Dalcroze Lesson Plan

Teacher: Hannah Sinn Grade: 2 Date: July 3, 2013 Period:

1. Behavioral Objective: As a result of this lesson, students will have strengthened their inner sense of rhythm and memorization of both tempo and melodic ideas. This will be seen as the students demonstrate their ability to successfully learn and perform a variety of Dalcroze eurythmic and memorization exercises.

2. Required Prior Knowledge and Skills: Students will have to be familiar with the solfege syllables, and terms such as the beat, pulse, and tempo. Anticipated deficits: Extra time may need to be allotted to explain what the term tempo means.

3. Standards and Frameworks: National Standards Singing Improvising Reading and notating Listening to, analyzing and describing Understanding relationships between music, the arts and disciplines State Frameworks Singing Reading and notating Improvisation and composition Critial response Concepts of style, stylistic influence and stylistic change

4. Processes: a. Creating b. Performing c. Listening

5. Assessment: The assessment for this lesson plan will be entirely observational; the teacher will observe each different student during the activities to see how they are able to learn the exercises and demonstrate them successfully.

6. Materials, Repertoire, Equipment needed: a. Piano b. Recorded music c. Music player d. Board and marker to write melodies

7. Accommodations/Special Needs: Child without the usage of their legs: This child will be asked to perform the activities that the other students would be doing by patting their knees while an aid pushes their wheelchair around the classroom.

8. Lesson Sequence: a. Activity: Activator/Warm Up Walking to the music students will enter the classroom, and will be asked to take off their shoes and walk around the room, in any direction, to the mood of the music being played. A variety of songs will be chosen, and will be changed. For example: Imperial March students should walk rigidly around the room. Aquarium by Saint-Seans students should walk with more flowing motions. Flight of the Bumble Bee students should walk quicker and more frantically. b. Activity: Walking to the tempo of the music The term tempo will be explanined, and then the Activator warm-up exercise will be restarted, but this time, with the same songs, the students will be asked to time their steps with the tempo of the song. A few more song examples can be added. c. Activity: Walking to the tempo memory with these same songs, the children will be asked to walk in tempo. The song will then be turned off, and the children will be asked, when the song is turned off, to continue to walk in the correct tempo of the song. The song will be turned off in such a way that when it is turned on again, students will be able to tell if they were able to remember and keep the same tempo. d. Activity: Memorization students will now be asked to learn 4 measures of the melodies of a song and memorize it with solfege syllables: Teacher will speak the first measure of each song with solfege, have students repeat until they know it. Then with the second measure, the same procedure will be followed. The first and second measures will then be put together. This same process will be done with the third and fourth measures, and then all four measures will be put together. After the students have the solfege syllables memorized, they will be asked to sing the melody, one bar at a time, until it is learned. After the melody is learned, the teacher will write the melody on the board so that students can see how the melody looks as written in music notation.

e. Activity: Putting the tempo and melody together as a challenge, the students will be asked to walk in tempo to the song while singing along with the melody in the solfege syllables. Assignments: Students will be asked to try to walk to the tempo of three different songs of their choice. At the next class, each student will say which songs they did, and the teacher will choose from these songs a song to work with in the next class.

9. Plan B: The students may need some easier songs to work with. If this is the case, the teacher will go to the piano and play a variety of styles and tempos from the piano, and the students will move to this instead of to recorded songs.

Evaluation/Diagnosis/Remediation: The students may not stay active and engaged for the duration of each exercise if they are finding the exercises difficult. More, different exercises may need to be added for variety in the lesson, rather than building on the same exercise.