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    2010 04 28 - Conover

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    Patricia Portzline Conover
    This document contains three lesson plans for music classes. The first is a 6th grade lesson on rhythm, meter, and conducting that includes discussing music preferences, learning a song, and conducting exercises. The second is a 7th grade lesson on the voice that includes a vocabulary review game and journaling. The third is an 8th grade lesson on 1960s protest songs that tasks students with analyzing the lyrics, music, and messages of songs like "Blowin' in the Wind" and discussing how musical elements convey meaning.

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    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd

    2010 04 28 - Conover

    Uploaded by

    Patricia Portzline Conover
    40 views4 pages
    This document contains three lesson plans for music classes. The first is a 6th grade lesson on rhythm, meter, and conducting that includes discussing music preferences, learning a song, and conducting exercises. The second is a 7th grade lesson on the voice that includes a vocabulary review game and journaling. The third is an 8th grade lesson on 1960s protest songs that tasks students with analyzing the lyrics, music, and messages of songs like "Blowin' in the Wind" and discussing how musical elements convey meaning.

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    2010-04-28_Conover

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    This document contains three lesson plans for music classes. The first is a 6th grade lesson on rhythm, meter, and conducting that includes discussing music preferences, learning a song, and conducting exercises. The second is a 7th grade lesson on the voice that includes a vocabulary review game and journaling. The third is an 8th grade lesson on 1960s protest songs that tasks students with analyzing the lyrics, music, and messages of songs like "Blowin' in the Wind" and discussing how musical elements convey meaning.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    40 views4 pages

    2010 04 28 - Conover

    Uploaded by

    Patricia Portzline Conover
    This document contains three lesson plans for music classes. The first is a 6th grade lesson on rhythm, meter, and conducting that includes discussing music preferences, learning a song, and conducting exercises. The second is a 7th grade lesson on the voice that includes a vocabulary review game and journaling. The third is an 8th grade lesson on 1960s protest songs that tasks students with analyzing the lyrics, music, and messages of songs like "Blowin' in the Wind" and discussing how musical elements convey meaning.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 4

    P Conover

    ___________________
    Grade Level: 6 th
    Unit: Rhythm Meter & Conducting Lesson: Welcome to Cycle & Feel the Beat

    Focus: (Concept or skills to be emphasized)


     Rhythm  Melody  Theory  Expressive Qualities  Form  Harmony  Style  Singing  Playing Instruments  Listening

    Standards Achieved:
     Singing, alone and with others, a varied repertoire of music.  Performing on instruments, alone and with others, a varied repertoire of
    music.  Improvising melodies, variations and accompaniments.  Composing and arranging music within specific guidelines.
     Reading and notating music.  Listening to, analyzing and describing music.
     Evaluating music and music performances.  Understanding music in relation to history and culture.
     Understanding relationships between music, the other arts and disciplines outside the arts.

    Vocabulary (to be emphasized): rhythm, beat, meter, duple and triple, mixed meter, conducting

    Objectives: (What students will learn/be able to do)


    Discuss the relationship between their personality and musical taste by reviewing their song lists on their IPODS.
    Learn and perform “Come and Follow Me”. Determine meter, macro and micro beat, and meter.
    Through listening, students will begin to understand how beats are organized and how that determines meter.
    Students will learn the basic skills for conducting a duple and triple piece of music.
    Students will develop and write a conducting plan, rehearse their conducting patterns and conduct the class.

    Activities:
    Students will sight read basic rhythmic notation from the board to prep for learning “Come and Follow Me”. Students will complete and present
    “What’s On Your Ipod”. Students may bring in a song selection to share with the class. Students will listen to several pieces of music to
    determine the meter and then learn the corresponding conducting pattern in preparation for their conducting exam later in cycle. Students will
    learn the song and movement to “Come and Follow Me” and practice to prep to perform in a 2, 3, and 4 part round.

    Materials and Equipment:


    Listening examples, white board, listening selections, IPDODS, rhythm worksheet.
    Assessment: teacher observation of student participation/discussion
    P Conover

    ___________________
    Grade Level: 7th grade Cycle Unit: All About the Voice

    Focus: (Concept or skills to be emphasized)


     Rhythm  Melody  Theory  Expressive Qualities  Form  Harmony  Style  Singing  Playing Instruments  Listening

    California Standards Achieved:


     Singing, alone and with others, a varied repertoire of music.  Performing on instruments, alone and with others, a varied repertoire of
    music.  Improvising melodies, variations and accompaniments.  Composing and arranging music within specific guidelines.
     Reading and notating music.  Listening to, analyzing and describing music.
     Evaluating music and music performances.  Understanding music in relation to history and culture.
     Understanding relationships between music, the other arts and disciplines outside the arts.

    Vocabulary (to be emphasized): ethnomusicologist, vocal folds, larynx, vocal style, soprano, alto, tenor, bass, -ations of singing

    Objectives: (What students will learn/be able to do)


    Play Vocal Jeopardy to review for Thursday’s Voice Unit Quiz.

    Activities: The Student(s) will…

    1. Begin class with a journal entry response to the following question:

    What is an effective use of the voice? (Students are to choose 2 of the 4 prompts)

    Materials and Equipment:


    Vocal Jeopardy, whiteboard
    Assessment: teacher observation of class activity/discussion and complete worksheets
    P Conover

    ___________________
    Grade Level: 8 Cycle
    th
    Unit: Music of the 1960s Lesson: Social Protest Songs

    Focus: (Concept or skills to be emphasized)


     Rhythm  Melody  Theory  Expressive Qualities  Form  Harmony  Style  Singing  Playing Instruments  Listening

    California Standards Achieved:


     Singing, alone and with others, a varied repertoire of music.  Performing on instruments, alone and with others, a varied repertoire of
    music.  Improvising melodies, variations and accompaniments.  Composing and arranging music within specific guidelines.
     Reading and notating music.  Listening to, analyzing and describing music.
     Evaluating music and music performances.  Understanding music in relation to history and culture.
     Understanding relationships between music, the other arts and disciplines outside the arts.

    Vocabulary (to be emphasized): tone color, rhythm melody, musical elements

    Objectives: (What students will learn/be able to do)

    1. Students will identify two social protest songs from the 1960s and analyze some of the topical and musical elements.
    2. Students will consider the effectiveness of musical elements to convey a message.

    Activities: The Student(s) will…

    1. Begin class by view the 1960s powerpoint.


    2. The teacher will read aloud lyrics to “Blowin in the Wind” and “We Shall Overcome”. Students will discuss the meter of the lyrics,
    paying particular attention to the stressed and unstressed words.
    3. Students will listen to each of these social protest songs. What musical and topical elements can we speak about in each? (Title,
    Subject classification, tone color, rhythm, melody, etc)
    4. Students will respond to these elements while listening using the Song Chart sheet.
    5. The teacher will ask students what ways these elements can be used to convey subject matter. For example, should an angry-sounding
    voice be used in a rap song about the aftermath of a crime? Should a smooth, lyrical melody be used exclusively in love songs? Does
    an anti-war song need angry sounds in either tone color or rhythm? Can the message be conveyed as effectively using a different
    style?
    6. Extension: Music often serves as a catalyst to draw society attention to certain issues. Why does music have this effect? What are
    some songs or themes in current music that have been used as a call to action?

    Materials and Equipment: Listening examples, Song Chart sheet, whiteboard


    Assessment: Class discussion, individual work, teacher observation

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