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Unit Plan

CMP Project
Joey Neuenschwander
Lesson 1: Introduction
Objectives: Introduce Chorale and Shaker Dance written by John Zdechlik. Students will discuss
mood, timbre, texture, instrumentation, and other concepts that make this piece unique.
Materials: PowerPoint, recording of Chorale and Shaker Dance
Listen to entire piece-jot down anything: moods, instrumentation, theory, anything interesting
Discussion Guided by PowerPoint Presentation about major concepts, Shaker Dance, Simple
Gifts tune
Assessment will be based on discussion participation
Lesson 2: Familiar tune origins
Objectives: To present the in depth origins of many popular songs in our culture
Materials: Recordings (youtube), PowerPoint, paper and pencils
Give examples of familiar songs (4-7) that many people know (i.e. Twinkle, Twinkle , Happy
Birthday, National Anthem, Amazing Grace, etc.)
Present origins of song melody, including national origin and original purpose and/or meaning
Assessment: Students write a sentence about why they are familiar with the song (if they are
not, then write one sentence on what you think the purpose is). Then one sentence about what
they think the origin of the tune is. Then, a final sentence comparing previous thoughts to actual
o Extension: Have students pick a very common tune in todays society and research its
origins. Give a short presentation on this tune in a future class.
Lesson 3: Chorale
Materials: Recordings, Staff Paper, pencils
Objective: Students will compose a 8-16 measure original chorale in a traditional style.
Listen to multiple brief chorales, including Zdechliks in Chorale and Shaker Dance
Ask about qualities: What concepts make a chorale?
Assessment: Students will compose an original chorale 8-16 bars long (melody during class,
harmony as homework)
o Any key, major or minor. Must be in 3/4 or 4/4
o Should include phrase markings, dynamics (if needed, and articulations
o Hand written: shows that students can write standard notation symbols and has nothing
to do with socioeconomic status

Lesson 4: Impact of words
Objective: Students will analyze the overall mood and personal meaning of a piece without its
lyrics and what impact lyrics can add. Students will compose their own lyrics to their new
Materials: Recordings, Karaoke Tracks (Youtube), Student-made Chorales
Find videos of well-known songs with lyrics removed (could be instrumental arrangements)
Ask students if the recognize the song. How does it make them feel? If you do know it, does it
change without words
o Class Karaoke: One or two of these songs could have karaoke track so students can sing
Relate back to Chorale and Shaker Dance, how Simple Gifts lost lyrics for this piece
Students use rest of time to write words to their chorales. Would be finished as homework
Lesson 5: Instrumental dialogue
Objective: Students will experience how timbre and color of sounds of wind instruments can
affect the mood and feeling of a piece. Students will orchestrate their chorale for four wind
Materials: Internet access, computers, List of Band Instruments
Students will pick at least six instruments from a band setting (two woodwind, two brass, two
percussion) and describe what mood that instrument typically conveys.
Students will research and find at least two sound/video clips for each instrument as evidence
for this mod.
Choose what instruments you want to play your chorale in order to properly demonstrate text.
Can pick any instruments in standard concert band
Lesson 6: Other mood Factors
Objective: Students will discuss mood of music and the factors that can change the mood, like
articulation, tempo, instrumentation, key, time, etc. Students will rearrange their chorales in a
differing mood
Materials: Primary Instruments and Solo sheet (music for each person with every melody and
major solo from Chorale and Shaker Dance written out and transposed for each instrument)
o This allows every student to play the melody from other sections
Students discuss what other items impact the mood of the piece
Everyone gets a solo sheet: Change articulation, tempi, instrumentation, texture, number of
o Key could be another altered factor if students are comfortable transposing
Students verbally respond if there is a change/ what is their perception of the change

Students change 2-3 concepts about their own compositions to create a contrasting mood
from original
Lesson 7: Modulations: Key Centers
Objective: Students will demonstrate knowledge of modulations by finding a piece they enjoy
that modulates to a new key for a time. Students will determine which key it is in originally and
what key it modulates to.
Materials: Music Theory text (if applicable), recordings
Briefly define and review modulations.
Assessment: Play recordings of excerpts that modulate. Students will close their eyes and raise
their hand when it modulates
Assignment: Students will find a recording of a piece they enjoy that modulates. They will send
(email) me a copy of the recording with exact time of modulation(s).
o Technology: If available, could be done with Audacity, so song is in Waveform notation.
o This introduces students to multiple forms of notation and utilizes different
Lesson 8: Dance Music (Part 1): Then and Now
Objective: Students will compare and contrast different group dance types in a historical
context. Students will be a part of a group dance session.
Materials: Videos/ Projector, handout, open space
Play videos of different group dances, starting with oldest dance, and playing videos that move
forward in history.
Present many types of dances and handout of compiled list of group dances through history
Professional guest dance teacher will teach students a simple group dance
o Simple Shaker Dance from circa 1700s (Assessment will be based on participation)
Assignment: Student will write 1-2 pages comparing and contrasting this dance experience with
Lesson 9: Dance Music (Part 2): Group vs. Other Forms
Objective: Students will compare the purpose of group dances and other common forms of
dance (including ballroom, hip hop, ballet, tap, etc.)
Materials: Videos, Live performances (open space)
From the complied list given last lesson, 5-10 brief performances will take place demonstrating
many forms of dancing
Each will last only a couple of minutes, and can include any background sound or music as well
as any number of people
o Hopefully, this will allow some students in the school to perform. If there is a dance
program or any dance clubs in the school or locally, this will give them a chance to
perform for their peers.

Lesson 10: Chorale and Dance
Objective: Students will synthesize knowledge of chorale and dance forms. Students will create a
dance to the music of their chorale.
Materials: Vary depending on students presentation (PowerPoint, Videos, Open Space)
Research a type of dance that compliments their composition.
o Assignment 1: Find a video and audio recording of a dance that compliments the style of
your chorale. Play both the chorale and the dance for presentation
o Assignment 2: Find (or create) a video track that can be used as choreography for your
Students will present their findings for class (This could include live dance presentations!)
o Extension: To wrap up unit, there will be discussion of the successes and struggles of
each person/composition. Demonstrate why chorales and not often danced to, but this
does not mean they cannot be (obviously).