Lesson 5: 5th Grade

Forrest Leder Time of Year: Timeframe: 4th week September 45 minutes/2 Days

National standards:

1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture. Objectives: Students will be able to name 3 tribes in pre-

Columbian America Students will be able to perform the circle dance for 1492 Students will be able to name 4 Montana tribe names. Materials/special tools: 1492 recorded by Mary Alice Amidon on Songs for the Singing Family. 4th grade rhythm cards

BAG visuals Round dance/circle dance recordings

Teaching sequence:

Day 1
Movement 5 min
As you come into class today, please stand in a large circle. What do you notice about the music? Is the beat steady or uneven? Look at how I step to the beat. Move with me to the left around the circle. This is the basic step of the Circle Dance. The circle dance is Intertribal and its one that anyone can join at the Pow Wow. Students will move to the steady beat of a Native American Circle dance.

Clapping Pattern

10 min

Class work with a partner now to create a 4 beat body percussion pattern. Students have 45 seconds to come up with and practice a pattern. Choose 1 set of partners to share, all take turns sharing. Additional 30 seconds to 1 minute to finish Lets choose two patterns to do as an 8 beat pattern.Choose 2 patterns appropriate for circle dance. Class learns one pattern, then the other, then do both together.

1492 by Nancy Schimmel, published in Teaching Tolerance, 2003 15 min

In Fourteen Hundred Ninety Two, Columbus sailed the ocean blue, It was a courageous thing to do, but someone was already here. Columbus knew the world was round, so he looked for the east while westward bound, But he didnt find what he thought he found, For someone was already here. Refrain: The Inuit and Cherokee, The Aztec and Menominee The Onandaga and the Cree XX Columbus sailed across the sea, but someone was already here Verse 2 It isnt like it was empty space, Caribs met him face to face. Could anyone discover the place, When someone was already here. So tell me, Who discovered what? He thought he was in a different spot. Columbus was lost, the Caribs were not. They were already here. Refrain

Teacher sings 1st verse and refrain, 1492 Are there parts that are the same or very similar?

Teacher sings 1st verse and refrain. What part do you hear the most of? Will you sing that part? Ill sing the other parts. (bring up interwrite with text. Someone was already here highlighted ) Do you hear any body percussion in the song? Will you do that please? Teacher sings 1st verse and refrain, 2nd verse and refrain. (students sing someone was already here, add stomps) What is the next easiest part for you to sing? Teacher sings 1st verse and refrain, 2nd verse and refrain. (students sing someone was already here with stomps, add refrain) What does he looked for the East while westward bound mean? Why was it a courageous thing to do? Where did he land? Who was already here?

Introduce Recorder and Procedures

Game Plan pg. 12

15 min

History- (over 900 years old, early flute, traditionally made of wood) Recorder Family (Tenor, Alto, Soprano) Review Parts of the Recorder Finger candle (blow it out with a quick breath, make it flicker stays lit)

Tonguing on doo, non-example hoo Floor Position (mouthpiece toward word wall) Distribute Recorders Rest position (Left thumb and forefinger on left knee) Chin Position- for fingering without playing Playing position (rest on lip, top lip barely covers, bell down, RH on bell) Review B fingering. 4 beat patterns echo Put away by number to dismiss

Day 2
Movement 5 min
What do you notice about the music? Is the beat steady or uneven? Look at how I step to the beat. Move with me to the left around the circle. This is the basic step of the Round Dance. In earlier times it was called The Dance of the Slain. Women were the main performers of the dance and showed their pride and sadness at the same time. Now it is considered a friendship dance. If we were going to speed up the uneven sidestep, what would we call it? Gallop What if you did it with a partner? Sashay

1492

25 min

Sing 1492 as call and response to review. Words posted on board. All sing refrain. Sing whole song. someone was already here and refrain. Teach clapping pattern. Pat, pat, clap, clap, cross x4 Teacher sings while students Gallop 8 beats, find a random partner and perform clapping pattern. Add movements to the refrain. Add in 4 steps first line-Out 4 steps second line (while students sing refrain) Add kicks on 3rd line and 2 stomps after Perform together Add clapping pattern on 4th line Arrange class in double circle. (large circle-number 1/2- 2s step in to make smaller circle facing out toward a partner. Perform refrain with movement Gallop Right 8 beats. Clapping pattern with new partner. Refrain. Gallop Left 8 beats. Clapping pattern with new partner. Perform as teacher sings, encourage student singing.

In the recording, the verses are done as a call and response. So youll gallop then clap 2x before each refrain. Perform with recording. Teacher sings Montana refrains.

The Salish and the Kootenai, The Blackfeet and the Pend dOreiile, Assiniboine and Chippewa-Cree XX Columbus sailed across the sea, but someone was already here

The Northern Cheyenne and Crow and Sioux, The Little Shell in Great Falls, too. Nakoda and Gros Ventre, you see, XX Columbus sailed across the sea, but someone was already here

Recorder BAG
Gameplan pg. 13-14

10 min

Review Recorder Positions (Floor, Rest, Chin, Play)

Distribute Recorders. Practice picking up. Hold tightly, look at fingers. Eyes closed. Position Game; first to 5 they earn point if all in correct position, teacher earns if played, or wrong position (Use visuals for BAG) Explain/demonstrate fingerings. Echo 4 beat patterns (stepwise, simple to harder, smaller groups) (grade 4 rhythm cards) (floor position) Clap and say Think and Play Order 4 cards Play BAGA Student chooses card repeat 2 with 2 pitches; repeat Operator, Operator Review poem Poem as A section Contrasting section is question answer on BAG Teacher : Class to 5 Min

Volunteer to class Dismiss class.

Student Evaluation/ Assessment: Did the student demonstrate understanding of Recorder positions? Was the student able to play BAG Was tonguing used? Can the student name 3 First Nations? Can the student describe the difference between Circle dance and round dance? Can the student name 1 Montana Tribal Nation Follow up questions:

Teacher Evaluation: