Student lesson plans

https://www.doe.virginia.gov/home/showpublisheddocument/2030/637949943128000000

ELEMENTARY INSTRUMENTAL
Lesson Plan ideas
Elementary (Instrumental)
- African Drumming
The student will explore the historical and cultural aspects of music.
- a) Recognize how music is used in the customs and traditions of a variety of cultures.
- b) Describe how people participate in music experiences.

Students explore the tradition and history of African drumming. The activity can start with
rhythmic clapping before the context is given, small excerpts will be shown as the teacher
guides them through an I do, we do, you do format. Then, an informational video is shown of
talking drums or other African drum traditions. Students split and get to perform excerpts on
drums and steady beats before swapping.

Multiple Means of Engagement: Showing videos with closed captioning, visual showing of
rhythms (notes or rhythmic words), auditory showing of rhythms (ta ka di mi, 1+2+, or rhythmic
words),

Multiple Means of Representation: Rhythms will be shown via, notes, syllables, and words.

Multiple Means of Action and Expression: let students who do not want to present in front of
others do it on their own terms, providing headphones for students overwhelmed by sound,
providing differing drums for student needs (quieter, shorter, taller,and so on).

Middle High School (Choral)

- Barbershop quartet
- improv
MCAD.1
The student will create music as a means of individual
expression.
- a) Compose an eight-measure rhythmic-melodic
Variation.
- b) Improvise increasingly complex rhythmic and
melodic examples in call-and-response styles.
- c) Write and perform rhythmic-melodic variations of
four- to eight-measure selections taken from songs,
exercises, or etudes incorporating a variety of
expressive elements.

Students will observe vocal jazz and scatting, this can begin in warm-ups with more forward
sound and uncommon intervals (tritones and M6), before watching videos of vocal jazz
performances. As a class in call and response the teacher will sing a scat fill for them to repeat
back. Then, after breaking up into small groups so that every voice part is represented in each
group, they will improve scat-fills for “It Don’t Mean A Thing” with other group members singing
a Cappella backing.
Multiple Means of Engagement: The teacher will move freely, students may move (encouraged
to feel the music), Recognizing that improv is hard and putting yourself out there is even harder.

Multiple Means of Representation: Pre-teach vocabulary and history, Show a video of the
subject and show the teacher performing.

Multiple Means of Action and Expression: Students may move freely, and pass on improving in
front of the whole class, and gradually move students to doing the activity independently (in
small groups).

High School Instrumental

- Have kids create pieces and vote to perform.
○ Create
HIAD.11
The student will investigate cross-disciplinary connections to identify how music works with
other disciplines to develop innovative solutions to inquiry-based problems.

Students will analyze ‘An American Elegy,’ a response piece to the Columbine shooting, and
how the song can help heal or aid the awareness and the potential impact it can make.

Multiple Means of Engagement: A feelings chart can be provided, and anonymous ways to
answer, Students may draw to express feelings.

Multiple Means of Representation: A feelings chart can be provided, and anonymous ways to
answer, Students may draw to express feelings.

Multiple Means of Action and Expression: Anonymous answers, Talking through the heavy ideas
in respectful ways, providing students leaders and the teacher to problem-solve with students
who are new to jazz ( uncomfortable with a lack of rules and key).

Gen Middle
- Boom whackers
7.14
The student will sing and/or play music of
increased levels of difficulty on a variety of
Instruments.

As a class, we will analyze modern pop cord structures (I VI V I) and listen to pop songs. Then
in small groups, students will perform 8 bars of a pop song of their choice.
 Multiple Means of Engagement: Students can submit their favorite songs, when in small groups
students will sit outside the classroom or in other corners of the classroom, and students will
pick who has what role in the group (bass line, melody, tenor, alto) if time switch.

Multiple Means of Representation: Show boom wacker videos so students can follow along, Talk
through and define key concepts, and illustrate key concepts.

Multiple Means of Action and Expression: Students pick roles in groups and switch, Students
will gradually move through the activity to become independent in small groups, and student
leaders and teach are present to problem-solve.

Use NS (1 per school)

Level: Create Creative Perform: Respond: Connect:

Process/Innovat Technique and Critical History,
ion Application/Inno Thinking and Culture,
vation Communication Citizenship

Elementary The student will

Instrumental explore
historical and
cultural aspects
of
music.
a) Recognize
how music is
used in the
customs and
traditions of a
variety of
cultures.
b) Describe how
people
participate in
music
Experiences.

Students explore
the tradition a
history of African
drumming. The
activity can start
with rhythmic
clapping before
the context is
given, small
 excerpts will be
shown as the
teacher guides
them through an
I do, we do, you
do format. Then,
an informational
video is shown
of talking drums
or other African
drum traditions.
Students split
and get to
perform excerpts
on drums and
steady beats
before
swapping.

Middle Choral MCAD.1

The student will
create music as
a means of
individual
expression.
a) Compose an
eight-measure
rhythmic-melodi
c
variation.
b) Improvise
increasingly
complex
rhythmic and
melodic
examples in
call-and-respons
e styles.
c) Write and
perform
rhythmic-melodi
c variations of
four- to
eight-measure
selections taken
from songs,
exercises, or
etudes
incorporating a
variety of
 expressive
elements.

Students will
observe vocal
jazz and
scatting, this can
begin in
warm-ups with
more forward
sound and
uncommon
intervals
(tritones and
M6), before
watching videos
of vocal jazz
performances.
As a class in call
and response
the teacher will
sing a scat fill for
them to repeat
back. Then, after
breaking up into
small groups so
that every voice
part is
represented in
each group, they
will improve
scat-fills for “It
Don’t Mean A
Thing” with other
group members
singing a
Cappella
backing.

High HIAD.11
instrumental The student will
investigate
cross-
disciplinary
connections to
identify how
music works
with other
 disciplines to
develop
innovative
solutions to
inquiry-
based problems.
Students will
analyze ‘An
American Elegy,’
a response
piece to the
Columbine
shooting, and
how the song
can help heal or
aid the
awareness and
the potential
impact it can
make.

Gen Middle 7.14

The student will
sing and/or play
music of
increased levels
of difficulty on a
variety of
Instruments.

As a class, we
will analyze
modern pop
cord structures (I
VI V I) and listen
to pop songs.
Then in small
groups, students
will perform 8
bars of a pop
song of their
choice.