Adriana Marallo
Intro to New Technologies Mus. Ed.
A&HM 4029 Dr. James Frankel
Lesson Plan Technology Integration
OBJECTIVE-The sixth grade recorder students will demonstrate an
understanding of dotted half notes through a composing exercise and performance
of their pieces.
PURPOSE- The introduction of dotted rhythms follows the mastery of
learning ties, connecting two or more notes of the same pitch, and is common in
music literature. It will
also reinforce what is being taught in the instrumental music lessons. Most of these recorder students have
begun band or orchestra at the beginning of the school year or in fifth grade.
MATERIALS NEEDED- Recorders, at least twelve computers installed
with Sibelius notation software and Notes worksheet, teacher computer and
projector in music lab. classroom.
ANTICIPATORY SET-
Once students are seated, teacher (T) plays a simple one measure rhythm
in 4/4 on a single pitch, B, students (S) echo. Gradually the rhythm grows in complexity, the final four
patterns include dotted half notes.
Students are familiar with Sibelius software and have already completed
several composition projects individually and in groups prior to this lesson.
PROCEDURE
1.
T reviews concept of tied notes with S. S give examples: half notes tied to quarters, half to half,
whole to quarter, etc. Review
definition and purpose of a tie:
to connect notes, a ³musical plus sign.²
2.
S. play each example, solo volunteer performers and group, on note
of Sıs choice.
3.
T draws three rhythm patterns in 4/4 on the board: a) half note
(hn), quarter note (qn), qn, b) hn tied to qn, qn c) dotted hn, qn.
4.
S clap then play the first two patterns on an A, and explain the
difference between the two.
5.
T asks if any S have ever seen a dotted note before, and if they
know what it means (if no S, then T plays dotted pattern, asks student which
pattern it resembles more, example a) or example b).
6.
T explains that the dot adds half the notes value and is another
way to notate ties, musical shorthand.
The value of the dot will change based on the note preceding it.
7.
T draws several examples of dotted notes, wn, hn, qn., and
projects worksheet from ³Sibelius Notes² onto screen from main computer. Worksheet includes four eight-measure
rhythmic patterns incorporating ties and dotted notes on a single pitch.
8.
Students split into groups of two (student choice of partners),
and divide into different areas of the classroom to practicing clapping and
playing each example on a note of their choice.
9.
T asks various groups to perform each example. Students not performing keeping a
steady beat by tapping qn lightly with feet.
10.
S move to computers. Computer monitors display a blank page of
staff paper through the Sibelius program. S remain in same groups, one group
per computer.
11.
T instructs students to compose a short melody in 4/4 using three
six pitches, with at least two dotted hn in their song. They have twenty minutes to compose the
piece and will perform it as a group for the class. The students will have opportunity to work on their pieces
again in the next class.
12.
T projects brief guidelines for project on the screen: a) melody
must be in 4/4, b) 8 measures in duration, c) must use three to six notes, d)
must be able to play melody and perform it, e) title composition.
13.
T circulates room and observes S progress, offers help if needed,
encourages S to help each other and perform each otherıs pieces.
CLOSURE-
Students demonstrate understanding of the concept by following
composing guidelines and performing their pieces accurately. Teacher answers any remaining questions
they may have about the concept or their compositions.
EXTENSIONS-
Future composition exercises in groups or as individuals will
provide more opportunities to reinforce concept and build on the concept. Performing student pieces as well as
literature from music text and in band or orchestra with dotted notes will also
strengthen their skills and musical understanding.