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2013-2014

UMU Lesson Plan Guide

Name: Becky Palmer Date:10/20/2015


Grade Level: 3-5 Class Period: MUS 330
Subject: music Lesson # & Title: Chance Music
Big Idea/Lesson Focus: Rhythm
Essential Question:

Context for Learning:


-2 girls 1 boy

Function of the Lesson (check all that apply):


Introduce New Skill or Content Review
Practice Remediation/Reteaching

Content Standards:
1RE Compare and discuss the use of similarly-named elements (e.g. form, line, rhythm) in music and other
art forms
7PR Read, write and perform using sixteenth, eighth, quarter and half notes and quarter rests in 2/4, 3/4
and 4/4 meter.
9PR Demonstrate appropriate audience etiquette at live performances
Learning Objectives:
What do you want students to think, know, and be able to do? Use concrete terms. How will students demonstrate
this?
1. The students will be able to demonstrate an understanding of note and rest notation with no assistance from
the teacher.
2. The students will be able to create, notate, and perform simple four-beat patterns, with assistance from their
peers.
3. The students will be able to discuss the difference between chance form and ABA form with assistance from
the teacher.

Academic Language (or A.L. Demands, A.L. Objectives):


Measure
Meter
Rhythmic notation
Whole note
Half note
Quarter note
Eighth note
Whole rest
Half rest
Quarter rest
Eighth rest

Instructional Materials and Support:


Blank index cards
Markers
Six small pieces of paper number 1-6
Snakes recording (j.w.pepper)
Beat vs. rhythm (youtube)

Assessments:
Pre-Assessment for the unit: Do the students know the difference between rhythm and beat?
Assessment(s) during the lesson: Are the students grasping what chance form is?
Assessment(s) at the end of the lesson: Have the students followed the directions?
Post-Assessment for the unit: Have the students preformed their pieces correctly?

Strategies & Learning Tasks


Introduction
What is Rhythm?
What Rhythm vs. Beat
Ask again what is Rhythm?
Warm the class up with an echo clapping exercise. (Teacher claps a four-beat rhythm pattern and the class
repeats it. For more of a challenge, have students rest four beats before echoing the pattern!)

Presentation/Explicit Instruction:
As a class we make 6 index cards with 6 different rhythms on them.
As a class, we will clap the rhythms together.
Introduce chance form: also known as aleatory music; music in which the composer introduces elements
of chance with regard to composition, performance, or both.
Listen to Snakes by Duffy
http://www.jwpepper.com/sheet-music/search.jsp?keywords=snakes

Independent Practice/Application
Divide class into small groups
Each group will make up their own 6 rhythm cards
Each group will have 6 pieces of paper numbered 1-6
Each group will grab the pieces of paper 6 times to form the order in which their cards will go
The recorder will write down the order

Guided Practice/Specific Feedback


Talk about good concert etiquette. Students will perform their chance music pieces for the class.

Closure:
Discuss how the form was created. Compare and contrast this form with forms like AB or ABA

Research and Theory:


David Jonassen- the students will experience performing for each other.
Albert Bandura- the children will observe each other singing the songs.
Daniel Levitin- the students will use timing while singing with one other person in front of the class to sing
the song correctly

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