Classical 6/8 LP

Objective: Students will determine whether they like the feeling of having a beat on one or on
one and four.
Students will determine how understanding the structure and context of music informs a
response.

Intro:

 Hello, everyone! The first thing we’re going to do is listen to this piece of music while I
get some instruments ready!
o Play recording from Quaver Music

Activity #1
 Now, that we’ve listened to it, what did it make you think of?
o Have students answer
 Based on the picture that is on the screen and what you heard, do we think that the song is
older or newer?
o Have students answer
 Yeah! It does look and sound like this song would be older. This song is from around the
1700s! In the picture you can see the people wearing really big white wigs, because that’s
what they thought was cool and stylish! Let’s listen to some of it again and by a show of
fingers, could you all tell me what meter we think it is in?
o Play part of the recording again and look to see what students are showing
 I see a lot of 4s, some 3s, and a few 6’s! Now, the screen might have given away that
answer, but it is in 6! 6/8 time!
 6/8 can be felt in a lot of different ways. It can be felt in 6 when it’s really slow, but it can
also be felt in 2 and 3! The song we are listening to is felt in 2
 The next thing we will do involves me passing out some sticks, so let’s get those passed
out
o Pass out rhythm sticks and other percussion instruments to students

Activity #2
 Can someone tell me how we count this bar of music?
o Have students answer, fill in on the screen
 We’re going to play through this song twice, but the first time we’re just going to play
our instruments on 1
o Play through song
 Now, this time we’re going to focus on playing on just 1 and 4
o Play through song
 By a raise of hands, could I have some volunteers tell me if they liked playing on just 1,
or on 1 and 4 better, and why?
o Have students answer
 I have one more question to ask, and after I ask it take about 15 seconds to think about it.
“How does understanding the structure and context of music inform a response?”
 o State question again while they are thinking of a response
 Could I have some people raise their hand and tell me what they think?
o Have students answer
 It informs us what meter the song is in and how we should play the song!
 This song was written by Handel for King George the First of Great Britain. In the 1700s,
often times the only way people really were able to write music is if someone of royalty
or power hired them to do so. So now that we know who this song was written for, where
do we think this would have been played in Great Britain?
o Have students answer
 At places where royalty would be!
 Knowing more context about the piece, if this were to be played at a rock concert, do you
think people would be very receptive?
o Have students answer
 No! They would be like, “This isn’t rock music!” But, say we were at an Orchestra
concert where they were playing classical music from this time period, what would they
think of it there?
o Have students answer
 They would like it and would be expecting it! Knowing all this context about the piece
lets us know how to best perform the piece and understand its history!

Outro:

 Great job! If you could give your instruments back to the person who gave them to you,
make sure all the stand and chairs are back where they need to go, and then quietly line
up at the door, it is time to go! Have a great day today!