Maggie Rabe

MUED 380
10/14/17

For these experiences, I decided to connect them by theme. I think connected lessons by
theme is helpful as an educator for a few reasons. One, it is a great way to teach multiple
different concepts (songs, movement, rhythms) while still having the experiences seem cohesive.
I personally always loved when my teachers did activities that got students excited about the
current season. I think it builds great community among the students, and it makes the lessons
easy to remember because they are closely related. I think these activities would be really fun to
do with a young class, and I think they would keep students engaged and get them excited about
music.

Experience One- Song Teaching with Coordinated Movement and Craft

Song (to the tune of London Bridge):

Autumn leaves are falling down,
Falling down, falling down
Autumn leaves are falling down,
Yellow, red, orange, and brown.

Movements:
Autumn leaves- hands above head, swaying side to side
Falling down hands fall down each time
Yellow, red, orange, and brown- students with coordinating leaf color hold up paper leaf

1.) Understanding Statements: Through this activity, students will learn to sing a simple song
that includes a short sequence of three notes repeated on different pitches, connect movements
with the text they sing, and learn about sequencing/phrasing within a short song.

2.) I Can Statements:

I can repeat phrases of a song sung to me.
I can make predictions and associations about movements that coordinated with text in a
song.
I can do movements that go along with a song.

3.) Standards (Virginia Standards):

Performance: 2.2- The student will sing a repertoire of songs alone and with others,
including
o 1. Singing melodic patterns that move upward, downward, and stay the same;
o 2. Singing melodies within the range of a sixth; and
o 3. Increasing pitch accuracy while singing phrases and simple songs
Performance: 2.5- The student will respond to music with movement, including
o 1. Using locomotor and nonlocomotor movements of increasing complexity
 o 4. Performing nonchoreographed and choreographed movements, including line
and circle dances

4.) Materials/Set Up:

Equal amounts of yellow, red, orange, and brown construction paper, set up in four piles
by color in front of teacher
Markers
Scissors
Two pre cut out leaves
Students seated in circle with teacher

5.) Procedure:
First section (song teaching): 10 minutes
o Ask: Does anyone know what season we are in? Do you like fall? What is your
favorite thing to do in the fall?
o Say: Im going to sing a little song about one of my favorite parts of autumn.
Note: If students do not know the word autumn, make sure to teach the
word and how it is synonymous with fall
o Sing whole song for students, pointing at the piles of construction paper when
singing the coordinating color
o Ask: What is this song about? What do you think my favorite things about
autumn is?
o Say: I love the way the leaves change colors. Im going to sing the song again-
this time, listen for what colors of leaves the song talks about.
o Sing song, again pointing to colored paper when singing colors
o Ask: What colors do the leaves turn?
o Say: And when the leaves turn different colors, they fall from the trees. When I
sing this time, can you move your hands like falling leaves (model for students)
every time I sing falling down?
o Sing song, doing the falling leaves motion with students
o Say: Great job! How many times do we sing falling down? (help students
count)
o Say: Can you do the motions again, and this time sing the whole song with me?
o Sing whole song with students
o Say: Sometimes in autumn, it can get pretty chilly. Can you sing this song like
youre really cold?
o Sing song with students
o Say: Now lets sing it like were sitting by a bonfire.
o Sing song with students
Second section (leaf making): 10 minutes
o Pass out construction paper to students, giving out equal amounts of each color
o Pass out scissors and markers
o Show students leaves I made using construction paper
o Instruct students to draw two leaves on their construction paper and cut them out
o Provide assistance as needed
o Collect scrap paper, scissors, and markers when all students are done
 Third section (add movements): 10 minutes
o Say: Can you all watch me?
o Sing first two lines with movements (holding paper leaves in hands)
o Ask: What did I do with my hands on autumn leaves? What did I do on falling
down?
o Say: Can you sing that much with me, while we use our leaves?
o Sing first two lines with movements
o Ask: What is the next line of the song? What motion do you think would go
along with that line?
o Ask: What is the last line, after autumn leaves are falling down?
o Say: Can everyone who has yellow leaves hold them up? How about red? How
about orange? And brown?
o Say: Im going to sing the last line. Can you hold up your leaves when I sing the
color you have?
o Sing last line, while students hold up leaves.
o Say: Can you sing that line with me, while holding up your leaves with your
color?
o Say: Great job! Lets review the song.
o Ask: What do we do on autumn leaves? On all the falling downs? What do
we do on the last line?
o Say: Lets sing the whole song together with our motions.
o Sing whole song with motions
o Say: Awesome job! Lets all stand and spread out a little. This time, lets pretend
its really windy outside, and our leaves are being blown all around.
o Sing whole song with motions
Have students write names on their leaves, hang leaves on wall for decoration.

6.) Assessment:
Did the student sing the song with relative pitch and rhythmic accuracy?
o If needed, provide more repetitions of the song (sing it like youre sleepy, sing it
like youre a squirrel who lives in a tree)
Could the student predict which motions would go with the next phrase of the song
(which words/motions they already knew).
o If needed, tell students to watch you as you sing the song with the motions, then
ask again.
Could the student do the motions that were taught with the song, at the correct times?
o If needed, repeat song with motions for students so they understand which
motions go with which words.
o If needed, slow song down a little to give students more time to think of the next
motion.

7.) Extension:
Group students different ways
o Have all the yellow leaves stand together, red leaves together, etc.
Ripple effect with movements
 o On each falling down, have only one group of students do the falling leaf
motion
Experience Two- Rhythm Activity

1.) Understanding Statements: Through this activity, students will gain an understanding of the
relationship between quarter notes, eighth notes, and quarter rests. They will be able to recognize
them when notated, and be able to recognize them by listening.

2.) I Can Statements:

I can clap and speak rhythms made up of quarter notes, eighth notes, and quarter rests.
I can use standard and nonstandard notation to notate rhythms.
I can read rhythms using standard and nonstandard notation.

3.) Standards (National Arts Standards):

Anchor Standard 2: 2nd grade
o b.) Use iconic or standard notation and/or recording technology to combine,
sequence, and document personal musical ideas
Anchor Standard 3: 2nd grade
o b.) When analyzing selected music, read and perform rhythmic and melodic
patterns using iconic or standard notation

4.) Materials/Set Up:

SmartBoard with pictures and rhythms displayed (OR whiteboard and printed pictures
and rhythms ready to tape up on board)
Printed out pictures that are fall/Halloween themed (exact number depends on students-
print two of every picture so students can work in pairs)
o Example pictures: bat, pumpkin patch, leaf, scarecrow, mummy, marshmallow,
candy, etc.
Markers

5.) Procedure:
First section: 7 minutes (pictures already displayed on board)
Point to picture of candy corn
o Ask: What is this? Do any of you like candy corn?
o Say: Can you do what I do?
o Clap and say in rhythm: candy corn (two eighth notes, quarter notes)
o Students clap and say candy corn
o Say: Can you clap the same thing, but this time think the words in your head?
o Students clap the rhythm without words
Point to picture of Thanksgiving scene (dinner, pilgrims, etc.)
o Ask: What holiday does this picture show? Do you like Thanksgiving? Whats
your favorite Thanksgiving food?
o Say: Can you do what I do?
o Clap and say in rhythm: Thanksgiving (quarter notes, two eighth notes)
o Students clap and say: Thanksgiving
o Say: Can you clap the same thing without the words?
 o Students clap rhythm without words
Point to picture of jack-o-lantern
o Ask: What is this? Have any of you made a jack-o-lantern before? Are they scary,
or do you like them?
o Say: Can you do what I do?
o Clap and say in rhythm: jack-o-lantern (four eighth notes)
o Students clap and say: jack-o-lantern
o Say: Can you clap the same thing without the words?
o Students clap rhythm without words
Point to picture of apple
o Ask: What is this? Do you like apples? How do you like to eat them (apple cider,
applesauce, apple pie, etc.)?
o Say: Can you do what I do?
o Clap and say in rhythm: apple (two quarter notes)
o Students clap and say: apple
o Say: Can you clap the same thing without the words?
o Students clap rhythm without words
Point to picture of fall scene (changing leaves, pumpkin patch, etc.)
o Ask: What season does this picture show? Do you like fall? What is your
favorite thing about fall?
o Say: Can you do what I do?
o Clap and say in rhythm: Fall (quarter note, quarter rest)
Note: for rest, separate hands after clapping
o Students clap and say: Thanksgiving
o Say: Can you clap the same thing without the words?
o Students clap rhythm without words
Go up to board, point to each picture and ask (x4):
o What is this called again? Can you say and clap this?
Section 2: 3 minutes
Say: How do we say and clap candy corn? It seems like the candy (clap as you say it)
part is short, and the corn part is longer. Lets write some long and short lines above it
to help us remember.
Draw two short lines, one long
Say: So candy corn is short short, long. Does that sound right?
Say: What about Thanksgiving? Lets clap and say it again to remember how it goes.
Ask: Using our long lines and short lines, what would that be?
o Long, short short
Say: How about jack-o-lantern? Lets clap and say it again to remember how it goes.
Ask: Using our long and short lines, what would this be?
o Short, short, short, short
Say: What about apple? Lets clap and say it again to remember how it goes.
Ask: Using our long lines and short lines, what would that be?
o Long, long
Say: What about fall? Lets clap and say it again to remember how it goes.
Ask: Using our long lines and short lines, what would that be?
o Long (off)
 o Note: Make sure to note that this is one long and then nothing after it, to help
introduce quarter rests later
Section 3: 5 minutes
Say: Did you all know there are actually names for the long and shorts we just came
up with? Lets go over what they are called and how they look.
Write on board (keeping other pictures up to reference) long, a long line, and quarter
note
Say: The long note is actually called a quarter note, and it looks like this.
Draw quarter note
Ask: Which word used two longs, or quarter notes?
o Apple
Say: So if we used our new symbols to write out the rhythm for apple, it would look like
this.
Draw two quarter notes under picture of apple
Write on board short, a short line, and eighth note
Say: The short notes we talked about are actually called eighth notes, and two together
look like this.
Draw two eighth notes
Ask: Which word used only shorts, or eighth notes?
o Jack-o-lantern
Say: So if we used our new symbols to write out the rhythm for jack-0-lanter, it would
look like this.
Draw four eighth notes under picture of jack-o-lantern
Say: Lets use our new symbols to write out the rhythms for the rest of the words.
Clap each word as you say long and shorts, and write rhythms beneath them
o Candy corn- two eighths, quarter
o Thanksgiving- quarter, two eighths
o Fall- quarter, rest
Note: Teach that the off for this is called a quarter rest, draw what it
looks like
Section 4: 3 minutes
Go to next slide on SmartBoard. The same five pictures will be on one side, with the five
rhythms on the other, out of order. Students will drag correct rhythm its corresponding
word.
Say: Lets play a matching game. Can someone come up and show us which is rhythm
matches candy corn?
Call on student volunteer
Provide assistance as needed
Repeat for all five words
Section 5: 5 minutes
Tell students to find a partner
Give each pair two of the same fall themed picture (different pictures to each pair) and
two markers
Say: Everyone look at the picture you and your partner have. For the next few minutes,
work together on the following:
 o How to clap and say the word
o How is this word made up of long, shorts, and/or rests
o How you would write it out using our new symbols or quarter notes, eighth notes,
and quarter rests (actually write this out on your paper under the picture)
Say: In a few minutes, you and your partner will show the class the rhythm you came up
with for your word.
Provide assistance where needed- make sure most students are on the right track
Section 6: 6-7 minutes (depends on class size)
Have each pair come show the class their pictures and rhythms
Have whole class clap and say each word.
Clap for each pair

6.) Assessment:
Can the student clap and say the words with the correct rhythms?
Can the student use longs, shorts, and standard notation to show rhythms?
Can the student read notated rhythms and match them to their correct words?
Does the student work well with others?

7.) Extension:
Have students draw their own fall/Halloween themed words and figure out those rhythms
themselves.
Show simple rhythms and have students think of a word that matches that rhythm.

10/14/16
MUED Midterm

Experience Three- Dance Activity with craft

Dance
Verse: 4 side steps to the right, 4 side steps to the left (x2)
Chorus: mash (feet planted, hips twisting) to right for 4 beats, mash to left for 4 beats
(x2)
Bridge (the zombies..): walk around like zombies

1.) Understanding Statements: Through this activity, students will learn to connect physical
movements to music, learn to predict which parts of music and movement will happen, and will
gain a understanding of phrasing and sequencing.

2.) I Can Statements:

I can follow the teacher and copy their movements.
I can make predictions about which sections of music come next.
I can connect movements to music, and know which movements go with which parts of
the music.

3.) Standards (Virginia Standards):

 Performance: 2.5- The student will respond to music with movement, including
o 1. Using locomotor and nonlocomotor movements of increasing complexity;
o 3. Creating movement to illustrate AB and ABA musical forms;
o 4. Performing nonchoregraphed and choreographed movements, including line
and circle dances

4.) Materials/Set up:

Monster Mash by Bobby Pickett (for about 2 minutes)
o https://www.youtube.com/watch?v=SOFCQ2bfmHw
Paper plates (with eye holes already marked)
Markers
Popsicle sticks
Scissors
Tape
One pre made monster mask

5.) Procedure:
First section: 12 minutes (mask making)
Pass out paper, markers, and scissors to students
Show students the monster mask I made
Say: Now everyone is going to draw their own monster mask, and it can be any kind of
monster you want- a mummy, Frankenstein, a vampire, or something you make up
yourself. When you are done, bring them to me and I will help you cut eye holes and
tape a popsicle stick to it.
Students draw masks on paper plates. When they are done drawing, I cut eye holes and
tape a popsicle stick to them.
Note: Have Monster Mash playing while students make masks.
Have students put masks aside.
Second section: 12 minutes (dance)
Students stand in circle
Say: Watch what I do.
Demonstrate 4 steps to right, 4 steps to left
Say: Watch me again.
Demonstrate 4 steps to right and left and say Right, two, three, stop. Left, two, three
stop.
Say: Can you say those words while I move?
Demonstrate steps while students say Right, two, three, stop. Left, two, three stop.
Say: Can you say the words and do the movements with me?
Students say and do movements
Say: Can you whisper the words and do the movements?
Students whisper and do movements
Say: Can you think the words and do the movements?
Students do the movements without words
Say: Great job! Lets do that again, this time with music.
Students do movements with music.
 o Note: When steps to both sides are done the first time, say and motion for students
to do the movements again.
When the chorus (new section) comes on, tell students to stand in spot. Stop music when
chorus is over.
Ask: Does this sound different from the part we heard first? How is it different.
Say: Lets call the part we just danced to the verse. And lets call this new section, the
monster mash section, the chorus.
o Note: Write verse and chorus on board
Say: Watch what I do
Demonstrate mash to right for 4 beats, mash to left for 4 beats
Say: Watch me again.
Demonstrate again and say Mash right, two, three, four. Mash left, two, three four.
Say: Can you say those words while I move?
Demonstrate movements while students say Mash right, two, three, four. Mash left,
two, three, four.
Say: Can you say the words and do the movements with me?
Students say words and do movements
Say: Can you whisper the words and do the movements with me?
Students whisper words and do movements.
Say: Can you think the words and do the movements with me?
Students do movements without words.
Say: Great job! Lets do that part, the chorus, with the music.
o Start music just before chorus
Students do movements with music
o Note: When mashes to right and left are done the first time, say and motion for
students to do the movements again.
When the next verse starts to play, start to do the verse motions again (steps), and motion
for students to follow
Do movements with all the way to the next chorus, then let the beginning of the bridge
play. Tell students to stand in their spots and listen.
o Note: When chorus is about to start again, ask: What part comes next?
Ask: Is the part different from either part we have heard? How does it sound different?
Ask: We heard a verse, and a chorus, and then what?
o Another verse and chorus
Say: Lets call this new part the bridge.
o Note: Write on board, from top to bottom: Verse, chorus, verse, chorus, BRIDGE,
verse, chorus
Say: For the bridge, wouldnt it be fun to walk around like monsters? For this part, lets
walk around like whatever kind of monster you want- a zombie, a mummy, etc.- but find
your place in the circle for the next verse.
Start music just before bridge
Students walk like monsters for bridge, then continue and do movements for verse and
chorus.
o Note: Tell students when the bridge is close to being over, and when they should
get to their spots again.
 o Before chorus starts, ask: What part comes next?
o Fade music out after chorus
Say: Great job! Help me go over the whole dance one more time.
Go to board, and point at each part (verse, chorus, etc.).
Ask, for each section: What do we do here? Can you say and do the motions for me?
Say: Lets do the whole dance again!
Students go over whole dance
Third section (adding masks): 6 minutes
Tell students to get masks and come back to the circle.
Ask: Can anyone tell me about their monster? Whats their name? Are they scary?
Say: This time when we do the dance, lets hold up our masks and pretend to be our
monster!
Do whole dance with masks.
Say: Great job! This time, can we do the dance with our masks, and lets use our free
arms to make some scary monster arms, like mummy arms or claws.
Do whole dance again with masks, adding monster arms

6.) Assessment:
I can copy the movements of the teacher.
I can predict which part of the music comes next (chorus after verse).
I can connect my movements to the music, and understand what motions go with the
verse, chorus, and bridge.

7.) Extension:
Ask one student: What kind of monster did you make? Lets all do the dance like
_______s monster.
Ask students: What other motions could go with the chorus?
Discuss what song is about
o Note: Emphasize the fun aspects of the song, with all the monsters dancing
together.