Lesson 6-Practice

Standards Addressed

· MU:Pr4.2.3a: Demonstrate understanding of the structure in music selected for performance.

· MU:Pr5.1.3b: Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.

· MU:Cr1.1.3b: Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Objectives

· Students will aurally identify the syncopa rhythm in the rhythmic freeze tag activity.

· Students will recite the song, “Hill and Gully Rider” and aurally identify the syncopa rhythms.

· Students will create their own call and response using the syncopa rhythm.

Materials Used

· Percussion instrument or piano

Lesson Sequence —Activity #1: Students will aurally identify the syncopa rhythm in the rhythmic freeze tag activity.

1. T stands by door and starts singing with Ss “Welcome to Music Class”

2. T asks Ss to stand in a a random place in the room

3. T establishes the beat using piano/percussion instrument (low range on piano)

4. T instructs Ss to walk to the the beat and clap what T plays

5. T plays all rhythms in “Hill and Gully Rider” (except syncopated rhythms)

6. T: I want everyone to keep walking around to the beat (randomly), and when its your turn to clap the rhythm, you have to travel in four beats to your tag someone!

7. T demonstrates

8. T goes back to piano, continues no piano/percussion

9. T: You guys are doing great! Now I'm going to add something fun. Every time I pay this rhythm (syncopa) you guys will freeze exactly where you are and all of you will clap that rhythm back at me! If you travel or walk on the syncopated rhythm, you're out until you can tag another person making a mistake! If you freeze no not *T plays rhythm* then you're out as well.

10. T: are final rule, and the not important is the remain quiet enough to hear the piano. If you guy can't heard the piano, it's too loud!

11. T and Ss play game

12. T: Now do you remember that rhythm that we all would freeze on in the game?

13. Ss responds

14. T: Have we heard this rhythm before? Raise your hand if you know what this rhythm is called!

15. T picks numerous Ss to answer

16. T: Yes! This is the syncopa rhythm that we discovered last class! What other song is this in?

17. Ss responds

18. T: Yes! It's in Canoe Song!

Assessment:

Concept

Yes

No

Did not try

Aural identification of syncopa

Freeze tag participation

Rhythmic accuracy (clapping)

Transition: Since you guys are doing so well with clapping back the syncopa rhythm, I'm going to teach you a fun song with that rhythm!

Activity #2: Students will recite the song, “Hill and Gully Rider” and aurally identify the syncopa rhythms.

1. T: Now I'm going to sing you a song and I want everyone to touch their nose when they hear the syncopa rhythm! When there isn't a syncopated rhythm, don't touch your nose.

2. T sings songs for Ss (Ss responds)

3. T sings song again to give students another chance

4. T: Yes! This song has this rhythm a lot! Can you tell me what words it usually happens on?

5. T sings song again (Ss responds)

6. T: Yes! It happens every time I say “Hill and Gully”

7. T: Now you guys are going to learn this song!

8. T explains the cultural background of the song (Jamaican music, construction/work songs)

9. T: Everytime I say Hill and Gully rider, I want everyone to respond with Hill and Gully!”

10. T models (Ss tries)

11. T: And this will be the same with when I say “Took my horse…” and “And the night…”

12. T and Ss sing call and response

13. T teaches “Took my horse” and “And the night..” to Ss

14. T:Now lets switch!

15. Ss calls, T responds

16. T splits half of the class with call and half with response

17. Ss sings call and responses *assess

Assessment:

Concept

Yes

No

Did not try

Aural identification of syncopa

Word accuracy

Call and response participation

Transition: T: Since everyone is doing so well with the song, I want to do something new with it now!

Activity #3: Students will create their own call and response using the “syncopa” rhythm.

1. T: Now remember how you guys said “Hill and Gully” when I said “Hill and Gully rider”?

2. Ss responds: Yes!

3. T: In music we call this call and response! And you guys have even done this before a few weeks ago! Can anyone remember another song that did this?

4. *Student will likely not remember, but T will refresh them

5. T: Remember when we were pretending to be turkeys and some people were shooing the turkeys? Shoo Turkey was the same exact way!

6. Ss responds

7. T: Today you guys get to create your own call and response!

8. T writes rhythms form the first two measures of Hill and Gully Rider on the board, then brackets the first measure and writes call underneath. Then write answer underneath the second measure.

9. T: Your job is to create your own call and response and then share yours with a partner. There's only a few rules. Rules one, the call has to be four beats. See how the part has a box around it? This is the call! Rule 2, the response must use the syncopa rhythm. Rules three, using our piano voices when creating our calls and responses. Think we can do that!?

10. Ss responds: Yes!

11. T models/writes an example: Call: “I want some food!” Answer: “Go get some food!”

12. *T will clarify if there are any questions presented

13. T walks around the room observing Ss *assess

14. T: Anyone have an awesome call and response they would like to share?!

15. Ss shares call and responses *assess

16. T: Greak work today, 3rd graders! I really like how you guys ______! Keep up the good work with remembering the syncopa rhythm.

Assessment:

Yes

No

Did not try

Call had four beats

Response used syncopation