Morgan Brown

Music Education: A Professional Choice (MUED 271)

Dr. Lisa Maynard
12-15-21
https://youtu.be/FbVjyle_6_8
Objectives: The student will learn the first phrase of the JMU Fight Song through analyzing the
rhythms and pitches found within the first phrase.

Procedures:
-The silent nature of this lesson will prompt the students to be attentive to the screen to help them
to understand the purpose of the lesson.
-The lesson will begin with a short introduction to explain what is going to be learned.
-After introducing the topic, I will present a short review of note values (quarter note, half notes,
and whole notes) in a call and response pattern to allow the students to practice after I
demonstrate each value.
-Next, I will separate the phrases into two rhythmic chunks to teach the two separate chunks in a
call and response fashion.
-Then, I will sing the two separate rhythmic chunks of the phrases on their solfege syllables in a
call and response fashion.
-In an effort to sing the entire phrase on solfege, I will combine the two rhythmic chunks in a call
and response fashion to encourage the students to have a fluid transition between the two chunks.
-After solidifying the transitions between the two chunks, I will teach the words to the first
phrase in a call and response fashion.
-Finally, I will incorporate clapping on the quarter note with the call and response method to
positively contribute to the energy level of the phrase despite the slow tempo.

Assessment: Informal Assessment

Due to the videoed nature of this assignment, I wasn’t able to interact with individuals in real
time while recording this video. After recording, I sought the opinion of other music majors to
ensure that my procedures within the lesson video were easy to interpret from an outside
perspective.

Standards: 1994 National Standards in Music Education (Sarrazin)

-Content Standard I (Singing, alone and with others, a varied repertoire of music)
- Students sing independently, on pitch and in rhythm, with appropriate timbre, diction,
and posture, and maintain a steady tempo
-Content Standard V (Reading and notating music)
-Students read whole, half, and quarter notes in 4/4 meter
-Students use a system (i.e., syllables, numbers, or letters) to read simple
pitch notation in the treble clef in major keys
 Works Cited

Sarrazin, Natalie. “Chapter 3: Assessment and Learning Goals.” Music and the Child, Open

SUNY Textbooks, 15 June 2016,

https://milnepublishing.geneseo.edu/music-and-the-child/chapter/chapter-3/.