music in sec schools midterm project
- 1. Larry Bustamante Music in Secondary Schools Unit Plan Overview This unit of teaching is called "Fundamental Rhythmic Notation." This is a unit for general learners in the ninth grade. Some of these students are students with special needs. They struggle with reading and working cooperatively with other students. They can be disruptive but once focused, the class is able to function positively. My goal for these students is for them to understand basic rhythmic notation, which includes quarter, half, and whole notes/rests. What students will take from this unit is the ability to read, count, and clap rhythmic notation. These lesson plans contain aural explanations, visual representations, and kinesthetic learning that allows for differentiated learning for all types of learners. There will be aural explanations of each concept. There will be pictures and symbols of each of the notes, with its definition written next to it. There will be activities involving the students to clap their hands or tap their foot, in order for them to feel concepts like the beat. This approach of differentiated teaching also allows the teacher to assess each specific lesson, seeing and hearing if the students are able to clap at the appropriate times. Alongside assessing them aurally and visually, there will be also be worksheets and homework that will offer a summative assessment of the students. This understand of fundamental rhythmic notation will allow the students to not only read music, but play percussive instruments in an organized setting.
- 2. Larry Bustmante Music in Secondary Schools Lesson #1 Students will be able to identify, notate, and clap a quarter note, quarter rest. Target Audience This lesson is targeted for ninth grade. Most of them are general learners with some students who require special needs. These students struggle with reading and cooperating with others but are productive once focused. This lesson is targeted for aural, visual, and kinesthetic learners. Aim Students will be able to identify, notate, and clap a quarter note and quarter rest. Standards Standard #2- Knowing and Using Arts Materials and Resources. - Students will be able to identify whole notes, half notes, and quarter notes and apply them into music. Students will understand that these notes are symbols that represent different beat quantities and how long the note must be held out. Pre-requisite Knowledge Students will already be able to identify what a musical staff is. Do Now Students will listen to "Purple Haze" by Jimi Hendrix and be asked to tap their foot to the song. A small group share showing their foot tapping pattern. Mini Lesson 1) The teacher will play the example once again and ask the students to assign a number to the tapping they were doing. Another small group share explaining the numbers they used and why. 2) The teacher will explain that the students were clapping the beats of the song. The teacher will then explain how in music, we use the beat as the measurement in rhythmic notation. The teacher will then draw a quarter note on the board and explain what it is. The teacher will then write the number one underneath the quarter note. 3) The teacher will then draw 7 more quarter notes with a bar line in between each four. The teacher will ask what these lines could mean and then give the definition of a bar line. The teacher will then ask how many quarter notes are in between the bar lines and then explain that there are always four beats in between the bar lines. 4) The teacher will then write the counting in underneath each measure and explain that each quarter note gets a number because it equals one beat, and that we only count up to four because there are only four beats in each measure. 5) The teacher will ask the class to clap and count out loud the rhythm while they keep beat with their foot. teacher will model first, join the students the second time, and then have the students perform the task by themselves. 6) The teacher will now erase the last quarter note and replace it with a quarter rest. The teacher will now ask how many quarter notes there are. The teacher will then ask how
- 3. many beats there are in that measure. The teacher will then explain that the symbol is a quarter rest, one beat of silence. 7) The teacher will ask the class to clap and count out loud the rhythm while they keep beat with their foot, except on the quarter rest, they will put their hands up. The teacher will model the exercise first and the students will follow. 8) The teacher will hand out a work sheet containing four empty measures. The students, in groups, will be asked to compose rhythms in these measures using quarter notes and quarter rests. They will also have to write in the counting underneath the notes and be able to clap it. Group Work The symbols and definitions of each of them will be on the board while they compose their rhythms. The students will be able to discover how to use the notes and rests correctly. The teacher will circulate each group, conferencing with them if they do not understand any of the symbols. Group Share The class will share their rhythms by writing them up on the board using the correctly symbols and counting underneath. The class will analyze each rhythm to make sure they are correct. The class will clap and count out loud each rhythm while tapping their foot to the beat. Final Summary The teacher will reiterate the aim and ask the students what a beat, bar line, quarter note, and quarter rest is. Homework Assignment Students will be given a worksheet containing eight measures. They will be asked to compose another set of rhythms using the quarter note and quarter rest. Differentiation This lesson is for aural, visual, and kinesthetic learners. There will be verbal explanations of all concepts and visual symbols of all these concepts. There will be clapping, speaking, and tapping of the foot exercises to reinforce these concepts. Assessment The teacher will assess the lesson by going over each note and asking the students for the definition of each one. The teacher will also ask the students to repeat the definition of a beat. The class will go over some of answers during the group work and apply the clapping activity to it. Materials List A sound clip of "Purple Haze" by Jimi Hendrix. A board with a musical staff on it. Writing utensil for the board.
- 4. Formal Commentary a. The central focus is for students to understand what the beat is, the purpose of bar lines, and the definitions of quarter notes and rests. This is the fundamental building block in reading rhythms so by allowing the students to understand these concepts, you can add more complex concepts of rhythm. By the students counting the rhythm they are learning the practice of breaking down rhythms, which will be useful when they deal with more complex rhythms. b. I choose the clapping exercise because it allows the students to feel each quarter note as it lies on the beat. The tapping of the foot has the student understand that the beat is constant throughout, regardless if there is a rest in the measure. The counting out loud gives the student the tool to break down rhythm so that they can understand it visually and see where the note lands on the beat. c. By assessing the student throughout the lesson in seeing and hearing how they count and clap each rhythm, this gives the teacher proper data in understanding how much the student has grasped of each concept. If the students are not able to successfully tap count out loud, clap the rhythm, and tap their foot at the same time then that is proper inclination that the student does not yet understand these concepts. If the students are not able to perform these tasks, then this is enough information for the teacher to approach the class with less complex rhythm, until they are finally able to grasp the concept correctly.
- 5. Larry Bustamante Music in Secondary Schools Lesson #2 Students will be able to identify, notate, and clap a half note and half rest. Target Audience This lesson is targeted for ninth grade. Most of them are general learners with some students who require special needs. These students struggle with reading and cooperating with others but are productive once focused. This lesson is targeted for aural, visual, and kinesthetic learners. Aim Students will be able to identify, notate, and clap a half note and a half rest. Standards Standard #2- Knowing and Using Arts Materials and Resources - Students will be able to identify how many beats go into a measure, where each measure ends by the bar line, and how many beats each measure gets by the time signature, all key concepts in reading music. Students will also learn to apply whole, half, and quarter notes to these concepts in order to solidify the concept of reading rhythm. Pre-requisite Knowledge Students will be able to identify a staff, quarter note, and quarter rest. Do Now The teacher will have four measures on the board with different combinations of quarter notes and quarter rests. The students will be asked to prepare to clap, tap their foot, and speak the counting on this example. Mini Lesson 1) The teacher will draw four quarter notes followed by a bar line and then by two half notes. The teacher will ask how many notes there are in each group. The teacher will then ask how many beats are there in each group. 2) The teacher will explain that a half note equals two beats. The teacher will then ask the students how many numbers should go underneath each half note. The teacher will now write in the counting for each half note. 3) The teacher will draw two more half notes. The teacher will ask the class to clap and count out loud the rhythm while they keep beat with their foot. The teacher will explain when they clap half notes, they will keep their hands closed to indicate that the note is held for two beats. The teacher will model first and then the students will follow. 4) The teacher will then erase the last half note and replace it with a half note. The teacher will ask the students how many notes there are in that group. The teacher will then ask how many beats there are in the group. The teacher will explain what a half rest is. 5) The teacher will ask the class to clap and count out loud the rhythm while they keep beat with their foot, except when they get to the half rest, they will put their hands up. The teacher will model first and the students will follow afterwards.
- 6. 6) The teacher will hand out a worksheet containing four empty measures. The teacher will put them in groups and ask them to compose using half notes, half rests, quarter notes, and quarter rests. Group Work The symbols and definitions of each of them will be on the board while they compose their rhythms. The students will be able to discover how to use the notes and rests correctly. The teacher will circulate each group, conferencing with them if they do not understand any of the symbols. Group Share The class will share their rhythms by writing them up on the board using the correctly symbols and counting underneath. The class will analyze each rhythm to make sure they are correct. The class will clap and count out loud each rhythm while tapping their foot to the beat. Final Summary The teacher will reiterate the aim and ask the students for definitions of a half note and a half rest. Homework Assignment Students will be given a worksheet containing eight measures. They will be asked to compose another set of rhythms using the quarter/half note and quarter/half rest. Differentiation This lesson is for aural, visual, and kinesthetic learners. There will be verbal explanations of all concepts and visual symbols of all these concepts. There will be clapping, speaking, and tapping of the foot exercises to reinforce these concepts. Assessment The teacher will be assessing throughout the lesson by seeing if the students are able to clap, count, and tap their foot correctly reading the rhythms. The teacher will also assess during group share by seeing if the students are able to create their own rhythms correctly. The final assessment will be done during the final summary, analyzing if the students are able to give clear definitions of the concepts. Materials List A board with a musical staff on it. Writing utensil for the board.
- 7. Formal Commentary a. The purpose of the focus is to increase the complexity of rhythm to the students. The concept of half notes and half rests are a common rhythm seen throughout music. These concepts allow for students to create new, more complex rhythms for them to clap and count out loud. During the group work, they are given the most freedom to use these concepts plus the concepts from the previous lesson to come up with more complex rhythms. b. I choose the clapping exercise because it allows the students to feel each quarter note as it lies on the beat. The tapping of the foot has the student understand that the beat is constant throughout, regardless if there is a rest in the measure. The counting out loud gives the student the tool to break down rhythm so that they can understand it visually and see where the note lands on the beat. c. By assessing the student throughout the lesson in seeing and hearing how they count and clap each rhythm, this gives the teacher proper data in understanding how much the student has grasped of each concept. If the students are not able to successfully tap count out loud, clap the rhythm, and tap their foot at the same time then that is proper inclination that the student does not yet understand these concepts. If the students are not able to perform these tasks, then this is enough information for the teacher to approach the class with less complex rhythm, until they are finally able to grasp the concept correctly.
- 8. Larry Bustamante Music in Secondary Schools Lesson #3 Students will be able to identify, notate, and clap a whole note and whole rest. Target Audience This lesson is targeted for ninth grade. Most of them are general learners with some students who require special needs. These students struggle with reading and cooperating with others but are productive once focused. This lesson is targeted for aural, visual, and kinesthetic learners. Aim Students will be able to identify, notate, and clap a whole note and whole rest. Standards Standard #2- Knowing and Using Arts Materials and Resources. - Students will be able to analyze a rhythm and apply counting methods in order to play said rhythm. Students will engage in clapping rhythms to feel where each note lands on the beat and which note gets held out longer. Pre-requisite Knowledge Students will be able to identify a staff, quarter note, quarter rest, half note, and half rest. Do Now The teacher will have four measures on the board with different combinations of quarter/half notes and quarter/half rests. The students will be asked to prepare to clap, tap their foot, and speak the counting on this example. Mini Lesson 1) The teacher will draw four quarter notes, followed by a bar line, and two half notes. The teacher will ask how many notes are in each group. The teacher will then ask how many beats are in each group. 2) The teacher will then draw a whole note and ask the same two questions as before. The teacher will explain what a whole note is and that it gets four beats. The teacher will then ask the students how to write in the counting for it. The teacher will write in the counting underneath the whole note. 3) The teacher will draw, on a separate staff two whole notes with a bar line in between. The teacher will ask the class to clap and count out loud the rhythm while they keep beat with their foot, except they will hold their hands throughout the whole note. The teacher will model first and the students will follow afterwards. 4) The teacher will now erase one of the whole notes and replace it with a whole rest. The teacher will ask how many notes are in grouping. The teacher will then ask how many beats there are in the measure. The teacher will then explain what a whole rest is.
- 9. 5) The teacher will ask the students to clap and count out loud the new rhythm while they tap their foot to the beat. The teacher will demonstrate first and the students will follow afterwards. 6) The teacher will now hand out a worksheet containing eight empty measures. The teacher will put the students in groups and ask them to compose rhythms using the quarter/half/whole note and quarter/half/whole rest. Group Work The symbols and definitions of each of them will be on the board while they compose their rhythms. The students will be able to discover how to use the notes and rests correctly. The teacher will circulate each group, conferencing with them if they do not understand any of the symbols. Group Share The class will share their rhythms by writing them up on the board using the correctly symbols and counting underneath. The class will analyze each rhythm to make sure they are correct. The class will clap and count out loud each rhythm while tapping their foot to the beat. Final Summary The teacher will reiterate the aim and ask the students for a definition of a whole note and whole rest. Homework Assignment Students will be given a worksheet containing eight measures. They will be asked to compose another set of rhythms at using the quarter/half/whole note and quarter/half/whole rest. Differentiation This lesson is for aural, visual, and kinesthetic learners. There will be verbal explanations of all concepts and visual symbols of all these concepts. There will be clapping, speaking, and tapping of the foot exercises to reinforce these concepts. Assessment The teacher will be assessing throughout the lesson by seeing if the students are able to clap, count, and tap their foot correctly reading the rhythms. The teacher will also assess during group share by seeing if the students are able to create their own rhythms correctly. The final assessment will be done during the final summary, analyzing if the students are able to give clear definitions of the concepts. Materials List A board with a musical staff on it. Writing utensil for the board.
- 10. Formal Commentary a. The purpose of the focus is to increase the complexity of rhythm to the students. The concept of whole notes and whole rests are a common rhythm seen throughout music. These concepts allow for students to create new, more complex rhythms for them to clap and count out loud. During the group work, they are given the most freedom to use these concepts plus the concepts from the previous lesson to come up with more complex rhythms. b. I choose the clapping exercise because it allows the students to feel each quarter note as it lies on the beat. The tapping of the foot has the student understand that the beat is constant throughout, regardless if there is a rest in the measure. The counting out loud gives the student the tool to break down rhythm so that they can understand it visually and see where the note lands on the beat. c. By assessing the student throughout the lesson in seeing and hearing how they count and clap each rhythm, this gives the teacher proper data in understanding how much the student has grasped of each concept. If the students are not able to successfully tap count out loud, clap the rhythm, and tap their foot at the same time then that is proper inclination that the student does not yet understand these concepts. If the students are not able to perform these tasks, then this is enough information for the teacher to approach the class with less complex rhythm, until they are finally able to grasp the concept correctly.