ARTS EDUCATION TEACHER HANDBOOK

MUSIC :: ELEMENTARY LESSON PLAN

ELEMENTARY LESSON PLAN

Submitted by Mary Anne Martin-Howell, Cumberland County Schools

Lesson Title:
Totally Ternary

Grade Level or Course:
First Grade Music

Time Allotment:
35-40 Minutes

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course
of Study and Grade Level Competencies, K-12:

4.02 Compose a simple melody using at least three pitches
4.03 Compose a simple rhythmic pattern using quarter and eighth note and quarter rest? durations
2.04 Demonstrate and maintain a steady beat
2.01 Recognize and play pitched and unpitched instruments
2.02 Play with increased rhythmic accuracy
6.01 Identify simple music forms when presented aurally, including AB, ABA, and Introduction
7.02 Demonstrate respect for the musical efforts and opinions of others

Materials/Equipment Needed:

Nursery rhyme or poem; unpitched percussion instruments; visuals for eighth note, quarter note, and quarter rest durations.

Lesson Procedure:

Select a two-phrase (8 measure) nursery rhyme or poem that is in 2/4 meter, such as "Old King Cole" (may be found in Second Rhyme Around by Randy DeLelles and Jeff Kriske, 1995).
Echo text by phrase while class keeps steady beat.
Speak the rhyme with a body percussion pattern for accompaniment (such as patsch, patsch, clap where patsch = eighth notes and clap = quarter note).
Have the students compose a tri-tonic melody for the rhyme. This may be done individually, in groups, or as a class.
Present visuals for eighth note, quarter note, and quarter rest.
Have the students create four-beat patterns to use as a contrasting section for ternary form, using the visuals.
Perform A:rhyme with body percussion, B:four-beat pattern, four times, A:rhyme with body percussion.
As an extension, transfer contrasting sections to body percussion (i.e.: eighth notes = patschen, quarter notes = clap, quarter rests = snaps) or unpitched percussion (ie: eighth notes = woods, quarter notes = membranes, quarter rests = metals).
As a challenge, use the four-beat pattern as a separate ostinato to accompany the rhyme. This can be turned into a rondo by having each child perform his or her rhythm pattern as the contrasting sections.

Assessment:

Assessment of individuals:
The teacher will assess each student using a checklist with which students are familiar that incorporates the guidelines for their compositions and performances (see Assessment Item that aligns with this Lesson Plan).

<< Back | Table of Contents | Next >>