Project Name: Beginning Rhythms

My students will be beginning middle school students. Some will know different
note names (or more) due to prior piano lessons, but most will be complete
beginners in all aspects of music. The students will be aged 12-15, so their
preferred music will be recent pop songs and music from popular movies.
Going off of my own generation, their interests will be determined by social
media and their friends- this could be sports, music or other hobbies.
Stage 1 - Desired Results
Materials: Goals:
-3 ring binder for
The students will be able to read and perform different
sheet rhythms including whole notes to eight notes. They will know
music/chord the difference between the note values and can sight read
charts these rhythms with moderate accuracy. Being able to
-Pencil and sight-read these rhythms is the true test if a student knows
highlighter the rhythms well enough to move on, so consistent
sight-reading exercises will keep the class on a steady pace.
-School provided For the long-term, sight-reading rhythms will solidify their
materials: ability to comprehend music quickly and develop their sense
-Ukulele of rhythmic and melodic tendencies.
-Music stands
Generative (Essential) Questions: What are rhythms? How can we practice
rhythms without instruments? Would music be the same without rhythms?
Stage 2 - Evidence

The class can successfully sightread a completely new 8- measure phrase with
a different 8th note rhythm each measure. They had 30 seconds to look at it,
and then they performed it. The chords change at the beginning of every two
measures.

How do we know if they are learning? I will do playing tests at the beginning of
each week and randomly choose 25% of the class to play a specific piece that
highlights whatever rhythm we have been focusing on. If the vast majority of
the chosen students can play the piece with 80% or more accuracy, then I will
move the class onto the next variation of a rhythm. If they are struggling, then I
will do a review session with the class.

What happens if we don’t do playing tests? I have no idea what students are
struggling with or not. I won’t be able to see what specific needs the class has,
and I won’t address their struggles in an appropriate amount of time to prevent
students from falling behind.

Stage 3 – Learning Plan

In order for the students to consistently make progress they will be given a
practice log for every Monday and Wednesday. The log will have requirements
for their practice session (play a C chord and create a new rhythm, etc.) and
have a space for them to record their own thoughts on their progress. As their
teacher, I will support their learning through consistent lesson plans and
making myself available for questions. If the students do not trust me, then they
won’t feel comfortable asking necessary questions. While I have to earn their
trust, I also have to have a balance between supporting and challenging them.
To find this balance I will need to start communicating with the class from day
one. We will need to talk about their expectations of the class and my own.
After this is established, we can proceed with the curriculum and introduce the
fundamentals of music.
During the curriculum the students will be challenged musically and
intellectually. While the lesson plans will be based on what the students need to
review and learn, there will also be exercises during class or on the students
practice time that combine two relatively new concepts. For these exercises I
expect every student to make a decent effort to figure out how to play it at at
least a C+ level (several missed notes and rhythms, stopping in the middle).
We will go over these exercises in the following class but each student is
responsible for figuring out the main idea first.
The overall ebb and flow of the classroom will be determined on a
weekly basis. Rigidly introducing new concepts every three days or every week
may not work if the students are not ready to move on. While sticking to a
detailed plan is ideal, sometimes the students will need review time for any
number of reasons. I have to be prepared to work with the students and work
with them to review so the class can keep moving steadily. A good way to keep
the students on a rigid plan is to write review time into the schedule- either the
last five minutes of every class or the last day of the week can be fully
dedicated to answering questions and catching the students up. The key for
this to work is to stick to whatever time is dedicated to review and allow the
students that full time, every time.

Workshops and Projects

 I will hold workshops an hour before school on whatever day of the week
the most students can attend. The workshop focus will be determined by the
students. For example, if the current lesson plan was going over eighth notes,
sixteenth notes, and combining them, then I would have the students vote on
whether they needed to focus on just sixteenth notes or the concept of
combining eighths and sixteenths (1-&a, etc.). These workshops will be in our
classroom so we have the available materials to work on the main focus like a
normal plan. The workshop will be very detail-based, since the entire point is to
break down a concept. Students will not be required to attend, but their parents
will be notified that the workshop is happening.

Any projects the class does will involve creating their own music to some level
in groups. A large part of music classes is figuring out how to work and
communicate as an ensemble and smaller sections. An example of a potential
project could be the following:
“Find two people in the class whose middle names you don’t know. This is your
group. Your assignment is to work outside of class time to create a 16 measure
piece on ukulele, written as a description (they will not be writing actual music
on staff paper) The requirements are below:
Person A: create a chord progression that can be repeated twice during the 16
measures
Person B: create 4 unique rhythms and assign them to every four measures
Person C: find what notes are important in the chords and just play those notes
at whatever rhythm you prefer.

*Why a middle name? This prevents students who are close friends from
always working with each other since they probably know each other's middle
name.*

Using a group project like this will create an environment for

communication, creativity, and patience. Not everyone will be on the same level
when it comes to figuring out different chords that go together, so some
students might have an opportunity to mentor their peers. I will be available
during all group projects over email, and I will provide the classroom after
school for the students to work together if they do not have a place to work at
home. I will answer three questions per group, but the rest of the project is up
to their interpretation. Each group will play their piece for the class.
Projects like these are transferable across different scenarios: it could
be a one person project, the class could be split in two and elect group leaders,
or it could be a class time activity to see who can create a 16 measure piece
the fastest. Regardless of the scenario, it is important to check on individual
students and make sure they are keeping up with their group. If they are not, sit
in on the group meetings and try to re-focus the group dynamic so all are
invested.

_______________________________________________________________
Potential Lesson Plans:

Lesson Plan One

Objective: Students will learn how to consistently clap/snap/walk along with
different tempos through a nonverbal lesson.

Procedures:
1)Play a metronome loudly at 144 bpm. Start clapping along to it and wait for
the students to catch on.
2)Once the students are clapping, stop clapping and let them feel the beat for
10-15 seconds.
3)Start snapping every other beat- if students can’t snap, have them continue
clapping.
4)Change the tempo to 80 and clap along with it.
5)Clap on every other beat.
6)Pull up a song that is around 80 bpm. Start playing it and have the class clap
along with it.
7)Repeat with other songs of different tempos.

Assessment:
Walk around the room while doing this. Younger students will use this as an
excuse to be loud and clap randomly. Stay nonverbal, but clap next to any
students who are being problematic or need help feeling the pulse. Once every
student is on the beat, move on.

Lesson Plan Two

Objective: Students will learn how to strum half notes and quarter notes on a C
chord.
*Students have already learned a C chord.

Procedures:
1)Review a C chord.
2)Using powerpoint, bring up a slide that shows a whole note and a half note.
3)Go through the note value for the two notes. Play an example for them using
a metronome.
4)Ask for a volunteer to play a whole note and two half notes. Give them a
metronome to play with.
5)Ask for any questions. If none, have the class play what the student played.
6)Bring up a picture of a quarter note. Explain the note value.
7)Ask the class for their preferred order of rhythms they have just learned.
(Whole, half, quarter, half, etc.).
8)Ask for any questions. If none, have the class play what they have learned.

Assessment:
Assign four measure phrases (still rhythms on C chord) for practice each night.
Cold call four random members of the class the next day to play it for the class
at their own tempo. Write down any comments.

Lesson Plan Three

Objective: Students will be able to change between a C and G chord.

Procedures:
1)Review a C chord.
2) Introduce a G chord. Have the class strum a G chord on their own for
several seconds.
3)Show the students what fingers they move to go from C to G. Have them
practice that on their own for several seconds.
4)Start a metronome. The class will play half note C chord and then a half note
G chord.
5)Have them play this on repeat.

Assessment:
Have the students play in small groups. Assign different chords to each group
and tell them to figure out their own rhythm and when the chords will change.
Check in with each group and write comments on how they are doing regarding
musically and as a team.