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STP Lesson 2 1

The lesson plan introduces beginning improvisation skills. Students will clap and say rhythmic patterns provided by the teacher. They will then improvise their own melodies to match each rhythm using a virtual xylophone application. The teacher will provide instructions and demonstrate the activity. Students will be informally assessed on their ability to create melodies that fit the rhythms and speak the words as they perform.

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162 views

STP Lesson 2 1

The lesson plan introduces beginning improvisation skills. Students will clap and say rhythmic patterns provided by the teacher. They will then improvise their own melodies to match each rhythm using a virtual xylophone application. The teacher will provide instructions and demonstrate the activity. Students will be informally assessed on their ability to create melodies that fit the rhythms and speak the words as they perform.

Uploaded by

api-533680154
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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LESSON PLAN TEMPLATE

Student Teacher Name:​ Naomi Cohen Date: DAY 1

Lesson Topic and Grade:

PA Academic Standards (Benchmarks/Indicators) or National Standards of Music


addressed

Create Perform Repond Connect

1 Generate and 4 Analyze, interpret and 7 Perceive and analyze 10 Synthesize and
conceptualize Artistic select work for artistic work relate knowledge and
ideas and work presentations personal experience to
make art

2 Organize and develop 5 develop and refine 8 Interpret intent and 11 relate artistic ideas
Artistic ideas and work artistic work for meaning in artistic and works within
presentation work societal, cultural
,historical context to
deepen understanding

3 Refine and Complete 6 Convey meaning 9 Apply criteria to


Artistic work through the evaluate artistic work
presentation of artistic
work

NAFME 2014 STANDARDS:

- MU:Cr1.1.3b Generate musical ideas (such as rhythms and melodies) within a given
tonality and/or meter.
- MU:Pr6.1.3a Perform music with expression and technical accuracy

Learning Opportunities/Procedure:
GOOD MORNING
MRS. NELSON’S ACTIVITY
STP STUFF - BEGINNING IMPROVISATION
“I can improvise a melody to a rhythm my teacher provided.”
“I can play my improvised melody on a virtual xylophone.”
- So last class, we created our own Thanksgiving dinners. And third grade, you were
fantastic with clapping your rhythms. Today, I want to take it one step further. I have a
chart with 4 rhythms on the board. We’re going to do them one at a time.
- Clap and say the words while you do this
- I don’t just want you to clap these rhythms.
- I want you to create your own melody. That’s called improvising. Say it with me.
- We have our virtual xylophone on Schoology, right? Instead of clapping our rhythms,
we can play our rhythms on the bars of the xylophones
- Okay, hands on your head. I have some instructions to give you and I want to make
sure you get them!
- There’s one more thing I have to teach you! Everyone show me jazz hands! (make
sure they’re still jazz hands and not shaking) so when I say “jazz hands” I want you to
make big jazz hands up in the air over your head! When I say hover, that means hover
your fingers over any two bars xylophone.
- When I say go, I’d like you to log onto your Chromebooks, go to your courses, click
Music Class, and find the xylophone. You’ll click the blue word (since blue words take
us someplace new) and you’ll see a small xylophone. Click it again to make it big. I’d
like you to get to this screen.
- Go through each pattern a few times, having students improvise melodies.
- Don’t give students downtime between patterns, but give students
- Have students put away their chromebooks

OPTIONAL:
- Fiddlesticks
- (Incredibox)
- There Was a Man and He Was Mad

Closing Activity

GOODBYE SONG

Specific Differentiation Strategies

​Make sure you demonstrate things visually as well as verbally.


Students have choices as to which rhythm patterns they perform so they can self-differentiate.

Assessment:

Informal teacher observation:


- I’m listening to the students to see if they can make up their own melodies for the
rhythms I have on the board.
- Can students play the correct number of sounds per beat (1 or 2)? (Y/N)
- Are students speaking the words as they perform? (Y/N)

Reflection:

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