witout wing the Tinikling Frotc Timlin yh th ore sks and forthe et sing he imrument reate your own Tiniklng fot ehythm Exit ticket: Recall cultural significance ofthe Tinikling dan res and how the Pacific Islander 10 Lesson eqn (Bs ine in he Pacing Sion ‘A.Brief Opening: —— ee Steen wl mprovs movement ep then hsp tend beat on inert pera racer Gitlin wih ue or gop swat he te ie ae was esr nd hw thy tl «Sets compre nh rr or romp isthe Fine km most sen ome ly ves + Sots ihc eins fom el mor ‘minutes 1g with B Leaning eta Hi 1 Sado storm as cls dierent waysa steady beats portryed nme in | | seg "7. minwes | many different cltres Ga Hats 6 pot ix. Oe eG, 2 Statens il eam about how Pacific Kander Cures interpre} bet andy 24 | Se ae nugh a PowesPoin presentation. Studer willbe introduced to) | minutes) Se apse he inking dane. nlng he istry te danse ane the History of the nstument he dace is perf with te inkling dance sels First the sythms will be performed and practiced without the Tiniktng stich instrument, Students wil practice the hand rhythms (the hthms that would be done on the instrament andthe foot rhythms (te rhythns that would be daneed between the instrument), Two students (this can De ere ed so everyone can get a turn) will then ply the “hand” rhythm on the inikling sticks raat the other students in the class take tmns performing the “foot” rhythms between the sticks. 4.9 4. Students wil ereat their own foot rhythms tobe performed between the Tinikling sticks | minutes ‘inthe same parr or group ofthc they had inthe beginning of clas using te given_| 3.9 53. Students will practice the rhythms oft minutes Updated 2/1/19 ~ eel+ Students will complete an exit ticket a a class to check for their understanding of | ‘the cultural ties between the Tinikling dance and Filipino culture, Students will | answer the questions “What item from Filipino culture was the inspiration forthe ining stick instrument?” and “What animal from the Philipines inspired th Tinikling dance?” 'L.Refleetion Prompt: What do you think wen particularly well? How dd hs wregah Impact your students learning? pore differently? How 12.Refetion Prompi: you comld teach his lesson again is there anpthing you would do differently | would his have inpate! your students earning? dated 2/1719