The Sailor’s Hornpipe (30 mins)

1. Rationale​​: ​The Sailor’s Hornpipe​ is a traditional English sea tune, and is

accompanied by a jig-style dance. In this experience, the dance was formulated
to be easy and repeatable, allowing students to improvise musically or repeat
sections if they would like to. The moves selected also provide a good visual cue
for the teacher as to whether or not the students are following directions and
perceiving the musical patterns.
2. Understanding Statements
1. Students can identify A and B sections of a song
2. Students can identify introduction and tail of song
3. Students will be able to internalize the big and small beat (subdivisions)
and move in response to the subdivisions.
3. “I can” statements/standards:
1. I can move differently to the song when it changes (VA 2.5.1)
i. B: I can move in response to the music
ii. F: I can add additional moves with my hands to the dance
2. I can tell you where this song was used and by what type of person -
Sailor’s 18th cent. (VA 2.7.1)
i. B: I can show you where I might find this song with pictures
ii. F: I can identify the style of dance (jig) and the instruments used in
the melody (violins, common on ships)
4. Materials​​:
1. Recording of the Sailor’s Hornpipe
i. https://www.youtube.com/watch?v=JzmhQUv1B7c​ up to 1:10
5. Detailed Process​​: Pedagogical steps including thoughtful questions and time
stamp of how long each step will take. Remember: Prepare, present, and
practice; Enactive, iconic, symbolic; and questions (have many). Make this clear
enough that someone you don't know could take your plan and make it run.
1. Students enter classroom and do their normal warm-up activity/attendance
song (3 mins)
2. Teacher asks students about sailing and sailors, including leisure
activities: (5 mins)
i. Would you want to be a sailor?
ii. What jobs to sailor’s have?
iii. Do you think you might get lonely or a little bit bored? What could
you do for fun?
iv. How would you get your exercise?
 3. Teacher introduces Sailor’s Hornpipe to students, explains context, and
plays song for them (Sailing song, dance related to duties on ship, used
for mandated exercise late 18th century, English) (5 mins)
4. Teacher helps students to get into a block set in approximate square (size
depends on class size, room, etc.) (2 mins)
5. Students identify the different sections (raise hand when it changes) (2
mins)
6. Teacher asks students to march in place to the beat of the song as they
listen again, stop when they raise hands identifies intro and tail (3 mins)
7. Teacher will ask students to move up/down for B section (raised hands)
and demonstrate (2 mins)
8. Students will practice still marching for A section, saying the steps while
they do them (4 mins)
9. Teacher will ask students to march in box (as on directions) for A section,
and practice with them, (5 mins)
i. Saying and doing first time, whisper and doing second time,
thinking and doing third time
10. Students will practice whole song with dance (5 mins)
i. Whispering and doing first time, thinking and doing second and
third time

6. Assessments​​: some specific assessment process and metric tied to each “I

can.” Make rubrics and/or specific checklists.
1. Students can identify subdivision (big/little beat)
i. During first marching
ii. During subsequent marching
iii. Keeping time with marching throughout
iv. Successfully staying with the beat
2. Students can identify history and context of song
i. Y/N 18th-19th century
ii. Y/N sailors
iii. Y/N dance on ships
iv. Y/N for exercise and fun
7. Adaptation​​: How will you open this experience up for learners with different
ways of engaging and knowing? Consider adaptations to:
1. - Color - There are no visual aids in this Experience Design, however
additional materials could be constructed and colorized if needed.
 2. - Shape/Size - This experience design has no visual elements, however
as with color, these could be created and scaled for the student (visual
impairment - bigger icons)
3. - Pacing - If the song moves too quickly, the student can stay in the
marching in place step for longer. If it is too slow, the student can try to
coordinate hand moves with a partner
4. - Modality - This plan is entirely aural and discussion based, so there is
little assistance for visual-focused students. A video of the teacher
performing the dance, as well as the step chart, could be provided.
8. Extension​​: Hand movements and clapping could be added if the students finish
with this activity early, or the skip=step could be incorporated (as in the traditional
dance)