Beruflich Dokumente
Kultur Dokumente
Section
Page #
Table of Contents
Purpose of the
Project. 3
National Standards and Objectives
3-5
Vocabulary
6-7
Unit
Timeline
.8
Lesson
Plans
...9-16
Supplemental Communication
Items17-18
Plans for
visuals
19
Assessment
tools2021
Technology
...22
Accommodations and
Differentiation.22
Pre and Post
Tests2330
Pre and Post Test
Graphs31-36
Narrative
Statements.3
7-42
Supplemental
Materials43-46
Project Rubric
47
Secondary Standards
National Standard #1: Singing, alone and with others, a
varied repertoire of music
a. Sing ostinatos, partners and rounds
National Standard #2: Performing on instruments,
alone and with others, a varied repertoire of music
a. Perform easy rhythmic, melodic, and chordal patterns
accurately and independently on rhythmic, melodic,
and harmonic classroom instruments
b. Perform independent instrumental parts while other
students sing or play contrasting parts.
National Standard #5: Reading and notating music
a. Identify symbols and traditional terms of music
Vocabulary List
7-part rondo-ABACADA, a form where the A section always
comes back
Fugue- a form where a short melody (theme) is played by
one part and followed by the other voices playing the theme
while the previous plays new material.
Call and response one group calls a phrase, the other
group responds either in an echo or an answer to the
question.
Exposition- The first time the subject of the fugue is heard.
Spiritual- a genre of music most well known from Africa
Sonata form- ABA can have interludes
Verse a section of music where the words are always
different, followed by a chorus
Chorus- a section of music where the words and melody are
always the same. Comes in between each verse.
Coda- the ending section of a piece. Ties the whole piece
together, usually all players play
Introduction- the beginning section of a piece
Unit Timeline
10
Lesson One
Third Grade
Title of Piece
Viennese Musical Clock
Reference for Piece
Youtube; Zoltan Kolday
Teaching Concept
7-part rondo form-Listening lesson
Corresponding Standards
Listening, Analyzing, Movement, Connecting
6. Listening to, analyzing, and describing music.
8. Understanding relationships between music, the other arts,
and disciplines
outside the arts.
Materials
Recording of Viennese Musical Clock
Pictures of clocks
Map of Austria
Hamburger pieces
Computer
Projector
White board
Dry erase markers
Worksheets
Pencils
To be Learned
Seven-part rondo will be learned through listening in this lesson.
Students will be able to verbally describe what seven-part rondo is and
be able to explain that the A section always stays the same. Students
will also be able to show the difference with movement.
Step-by-step Lesson
1. Opening set:
a. Students will listen and repeat opening song
b. Students will be asked question about Vienna, Austria
i.
Does anyone know what country Vienna is in?
ii.
Can someone find it for me on this map This is the
capital of Austria
c. Students will listen and look at pictures of Viennese clocks
that are known for their detail and the songs they play.
11
i.
ii.
iii.
iv.
Lesson Two
Third Grade
Title of Piece
Ah, vous dirai je, maman
Reference for Piece
Classics for Kids
Teaching Concept
Theme and Variations
Corresponding National Standards
National Standard #6: Listening to, analyzing, and describing
music
Materials
Stars Worksheet
Boxes for students
To be Learned
Students will learn theme and variations and be able to show the
differences between the variations with emotions.
Procedures
Students will learn that we are listening to a piece call Ah, vous
dirai je, maman by WA Mozart
Students will listen as the theme is played and raise their hands
when they recognize the theme of the piece.
Students will say the title of the piece and learn that Mozart
wrote this song and that the words were not written to the piece
until 17 years after Mozart died.
Students will learn that we are going to learn about Theme and
Variations form.
A theme is a melody-like Twinkle Twinkle.
A variation is a restatement of the theme, just in a different way.
It changes each time we hear it. It can change in the notes of the
melody, the rhythm, the harmony, or the instruments that play
the melody.
13
Lesson 3
Third Grade
Title of Piece
Ballad of the Unhatched Chicks
Theme of Star Wars
Reference for Piece
YouTube
Corresponding National Standards
National Standard Number 5: Reading and Notating Music
National Standard Number 6: Listening to, analyzing, and
describing music
Materials
Recording of Ballet of Unhatched Chicks
Recording of Start Wars theme
Bags with form pieces
To be Learned
Students will learn ABA form. Students will be able to show their
knowledge through movements and through placing card in the correct
order.
Procedures
Students will stand in a circle and learn that we are going to play
telephone. Students will start by passing a slow steady beat and
then trying it with the music, and then a fast steady beat trying
with the music. Students will pick which fits best. (Fast) This is to
familiarize the students with the piece.
Students will learn that this is the steady beat they will use to
peck themselves out of their shell
14
Students will listen as the teacher explains that ABA form is like a
bologna sandwich. (Visual)
Students will find their perfect spot in the room and learn their
movements for the listening. (Laying on back and pecking for A
section, peering out into new world for B)
Students will watch teacher perform these movements, and then
perform them on their own.
Students will then break into groups of two and receive a bag.
There will be 8 pieces; students will only need five pieces.
Students will not be able to speak, so students will go over ways
to communicate without talking.
Students will listen once and go over the words intro and
interlude.
Students will then try to put their pieces in order
Students will listen one more time and proofread their work
keeping a steady beat at each piece.
Lesson 4
Third Grade
Title of Piece
Im On My Way
Reference for Piece
Chicago Symphony Orchestra
Corresponding National Standards
National Standard number 2: Performing on instruments, alone
and with others, a varied repertoire of music
National Standard number 4: Composing and arranging music
within specified guidelines
National Standard number 6: Listening to, analyzing, and
describing music
National Standard Number 9: Understanding music in relation to
history and culture
Materials
15
Maracas
Rhythm Sticks
Hand Drums
To be Learned
Students will learn call and response form and be able to compose
their own form. Students will also learn to pick out a rhythm from a
piece and be able to clap it.
Procedures
Students will echo the teachers clapping patterns (ta tadi)
Students will then echo the teachers clapping, patting, snapping,
and stomping.
Students will listen as the teacher discusses that this is call and
response form. C&R is like the waitress asking you what you
want at a restaurant, and you respond with your order.
Students will then echo the teacher again, and then echo
students who volunteer to lead the group.
Students will receive either a maraca, rhythm stick, or drum/
Maracas will echo when the teacher claps
Drums will echo when the teacher pats legs
Rhythm sticks will echo when the teacher snaps
All instruments will echo on the stomp
Students will switch instruments after several repetitions.
Students will then listen to Im On My Way and raise their
menus on the response and put them down on the call.
Students will learn about African American spirituals and how call
and response was the most common form for their spirituals.
Students will then split into two groups on call and one response
and try to clap the rhythm of each part.
Students will split into groups and compose their own call and
response form using the tune and rhythm of Im On My Way to
help reinforce the concept.
Students will present their song to the class.
Informal Assessment: Students holding up menus at correct time
during listening
Lesson 5
16
Third Grade
Title of Piece
Lil Liza Jane
Reference for Piece
As American as Apple Pie
Teaching Concept
Verse- Chorus Form
Corresponding Standards
National standard number 1: Singing, alone and with others, a
varied repertoire of music
National Standard number 4: Composing and arranging music
within specified guidelines
Materials
Alto xylophone (for teacher)
Copies of poems for students
Boxes
To be Learned
Students will learn verse chorus form. Students will be able to create
their own verse-chorus form according to specified guidelines
Procedures
Students will review all of the previous forms we have learned.
Students will listen as the teacher models the piece while they
keep a steady beat and the teacher plays the xylophone
Students will learn the verse, and then the chorus by rote.
Students will then learn the second and third verses as the
teacher writes them on the board.
Students will discuss the differences between verse and chorus.
Students will listen as the teacher sings the second verse of
Twinkle Twinkle little star and pick out the chorus.
Students will then look at the board and pick out the main idea
from the poem. This will become the chorus. Students will sing
the two lines they chose as the main idea with the tune of
twinkle twinkle. Students will then pick supporting lines to
become the verses.
Students will then listen as the teacher explains the guidelines
for composing their own verse and chorus composition. (They are
given a poem; pick main idea for the chorus and supporting
evidence for verses. Two lines each. Sung to the tune of Twinkle)
17
Students will split into pairs and create their own composition.
Student will perform their composition for teacher and the class.
(Push back to next class if students need more time)
Lesson 6
Third Grade
Topic
Fugue
Reference for Piece
Naxos
Corresponding Standards
National Standard number 6: Listening to, analyzing, and describing
music
Materials
Instrument worksheet
Boxes
To be Learned
Students will learn fugue form. Students will learn to identify when
instruments enter the fugue.
Procedures
Students will finish their performances of their Verse-Chorus
Compositions
Students will sing row, row, row, your boat in unison, and then in
a canon. Students will listen as the teacher explains it is like
follow the leader.
Students will listen that a fugue is like a canon, one voice starts
the theme (or melody, or subject), and then other voices, or
instruments follow. The instruments continue to play new
material while the other instruments are still playing the theme
(describe differences between canon and fugue: kids say
differences)
Students will listen that this piece is by Bach; in this time fugue
was an extremely popular form.
The first time we hear the fugue, it is called the exposition.
18
19
20
21
22
Unsatisfact
ory
0-3 points
Form of
song
The students
do not have
the correct
amount of
verses to the
chorus
Appropriat
e measures
There are
not enough
measures in
any of the
sections
Singing
Target and
Posture
Students do
not sing in
the middle of
the singing
target and
use the
wrong type
of singing
voice.
Basic
3.5 points
Proficient
4-4.5
points
Distinguish
ed
5 points
Either the
verse or the
chorus is
short by
more than
two
measures
Either the
verse or the
chorus is
short by no
more than 2
measures
The students
have at least
two verses
to the one
chorus.
(One bonus
point for
each extra
verse that
meets
requirement
s)
Both the
verse and
the chorus
have 8
measures
each.
Students use
their singing
voice on
target with
bad posture,
or vice
versa.
Students use
their target
singing voice
the majority
of the
performance
with good
posture
23
Students use
the proper
singing voice
right on
target.
Performanc
e
Name:
Students are
not able to
be heard or
do not
display
appropriate
performance
behavior.
Students
give effort,
but are not
able to
perform their
composition
properly.
Students
give effort,
but do not
perform
correctly or
have several
mistakes.
24
Students
perform with
appropriate
performance
behavior and
perform their
composition
well with
little to no
mistakes.
Technology
In this project, I was able to use the projector for almost
every lesson. I used YouTube, PowerPoint, and Word to give
visual aid to the students in the learning process. I used the
software Muse Score to play examples of individual
instrument parts so the students could hear the subject of
the fugue prior to listening to the piece in its entirety. I also
used speakers to make our listening examples louder and
easier to hear.
25
Pre-test/Post-Tests
Pre-Test
Classroom
Introduction
Response
C section Answer
Variation
A Section
Matching
1. Calypso
2. Variation
heard
3. Response
Jamaica
4. Rondo
5. Coda
6. Introduction
likely repeated
7. Theme
back every time
8. Exposition
from the
27
Pre-Test Answers
Classroom
Introduction
Response
C section Answer
Variation
A Section
28
Matching
9. Calypso (9)C
10.
Variation (6)
of a fugue is heard
11.
Response (6)
known from Jamaica
12.
Rondo
(6)
13.
Coda
(5)
piece
14.
Introduction (5)
most likely repeated
15.
Theme
(6)
comes back every time
16.
Exposition (6)
changed from the
G
E
29
Post-Test
Classroom
Introduction
Response
C section Answer
Variation
A Section
30
Matching
17.
Spirituals
18.
Variation
fugue is heard
19.
Response
known from Africa
20.
Rondo
21.
Coda
piece
22.
Introduction
most likely repeated
23.
Theme
comes back every time
24.
Exposition
changed from the
31
Post-Test Answers
Classroom
Introduction
Response
C section Answer
Variation
A Section
32
have different words, but can have the same melody. The
Chorus comes back after every verse.
Matching
25.
Spirituals (9)
piece
26.
Variation (6)
of a fugue is heard
27.
Response (6)
known from Africa
28.
Rondo
(6)
29.
Coda (5) E
30.
Introduction
most likely repeated
31.
Theme
(6)
comes back every time
32.
Exposition (6)
changed from the
33
Graphs
Listening Average Results
34
35
36
37
38
Unit Narrative
List of Content Standards in the Unit
#4- Composing and arranging music within specified
guidelines
#6- Listening to, analyzing, and describing music
List of Secondary Standards in the Unit
#1- Singing, alone and with others, a varied repertoire
of music
#2- Performing on instruments, alone and with others,
a varied repertoire of music
#5-Reading and notating music
#9-Understanding music in relation to history and
culture
Students with differing abilities
I accommodated all students with varying learning
styles in each of my lessons. For the auditory learners, I
presented aurally and had musical examples to follow. For
visual learners, I wrote the form names and letters on the
board, as well as having a coordinating food example for
each form. For the kinesthetic learners, I tried my best to
have the students moving around the room or working with
different groups in each lesson. When it comes to
differentiation, I made sure to scaffold my questions. I had
easier questions to accommodate the students who may
have been struggling. The higher questions were directed at
the students who were more advanced, and need more of a
challenge in the classroom.
Real life and critical thinking skills
Within my unit, students were given the opportunity to
enhance their skills of working in groups. In three of my
lessons, the students were required to work with each other
to either create a piece or solve a problem. Each group was
different for every lesson. This required the students to be
flexible. All of the groups worked so well together. I could see
how the students changed in each group setting, furthering
39
their real life group skills. The students were also using their
critical thinking skills. In every lesson, there was some form
of a problem to solve whether it was in the music, or a
question that I posed before the listening. Also, in the
lessons, they were given the opportunity to use their
creative self in every lesson. Overall, there were several real
life skills used in this unit.
Instructional Strategies Used
Group activities
Lecture
Visual Examples
Musical Examples
Physical activities
Questioning
Class Discussion
Performing
Worksheets/ In class activities
Technology Used
YouTube
Projector
Muse Score
Assessment Narrative
I used several different forms of assessment within this
project. IN each lesson, I used an informal and formal
assessment. I started each class, other than the first one,
with a review of the pervious lessons to keep the content
fresh in their minds. This was a great way for me to see what
they remembered, and what we needed to go back over
before the final test. In each lesson, I planned an informal
assessment whether it is watching the students perform the
correct movements at the correct time, putting symbols in
the correct order, or answering questions correctly. I could
look around the room and see which students needed a little
40
Instructional Narrative
How Directions were presented to the students:
All of the directions were presented to the students
verbally, visually, and written. When the students received
their pre and post-test as well as the worksheets used in
class, there were directions at the top, and I also verbally
41
42
Results/Interpretation Narrative
Students Pre test collective and individual
performanceThe results both individually and collectively for the pre
test were extremely poor. There were several tests with only
one or two answers correct. The majority of the test was
multiple choice or matching, so that could have been
attributed to luck. The highest score received was a 6 out of
21. After these results, it was clear that the students did not
know anything about the material in this unit.
43
45
Supplemental Materials
46
47
48
Name: ________________________________________________
Viola ______________________
violins______________
second
First
49
Flute__________________
50
Overall
Assessmen
t
Planning
and
Preparatio
n
Unsatisfact
ory
No prior
planning or
preparation
evident
Basic
Instruction
al
Effectivene
ss
The teacher
uses
ineffective
methods of
teaching
which
hinders
student
growth
Some
student
growth is
evident but
instruction
is not
effective,
only 1
content
standard
addressed.
Quality of
Assessmen
t tools
Assessments
were not
reliable,
valid, or
effective.
One
assessment
is used and
is
somewhat
effective.
Meeting
student
needs
Teacher was
unaware of
students
needs and
Teacher
was
somewhat
aware of
Sometimes
has plans
and
materials,
but takes
time to get
ready and
shows no
signs of
flexibility
51
Proficient
Distinguish
ed
Consistentl Always has
y has plans well thought
ready and
out and
are mostly
student
student
centered
centered
lesson
but materials plans. All
are not
materials
always
prepared
prepared
before
before class
class
begins.
begins.
Growth is
There is
evident with significant
varied
growth.
instructional Several
strategies. 1- instruction
2 content
al
standards
strategies
addressed.
addressed.
More than
2
standards
addressed.
A variety of
A variety
valid
of valid
assessments and
are used
reliable
with poorly
assessmen
constructed
t is used
questions
with highly
and activities constructe
d
questions
and
activities.
Teacher
Teacher
met
went above
students
expectations
needs and
to meet
did nothing
to help them
understand
the content
students
needs and
only
assessed
them when
they were
brought to
attention
52
used
differentiat
ion of
instruction
to help the
students
learn
content
student
needs and
provide
differentiatio
n for all
students.