Download L5 Lesson Plan

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
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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
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