Content and Achievement Standardsmfostermeyer.weebly.com/uploads/1/3/7/7/13771823/unit… · Web...

Field Experience Portfolio

Mark Ostermeyer

MUSE 353

Dr. Gerrity

“The Colors of Music” Unit Rationale

Using the color theme made for a very flexible unit, because the color concept did not

bind us to any single genre of music or type of content that we could use, allowing for a diverse

selection of music and content that we could choose from to teach students. Our music

selections ranged from the more popular music of Maroon 5 and Hot Celle Rae, classic rock

music such as James Brown and Deep Purple, and the Classical music of Holst and Gershwin.

At the same time the idea of colors is very simple to grasp for students, is not patronizing in any

way, and made it very easy to tie all our lessons back together with. Our lessons were fairly

successful for the adolescent students because we used a variety of tools and strategies to keep

them engaged at all times. For example in the “Brown” lesson using “I Feel Good” by James

Brown, students learned to play the blues progression on their ukuleles, wrote their own

progressions, and the class played a student’s progression together. In the “Yellow” lesson with

“Yellow Submarine” students sang and also used lyric dictation sheets to learn about refrains in

music. Throughout the entire unit students learned about a variety of concepts, including meter,

ostinatos, refrain, ritornello, harmonic progressions, and timbre. Much of the focus was on

reoccurring patterns in music such as ritornellos, refrains, and ostinatos. Overall I believe that

the lessons in our unit covered a lot of bases, teaching students a variety of concepts and

activating them in a number of different ways to help them learn.

“Red” Ostinato Lesson

Content and Achievement Standards

Singing, alone and with others, a varied repertoire of music.o a. Sing accurately and with good breath control throughout their singing

ranges, alone and in small and large ensembles. Listening to, analyzing, and describing music.

o a. Describe specific music events in a given aural example, using appropriate terminology.

Class Goals and Objectives

Students will be able to sing basic melodies and clap basic rhythms along to “Mars,” “Smoke on the Water,” and “Beat It.”

Students will develop and demonstrate a basic understanding of rhythmic and melodic ostinatos.

Students will aurally identify various kinds of ostinatos by listening to a recording of a song.

Materials

Speakers Recording of “Mars” by Gustav Holst Recording of “Smoke on the Water” by Deep Purple Recording of “Beat It” by Michael Jackson

Procedures

1.) Students will discuss what kind of things they think about when they think about space. 2.) Students will discuss Gustav Holst and The Planets.

English composer who wrote The Planets, each movement based off of a planet. Students will be introduced to the title of Mars: The Bringer of War.

3.) Students will be asked to discuss what kind of qualities they think would be associated with Mars. 4.) Students will listen to Mars (0:00-0:50), seeing if what they predicted about the music was true.5.) Students will discuss what kind of qualities they heard to make it sounds like “The Bringer of War.”6.) Students will listen again, listening for what the instructor is doing (clapping rhythmic ostinato) and to join in once they are ready.7.) Students will be introduced to the concept of an ostinato.

Ostinato – a continually repeating musical phrase or rhythm “Ostinato” written on board

8.) Students will discuss two kinds of ostinatos: melodic and rhythmic.

“Melodic” and “Rhythmic” written on board9.) Students will be asked what kind of ostinato they hear in Mars.10.) Students will clap/pat the rhythmic ostinato along to Mars again, with the instructor slowly turning down the volume.

Students will be given option of keeping a steady beat.11.) Students will listen to “Smoke on the Water” (0:00-0:40), listening for an ostinato, either melodic or harmonic, reviewing first the definition of ostinato.

If students do not hear one, listen again with instructor singing the guitar riff.12.) Students will discuss how the guitar riff is a melodic ostinato, because it continues repeating. 13.) Students will sing the guitar riff, with the instructor slowly turning down the volume.

Students will be given option of keeping a steady beat.14.) Students will review the meanings of melodic and rhythmic ostinatos.15.) Students will listen to “Beat It,” being told to listen for an ostinato of some kind (0:00-0:38), keeping a steady beat while listening.

Instructor will lightly melodic ostinato.16.) Students will discuss what kind of ostinato they heard.

Melodic ostinato in the guitar riff17.) Students will sing the guitar part along to the recording.

Students will be given option of keeping a steady beat.18.) Students will listen to the next portion of Beat It, listening for a new ostinato part.

Instructor will lightly clap rhythmic ostinato.19.) Students will discuss what kind of ostinato they heard.

Rhythmic ostinato in bass part.20.) Students will clap the rhythmic ostinato along with the song.

Students will be given option of keeping a steady beat.21.) Students will review what an ostinato is and the different types.

Assessment

Students will be assessed on their performance of the various ostinato patterns as well as their knowledge of the definition of ostinato and ability to identify various kinds of ostinatos.


● Listening to, analyzing, and describing music○ c. use appropriate terminology in explaining music, music notation, music

instruments and voices, and music performances● Improvising melodies, variations, and accompaniments

○ b. Improvise simple rhythmic and melodic ostinato accompaniments.


● Explore the jazz style, with an emphasis on swung notes and improvisation● Improvise simple rhythmic accompaniments

Materials

● Recording of “Orange Blossom Lane” by Glenn Miller● Ukuleles● Fingering charts for Ukuleles● Lyric Dictation

Procedures

1. Students and the instructor will discuss their favorite musical genres.

QUESTION: What are some of your favorite genres of music? What words could you use to describe these?

PROMPT: Mr. Boland and I are both big fans of Jazz music. While Jazz today includes other styles such as Funk, Blues, and Fusion, we will be looking at a standard Jazz tune entitled, “Orange Blossom Lane” by Glenn Miller. As we listen to this song, we will fill in the lyric dictation sheets with the missing words.

2. Students will listen to “Orange Blossom Lane” while filling out a lyric dictation sheet.

QUESTION: Did everyone get all of the missing words? (Repeat song once if necessary.)

3. Students will go over the lyric dictation sheet in order to determine the correct answers. Instructors will echo the lyrics back to the students melodically.

QUESTION: Cody, what was the first line? (Go on down the line to determine student constructed responses)

PROMPT: Now that we know the lyrics and have heard this tune a few times, let’s all sing along with Mr. Miller. As we do this, try to determine what is special about the words that we filled in earlier.

4. Students and the instructor will sing along with the recording.

QUESTION: What was unique about the lyrics we filled in earlier? Were they even notes or did he sing them differently?

PROMPT: Let’s look into what he’s doing there.

5. Students and the instructor will “tah” eighth notes, then triplets, and then triplet swing eighth notes..

PROMPT: When we sing the triplets with the middle note removed, this is called “swinging the eighth note”. In jazz, it’s written as just eighth notes. This is an importantpart of jazz style.

6. Students and instructor will discuss the element of improvisation in jazz music.

QUESTION: Does anyone know what the word improvisation means?

PROMPT: Improvisation is spontaneously creating music within a set of boundaries.It is not just making stuff up, we want our improvisation to be musical!

7. Students will get out their ukuleles in preparation for improvisation.

PROMPT: In order to improvise successfully, we have to start out small. So, get out your ukuleles and get ready to improv! Don’t start playing until we ask you to.

8. Instructors will model a rhythmic improvisation with an A blues progression on piano, and the A string on ukulele.

PROMPT: Notice how I’m swinging the eighth notes with the rhythms I’m improvising.

9. Students and instructor will create several improv rhythms for students to use in their improvisation, and play through them several times before

PROMPT: When we do the improvisation as a class, make sure to follow the rhythms onthe board! But, you can do them in any order you want. Make sure to use the open Astring.

10. Students will improvise rhythmic figures using the written rhythms on the board.

PROMPT: Now that you have a little bit of experience, let’s fully improvise in smallergroups! Play any rhythm that will sound good with what Mr. Hamang is playing!

11. Students will be divided into 3 groups, and then improvise as part of a group.

PROMPT: What is swing style? What is improvisation? What is important to know aboutimprovisation? (It has to be musical, no ‘just making stuff up’!)

Assessment of Goals and Objectives

Assessment will be informal and based off of class participation.

Follow Up Lesson

Students will do a more in-depth study on improvisation, with melodic and possibly chordal options being discussed.

Orange Blossom Laneby

Glenn Miller

When I kissed you in Orange Blossom Lane

I could hear this heart of mine sing a refrain

I remember the moon was on the wane

It was time to say goodbye

And our song became a sigh,

Where are the blossoms that hung on the bough?

Where are the love songs and where are you now?

I'll be waiting till you come back again

Just to kiss you in Orange Blossom Lane

Important times in song (off of Rob’s recording):

Saxophone/trumpet improv 1:00-1:15Voice comes in: 1:16-2:40

Orange Blossom Laneby

Glenn Miller

Directions: Fill in the missing words as you hear them in the song

When I kissed you in Orange Lane

I this heart of mine sing a refrain

I remember the moon the wane

It was time to say

And our song a sigh,

Where are the that hung bough?

Where are the love songs and where now?

I'll be till you come back

Just to in Orange Blossom Lane

Content and Achievement Standards Singing, alone and with others, a varied repertoire of music.

c. Sing music representing diverse genres and cultures, with expression appropriate for the work being performed.

Class Goals and Objectives Students will be able to . . .

Sing the refrain of “Yellow Submarine” by the Beatles Differentiate between the verse and refrain of “Yellow Submarine” and “Call Me Maybe”

Materials “Yellow Submarine” Recording “Tonight Tonight” Recording Lyric Dictation

Procedures 1. Students and instructor will discuss favorite bands

a. PROMPT: One of my favorite bands is the Beatles. Have any of you heard of them?

2. Students will listen to Yellow Submarine and fill out a lyric dictation chart3. Students and instructor will review answers to lyric dictation, instructor modeling after

every line4. Students will sing through the refrain of Yellow Submarine with instructor and recording.

Instructor will gradually turn the recording down 5. Students will listen to Yellow Submarine, but this time raising their hand each time the

refrain returns. a. PROMPT: What was the term we learned last week that means a part of the music

that comes back, or as Isaiah said, repeats over and over again. It starts with an “r”. (Ritornello). Well, today we are going to learn a new “r” word that is a type of ritornello. REFRAIN. Refrain is another word for the chorus of a song.

6. Students will circle the refrain section on their lyric dictation. a. PROMPT: The other part of the song you have on your lyric dictation is called a

VERSE. 7. Students will assist the instructor in making a list on the board of differences between

verses and refrains. If having trouble . . . a. PROMPT: Which has fewer words, the verse or refrain? (REFRAIN) Does the

refrain tell a story or does the verse tell the story? (VERSE) Refrain has fewer words and usually does not tell the story of the song. It is the catchy part of the song, like the guitar riff in Smoke on the Water.

b. PROMPT: Moving on to the next activity, have students practice the clap snap snap snap activity they will do during the verse.

8. Students will listen to Yellow Submarine, but this time clapping and snapping during the verses and singing the refrain every time it returns.

a. PROMPT: When did we sing? Can you tell me some characteristics of a refrain? b. PROMPT: While we listen to this next song, I want you to figure out what words

are in the refrain. 9. Students will listen to “Tonight Tonight” and locate the refrain.

a. PROMPT: How did you know that was the refrain?b. WRAP UP

10. Students will listen to “Tonight Tonight” and discover some different characteristics between verse and refrain.

11. Students will discuss the differences between verse and refrain and what other “R” word they learned last week which relates to this.

12. If time permits, students will learn an ostinato pattern to “Tonight Tonight” as a way to review ostinato from Mr. Ostermeyer’s lesson.

Assessment of Goals and Objectives Assessment will be informal and achieved through question and answer activities and by

having students fill out a lyric dictation. In the future, a summative assessment of this concept will be included in a perception chart.

Follow Up Lesson Future lessons will apply students’ knowledge of various types of ritornello to classical

music.

“Yellow Submarine”By The Beatles

Lyric Dictation SheetDirections: Fill in the lyrics of “Yellow Submarine” as you hear them performed by The Beatles

In the town where I was ________Lived a ________ who sailed to ______

And he ______ us of his life In the land of _________________

So we sailed up to the sun Till we _________ the sea of ____________

And we lived beneath the __________In our __________ submarine.

We all live in a yellow submarine, Yellow submarine, yellow submarine

We all live in a yellow submarine, Yellow submarine, yellow submarine

Lesson Plan “Purple” Rob Boland, Kristin Caviani and Austin Hamang


● Listening to, analyzing, and describing music○ c. use appropriate terminology in explaining music, music notation, music

instruments and voices, and music performances● Performing on instruments, alone and with others, a varied repertoire of music.

○ b. perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments

● Evaluating music and music performance○ b. Explain, using appropriate terminology, their personal preference for specific

musical works and styles


● Learn guitar riff from “Smoke on the Water” by Deep Purple● Identify what a ritornello is and what its purpose is.

Materials

● Recording of “Smoke on the Water” by Deep Purple● Ukuleles● Fingering charts for Ukuleles● Perception chart

Procedures

1. Students and the instructor will discuss their favorite guitar riffs.

2. Students will listen to “Smoke on the Water” while filling out a perception chart.

3. Students will go over the perception chart in order to determine the correct answers.

Prompt: There are a couple places in the song where the music repeats from earlier. Let’s sing through these parts!

4. Students will sing through riff on a neutral syllable with the recording.

5. Students will then sing through the riff trying to imitate the sound of an electric guitar with the recording. Second time through, the instructors will turn down the music gradually.

6. Students will sing and raise hands when they hear the riff section during the song. (2 minutes max)

Question: How many times did the riff come back?

7. Students will discuss the importance of the riff coming back during the song.

Prompt: It’s because its the catchy part of the song! It helps to make the songrecognizable.

8. Students will apply the term ritornello to the song.

Prompt: (Write the term on the board.) Ritornello is basically a fancy word for“return”. It means that the song returns to a piece of music that was playedpreviously.

9. Students will learn the riff to “Smoke on the Water” on ukulele, and apply it with the song.

10. Students will listen to “Beat It” by Michael Jackson and determine whether or not there is a ritornello. (There is!)

11. Students will apply the term ritornello to the chorus of a song, “Call Me Maybe”.

Question: How many of you know what a chorus is?

Prompt: A chorus is a type of ritornello! Choruses are parts of the song wherethe same music and lyrics are repeated.

12. If time permits, students will discuss what happens in between the choruses: verses.

Prompt: Now, you can’t have a chorus without any part of the music to go in between the choruses.

Question: What’s that called?

13. Students will differentiate between the chorus ‘ritornello’ part of “Call Me Maybe” and the verse part of the song.


Assessment will be informal and determined by class participation and engagement. Correct identification of the ritornello will be assessed.

Follow Up LessonStudents will be exposed to different types of ritornellos, such as those in classical music.

“Smoke on the Water”by Deep Purple

Perception Chart_________________________________________________________________

Directions: As you listen to “Smoke on the Water” by Deep Purple, circle the response in either column A or column B that best describes what you are hearing at each number.

Number (Time) A B

1 (0:19) I hear an electric guitar playing I hear a piano playing

2 (0:36) The bass player starts playing The guitarist plays something new

3 (0:52) The guitar plays the same riff The singer comes in with vocals

4 (1:24) I have heard this part before This is a new part of the song

5 (1:39) This is a new part of the song I have heard this part before

6 (1:54) The singer is singing new lyrics The singer is singing the same lyrics

7 (2:30) These lyrics are familiar I have not heard these lyrics before

8 (2:42) The guitar is playing the main riff The guitar is playing a new melody

9 (3:00) I hear an electric guitar solo I hear a keyboard solo

10 (3:42) The main guitar riff comes back The drums take a solo

END (3:57)


Performing on instruments, alone and with others, a varied repertoire of music.b. perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments

Listening to, analyzing, and describing music.a. describe specific music events in a given aural example, using appropriate terminology.


Learn how to sing and play ukulele with "Rainbow Connection" Learn the difference between triple meter and duple meter, as well as how to

distinguish between them using accents.

Materials

Rainbow Connection from the Muppets, as well as music for it. Lyric dictation for Rainbow Connection Livin' on a Prayer by Bon Jovi, The Millionaire Waltz by Queen.

Procedures

1. Students will discuss the Muppets- whether or not the students know about them, their favorite Muppet character, etc.

2. Students will be asked to fill out a lyric dictation for the Rainbow Connection, sung by Kermit the Frog from the Muppets.

3. Students will verify that the have the correct answers for the lyric dictation.

4. Students will sing through the song, using the rote method I'm going to model one phrase at a time, and then we are are going to repeat it as

a class.

5. Students will learn the bass line to the song, using the correct solfége. If necessary, this will be done with a phrase-by-phrase rote method as well.

6. Students will learn the ukulele part to this song, which is merely an instrumental extension of the bass line. "What does this ukulele part sound like?"

7. Students will echo clap rhythms that the teacher provides (in 3). "How many beats are in this pattern that I am clapping?"

8. Students will echo clap rhythms that the teacher provides (in 4).

"What about now?"

9. Students will learn the terms "triple" meter, and "duple" meter, and how they apply to music. "When I clapped the patterns that used 3 beats, what type of meter was that?

And the patterns with 4 beats?"

10. Students will discuss how they can differentiate between the two meters in a piece of music. "Through a pattern of strong beats and weak beats! When I stomped my foot and

clapped my hands in the triple meter, that showed you where the strong beat was."

11. Students will analyze whether the patterns that the instructor claps are in triple meter or duple meter.

12. Students will analyze the meters of "Livin' on a Prayer" and "The Millionaire Waltz" by Bon Jovi and Queen, respectively.

13. Students will determine the meter of "Rainbow Connection", and perform it one last time.

Questions to Ask

What is a strong beat? What about a weak beat?What does meter mean?How many beats are in triple meter? What about duple meter?How do strong beats and weak beats help us determine which meter we are in?


Assessment will be informal and based off of correct identification of the different types of meters. Are all students engaged in the singing and clapping exercises?

The Rainbow Connection

Directions: Fill in the blanks with the correct word

are there so many

about rainbows

and on the other side

are visions

but illusions

and have nothing to hide

So we've been told and some chose to believe it

I know they're wrong, wait and see

we'll find it

the connection

the , the dreamers,

and

“Blue” Instrument Families Lesson


6.) Listening to, analyzing, and describing music.o c. Use appropriate terminology in explaining music, music notation, music

instruments and voices, and music performances.o d. Identify the sounds of a variety of instruments, including many orchestra and

band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices.

7.) Evaluating music and music performances.o b. Explain, using appropriate music terminology, their personal preferences for

specific musical works and styles. 9.) Understanding music in relation to history and culture.

o b. Describe in simple terms how elements of music are used in music examples from various cultures of the world.

Class Objectives

Students will be able to identify the various instruments of the woodwind and brass instruments by ear.

Students will gain a basic understanding of the different woodwind and brass instruments.

Students will understand how the instruments work to produce sound. Students will formulate their own preferences of instrumental timbres based on their

knowledge of the different instruments.

Selection/Materials

“Rhapsody in Blue” recording Flute choir recording of “Rhapsody in Blue” Trumpet recording of “Rhapsody in Blue” “Stars and Stripes Forever” recording “Rhapsody in Blue” perception charts Instrument identification sheets

Procedure

1.) Students will discuss what their favorite instruments in music are and why they prefer those certain instruments.2.) Students will listen to “Rhapsody in Blue,” filling out the perception charts (0:00 – 2:05).

Repeat if necessary. Instructor will call out the numbers as students are filling out their charts.

3.) Students will discuss answers to the perception chart.4.) Students will be asked to answer the bonus question at the bottom of the perception chart.5.) Students will discuss the meaning of timbre.

Character or quality of a musical sound or voice Instructor will write “timbre” on the board.

6.) Students will discuss how composers use different instruments to create different effects with their music.

If you all were to start a rock band what kind of instruments would you include and why?

7.) Students will be asked what are the four different instrument families in music? Brass, woodwinds, percussion, strings

8.) Students will be asked to fill out their instrument identification sheets.9.) Students will review the answers to the instrument identification sheets.10.) Students will discuss woodwind instruments and why they are called woodwind instruments.

Air is used to cause a reed to vibrate or blow across the edge of an open hole (flute). Pitch can be changed by the pressing of keys or covering keys to make the instrument longer or shorter. Called woodwind because they all used to be made of wood.

11.) Students will listen to the recording of the flute choir playing Rhapsody in Blue. 12.) Students will discuss the timbre of the flute and what using flute makes the music sound like.13.) Students will listen to the beginning of Rhapsody in Blue for the clarinet solo.14.) Students will discuss the timbre of the clarinet and what using the clarinet makes the music sound like.15.) Students will discuss brass instruments and why they are called brass instruments.

Vibrations created by the player’s lips travel through the instrument and resonate to create a unique sound. Pitch changed by pressing of valves or moving the slide (trombone). Made of metal, commonly brass.

16.) Students will listen to the trumpet recording of Rhapsody in Blue.17.) Students will discuss the timbre of the trumpet and what using the trumpet makes the music sound like.18.) Students will listen to the instructor play the opening solo to Rhapsody in Blue on euphonium.19.) Students will discuss the timbre of the euphonium and what kind of uses it could have in music.20.) Students will listen to Stars and Stripes Forever and be asked to write down on the back of their perception charts all the instruments they hear. 21.) Students will review the meaning of the word timbre.22.) Students will review the woodwind and brass instrument families with what makes the two families different and what instruments are involved.


Students will be assessed through observation of their success levels when filling out the perception chart and instrument identification chart. Students will also be assessed on their progression of knowledge of the instruments and the meaning of timbre throughout the course of lesson from questioning.

Rhapsody in BluePerception Chart

Directions:Listen to Rhapsody in Blue and circle the statement in either column A or B that best describes what you are hearing or fill in in the blank on the line provided.

NUMBER A B

1 (:00) Only one instrument is playing More than one instrument is playing

2 (:07) Which instrument has the melody? ____________________________________________

3 (:26) Name another instrument you hear ____________________________________________

4 (:33) There is a drum in this part of the music There is a drum in this part of the music

5 (:48) I have not heard this part before I have heard this part before

6 (1:02) The music get louder here The music gets softer here

7 (1:10) Name the instrument you hear ____________________________________________

8 (1:23) There are a lot of notes being played here There are not a lot of notes being played here

9 (1:45) I have not heard this part before I have heard this part before

BONUS:Name three instruments that you heard and descriptions of what they sounded like:

1.) ____________________________________________________________________________________________________

2.) ____________________________________________________________________________________________________

3.) _____________________________________________________________________________________________________

BRASS FAMILY

__________________________________________________ _____________________________________________

___________________________________________________ __________________________________________

_________________________________________________________________________

WOODWIND FAMILY

“I Feel Good” Blues Progression Composition Lesson


Singing, alone and with others, a varied repertoire of music.a. sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles

Performing on instruments, alone and with others, a varied repertoire of music.a. perform on at least one instrument 1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control.

Composing and arranging music within specified guidelines.a. compose short pieces within specified guidelines, 2 demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance.

Reading and notating music.d. use standard notation to record their musical ideas and the musical ideas of others.

Understanding music in relation to history and culture.a. describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

Goals and Classroom Objectives

Students will form a basic understanding of musical characteristics associated with the blues.

Students will understand what makes up a blues chord progression and will demonstrate their knowledge through composing their progressions.

Students will perform the compositions of other students on ukulele. Students will be able to aurally identify a blues progression.

Materials

Recording of “I Feel Good” by James Brown Manuscript paper Ukuleles

Procedures

1.) Students will discuss what kinds of things make them happy.2.) Students will listen for why James Brown feels good, listening to “I Feel Good.”

Only the first two verses will be played.3.) Students discuss what in the song makes James Brown feel good.4.) Students will listen again paying attention to what the instructors do differently (one singing the melody and one singing the blues progression.)5.) Students will be asked to describe what they heard instructors doing.6.) Students will sing the blues progression along with the recording.7.) Students will sing the blues progression without the recording.

8.) Students will discuss how the progression is used throughout the entire song.9.) Students will listen to another part of the song be asked whether the chord progression was the same or different as the beginning. 10.) Instructor will write the blues progression on board in note names and discuss how it works.

D Major 11.) Students will play the blues progression used in the song on their ukuleles. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------2(x4)-2(x4)-2(x4)-2(x4)------------------2(x4)-2(x4)--------------------2(x4)-2(x4)----------------------------------------0(x4)-0(x4)-----------------2(2/3)-0(2/3)----------------------12.) Students will be asked to write their own progressions on paper.13.) Students will share some of their compositions, with the instructors playing them.14.) Students will play some of their peers’ compositions together as a class.15.) Students will review the blues progression.16.) Students will listen to a recording of a different song using a blues progression and be asked to identify whether it uses a blues progression or not.

Assessment of Goals and ObjectivesAssessment will be informal and done through observation. Students will observed on how well the perform the various progressions on the ukuleles, participation when singing the progression to “I Feel Good,” and whether or not they can identify the blues progression used in the final recording played at the end of class.

Lesson Plan “Maroon” Austin Hamang


Listening to, analyzing, and describing musico c. use appropriate terminology in explaining music, music notation, music

instruments and voices, and music performances Understanding music in relation to history and culture

o a. describe distinguishing characteristics of representative music genres and styles from a variety of cultures


Students will reinforce the concept of meter Students will describe the genres presented

Materials

Recording of “Maps” by Maroon 5 Recording of “Maps” by Postmodern Jukebox

Procedures

1. Students and the instructor will discuss things that they have lostQUESTION: Who here has lost or misplaced something before? Shoes? Bracelets? Anything?PROMPT: Today, we are going to listen to a song today, maybe some of you have heard of it, called “Maps” by Maroon 5. The singer is singing about a map: it is your job to find out what or who he is looking for. In front of you, you all should have a paper that says “Lyric Dictation”, we will use the other side later. As we listen, let’s fill out the lyric dictation sheet with the missing words.

2. Students will listen to “Maps” by Maroon 5 (Repeat once if necessary)QUESTION: What is the singer looking for in this song? (His significant other, partner, etc.) Did everyone fill in every blank? Do we need to listen to it one more time? (For those of you who have every black filled in, try to figure out what is special about the missing words)

3. Students will stomp on the ground a steady beat and echo back 4 different patterns using clapsPROMPT: Now that we have listened to the song a couple of times, let’s do something a little different. If everyone could tap their toes along with me please! This time, you will need to figure out which of the four rhythms is different.

4. Students will review the concept of meter as Mr. Boland discussed Tuesday

5. QUESTION: Which one of these rhythms was different? (Repeat once if necessary) Why was it different?PROMPT: Right, the 3rd rhythm was different. Instead of having just two pulses to a beat, it had three pulses instead. In music, when a beat has two pulses, we call this duple or simple meter. When a beat has three pulses, we call this triple or compound meter.

6. Students will repeat the rhythm exercise with the instructorQUESTION: Does anyone know how I chose my simple meter rhythms for this exercise? (Those rhythms are in the song “Maps” that we just filled in the missing lyrics) What meter is our song “Maps” in?PROMPT: Let’s listen to the song again to see if our answer works with the song.

7. Students will listen to “Maps” for one last time.QUESTION: Everyone, did our answer fit the meter of the song? Why or why not?PROMPT: Good job, everybody! Now, let’s take a look at another song also entitled “Maps”. As we listen, think about what is different and the same between the version we just listened to and this version. You can also use your lyric dictation sheets to help you!

8. Students and the instructor will listen to “Maps” by Postmodern Jukebox ft. Morgan JamesQUESTION: What was the same about this song? What was different about this song?PROMPT: This song is actually a version of the original “Maps” that we listened to. Does anyone know what we call this version of “Maps”?

9. Students and the instructor will discuss covers and the variety that they can bring out of the original songQUESTION: If you had to decide what genre this cover is in, what would you say this is? If we are assuming that the genre of the original “Maps” by Maroon 5 is Pop music, what does that make the cover by Postmodern Jukebox ft. Morgan James?PROMPT: The cover by Postmodern Jukebox is performed in the genre of 1970’s Soul. Some of ways we can use to identify are by looking at how it is different from the original. What are some examples that the Postmodern Jukebox version is different that the Maroon 5 original?

10. Students, on their own, will fill out the reverse side of the lyric dictation sheet, The Venn Diagram, using a comparison and contrast between the “Maps” by Maroon 5 and “Maps” by Postmodern Jukebox.QUESTION: Does everyone understand the differences and similarities? PROMPT: Great, now for a little assignment! Don’t worry, it’s not difficult if you have been paying attention for the last ten minutes! If everyone could flip over your lyric dictation sheets, we will see that there is a Venn diagram. Does everyone understand how a Venn diagram works? In the outer parts of the circles, you will write what is different between the two versions of “Maps” that we have listened to today. In the middle section where the two circles overlap, you will write down what the two songs have in common. Everyone will need to put MAROON 5 on the LEFT side of your papers over the LEFT circle, and POSTMODERN JUKEBOX on the RIGHT side of your papers over the

RIGHT circle. (Repeat directions once if necessary) Once you are down, I need you to quietly come to the front and hand me your Venn diagram.

11. Students and the instructor will review meter and some defining characteristics of Soul and PopQUESTION: Alright, do I have everyone’s paper? What did we learn today about meter? What is it called when we have two pulses on each beat? Three pulses on each beat? (Repeat these a few times) What are some descriptive words about Pop music? About Soul music?PROMPT: Next time, if you think you are going to lose something: draw up a map of where you put it!


Assessment will be formal and based on how students fill out the Venn Diagram on the back of their lyric dictation sheets.

Follow Up Lesson

Future lessons will examine the complexity of working with compound meters as well as an introduction to mixed meter.

“Maps” by Maroon 5Lyric Dictation Sheet

Directions: As you listen to “Maps”, please fill in the missing lyrics of each section

I miss the _______ of a ___________ lifeI miss the conversation

I’m searching for a song tonightI’m changing all of the stations

I like to ________ that we ________ it allWe drew a ______ to a __________ place

But on that road I took a fallOh baby, ______ did you ______ away?

I was _______ _____ you in your darkest timesI was there for you in your __________ nights

But I wonder where were you?When I was at my worst down on my knees

And you said you had my backSo I wonder where were you?

When all the roads you took came back to me

So I’m following the map that leads to _______The _____ that leads to youAin't _________ I can do

The map that ______ to you__________, following, following to you

Oh, oh, oh, oh, oh, ohYeah, yeah, yeah, ah, ah, ah

(DO NOT TURN OVER TO BACK SIDE)

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