Final Teaching Experience

Name:

Ariel George

Date:

12/20/2018

Title of the Repertoire and Approach (es):

Scotland’s Burning

The approach will be teaching music skills and elements such as: singing and duration through a
secret song while using the scientific method to figure out which one of three songs is the secret
song.

Grade for which the lesson is intended:

Second Grade

Music Skill(s) that will be involved:

1. Singing
2. Reading/ writing symbols for music sounds
3. Listening Analytically

Music Element(s) that will be focused on:

1. Form- songs usually have two phrases and phrases can be the same or different
2. Duration- particularly tempo, indicating the speed of the beat depending on the number of
sounds per beat given by the rhythm.

Developmental learning

1. Social- Students will be able to lead the class through a secret song and practice
leadership skills as well as following skills.
2. Emotional- Students will be able to learn how to wait for a specific time to sing and stop
and start together when directed. They will also be able to practice taking turns. They will
be able to see the benefit of waiting to watch it all come together.
3. Cognitive- Students will be able to understand the scientific method and how to solve
problems through it. Students will also learn about form, beat and rhythm and be able to
better recognize it in songs.
4. Physical- students will be able to move to the music with their finger to help them better
understand and feel the beat.
Integration with other subjects?

Yes

If Yes, explain:

The secret song allows for an easy integration into science while using the scientific method, or
scientific investigation, to find out what the secret song is on the board. The students will be
able to make an observation, form a question, create a hypothesis, conduct an experiment,
analyze the data, and draw a conclusion. As they go through these steps they will be able to
better understand how they can apply the scientific method into all aspects of learning to help
them find answers to their questions.

If Yes, is there a specific Utah learning standard being met?

Yes the standard is, “Generating Evidence: Using the processes of scientific investigation (i.e.
framing questions, designing investigations, conducting investigations, collecting data, drawing
conclusions)” (UEN)

Utah Music Standard(s) addressed in the lesson:

„ “Standard 2.M.P.8: Respond with body percussion, voice or simple instruments to visual
representations of rhythm patterns.” (Utah Core)

Materials Needed:

You will need a poster board or other presenting board to have the secret song open on when the
students arrive. You will also need to have three songs in the song bank as well as the steps to
the scientific method available for the students to refer to. Aside from that only the students and
teachers singing voices are needed.

Resources:

UEN. Model Unit Science: Plants 1 Grade Outline of Unit

Lesson...teal.usu.edu/undergrad/ofe_eled/images/Model_Unit_Plan_Sceince_1st_Grade.pdf.

Step by Step procedure:

1. As the children enter into the classroom tell them that you have a secret song up on the
board for the class to figure out together. Tell them that there is a dot for each beat that
the song has. Tell them sometimes it can be tricky to know where to start when solving
problems. Introduce the scientific method created by Francis Bacon to help solve
problems by using six simple steps.
2. Tell the students that first they are going to make some observations about the secret
song. Ask them what things they notice or observe about it? (Possible answers could be:
 there are repeating phrases, not all lines look exactly alike, and there are 24 beats in this
song.) This will be a great time to briefly discuss the form of the songs and that songs
usually have two phrases that can be the same or different.
3. Next you will guide the students as they form a question. (Possible questions could be:
what song is the secret song? What song has 24 beats; could this song be Are you
Sleeping?)
4. Once questions have been formed each student will individually form a hypothesis.
Explain to the students that a hypothesis is a scientific theory or proposed solution that
involves an “if, then” statement. Give the students a possible hypothesis that they could
create for this song using the word bank and have them make a guess as to which song
they believe is the secret song. Ask a couple of students to share their hypothesis.
5. Next as a class conduct an experiment and analyze the data. The teacher will give
starting pitches and gestures and have volunteers come up and lead each song through the
map. At the end of each song the students will talk about whether or not the song was the
secret song. This will also be a great time to discuss the duration and tempo and how the
speed of the song depends on the beats per measure.
6. Now that the data has been analyzed ask the students which song they believe is the
secret song. For this activity students should reply “Scotland’s Burning.” Ask the
students if their hypothesis was correct and how they liked to use the scientific method to
discover the secret song. Sing the secret song one more last time and do so in a round.
Have each group have a different person lead them through the song.