Topic: Partner Songs, Three-Part Singing, Texture, Harmony, Speech Piece

 

Standards Taught: 

1d: Sing part songs

2b: Perform rhythms and melodies on appropriate instruments

2f: Play instruments independently against contrasting parts

4b: Arrange instrumental pieces within specific guidelines

5a: Read rhythms in 4/4 meter

6b: Describe music by moving to it

6e: While listening to music, movie to show a prominent feature of music

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Learning Targets:

1. Students will sing a three part partner song

2. Students will perform on various percussion instruments

3. Students will clap and then play rhythms from "Turn the World Around" on percussion instruments in parts.

4. Students will be able to identify what a partner song is. 

5. Students will learn about the Caribbean Islands and the cultures that influence them. 

6. Students will perform a speech piece. 

7. Students will discuss the types of materials used to create musical instruments

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Classroom Activities: 

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Welcome

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Review Xylophones (if class hasn't completed activity)

* C Major Scale

* Mary Had a Little Lamb

* Balafon 

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"Turn the World Around" (page 110)

* Harmony

* The Caribbean 

* Calypso music 

* "What happens when more than one melody is being performed?"

* "So is Life", "Do You Know Who I Am?" 

* Sing all three songs together 

* Partner song

* Percussion ostinatos on different instruments 

  - Clap and then play each rhythm while listening to the song

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"Bundle-Buggy Boogie Woogie"

* Speech piece

* Discuss what type of materials can be used to make instruments 

* Practice the rhythms of the song phrase by phrase

* Echo 

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"Sounds All Around Us" 

* Discuss different kinds of sounds 

* What is sound? 

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Show clips from the Broadway Show STOMP 

* Discuss and critique performances

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Recorders

* Continue in Recorder Karate

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If more time is needed, music game

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Welcome

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Review (if needed)

- Turn the World Around 

- Buggy Boogie Woogie

- Sounds All Around Us

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Black History Month

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- Lift Every Voice and Sing 

  * What dynamic level should we sing this song? (forte)

  * Should the song be performed smoothly and connected or short and detached? (smoothly and connected)

  * What is the music term for smooth? (legato)

  * What happens between verses 1 and 2 on the recording? (the music changes key)

  * How many phrases are in the song? (eight) 

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Listening: We Shall Overcome (page 312)

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Gonna Ride Up in the Chariot 

- Discuss African American Spirituals

  * For African Americans in slavery, songs such as "Gonna Ride Up in the Chariot" expressed the hope for a better life after death. These    songs also expressed the desire or intent to use the Underground Railroad to escape from the condition of slavery. The lyrics make           sense in both contexts. ​

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  * What makes people free?

  * Was our country always free for all citizens? 

  * What was the Underground Railroad?

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Little David Play on Your Harp (page 378)

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Wade in the Water

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Follow the Drinking Gourd

  * Xylophones

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Tina Singu (Folk Song from South Africa) 

- In Zulu

- Listen, go over lyrics and rhythms

- Play three different rhythms from the song on African Drums

- Add Xylophones if class is successful with the drum rhythms

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African Drums 

  * Practice different rhythms and ways to play on African Drums

  * Play African Drum pieces - reading rhythms on the board 

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Recorder

- Continue in Recorder Karate Workbook

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If students were chosen for the music portion of the spring show, start pieces.

- I Won't Grow Up

- Balafon on Xylophones

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If more time is needed, music game

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