Schedule and General Lesson Plan:

High School Music Theory and History

1. LESSON # 30: NAME__Genre Mix_______________________________________________

PEDAGOGY THREADS: Melody, harmony, different tempos, simple meter, compound meter

GOALS AND OBJECTIVES:

-I can describe and interpret works of music using inquiry skills and music terminology (VA Fine Arts Standards
of Learning Music HM.3 a)
-I can analyze and explain personal responses to works of music (VA Fine Arts Standards of Learning Music
HM.4 b)
Wound Forward objectives:
-I can define and classify various musical styles styles that represent a variety of historical periods and cultural
influences (VA Fine Arts Standards of Learning Music HM.3 c)
-I can explain how the context of the context of a musical work’s creation may influence the response of the
listener
Wound Background objectives:
-Collaborate with peers to define, organize, develop, and share ideas, investigations and research of music ideas
ideas and concepts (VA Fine Arts Standards of Learning Music 8.2 b)
-Describe personal, emotional, and intellectual responses to works of music (VA Fine Arts Standards of Learning
Music 8.4 b)

Assessment Strategies:
Throughout this rehearsal I will engage in formal assessment by:

Throughout this rehearsal I will engage in informal assessment by:

recognizing if students are able to explain their thoughts about a work of music during discussion

Start Timings Activity or Piece Developmental Hierarchy Differentiations

Time Totals Level/Chunks, Plan and Sequence

Time: x15:00 Recognize Style Chunk 1: Listen

Chunk 2: Compare
 Size
Chunk 1: Listen
Videos are
● https://youtu.be/VFSwNy_Zb3M
projected on screen
● Listen to Purcell’s I am come to lock all fast
● https://youtu.be/ugqQlB5fpuc
● Listen to Jolene by Hildegard von Blingin’ on Youtube Color
Chunk 2: Compare Videos are
● Have the class discuss the musical aspects of the each piece projected on screen
● Leading Questions:
○ Do these pieces have a similar sound? Pacing
○ What is similar? Ask broader
○ What is different? questions first, then
more detailed ones
○ What musical elements are present in both of these pieces?
so each student can
○ How do you think the arranger for Jolene went about making that piece sound
answer a question
like an early music piece?
Modality
Visual-provide
Wind Forward: Have students recognize the meter of each piece and describe the elements of the lyrics to each piece
Baroque style that are present in the Jolene cover on screen while it
is playing
Wind Bacward: Have the students explain their emotional response to each song Aural-music is
being listened to
and discussion is
spoken
Kinesthetic-have
the option for
students to write
down their
responses to the
discussion
questions at a later
time

TRANSITION WITH: Find a piece that has been rewritten into a different genre or style
https://youtu.be/oYaf2QaDq4E
-Play A Day To Remember-Since U Been Gone in the background

Time: x15:00 Find! Chunk 1: Discover

Chunk 2: Share

Size
Students use
Chunk 1: Discover x5:00 computers
● Have students find a song that has been rewritten into a different genre or style
● Encourage students to find contrasting genres like classical and metal
Color
Chunk 2: Share x10:00 Students use
● Listen to all of the students’ selections computers
● Discuss and share opinions
Pacing
○ Does this piece sound good in this different genre?
Ask broader
○ Do you like this version better?
questions first, then
more detailed ones
so each student can
Wind Forward: Have students explain the context of the genre for the piece they picked and the
answer a question
context of the genre that it has be rewritten into

Modality
Wind Backward: Have students find two songs in different genres and have them share their opinions
Visual-students are
on each genre.
able to look at
videos
Kinesthetic-student
s can feel the beat
on their body while
listening to
different songs
Aural-students are
listening to songs

TRANSITION WITH: Introduce Genre Mix Project!

Time x20:00 Start Genre Mix Chunk 1: Intro

Project! Chunk 2: Find Song and pick genre
Chunk 3: Start project!

Size
Chunk 1: Introduce Project and Guidelines Students use
● Genre Mix Project! computers,
○ Find a song! directions are
○ Choose a genre to rewrite it into posted on the
○ Research elements of the genre screen
○ Students can do one of the following or use a different approach
■ Find an isolated recording of the melody or vocals of a song. Put the
 recording in garageband. create accompaniment for the melody in Color
garageband Students use
■ Notate or find the melody already notated and input it into a notation computers
software (MuseScore, Sibelius, Noteflight, Finale) compose an
accompaniment Pacing
■ Create recording of yourself performing the melody of a piece (singing suggest different
or on an instrument), create accompaniment and either perform the song and genre
piece or create a video with multiple tracks of accompaniment. Maybe combinations for
have friends play your accompaniment? students that have
■ Pick a song and I will help you isolate the melody! You tell me what trouble choosing
elements you want in the piece and I will help to find the best method
Chunk 2: Find Song and pick genre Modality
● Students will fill out a google form by the end of class indicating which song they Visual-directions
have chose, the genre of that song, and which genre they will be writing that song in are posted on
screen
Chunk 3: If students have completed chunk 2, they can start working on their project! Aural-directions
are explained by
Wind Forward: Have students transcribe the melody of the piece they choose by ear speaking
Kinesthetic-
Wind Backward: Give students access to different genre instrumental tracks and have them line it up students get time to
with the vocals of a song work on their
project on their
own