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.



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.



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.



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.