Lesson Plan 5

Central Focus: Students will learn the theme and variation form present in Sketches on a Tudor Psalm, and
how it helps tell the overall story.
Illinois State Content Standards (large goals):
Standard 25.A.4: Analyze and evaluate the effective use of elements, principles and expressive qualities in a
composition/performance in dance, drama, music and visual arts
Standard 26.A.4d Music: Demonstrate the ability to read written notation for a vocal or instrumental part.
Specific Objectives [What will students do to demonstrate their understanding?
Affective Outcome: Students will be able to personally connect to the instances of obedience and defiance
in Sketches on a Tudor Psalm.
Materials: Sketches on a Tudor Psalm by Fisher Tull.
Sequence:
Est. Procedures Assessment
Time
Today, class will begin with a journal activity. I will ask students to reflect
on times in their life when they have broken the rules. How did you Informal: Walk around
20 initially feel? How did others initially feel? How do you feel about your an look for students who
mins actions now? I will also ask if there was ever a time when you listened to are either not writing or
and did what someone said and regretted it. This question is quite hard do not have anything
and will need some time for thought and reflection. Some students may written. If they do not
not come up with an answer. After 10 minutes of journaling, ask for know what to say, push
students to share. This discussion can go for 10 minutes. Not only do I them in the right
want students to say their answers, I want them to explain how they felt direction. Have you ever
and open up the discussion to their peers and ask them how they feel followed someones
about it. The goal is to show that students can feel both good and bad every last word and
for breaking for rules, and both good and bad for following the rules. wished you stood up for
yourself?

We will go back and discuss the second psalm, which is the psalm that
10 Sketches on a Tudor Psalm is focused around. Ask students why this
mins discussion relates to the piece. Hopefully, they will remember that the
second psalm is about defying God, and God devising a plan for man. If
they choose to follow this plan, then they will live peacefully and not Formal: if students
perish. Once students make this connection, point out that the main cannot figure out why
idea of the piece does not have to biblical. It can be about everyday the discussion relates to
situations, about breaking the rules and following them, like how we the piece, push them in
discussed earlier! the right direction. Play
Play a bit of the choir singing Why Fumth in Fight. Show the class how a bit of the hymn song
the piece is intense when God finds man defying him. Point out how the to refresh students
piece becomes more fluid and connected when God devises a plan for minds. Do not tell them
man. what the main idea of
Psalm 2 is. Let students
Ask this question before students walk out: were the intense parts of figure out this
Why Fumth in Fight any less beautiful than when God devises a plan? connection themselves.

Collect the journals for participation points. Formal: check journals

for completion. As long
as they put some
thought, they will get
full participation. If they
did not answer some of
the journal, give them
half participation. If they
did not answer at all,
give them no
 participation for the day.
Thoughts for next lessons: Focus on 16th century consonant modal harmony and how that effects
emotions.