Project Lesson Plan (Grade 3-5) Stevie Rawlings
As part of a Sing and Dance Through the Decades Unit
Itıs Waltz Time!
Anticipatory Set: As the students enter the music room they will see and hear a video of the Waltz Scene (Ten Minutes Ago) from the musical, Cinderella, by Mary Rodgers.
The teacher will lead the class in 3/4 variations: (extension of the Anticipatory set)
1. Pat-clap-clap, Pat-clap-clap (while seated)
2. Continue this 3-beat pat-clap-clap pattern while standing.
3. Begin to add small steps on each quarter note. (Right-left-right** left-right-left**)
4. Drop on beat one, rise on beats 2 and 3 (Repeat)
5. Rock to side on beat 1, hold a freeze on beats 2 and 3 (Reverse and repeat)
6.Conduct a three beat with the students; down, out, up (repeat)
Students will ³physicalize² a three beat rhythm with accompaniment video.
Students will discuss and evaluate triple meter.
Students will master a song in 3/4 time vocally and rhythmically and create movement.
Students will transfer those skills of pitch and rhythm to the keyboard.
Students will expand on 3/4 understanding with midi music rhythm fun.
³COULD WE WALTZ TO THAT?² *** a ³listening waltz quiz² will end the class.
Seat the students. Discuss heavy/light beats. Are they equal? Can they think of other song with 3 beats? Create a student list.
1. A remote with a ³pauseı button for the VCR/DVD player)
2. ³Letıs go Fly A Kite² (Music and You Grade 3, Macmillan) One copy per student
5. CDs Waltz of the Flowers- Tchaikovsky, Barcarolle- Offenbach, Can Can,* Offenbach, Take Five** Brubeck and Ten Minutes Ago **Rodgers
Objective: The students will gain understanding of a triple meter.
The students will be able to recognize triple meter by listening to it in a piece.
The students will experience how it feels to move in 3/4 time.
Purpose: This lesson is part of a Unit called Sing and Dance through the Decades.
The waltz will be explored in both itıs intellectual and itıs physical form. This will clarify a music theory component as well as a musical style component for the students.
Examine the time signature for our song; Letıs Go Fly A Kite. (Reminder, ³ 3 beats per measure, quarter note gets ONE beat²)
Students will sing Letıs Go Fly A Kite ³on numbers² first. (³On numbers² means that the pitches are sung on their corresponding beat number.)
Lets Go Fly A Kite would become:
The students will be more familiar with the pitches and rhythm after clarifying the rhythm in this way. Next, they can sing together WITH TEXT and movement. Students may suggest movement ideas to try. Encourage a student conductor, students at the keyboard as well as the singers. Try rotating these three performance positions. Have trio performances. *** After all this is a day about ³3².
The class will be able to identify the WALTZes in the final quiz. We will give each a critical test. Can we pat-it? (pat-clap-clap) Can we conduct it? (down, out, up) Can we dance to it? ( right, left, right***left, right, left)
Did the class recognize the ³anticipatory² piece from Cinderella as a waltz?
The triple rhythm should be clearly different from the duple rhythms in previous study. The Waltz Day will hopefully be in stark contrast to our March Day or our Polka Day.
Students are encouraged to play the melody to ³Letıs Go Fly A Kite² on the keyboards adding an accompaniment on beats 2 and 3. Using the sound samples from the midi menu the students may make a ONE OF A KIND waltz.