Jon Way

5th Grade General Music

SQUILT and Dynamic Drumming

Objectives:
1.
2.
3.
4.
5.
6.
7.
8.

Students will identify dynamics in a piece of music.

Students will describe the tempo of a piece of music.
Students will identify instruments used in a piece of music.
Students will describe the mood created by a piece of music.
Students will sing on pitch.
Students will sing correct rhythms.
Students will identify correct dynamics.
Students will play correct dynamics on tubano drums.

Materials:
1.
2.
3.
4.
5.
6.
7.

SmartBoard and SmartBoard file - Bach Toccata and Dynamic Drumming

SQUILT (Super Quiet Uninterrupted Individual Listening Time) worksheet
Clipboard and pencil
Bach Toccata in D minor recording - http://viewpure.com/ho9rZjlsyYY?start=0&end=0
Rose Red song
Tubano drums
Dynamic flashcards

National Core Arts Standards:

Anchor Standard #5. Develop and refine artistic work for presentation.
Anchor Standard #7. Perceive and analyze artistic work.

Procedure:
1. Have the students grab a clipboard, pencil, and SQUILT worksheet and put them under their
seats.
2. Play the recording of the Bach Toccata for the first time.
3. Play the recording a second time and have the students fill out SQUILT worksheet.

4. Discuss with the students what they put in each box for dynamics, tempo/rhythm,
instrumentation, and mood.
5. Teach the students Rose, Rose by rote method. Display the lyrics on the board.
6. Correct any wrong pitches or rhythms in the music. Break it down into smaller chunks if
necessary.
7. Review dynamic markings, names, and meanings using the dynamic flashcards. Go through
them at least twice, having the students call out the name of the dynamic as they are shown.
8. Hand out the tubano drums to the students, some will have to share.
9. Explain the activity to the students. You will give them a rhythm to repeat and while they are
doing that you will hold up flash cards and they will have to play the dynamic marking
shown.
Assessment:
1. Teacher will listen for accurate responses to dynamics, tempo, instrumentation, and mood of
the SQUILT listening. (Group/individual)
2. Teacher will listen for accurate pitch while singing (Group).
3. Teacher will listen for accurate rhythms while singing (Group).
4. Teacher will listen for correct identification of dynamics (Individual)
5. Teacher will listen for correct performance of dynamics (Group).

Rubric:
SQUILT
Listening

Dynamics

Tempo/Rhythm

4 (Exemplary)

3 (Proficient)

Students were
Students
able to identify
identified most
all of the
of the dynamics,
dynamics used in
missing one.
the piece.
Students were
able to identify
the speed of the
tempo and a
rhythm in the
piece.

Students were
able to identify
the speed of the
piece but not a
rhythm.

2 (Developing)

1 (Needs
Improvement)

Students
identified some
of the dynamics,
missing two or
three.

Students only
identified one
dynamic.

Students could
not identify the
speed of the
piece, or identify
a rhythm.

Students are
unaware of what
tempo and
rhythm are.

Students were
Students were
Students were
Students were
able to identify
able to identify unable to identify unable to identify
Instrumentation
the instrument in the instrument in the instrument in the instrument in
the piece.
the piece.
the piece.
the piece.

SQUILT
Listening

4 (Exemplary)

3 (Proficient)

2 (Developing)

1 (Needs
Improvement)

Mood

Students were
able to identify
the mood of the
piece and were
able to explain
why.

Students were
able to identify
the mood of the
piece and were
able to explain
why.

Students could
identify the
mood of the
piece but offer no
explanation.

Students could
not identify the
mood of the
piece.

Singing and
Dynamics/
Drumming

4 (Exemplary)

3 (Proficient)

2 (Developing)

1 (Needs
Improvement)

Pitch
(Singing)

Students were
able to sing the
whole song on
pitch

Students sang
one or two notes
incorrectly

Students sang up
to 5 notes
incorrectly

Students did not

sing the song on
pitch

Rhythm
(Singing)

Students were
able to sing the
whole song in
rhythm

Students sang
with one or two
inaccurate
rhythms

Students sang
with up to 5
inaccurate
rhythms.

Students didnt
sing any accurate
rhythms.

Dynamics

Playing
Dynamics

Student was able Student was able

to identify
to identify what
dynamics and
dynamic means
what they mean. but not the name.
Students were
able to play all
dynamics
correctly.

Students were
able to play
dynamics with
one or two
wrong.

Student was able

to identify
Student could not
dynamic name identify dynamic
but not what it or what it means.
means.
Students were
able to play
dynamics with
three or four
wrong.

Students did not

play any correct
dynamics.

SQUILT
Super Quiet Uninterrupted Individual Listening Time
Name of Piece:
Composer:

Dynamics

Rhythm/Tempo

(The louds and softs in music)

(Patterns of sound/speed of the beat)

Instrumentation

Mood

(Instrument Families: Strings, Woodwinds,

Brass, Percussion)

(Write or draw how the music makes you feel)