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