ARTS EDUCATION TEACHER HANDBOOK

MIDDLE SCHOOL LESSON PLAN

Submitted by Rainy Cassetta, Barbara L. Geer, and Tom Shelton, Winston - Salem/Forsyth Schools

Lesson Title:
Rhythm in Motion

Grade Level or Course:
6th Grade General Music (may also be used in Chorus)

Time Allotment:
3 (45 minute) lessons

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

• 4.03 - Use a variety of sounds, notational, and technological sources to compose and arrange music.
• 4.04 - Show respect for the composing and arranging efforts of others.
• 5.01 - Read whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4/, 6/8, and 2/2 meters.
• 5.04 - Identify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
• 5.05 - Show respect for the reading and notating efforts of others.
• 6.03 - Identify the basic principles of meter, rhythm, and tonality in analyses of music.
• 6.04 - Demonstrate auditory perceptual skills by conducting, moving, answering questions about, and describing aural examples of music.
• 7.01 - Devise criteria for evaluating the quality and effectiveness of music performances and compositions, and apply criteria in personal listening and performing.

Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade
Level Competencies, K - 12 for other content areas:

Mathematics, Grade 6 - Relate fractions, decimals and percents

Alignment with NC High School Exit Exam:

Communication

4 - listen carefully and thoughtfully to understand, record, and synthesize information.

Processing Information

9 - analyze information by comparing, contrasting, and summarizing to make informed decisions
12 - organize tasks to accomplish an objective

Problem Solving

15 - plan logical steps and organize resources to accomplish a task within a given time frame

Using Numbers and Data

26 - use relationships among fractions, decimals, and percents to demonstrate understanding of mathematical and scientific concepts.

Lesson Objective(s):

1. Students will review concepts of steady beat, meter and basic note values through movement.
2. Students will work independently and with a partner to demonstrate proficiency of steady beat, meter and basic note values.
3. Students will create written patterns in 4/4 meter which will be demonstrated through movement.

Materials/Equipment Needed:

Listening examples from a variety of genres (cd's, tapes), cd player, chalkboard, chalk, pencil and paper for students, large open space for movement.

Lesson Procedure:

Lesson 1 (45 minutes)

1. Inform students that they will be creating rhythmic patterns through movement. They will be incorporating concepts of steady beat, note values and meter.
2. Teacher will turn on the music, and ask students to gently tap the beat on their knees. Teacher will inform students that they are tapping quarter notes. Teacher will draw a quarter note on the board while students are tapping. Students will stand in front of chair and transfer the beat to their feet by walking in place.
3. Teacher will inform students that he/she will call out a number. Students will freeze when the number is called out and internalize the beat. For example, teacher will say "6", and students will internalize for 6 beats, and then resume walking in place. Teacher will vary numbers periodically.
4. When all students are correctly demonstrating the beat, teacher will continue calling out numbers as students begin moving around the room.
5. When students have shown understanding, they will freeze in place. Teacher will draw half, whole notes on the board. Students will identify each note and clap the note value.
6. Students will resume walking as the teacher incorporates the additional note values. (Note: this should be a review of concepts learned in K - 5 Music).
   Extension: After mastery of quarter, half and whole notes, teacher will add eighth and sixteenth notes.

Lesson 2 (45 minutes)

1. Class will begin with review of Lesson 1 by demonstrating movement to steady beat, internalizing the beat and walking to quarter, half, and whole notes.
2. Review or introduce eighth and sixteenth notes.
3. Students will have the opportunity to decide which note values to walk to. They will form two lines facing one another. Each student will use his/her chosen note value and walk down the middle of the aisle one at a time. Other students must decide what note value is being demonstrated.
4. Students will work with teacher assigned partners. (Partner #1 and Partner #2) Teacher will assign different note values to #1 and #2. For example #1 walks to quarter notes while #2 walks to half notes. Teacher monitors pairs and assists where needed.
5. Teacher then varies note values for Partner #1 and Partner #2.
   Extension: Choose volunteer to demonstrate a note value to entire class. The student who correctly identifies the value is next volunteer.

Lesson 3 (45 minutes)

1. Review previous lessons by using Extension from Lesson 2.
2. Teacher will begin by writing a 4 beat pattern on the board. Students will echo - clap this pattern. Repeat several times using new patterns; gradually extend to 16 beats.
3. Students will work independently to create a 16 beat pattern and will notate work on paper.
4. Class will conclude with students demonstrating their rhythmic pattern through movement. A final copy of student work will be given to teacher.

Assessment:

Assessment will be continual throughout unit. Teacher will visually monitor student progress. Students should achieve success in each activity before moving to the next level. Final assessment will be determined based on the completed portion of the written assignment. The assignment will be evaluated on rhythmic accuracy, correct written notation, and overall presentation. *(See Assessment Item that aligns with this Lesson Plan)

Special Considerations:

This unit should be completed after students have had experience with simple rhythmic activity (including steady beat) and basic notation skills. Modeling and participation are critical to the success of these lessons. The teacher should provide students with options based on individual's instructional needs and abilities. (For example, a physically handicapped student may need to clap the rhythms or use rhythm sticks instead of walking.) *These lessons may take more or less than three class times, depending on the abilities of students and the size of the class.

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