SarahJoosten

CMPTeachingPlanTemplate
UnitPlanDescription:Studentswillexperienceavarietyofstylesinminorand
determinethecompositionaldevicescontributingtothestyleand/ormoodofeachpiece.
Thiswillhelpstudentsseethevariouspossibilitieswithinatoneset(i.e.dovs.la
based)anddebunkthestereotypeofminormusicequatingtosadcharacter.Thesepieces
werespecificallychosentoreflectdifferentstylesandcultures;thesepieceswillbea
focalpointatdifferentgradelevelstofurtherpreparestudentsearsforthisunit.
Title:Bow Wow Wow
Composer:Unknown
Instrumentation/Voicing:Unison
Publisher:McLoughlin Bros
AnalysisBroadDescription:Traditional
Type/Genre:English Songs and Rhymes
BackgroundInformation:
This is a English folk song that has three different versions of the rhyme. The first version
of the rhyme was published in The crooked man and other rhymes from Aunt Marys
Little Series in New York some time between 1851 and 1870. The second version of the
rhyme is from The Nursery Rhyme Book published in 1897. The last version of the rhyme
is from The Real Mother Goose in 1916. The version in the folk song is the first version.
(http://www.mamalisa.com/?t=hes&p=1529)
Recording: Music Teacher Resources Bow Wow Wow YouTube video
(https://www.youtube.com/watch?v=x_XMOPiZUlg)
ElementsofMusic:
FormPhrasal structure: aaba
The form is aaba because each phrase becomes a bit more complex, but the second and
fourth measure still have qualities like the first. As the text about the dog becomes more
detailed, the phrases become more complex.
Rhythm:Therhythmofthesongusesonlytaandtiti,buttheybecomemorecomplexas
thepiececontinues.Thereisalsoarestattheendofthefirst,third,andfourthmeasures,
whichwouldbegoodteachingtoolstoexplainrestswithinthebeat.
Melody:The melody builds major triads in the key of F major. More notes are added as

more rhythmic complexity is added. In the case that the students know d m sl, it would be
perfect to use the melody to teach them re. This melody is also perfect to be used in a
round if desired.
Harmony:The harmony is almost always a I chord. It could be argued that the second
beat of the last measure could be a V chord to provide a V-I cadence, but a I chord
throughout the piece would also be considered correct.
Timbre:Unison voice.
Texture:Monophonic this piece can be sung by a soloist or by multiple singers, but
because everyone is singing in unison, it is monophonic.
Expression:Dynamic variety could be demonstrated in this song. The students could be
told to crescendo through the third measure and diminuendo in the last measure. This
would demonstrate the excitement of finding out who the dog belongs to.
Additional Considerations/Reasons to Perform This Composition:BowWowWowisa
greatsongtoteacheitherreorla,dependingontheschoolandwhatordertheylearn
solfegein.Thissongcouldbeperformedinaroundtosolidifythestudents
understandingofthetonicchord.
TheHeartStatement:
The heart of Bow Wow Wow is the complexity of rhythm that is added to each measure
as the urgency to find the dogs owner builds. The measure in which the owner is named
is the only measure without a rest. This creates an emotion for the students, wanting to
help a friend in need, whether that be the dog or the owner.
Introducing the Piece (a strategy)T: I will be singing a song about a dog. What has
happened to the dog? Think of what sound a dog makes. The students will then associate
the sound of the dog with the words of the first and last measures. As the rhythmic
intensity begins to build, they will realize what that the dog is lost.
SkillOutcome:Thestudentswillrecognizeandperformnotationpatternsinduplemeter:
A.Strategies
1.

Have some students clap the rhythm of the words in their hands and others pat the beat on
their laps. Then have them switch. Ask the students how the rhythm changes through the
song.

2.

Have the students guess the song when singing on solfege. Then ask them to sing the
song on the words without the teachers assistance.

3.

The teacher can review previous rhythmic elements through a warm up of rhythmic echo
patterns.

B.Assessment
1. The teacher will evaluate students rhythmic accuracy and beat/tempo consistency
during different periods of the unit.
KnowledgeOutcome:Thestudentswilldictatethesolfegesyllablesthatmakeupthe
majortriadthatisemphasizedinthesong.
A.

Strategies

1.

The teacher will sing the song for the students on text. Then ask the students to dictate the
solfege.

2.

The teacher will use a fill in the blank notation game and each student will notate a part
of the song on the board.

3.

Students will use hand signs to sing the song, not audibly sing.

4.

Students will create their own melody instructed to use the same syllables that make up
Bow Wow Wow.
B.

Assessment

1.

Students will accurately identify the solfege syllables while singing the song.

2.

The teacher will evaluate their melody compositions to see if they understand the
structure of a major triad.

3.

Students will accurately fill in the blanks with the solfege syllables.
AffectiveOutcome:Studentswilldescribewaystheycanhelpalostanimalorlostfriend.
A.

Strategies

1.

Ask the students what it feels like to be lost. Use their responses to lead another question,
asking what we can do to help lost animals or people.

2.

Ask the students to discuss how to be safe and prevent getting lost.

3.

After establishing how to help lost people or animals, ask the students how to care for
animals and treat them with respect.

4.

Talk about the Humane Society and ask the students to discuss ways they could help and
support the animals and volunteers.

B.

Assessment

1.

Class discussions.

2.

Exit ticket: Write one word that demonstrates respect for animals or responsibility in
safety.
MusicSelection
Bow Wow Wow is an education song because it has multiple aspects of music that could be
taught. The teacher could teach either la or re if they were learning a new note. The teacher could
also teach ti-ti with this song if the students had never learned it before. The teacher could also
use it as an example when teaching rests. There are many more aspects that could be taught too.
This piece could be done with Kindergarten students all they way up to 4 th graders. The
Kindergarteners would learn the song and then eventually add the solfege that they know. They
would also learn a lot about safety and respectful treatment of animals. The song is not incredibly
complex for 4th graders, but if teaching major triads or arpeggios, the students could learn a lot
from this song. It would also give them a good structure if they wanted to compose something of
similar quality.