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Kerstenn Marrero and Alyson Wyckoff

Elementary Methods Final Experience Project

Demographics
The school we chose for is Lacey Springs Elementary School. It is located within Harrisonburg
City which has a population of around 44,000 people. Of those, 84.5 is White, 6.3 is African
American, and the rest other races. 85% of those living here, were born in the U.S and of that,
84% were born is this state. 49% of the population are families, with there being an average of 3
per household. Unemployment rate is 3.5%. Median household income is 35,587 dollars.
At the school, there are 244 students enrolled. The student to teacher ratio is 13 to 1.
86.5% of students are White. Lacey Springs has a drastically different ethnic distribution
compared to other schools located in the area.

This areas median income is above eligibility threshold for reduced price lunch.Average income
is around 44,000.

11% of students are enrolled in the gifted and talented program.


14% have reported learning disability.

I would use this data to see what types of lessons I should do in my classroom. Even talking to
my practicum teacher, she takes these demographics into account as well. Other harrisonburg
city schools are so diverse in their population, and here is not. So I would maybe try and
introduce more diverse songs. But then I would also try and research some songs that these
students might find familiar and here in their own homes. Their christmas musical is coming up
and they are singing lots of familiar christmas tunes, but there are also other holiday songs from
different cultures as well.
This unit will be placed at the beginning of the school year. This unit fits in with our entire years
curriculum, because the melodic and rhythmic themes that they learn in this unit, will provide
them with a strong foundation for learning more complicated concepts throughout the rest of the
year.
Experience Sketches
Theme: Around the world in 4 weeks

We want students to understand melodic, and rhythmic themes through songs


from around the world. Students will also demonstrate an understanding of
different forms of songs. Through the understandings of the forms students.
These melodic themes will include intervals of an octave or more

1.

Mata Rile
a. We chose this song to start off our Around the World theme. This song
introduces quarter notes and eighth notes to students. We will do activities
starting off with fast versus slow moving notes.
American Folk Song:
a. With this piece, students will identify eighth notes and quarter notes. We will also
introduce quarter rests
Food from around the world!
a. Introduce a fun way to teach students how to identify different rhythm patterns.
Tsuki
a. Japanese folk song the students will play on orff instruments. We will work
together to create an arrangement using the orff instruments, and pitched
percussion

2.

3.
4.

5.

Japanese song: The Orff arrangement is to a Japanese song. I would like to teach the

song and use the melodic charts as a type of notation to the song.
6. Movement sequence: Pick a song from a different culture that builds off of the
previous song melodically or rhythmically. Create a dance along with the song. An
English folk song called the keeper.
7.

Learning the song from movement sequence: I will teach the lyrics of the song and
have an Orff arrangement for it. Some people will be dancing, some singing , and others
playing the arrangement.

Rationale
Our unit plan theme is around the world. Our rationale for choosing this was based on our
demographics as well as an article by Abril and Kelly McHale. The demographics of the school
contributed as to why we chose to incorporate other cultures. The demographics of this school
are not as diverse as others within the same county and state.In Abril and McHales article, they
discussed having culture guided pedagogy. We thought it would be a good idea to introduce
these cultures, because they would not have had previous exposure to them. Of course we
would add songs from their current culture later on as well.
We want students to understand melodic, and rhythmic themes through songs from
around the world. Students will also demonstrate an understanding of different forms of songs.
Through the understandings of the forms students. These melodic themes will include intervals
of an octave or more.

Detailed Experiences

Puerto Rican Folk Song:


Understanding statements
Students will identify 8th note rhythms vs quarter notes
Students will move in time with the beat of the song (the movements that
goes with the song)
Students will sing a melodic pattern that moves upward
I can statements
-I can tell the difference between where the fast and slow notes are
-I can work in a group with other students to play/sing this song together
-I can sing in Spanish
Standards
5.8 The student will respond to music with movement, including
1. using locomotor and nonlocomotor movements;
4. performing line and circle dances;
5. performing dances and other music activities from a variety of
cultures;
Materials
Flashcards
Procedures
When students first arrive in class, before they sit in their spots hold
flashcards that have either quarter, half or dotted half and ask students to
identify how many beats there are.
Warm up (5 minutes)
Vocal sighs, stretching arms, putting hands on top of head to expand
lungs and give good breath support
Action Verb warm up
I will point to a flash card with an action verb and I will tap a tempo and
students must model the movement in time to what I'm tapping
side step, pat legs, high five the air
Introduce song title and explain origin and game
Mata Rile : Puerto Rico
Song that children sing, and dance to
Ambos a dos: Let's go two by two
Sing entire song for students
Ambos a dos, matarile rile rile
Sing song again after asking these Guided question to finding where the
eight notes are in the song
When I sang the song did there seem to be some notes moving
faster than others?
Sing the song again and ask students to pat out where they think the 8th
notes (fast notes) are on their legs

Sing song again and pat with the students to verify they know where the
8th notes are
Go over the words " Mata Rile Ron"
Ambos a Dos, Matarile rile rile
Teacher sings song and has students sing only the words where the 8th
notes are
Matarile rile rile
Go over the words for " Ambo A Dos"
Visualize the Ambo steps on a ladder
holds hand in center of body for first pitch, second pitch is lower,
so lower hand, and then back up etc
sing the song all together make sure students still are patting their legs for
the eight notes
Arrange students in inside circle, and outside circle.
Inside circle stays, outside circle moves on the beat.
Sing the song and do the dance movements

Assessment
Visually seeing when students pat out the 8th notes
Asking guided questions and assessing their responses
Extension ( if time, but if not, add to beginning of next lesson)
If we have enough time we will learn the game that goes with it
Arrange students in inside circle, and outside circle.
Inside circle stays, outside circle moves on the beat.
Sing the song and do the dance movements
making the dance moves harder
teaching the other verses of the song
find another song that has similar 8th notes and have students identify
where it is
Have students create their own movements to 8th notes
Have students compose a piece of their own with 8th notes
Adaptations
Size
Make the pictures better
Pacing
Wind down
Color
Add color to the iconic notation
Modality
Create alternative movements so they can be done stationary or
just sitting down

Food Rhythms:

Understanding Statements
Students will create different menus of rhythms using the food rhythms charts
Students will clap rhythms (including 16th notes) with rhythm accuracy
I can statements
I can keep a steady beat
I can say rhythms in a fun way using different food types
SOL Standards
5.4 The student will perform rhythms of increased complexity, including
syncopations.
5.6 2. composing a short original composition within specified guidelines; and

Materials
Construction Paper
Large Flash Cards
Procedures
1. Daily Warm Up of Singing

When students first arrive in class, before they sit in their spots hold
flashcards that have either quarter, half or dotted half and ask students to
identify how many beats there are.
Warm up (5 minutes)
Vocal sighs, stretching arms, putting hands on top of head to expand
lungs and give good breath support
Action Verb warm up
I will point to a flash card with an action verb and I will tap a tempo and
students must model the movement in time to what I'm tapping
side step, pat legs, high five the air
2. (Student will have been introduced to these food rhythms before)
Run through the rhythms with the students
Point to different food rhythm flash cards
Focus on only doing the rhythms with 16th notes
3. Food Rythm Olympics
Students will line up and in turn each will say the rhythm I point to
If correct, the student goes back to the end of the line, if incorrect, then
they sit on the side
4. Have small groups of students create their own words to a rhythm pattern I
give them Rhythm Menu
Walk around and assess to see if students need any guidance or help
After every group is completed, I will have students draw their creations
on construction paper
Tape up students rhythms around the classroom and have students go
around the world (classroom) and clap out (or play on unpitched
percussion) the rhythms that are hung up on the wall.
Guided Discussion
Lead a discussion with the students on how some words can fit in with the
rhythms, while others don't
Question
Does anyone know what syllables are?
How can we demonstrate how many syllables are in a
word?
Why do you think some words work and others dont?
Rationale behind this: Using the Wiggins Interdisciplinary method
of teaching to create an experience where students are learning
foundations of rhythm as well as enhancing their english skills
Assessment
Asking guided questions during the discussion
Student handing in their pictures of their creation of food rhythms
Extensions
Incorporating varying rhythms and well as rests. (such as dotted quarter, and
syncopated rhythms)

Accommodations
Pacing
Winding down and using just quarter and eighth notes
Size
Make the flashcards bigger
Students can stomp their feet to the rhythms to make the motion bigger
Color
Making different rhythms a different color
Modality
Students can either clap, or play on unpitched percussion, or say them
outloud

Tsuki
Understanding Statements: Music is made up of different types of patterns: melodic,
rhythmic, form etc. Students will differentiate between rhythmic and melodic patterns. Students
will demonstrate melodic, and rhythmic patterns on recorder.
National Standards

The student will sing a variety of songs alone and with others, including

singing three-pitch (sol, mi, la) songs, using echo and ensemble singing

The student will sing a repertoire of songs in tune with a clear tone quality.

Sing with expression, using indicated dynamics and phrasing

Sing in a group performing songs in simple harmony

The student will notate and perform melodies from the treble staff, using traditional notation

Identify melodic movement as step, leap or repeat

Use voice or instruments

I can Statements

can sing sol mi and mi la

can successfully sing a song in a different language

can play a Japanese folk song on recorder

can infer the meaning of a song

Materials: Recorder, The song: Tsuki, markers and construction paper, and melodic charts
Procedures

Intervals

Since

they should already know sol mi I will review this interval with them

will sing sol mi and then they will repeat after me

Then

we will put this on the recorder

When

we are singing sol mi it will be the sol mi in the folk song

Teacher

saying: Now since we not the solfege name can we put

this in the recorder

will play the notes and then they will repeat after me

will repeat this process for mi la

Solfege transition

I will have these two intervals up on the board with circle magnets

They will be separate from each other on either side of the board

We will sing bothe intervals together once more

Then I will point to one on the board and the class will sing the interval

We will do this until we have sang bother intervals at least four


times

Then we will do the same on recorder

Learning the melody

I will sing the song without any words or solfege

Just on la

As I sing each phrase I will hold up a melodic chart of what the phrase looks like

An introduction to what the notation is

When the rests come up I will put my finger to my lips like I am saying shh

Then we will sing the song together

Questions

We will repeat it until every on is singing the melody

Why

do you think I was saying shh during the song?

Notation

I will put up the notation to the song

The students will tell me where all the leaps and steps are

Comparing and contrasting to the melodic charts and the actual notation

Recorder

time

We will try to play the song on recorder while looking at the music

I will go each measure at a time will also referencing the notation

If the measure has mostly leaps I will ask if that sounded


like leaps or steps and vice versa if it is mostly steps.

After

the entire song is learned we will play it a few times through for

them to demonstrate that they can play it has a class

Learning the lyrics

will explain that they melody we just learned is to a folk song

Give them the name of the song

Also a little background on where the song is from

I will not do the background of the song until have I question them
on what they think the songs means and what its about.

will sing the folk song with the lyrics

will have the lyrics written the board

We

will say them without the melody

Since

it is in a different language I want to make sure that they lyrics are

pronounced correctly

We

will then add them with they melody

will also give the English translation of the lyrics

I will say a measure and then they will repeat it back to me

We will sing it once with the english lyrics to hear how this sounds.

Questions

After

What

they have seen the English translation


do you think this song means?

What is the song about?

Final Performance

will have half of the class singing the song and they other half playing on

recorder

Singing and playing recorder

Assessment

When

doing the transition I will listen for students demonstrating their

understanding of the two intervals on recorder and singing

If

they can sing and play at least three times then they understand the

solfege

Questions

Why

am I saying shh when singing the song

What

do you think the song means

Extensions

We

will discuss as a class what a symbol should be for this song to represent the

rhythm

would tell them that one has to be big and the other small

Guide

them in the direction of using a moon if they were not

understanding the meaning of the song

Asking

why they think it needs to be this way what rhythm does that

represent

Then
I

Then

what should represent the rest

I will have them place the rhythm symbols of the song in the correct order

would like to have multiple groups do it together instead of all together

Adaptations

Size

Pacing

Only

do half of the song per day

Color

Teaching a smaller section of the song

Have

the melodic charts be different colors

Have the fingering for notes be different colors on the recorder

Modality

Different movements for intervals

Orff Arrangement

Understanding Statement
Student will be able to play a Japanese folk on Orff instruments and
Recorder
Ostinato
Color
Bordun
Unpitched percussion
Student will demonstrate the ability to play in an ensemble setting
Students will demonstrate an understanding of the rhythm in this
arrangement
National Standards
The student will respond to music with movement
Perform choreographed and non-choreographed movements
Perform dances and games from various cultures, including
traditional folk dances.
Us body percussion

The student will perform music of increasing difficulty in musical


ensembles, using pitched and rhythm instruments.
The student will notate and perform rhythmic patterns that include
sixteenth notes, a dotted eighth followed by a sixteenth note, single eighth
notes, eighth rests, paired eighth notes, quarter notes, quarter rests, half
notes, half rests, dotted half notes, whole notes, and whole rests, using
body percussion, voice, pitched instruments, or non-pitched instruments.

I can statement
I can articulate and notate a rhythm
I can play on various orff instruments

I can play in an ensemble setting


Procedures
Learning Hand movements
We will start by showing the hand movements for each part of the
arrangement
Unpitched percussion
Saying hiding moon while doing leg pats
Each syllable gets a leg pat
Ostinato:
Moon rising Moon while doing a leg pat for moon then
shoulder pats for rising,
each syllable gets its on pat
then leg pat again for moon.
Color:
saying Japan with two claps
Bordun:
Saying rising rising while making a large half moon with your
finger
Transfering these movements into tas and titis
Question
Can you tell me what this rhythm sounds like in tas and titis?
They will tell in the form of tas and tittis
Writing the rhythm down
I will write this rhythm down on the board
We will do the hand movements while looking at the rhythm
We will say the rhythms together as a group
I will split the class into 4 different groups
Each group will be assigned a different rhythm
Then after a minute I will have everyone switch

Everyone will be able to demonstrate each rhythm


Meaning of each part
Since in later lessons they will be making their own orff
arrangement I will explain what each part means
Unpitched percussion
Color
Ostinato
bordun
Everyone will pick their favorite rhythm and hand movement
All the orff instruments will be arranged in different groups
If there are two many people on one hand movements then I will
ask them to switch to a different one
I would start with the unpitched percussion
The class will say the rhythm while the people with the unpitched
percussion play the rhythm
Bordun
I will play the bordun part while telling the class which notes to play
For the lower notes I will say the long bars and for the higher
notes I will say the short bars
I will take out the notes that are not needed for this
arrangement
I will repeat this for each
Color
Ostinato
Choosing the order
Since the students are in their own groups I will let them choose the
order in which they should start and stop the song
Performance
I will play the recorder part for the first few times

We will play the song about three times


After the third time I will review the recorder part and have some
students play this part
I will do a quick review of how to play the song since they
have already learned it and have heard me play it a few
times
Then the students will perform their song in each of their groups
Assessment
Questions
Can you tell me what this rhythm sounds like in tas and titis?
Executing the rhythms
Observing the students and if they can successfully execute the
rhythms three times then they understand the rhythms
Asking smaller groups of students to play sections of the piece to hear
them.
Extensions
Have students learn the words
Have students create their own Orff arrangement to the song
Adaptations
Size
Because the piece is in a pentatonic key, you can take off the
notes/bars you dont need in the piece
Color
Put different different colored stickers on different notes
Pacing
Make all the 8th notes quarter notes
Modality
Put molding on the stick of the mallets, so students can hold the
sticks better

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