Gina DiPalermo 2/12/14 Name:____________________________ Date:______________________ !!

5th grade general music Title:_____________________________________ Learning symbols through body movement Grade:_____________ !
Musical Focus:
emphasize concepts/skills to

Singing Melody  Rhythm Timbre Harmony Form Movement  Creating Playing instruments Expressive Qualities! Objectives:
Learners will o Be able to (behavioral):

Preparation: (lead-in/hook/preparatory set/link to prior knowledge)

Time!




Refocus of previous lesson about world symbols and their meanings. Students will TPS on symbols in music and briefly discuss their meaning.
Teaching Sequence:

Students will be asked What are some low, medium, high sounds that were used. How could we represent them?

Exploring various levels of sound using body percussion . o Understand (cognitive): Teacher will make up a 2-4 bar rhythm using body percussion Relationship of sounds to symbolic notation. which students will learn. o Encounter (experiential): The connection between symbols in music and history. How symbols are an important representation of a country, like the national flag. After students have learned what teacher is doing, o Change/add value (critical): Student will make symbols to the rhythm teacher showed.

Materials:! paper

In groups of 4 students will compose their own 4 bar rhythm pattern and write it down using symbolic notation. The rhythm should aim to have different levels of body percussion. Students will be asked to present their 4 bar rhythm and give explanation for how they represented what they were doing. Other classmates will be asked to interpret the composition that is written. Questions for conclusion. What did we(students/teacher) experience/understand by writing down our patterns?What did we experience by looking at other groups notation?

pencils. Dry erase board/markers

National Standard(s) Addressed:

o Singing, alone & with others, a varied repertoire of music o Performing on instruments, alone & with others, a varied repertoire of music o Improvising melodies, variations and  accompaniments o Composing & arranging music within  specific guidelines o Reading and notating music o Listening to, analyzing, and describing  music o Evaluating music & music performances  o Understanding relationships between  music, the other arts, & disciplines outside the arts o Understanding music in relation to history  and culture

What are some similarities/differences in how we and or others may have notated the same body percussion element? What inferences can you make about this representation? What can we conclude about symbols, how can we define them based on what we experienced? What do we now understand about composing?

Culmination: (consolidation of lesson)

Assessment:  ! Written ! Informal  ! Individual ! Performance  ! Group ! Other:!

!Students will then be asked to switch with another group and will !attempt to interpret the other groups rhythm composition. !Students will experience and gain understanding from a musical how symbols are an important representation of how !standpoint, we notate what we hear. Students will also be gaining an !introduction into elements of composition. These connections will tie into understanding how various symbols will represent !also their country through a flag and will hopefully be used when writing !their countries national anthems.
Notes/Extension: