Beruflich Dokumente
Kultur Dokumente
Teacher
Jana Dykhuis
Date
Grade _______4________
I. Objectives
How does this lesson connect to the unit plan?
This is the fourth lesson in the listening unit on the Surprise Symphony. Knowledge of theme and variation is reinforced by looking at variation 4 and using
kinesthetic activities to reinforce knowledge of dynamics, mood, tone, pulse, rhythm, and the like.
cognitiveR U Ap An E C*
RU
R U Ap
R U Ap
An E
R U Ap
An E
R Ap
Recognize the theme and first three variations of the Surprise Symphony.
Use solfege syllables to sing both the major theme and minor variation.
Differentiate between different instruments, dynamics, and musical characteristics.
Connect knowledge of dynamics, mood, tone, pulse, rhythm, and the like with kinesthetic movements.
Maintain the big beat pulse while changing movement in accordance with musical elements.
physical
development
socioemotional
X
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance.
MU:Pr4.3.4a Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).
MU:Re7.1.4a Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
MU:Re7.2.4a Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social
and cultural).
MU:Re8.1.4a Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and timbre) are used in performers and personal
interpretations to reflect expressive intent.
MU:Cn11.0.4a Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Students will know routine entrance songs, basic 5-note scale solfege, and be familiar with the theme
and first three variations of the Surprise Symphony.
Pre-assessment (for learning):
Outline assessment
activities
(applicable to this lesson)
Ask guided questions about listening exercises. While moving to the music, evaluate students ability
to maintain the big beat or pulse and add or subtract other levels of difficulty and kinesthetic
components accordingly.
Formative (as learning):
Summative (of learning):
Adding kinesthetic
components to move to the
music
9-15-14
Decide as a class on
certain motions
Add levels of difficultly to
motion
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
9-15-14
9-15-14
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
The assessment of student learning in this lesson seems to be fairly helpful and straightforward. There are multiple ways in which the
lesson reinforces and measures learning. First, there is the review of the composer. Second, the entire lesson reviews the Surprise
Symphony. Using the same listening map as we have done for the past three lessons prompts familiarity. Walking through section
by section is a helpful way to evaluate a different aspect of music-making each time. When introducing the fourth variation, having
students hold up fingers for how many instruments they hear is a good way of measuring aural aptitude since we have been working
on instrument and instrument family recognition. A follow-up question of Which ones? can also be helpful. During the main
activity, the theme focuses on dynamics and marching the big beat. When done, this is easily evaluated by seeing if students are
properly moving to the beat and dynamic level. The first variation allows for a reinforcement of mood and corresponding movement,
and the third variation shows tonality recognition as learned in lesson 2. The third variation allows student creativity to inform
musical and kinesthetic choices, and the last one ties in with their ability to recognize and mimic instruments of the orchestra. Each
component reinforces knowledge of the composer, of the Surprise Symphony, and of musical elements we have been looking at the
whole lesson. One of the potential barriers includes classroom management through moving. Hopefully the criss-cross applesauce
strategy will work. Another barrier is measuring students abilities on an individual versus communal basis. This might be an area in
which I could improve for next time.
9-15-14