Standard 2: The teacher of PK-12 music has skills in creating, arranging, and

improvising.

This standard is important for both my students and myself because we both
have to have a fundamental understanding of music to know progressions, general
rules for composition, and improvisation work. One of the classes I took in college
was centered on how to teach jazz and improvisation. I have learned how to create a
lesson, demonstrate styles that I want the students to do, listen to their
improvisation, and provide feedback to them. In my music theory courses, we also
learned about progressions, and were assigned to create our compositions based on
our knowledge of chords, progressions, and other melodic contours.
My students will benefit from my experience, to learn how to use harmonic
progressions and create their own improvisations. When my students have learned
how to improvise, they will be able to use their knowledge in district, state, and
college auditions. My students must have the knowledge of music that allows them
to understand correct style, progressions, and improvisation; as well as create their
own compositions.
 Artifact 1:

10. Composition

Standards: MU:Cr2.1.5a Demonstrate selected and developed musical ideas for

improvisations, arrangements, or compositions to express intent, and explain
connection to purpose and context.

MU:Cr3.2.5a Present the final version of created music for others that demonstrates
craftsmanship, and explain connection to expressive intent.

Objectives: By the end of the lesson the students will build chords (1, 4, or 5)
underneath a presented melody.

Materials:

Checklist:
Composition is titled
Each measure is initialized by who composed it
Each group member has composed 4 measures
Time signature is present and correct
Key signature is present and correct
Clef is present and is drawn correctly
All notes are notated in the correct octaves (based on what part of the keyboard is
used in the composition)
All three chords (I, IV, V) are used in the composition
The students can accurately perform their compositions with minimal errors

Pencils
Manuscript paper
Projector
Presented melody
Keyboard instruments
Example sheet

Sequence:

-The teacher will tell the students that their new project is to make a composition
involving their new knowledge about the 1, 4, and 5 chords
- The composition must be in the key of C, G, or F major, at least 16 with a measures
in length using a 4/4 time signature, must have a title, and can feature school-
appropriate words but words are not required. Compositions will be done using
keyboard instruments. There will be four members per group; each is responsible
for composing four measures of the piece
- The students will be given a sheet of paper with the presented melody, as well as
the notes that are in the 1, 4, and 5 chords in each of the three keys. This will help
the students know which notes they need for the requirements of the assignment.
- The teacher will put a different melody on the board (using the projector) and will
work through the melody putting chords underneath the melody and explaining
why certain chords work better in those spots
- The teacher will split the students into groups of 4
- The teacher will hand out the checklist for the final grade, as well as several pieces
of manuscript paper to use for rough drafts, as well as the final draft
- The teacher will let each group work on their own, but will continually walk
around the room and make sure the students stay on task
- The teacher will then ask if any groups would like any help. If many groups do, the
teacher will instruct them to keep working until the teacher is able to get to their
group
- After all the groups have been helped, the teacher will give the students time to
learn their compositions on their instruments
- Each group will present their compositions and perform for the class.

Assessment: The teacher will be assessing the compositions based on the checklist
that was given to the students.

Rationale:

This lesson from my elementary unit has students working in groups to create a
chord progression in the background of a presented melody. This is the final lesson
in the unit, so they have a good idea of how the chords they are working with
function in music.
 Artifact 2:

6. The Lion Sleeps Tonight

Standard: MU:Cr1.1.5a Improvise rhythmic, melodic, and harmonic ideas, and

explain connection to specific purpose and context (such as social, cultural, and
historical).

MU:Cn11.0.5a Demonstrate understanding of relationships between music and the

other arts, other disciplines, varied contexts, and daily life.

Objective: By the end of the lesson, the students will have improvised by
themselves during the 4 chord parts of the song.

By the end of the lesson the students will create a body percussion pattern with a
partner during the parts of the song that have the 4 chord.

Materials:

Computer/ipad
Historical context: http://performingsongwriter.com/lion-sleeps-tonight/
Piano
Recording: https://www.youtube.com/watch?v=mwy5uqemp6c
Checklist:
The students can match pitch with minimal errors
The students can sing rhythmically accurate with minimal errors
The students participate in the activity

Sequence:

- The teacher will have the students lineup in a circle

- The teacher will tell the instructions of the game
- When you hear the one chord, you will walk clockwise. Dont start moving at the
very beginning; instead wait for the percussion to come in before you start. When
you hear the five chord, you will skip (while paying attention to spacing). When you
hear the four chord, you will improvise using body percussion. This can include
dancing by yourself or pairing up with a classmate who is next to you
- The teacher will go to the piano and play the first chord of the song and the
students will listen to the pitch without vocalizing
- The teacher will play the chord again and will have the students vocalize the pitch.
- The teacher will start the recording, and the students will begin singing and
moving when the percussion comes in
- The teacher will have the students pair up with one of their classmates to work on
their own sequence of physical actions (clapping, patting, stomping, etc.) to the beat
of the song that will occur during the 4 chord parts of the song. The teacher will
walk around the room making sure students stay on task and offer any help the
students might need
- The teacher will play the recording again. The students will still be walking in the
circle with the same instructions as earlier, and will now add in the sequence during
the 4 chord parts of the song
- The teacher will have the students sing the song without the recording, and the
teacher will ask for any groups to volunteer to show off their sequence.

Assessment: The teacher will be evaluating pitch and rhythmic accuracy using the
checklist.

Rationale: In another lesson from my elementary unit, the students will improvise
with body percussion. To show that they understand the lesson, they have to
improvise using a specific part of their body during specific chords.