Pattern Movement Ain't No Man

Rational:

Students must be given the opportunity improvise and follow movements in a safe and inclusive
space. The third grade often sees a transition where students are not asked to step out of their
comfort zone or look for deeper meaning in lyrics. By giving students the power to perform,
create, and discuss, they are pushed to apply their findings/learned-skills to other aspects of their
life, presently and in the future. Students are also able to analyze other related and other un-
related occurrences of meaning in music and pattern movement development and performance in
their lives.
Understanding Statements:

The students will recognize repetition among verses and choruses

The students will work to match movements as they are taught and discussed
The students will produce original and individual movements
The students will analyze lyrics for social context
The students will discuss social applications of the lyrics
The students will know a pattern movement to accompany the chorus and verse of Ain't
No Man by the Avett Brothers

"I can" Statements/Standards:

Virginia Music Standards of Learning

3.6;3 I can perform nonchoreographed and choreographed movements.

3.13- I can collaborate with others to create a musical presentation and acknowledge
individual contributions as an integral part of the whole.
3.16 - I can describe why the music has quality and value.
National Core Arts Standards

MU:Cr2.1.3.a - I can demonstrate selected musical ideas for a simple improvisation or

composition to express intent , and describe connection to a specific purpose and context.
MU:Pr4.2.3 - I can demonstrate understanding of the structure in music selected for
performance. I can describe how context (such as personal and social) can inform a
performance.
MU:Re7.1.3.a - I can demonstrate and describe how selected music connects to and is
influenced by specific interests, experiences, or purposes.
Materials:

Ain't No Man by The Avett Brothers

Chorus
There ain't no man that can save me
There ain't no man that can enslave me
Ain't no man or men that can change the shape my soul is in
There ain't nobody here
Who can cause me pain or raise my fear 'cause I got only love to share
If you're looking for truth I'm proof you'll find it there

First Verse
You got to serve something, ain't that right
I know it gets dark but there's always a light
You're gonna have to buy in to get into the club
Trade your worries
You gotta show up if you wanna be seen
If you matters to you, ma, it matters to me
I'm gonna fall hard, yeah I know I am
When the clowns crack up I laugh with them

Chorus

Second Verse
You say you look funny, I say you're a star
I say you're whatever you think you are
Watch your naysayers fall right in line
If we believe it they'll say she is so pretty
He is so fine

Chorus

Third Verse
You got to go somewhere, ain't that true
Not a whole lot of time for me or you
Got a whole lot of reasons to be mad, let's not pick one
I live in a room at the top of the stairs
Got my windows wide open and nobody cares
And I got no choice but to get right up when the sun comes through

Chorus +
If you're looking for truth I'm proof you'll find it there
If you're looking for truth I'm proof you'll find it........

Detailed Process:

1. Introduce students to song by listening to the opening chorus and the first verse (2:00)
2. Ask students for first impression of song (3:00)
a. "Did you catch any of the words?"
b. "Did this sound like a story?"
c. "What did you notice most/what did you like most?"
d. Leave time for student answers
3. Have students stand up and move into either an open area of the class or get to a spot by
desks that facilitates movement.
4. Give students twenty seconds of inaudible stretching.
5. Instruct students that today we will be learning a set of pattern movements to accompany
the song as well as creating our own.
6. The first movements that the students will learn is lunge and clap. (2:00)
a. This is started by first demonstrating a light bob in the head in a slow 4/4 time
with a clap on beats 2 and 4
b. The students will then be asked to join in
c. Next the students will be asked to stop and observe, and the facilitator will
demonstrate the "lung + clap" by adding a slight step out on beat one of the
measure and a step back on beat three of the measure while still executing the
clap
d. The facilitator will repeat the four-beat measure twice and then ask the students to
jump in.
7. The students will then be asked to execute four lunges, stop, and rest for four beats.
(1:00)
8. The students will then learn the push to the left and to the right by moving the arm and
leg on the same side of their body out in time on beat one for two measures, and then
bobbing for four beats. (1:30)
9. The students will then combine these two sets of movements by first saying what they
have to do along with the facilitator, then saying and doing along with the facilitator,
whispering and doing along with the facilitator, and then doing for the facilitator. (2:00)
10. They will then learn the next three measures at once on counts. (1:00)
11. They will then perform the entire chorus that they learned without music (2:00)
a. Start by saying and doing with facilitator
b. Whisper and do for facilitator
c. Do with the facilitator
12. Perform chorus with music and facilitator, and then ask for student feedback (3:00)
a. "How did that go for you?"
b. "Was it hard to keep up?"
c. "Should we try it again?" - facilitator should repeat without question if there were
major lags in group participation
d. Leave time for student answers
13. Have the students perform the chorus without the facilitator (2:00)
a. Allow time after for students to comment
14. Ask students if they were listening to the words and if they picked any more up
a. Have the students listen to the lyrics of the chorus with their eyes closed standing
still (2:00-4:00)
b. "What lyrics did you pick up this time?"
 c. "What do you think the song is about?"
d. If not brought up, mention -
i. "can't change the shape my soul is in"
ii. "can't cause me pain or raise my fear"
iii. "I got only love to share"
e. What do these phrases bring to mind? (If no one comments move on to verse)
(2:00)
15. Move on to learning the verse(s)
16. Start by learning the finger point for four beats, starting on right side, switch to left every
other set of four.
a. The teacher will start by demonstrating on loop the idea and have the students
jump in when they understand or on cue depending on the student responses
(1:00)
17. Have the students execute four measures of alternating finger pointing and then stop
(0:30)
18. Next the students will learn the "hide + see"
a. Facilitator will start by having every one jump forward a little with them, crouch,
and cover the bottom of their face. (1:00)
b. Next have them jump "hide + see" for two beats and then "open up" their hands to
a smile for two beats (0:30)
c. Next, have them add a jump back on the next measures first beat (1:30)
19. Now have the students combine the "point," "hide + see," and "jump back." (2:00)
20. Next, the students will learn the "squat" on beat one of measure combined with the "rise
+ shine" on beat one of a second measure the "rise + shine" consists on getting back up
straight and spreading your arms out. (1:00)
21. Now the students will add the "point beat," "hide + see," "jump back,"
"squat," and "rise + shine" all together. This will be completed through say, say and do,
whisper and do, and do. (3:00)
22. Next the students will execute it with the first verse playing (1:30)
23. The students will then do it again and be asked to listen to the words to see if they match
any of our movements. (1:00)
24. Ask the students if they noticed any words that related to the movements.
a. "show up"
b. "seen"
c. "fall hard"
d. "clowns crack up, I laugh with them" (2:00)
25. Next, the students will add the chorus to the verse for just one repetition of each
depending on participation thus far, can reimplement say, say and do, whisper and do,
and do. (3:00)
 26. Introduce the idea that the chorus is coming back so the movements will be the same.
(2:00)
27. Give the students 20 seconds to work on a move that is difficult or to make it cooler.
Then have the students start from the beginning and perform chorus, verse, chorus and
stop (2:00)
28. Tell students that the second verse does not have the points to the right and left, so it
skips right to the "hide + see"
29. Tell the students that there are four choruses and three verses and that they are going to
go all the way through the song. "Make sure you keep one eye up here for the one short
verse" (4:30)
30. Next the students will be given a chance to improvise/design a movement. The facilitator
will play the song on loop for them to hear the sections and the lyrics will be projected
for anyone interested. They will work in groups of two-four. They have the choice of:
a. Replacing the finger points
b. Adding some movement or freeze to accompany the "She's so pretty, He's so fine"
c. Creating a set of movements or poses for the ending that repeats and fades out.
(2:00-4:00)
31. Next the students will perform the whole song through, adding in their original
movements (4:00)
32. Congratulate students for learning and creating a movement for a whole song
33. If time permits ask the students to listen to the song again without movement and only
focus on the lyrics. Do they notice any themes? Is there anything they hear this time
around that they didn't before? Present the idea of standing up for what you believe in
and loving your individuality. Let students perform it one last time with these thoughts in
mind. This could also be assigned as a "take home" idea.

Assessments:

Check to see if students are following along and are reciprocating pattern movements
during whole process
Give students time to answer and thoughtfully respond to questions asked by facilitator
Check to ensure that all students are participating in the group aspect of the assignment
and work together to create a new movement.
Watch to see that students are aiding the facilitator in encouraging their peers and their
self through positive and productive commentary
Adaptation:

The pattern movement could be taught over the period of a week if classes needed a
slower pacing so that the chorus, verse, full piece, and social commentary all lie on
different days.
 The movements could also be adapted physically depending on audience to facilitate ease
of movement as well as speed of movement this could include allowing the "movers" to
design their own movements since they are aware of their capabilities and the movements
they want to create and express
The students could also design more of the movements if they are not able to physically
follow the pre-created ones

Extension:

Students can have a longer discussion about the purpose of the lyrics and why they are
important for them and others
Students can continue to change and adapt different movements