Nick Sparshott

Dr. Mueller
MUED 324
4-12-23
Directed Reading Lesson Assignment
Title:

Understanding Erik Satie: Gymnopédie No. 1

Brief Class Description:

8th Grade, general music history, 24 students

Lesson Topic:

Listen to and read an article that analyzes Gymnopédie No. 1 in order to understand why Erik Satie was a
unique composer.

Prior Knowledge:

Students can analyze short paragraphs and be able to form connections and questions.

Alignment:

Maryland State Music Indicator Expectation Activity(ies)

Standards - Artistic (Which step(s) of DRL
Processes with teach this objective? –
correlating Anchor refer below)
Standards
1. Creating I:6-8:1: Use a variety E:6-8:1: Apply tools, 2, 3, 5, 6
of media and which may include
Grade 8: methods, including standard notation,
Artistic Process – available technology, iconic notation, or
Creating
to select, present, recording technology,
Anchor Standard 2 –
explain, and to notate or record
Organize and develop document musical personal musical
artistic ideas and ideas with ideas. Craft a
work. connections to composer’s statement
context and artistic that clearly
purpose. summarizes and
supports creative and
conceptual choices.
2. Presenting I:6-8:3: Describe and E:6-8:3: Support and 4, 6
explain how intent is justify the use of
Grade 8: communicated artistic qualities when
Artistic Process – through interpreting music for
Presenting
interpretation, performance.
Anchor Standard 4 –
including expressive
Analyze, interpret, aspects and musical
and select artistic elements.
work for
presentation.
3. Responding I:6-8:1: Describe and E:6-8:1: When 4, 5, 6
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 Nick Sparshott
Dr. Mueller
MUED 324
4-12-23
support personal listening to music,
Grade 8: interpretations of describe how the
Artistic Process – music and analyze performers’ personal
Responding how use of musical interpretation and
elements, attention to musical choices
Anchor Standard 8 –
Interpret intent and
context, and artistic convey creative
meaning in artistic qualities convey intent.
work. intent.

Materials Needed:

- Pencil
- Paper
- Exit ticket
- Gymnopédie No. 1 – https://www.youtube.com/watch?v=iosycArHWoE&t=2s
- Print out of article – https://pianistmusings.com/2019/06/14/what-makes-gymnopedie-no-1-so-
special/

Citations:

Kathryn Louderback. (2019, June 13). Erik Satie - Gymnopedie No. 1 [Video]. YouTube.
https://www.youtube.com/watch?v=iosycArHWoE&t=2s

Louderback, K. (2022, March 24). What makes Gymnopédie No. 1 so special? a pianist's musings.
Retrieved April 12, 2023, from https://pianistmusings.com/2019/06/14/what-makes-gymnopedie-
no-1-so-special/

Maryland State Fine Arts Standards. “Music State Standards”. Maryland Centers for Creative
Classrooms, https://mc3arts.org/maryland-fine-arts-standards. Accessed April 12th, 2023.

Procedures

1) Introduction:

The teacher will inform the students that they will be studying Erik Satie for today’s lesson, using
Gymnopédie No. 1 as a case study. Students will first listen to the piece. Students will then connect their
listening experience to an article in which the student’s connection will be discussed in groups.

2) Readiness:

The teacher will ask students to keep two things in mind before listening:
- How would you describe the direction of the piece?
- How would you describe the musical elements in the piece (dynamics, harmony, space)
- (Sequencing, making predictions, using imagery)

3) Silent ‘Reading’ Activity:

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 Nick Sparshott
Dr. Mueller
MUED 324
4-12-23
Students will then silently read a review article about Gymnopédie No. 1. After, students will underline
any connections made with the listening and in the reading. (Phonological awareness, cueing systems,
vocabulary, finding the main idea, summarizing)

4) Discussion / playing their instrument (any type of student engagement) Activity:

Students will form small groups and discuss the connections they made and connections they share with
other group members about the listening and the article. After small group discussion, students can share
their connections to the class. (Summarizing, making predictions, using imagery, retelling)

5) ‘Re-reading’ Activity:

Students will re-read the article and take notes, this time focusing on how Erik Satie’s compositional
ideas are both original and unique. (Sight identification, finding the main idea, sequencing, writing,
expository, descriptive, persuasive)

6) Follow-Up Writing Activity (closing activity):

Students will write a paragraph using at least 1 example from the listening and 2 examples from the text
explaining how Erik Satie’s compositional ideas make the composer both original and unique. (Cueing
systems, vocabulary, finding the main idea, sequencing, summarizing, retelling, writing, expository,
descriptive, persuasive)

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