'Down Under'
Name:Jake Ezzo
Date: 10/26/2011
Grade: Middle School I 5th
Title: ‘Down Under!’
A. Musical Focus:(concepts/skills to emphasize)
Playing Instruments
Singing
Melody
Rhythm
Movement
B. Objectives: Learners will...
1. Be able to do (behavioral): students will be able to maintain a steady beat with an accuracy rate of 100%. Students will be able to play the rhythms and sing seseere eeye with a success rate of 100%
2. Encounter (experiential): students will sing Australian music, as well as play percussion instruments.
3. Change/add value (critical): students will realize the connection between music and culture. As a result, students will have a change perspective of this relationship.
C. Focusing Question/Objective: As a result of the lesson.... students will be able to keep a steady beat and also will explore elementary practices of 3 part harmony.
D.Materials:
-Didgeridoo
-Bullroarer
-Sesere eeye sheet, rhythm sheet,
-Djembe
-Drums
E. National Standards Addressed:-
1. Singing, alone + with others, a varied repertoire of music
2. Performing on instruments, along +with others, a varied rep. of music
3. Improvising melodies, variations, and accompaniments.
4. Composing +arranging music within guidelines
5. Reading and notating music
6. Listening to, analyzing, and describing music
7. Evaluating music + music performances
8. Understanding relationships between music, the other arts, + disciplines outside the arts
9. Understanding music in relation to history and culture.
F. Accomodations:
-*SOME KIDS DON’T LIKE RAWHIDE!!!*
-Max is very hands on. Multisensory is good for him.
-*Zach- Great enthuasism, but make sure he stays focused. ‘eyes on me’
-*Max- allow him to get up and talk to Cari if necessary. He is on the spectrum and does need to let steam off sometimes. Try to keep him engaged though.
-Individualize think time between call and response.
- ‘I still think we need to give you a little think time’-for Max.
G. Assessment:
A. Written
B. Informal
C. Individual- Everyone will individually model.
D. Group- everyone is playing
E. Performance- Everyone will perform at the end of
F. Other
H. Lesson Flow:
Preparation: (link to prior knowledge or “jump start”)
1. Enter and Greet the Class.
2. Introduce guest (otherwise it’ll take up time)
3. Funga Alafia (2-3 minutes)
Where does this song come from? Name for me the other
countries whose music we have learned! (Ireland, Australia). (2)
Process + Personalization: (teaching sequence + participation)
1. Discuss everything we know about Australia and about
its music! (7 minutes max) Down Under- looks like it is under the bottom of the globe. Hows it goin? Animals- Kookaburra (know song?)
2. Share what you know about the Didgeridoo and the Bullroarer.
Aboriginal Instruments! Talk about who they are, where they live. Bullroarer- Doppler effect! 19,000 years old. Slat of wood.
Communicate between areas. Didgeridoo-over 1,500 years old. Wood trumpet. Traditional Names: martba,paampu. Used to imitate wild animals. (Dingo, Kookabura)
3. Speak rhythms from rhythm worksheet with animal names to
help learn them. Eventually switch to percussion instruments!
Talk about Accents (stress)
(13 minutes)
4. What song are we doing from Australia? (Sesere eeye)
5. Review song-
Jenny- Higher Part
Catherine and Justin- Melody
Zach and Max- Lower Part.
(10 minutes)
Perform:
1)Perform Sesere eeye one final time! (2 minutes)
2) Do Funga Alafia
Date: 10/26/2011
Grade: Middle School I 5th
Title: ‘Down Under!’
A. Musical Focus:(concepts/skills to emphasize)
Playing Instruments
Singing
Melody
Rhythm
Movement
B. Objectives: Learners will...
1. Be able to do (behavioral): students will be able to maintain a steady beat with an accuracy rate of 100%. Students will be able to play the rhythms and sing seseere eeye with a success rate of 100%
2. Encounter (experiential): students will sing Australian music, as well as play percussion instruments.
3. Change/add value (critical): students will realize the connection between music and culture. As a result, students will have a change perspective of this relationship.
C. Focusing Question/Objective: As a result of the lesson.... students will be able to keep a steady beat and also will explore elementary practices of 3 part harmony.
D.Materials:
-Didgeridoo
-Bullroarer
-Sesere eeye sheet, rhythm sheet,
-Djembe
-Drums
E. National Standards Addressed:-
1. Singing, alone + with others, a varied repertoire of music
2. Performing on instruments, along +with others, a varied rep. of music
3. Improvising melodies, variations, and accompaniments.
4. Composing +arranging music within guidelines
5. Reading and notating music
6. Listening to, analyzing, and describing music
7. Evaluating music + music performances
8. Understanding relationships between music, the other arts, + disciplines outside the arts
9. Understanding music in relation to history and culture.
F. Accomodations:
-*SOME KIDS DON’T LIKE RAWHIDE!!!*
-Max is very hands on. Multisensory is good for him.
-*Zach- Great enthuasism, but make sure he stays focused. ‘eyes on me’
-*Max- allow him to get up and talk to Cari if necessary. He is on the spectrum and does need to let steam off sometimes. Try to keep him engaged though.
-Individualize think time between call and response.
- ‘I still think we need to give you a little think time’-for Max.
G. Assessment:
A. Written
B. Informal
C. Individual- Everyone will individually model.
D. Group- everyone is playing
E. Performance- Everyone will perform at the end of
F. Other
H. Lesson Flow:
Preparation: (link to prior knowledge or “jump start”)
1. Enter and Greet the Class.
2. Introduce guest (otherwise it’ll take up time)
3. Funga Alafia (2-3 minutes)
Where does this song come from? Name for me the other
countries whose music we have learned! (Ireland, Australia). (2)
Process + Personalization: (teaching sequence + participation)
1. Discuss everything we know about Australia and about
its music! (7 minutes max) Down Under- looks like it is under the bottom of the globe. Hows it goin? Animals- Kookaburra (know song?)
2. Share what you know about the Didgeridoo and the Bullroarer.
Aboriginal Instruments! Talk about who they are, where they live. Bullroarer- Doppler effect! 19,000 years old. Slat of wood.
Communicate between areas. Didgeridoo-over 1,500 years old. Wood trumpet. Traditional Names: martba,paampu. Used to imitate wild animals. (Dingo, Kookabura)
3. Speak rhythms from rhythm worksheet with animal names to
help learn them. Eventually switch to percussion instruments!
Talk about Accents (stress)
(13 minutes)
4. What song are we doing from Australia? (Sesere eeye)
5. Review song-
Jenny- Higher Part
Catherine and Justin- Melody
Zach and Max- Lower Part.
(10 minutes)
Perform:
1)Perform Sesere eeye one final time! (2 minutes)
2) Do Funga Alafia
Down Under | |
File Size: | 288 kb |
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