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Subject: Music Title: Composition and Improvisation (Day 5) Grade: 6 Standards MU:Cr2.1.6.b Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and two-chord harmonic musical ideas. MU:Cr1.1.E.5 a Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied in rehearsal. MU:Cr3.1.6.a Evaluate their own work, applying teacher-provided criteria such as application of selected elements of music, and use of sound sources. Essential Question How do various symbols in a language work together to communicate information? Objectives 1. Understand how various symbols in a language work together to communicate information in order to notate time signatures as well as compose short compositions in a given time signature. Lesson Plan Do Now (2-5 min): ● Students will complete the Do Now activity. Students will review what each number of a time signature means and explain 6/8 based on that explanation. Lesson (10-15): ● Distribute staff paper (found in resources). Explain that as a class, we will notate a short melody in 4/4 time using some notes from the C major scale. Reference the C major scale on the reference sheet. ● Explain that we begin to notate this short melody together as a class. Go through measure one and two together. Let students complete measure three on their own. (If necessary, explain that eighth notes can be beamed in groups of 2 or 4 and either way of notation is correct). ● The teacher will perform the short melody on a keyboard/piano, pitched percussion or other available instruments. Students should also perform the melody. Independent Practice (10-15): ● 1200 Explain the assignment: Compose a 4 measure melody in ¾ or 4/4 time using notes C,E.G, notes and rests. Explain that the first and last notes should be middle C because it is the strongest note of the First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov COMPOSITION AND IMPROVISATION C major scale and gives us a clear sense of beginning and end. Also briefly discuss melodic contour before students begin. Quickly do a turn and talk and share the question on slide 22 “If you had to perform a melody, which one of these would you rather perform and why? Then, display and explain slide 23. ● Students will complete the composition assignment on their staff paper. Close (5 min): ● Students will engage in the peer review and feedback process outlined on slide 24. Assessment The teacher will monitor students during the composition and feedback process. Category Secure Student correctly notates time signatures on the staff Student composes within a given time signature with proper melodic contour District of Columbia Public Schools | August 2014 Developing Student mostly notates time signatures on the staff correctly Student composes within a given time signature with a few errors and mostly proper melodic contouring Beginning Student does not correctly notate time signatures on the staff Student does not compose within a given time signature and with improper melodic contour Page 2 of 2