Lesson Plan : Pitch and Performance

Teacher Name:
 Paul Sullivan
 Grade 4

 Understanding how pitch differences(as opposed to other properties of sound such as duration, volume or timbre)are represented and created in music.
 Pitch Steps of Pitch Staff Lines Spaces On the Line In the Space Syllable names (Do, Re, Mi, etc.) Letter names (A, B, C, etc.) Recorder Left hand Right hand Thumb Fingers 1,2,3,4
 For All Students: 1) Understand how pitch differs from other properties of sound such as duration, volume or timbre. 2) In some way perceive how differences in pitch can be represented in music (visually, spatially, auditorally) 3) In some way perform a tune as communicated by some form of representation (visual, spatial, auditory).
 Visual option: 1) To understand how standard notation represents pitch on the music staff. 2) To read (recognize) standard music notation 3) To create or perform the pitches of a tune as indicated by standard music notation. Spatial option: 1) To understand
 Select from the following: Recorders, Recorder book "Music Time", Overhead transparencies of book pages(magnified and teacher guided with pointer), schematic charts of Recorder fingerings, white board with staff lines, dry erase markers in various colors and erasers, piano keyboard (electronic or acoustic), computer, Music Ace software, headphones,
 Note: 28 students in a class, all together at one time, 40 minutes, once per week. 1) Students select to either learn in a group to play the recorder and/or sing, or work independently or in partners on "Music Ace" software using 5 Music Classroom computers. 2) Selected students pass out instruments to all students selecting recorder and/or singing, while teacher assigns students selecting the computer option to their computers. (The software is totally interactive and self directing with a speaking cartoon character giving all necessary directions). 3) Teacher records the numbers on assigned instruments.
 Rote portion of the lesson: 1) Practice holding up right or left hand on cue (visual, auditory) 2) Observe (feel if student is blind) teacher hold the instrument between thumb and first finger. Notation portion of lesson: 3) Draw "B" on white board staff 4) Show "B" in transparency of book page 5 5) Direct students to find "B" on book page 5 Repeat above for pitches "A" and "G" Do song "Hot Cross Buns"
 Rote portion: 1) Students hold the instrument between thumb and first finger of the left hand. 2) Blow gently to make the pitch called "B" 3) Sing the pitch called "B" Notation portion:
 1) Play the Recorder 3) Sing 2) Do Pitch related lessons on the "Music Ace" interactive computer software. (There is no keyboarding required in this software and the only mouse use is simple point and select)
Checking For Understanding:
 Recorder/Singing: The actual performance is a demonstration of understanding Music Ace has assessments built into the software
 Collect instruments Log off computer
 In real time after lesson
Teacher Reflections:
 After lesson

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