Lesson Plan : Rhythm and Patterns
Teacher Name: | R.Parrotta |
Grade: | Grade 6 |
Subject: | Music |
Topic: | Rhythm: The organization of a pattern of long or short beats written in standard music notation to communicate a particular phrase in music. |
Content: | Students will learn the elements of music: beat, rhythm, harmony, melody, tempo, dynamics, form, texture, articulation while they learn to play a music instrument. For each of the elements, the students will demonstrate their understanding by reading, listening to and playing particular songs. The teacher will model, and provide feedback on individual students' skill development of the elements during each music class. Students will recognize the definiton and purpose of each element of music by routinely reading, listening to and playing music in a large ensemble and in small sectionals, and individually. Once the element of music has been learned, students will transfer their learning into performing it for an audience. Small written activity sheets will accompany the lessons, so that students will have had a chance to practice it in written form. Demonstrating their knowledge and understanding of the particular music element will also take place through a series of small music composition acitivies, scheduled once a month. Daily in class time is effectively used to allow students time to internalize new and unfamiliar information and apply it to different situations in music. The teacher's modelling of the element of music in the particular week's plan, will hopefully prepare them towards that independence required when they engage in written composition activities. |
Goals: | The key questions the teacher will ask is: what do you think about before you play your instrument, what are you about to play and what are you going to be able to do, what is the teacher's modelling trying to communicate to you and what is it that you need to do in order to become independent about your work, what skill is the teacher modelling, what differences are there between this student's playing and the other student's playing, what techniques do you need to demonstrate while playing, and why. The teacher spends time to ask reflection questions after a song has been demonstrated. How were you able to demonstrate the particular element of music in your playing. |
Objectives: | 6a1, 6a2, 6a3, 6a4, 6a6, 6a7, 6a8, 6a9, 6a14, 6a15, 6a16, 6a17, Listening skills, |
Materials: | Instruments, books |
Introduction: | The teacher engages the students by asking the questions: What is it that you are thinking about while looking at your music, What do you need to be doing before you play, listen to the modelling I'm about to demonstrate, and think about this question: what are the elements of music, what did you just hear. The the teacher will direct the students to the lesson: RHYTHM and instructions on the board. What is rhythm? Discuss 2 minutes. |
Development: | Students are to 1. listen to the modelling from the teacher,2. reflect on the demonstration, 3. play the song(s) required to demonstrate their learning of the particular skill, 4. Play as an orchestra, 5. Play in sectionals, 5. Play with a partner, 6. Play individually. |
Practice: | While students are listening to each other play the specific song, they are clapping the rhythm, and for some they will be able to count the beats as they clap. They will be asked questions that deal with the time signature, and the overall structure of the piece. The reason why the students are doing this lesson and all the lessons on the elements of music is because they need to know the elements in order to be able to understand and appreciate music and the language of music. |
Accommodations: | Students can work with a musically stronger student, in a practice room for 5 minutes to check over their skill. Students will work with partners, and perform at a later date than the due date to allow extra time for home practice. Selection of an easier piece is recommended. |
Checking For Understanding: | On the spot conferencing happens as the teacher walks around and talks to single students, and partners, and sectionals. The students will also develop the skill to speak about their playing to their peers after they hear each other play, and as well, students will show their learning by doing it in front of the teacher and the audience. |
Closure: | The students will have a five minute self-reflection opportunity, on a written slip of paper. |
Evaluation: | The teacher evaluates each student individually for their understanding of the element of music, rhythm while they present a particular piece of music. |
Teacher Reflections: | Self and peer evaluations accompany the part of the lesson when they have had a chance to compose a small song either with themselves or in their sectionals or with a partner. |
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