Concept: Composing chants that represent different emotions. Objective/Outcome: Students will be able to state the different types of notes and how many beats each get in order to comprehend how they can be combined to compose a rhythm. Students will be able to organize notes into groups of four in order to compose 4 measure chants. Students will be able to perform 4 measure chants with dynamics and instruments in order to show how music conveys different emotions. Materials: Blank Paper Lined Paper Blackboard Rhythmic Instruments Fundamental Vocabulary: Composer, Composition, Whole note, Dotted ½ note, ½ note, ¼ note, 8th note, 16th note, rests, Rhythm, Chant, Beats, Lyrics, Instrumentation, Performance Sequence: What is the person called who writes music? (Composer) How do they write music? Make a list on the board Choose a topic, Write a rhythm, Add text, Add music Before composing, we must learn each note and how long it lasts Teacher and students create a rhythm together (If the students know the notes and their values well, the skip to the Class Rhythm Paper) Musical Dictionary - Teacher writes everything on the board and the students copy it down. Set up paper Fold paper in half hotdog way – hold it with the folded line running vertically Write name on paper Title it Musical Dictionary On left hand side write “notes” and On right hand side write “rests” Notes are certain amount of time when have sounds Rests are a certain amount of time when have silence Musical Dictionary Teachers ask the following questions and then write the notes and length on the left side of the board (students on their paper) and the same with the rests on the right. What is the note that has the longest amount of time? (4, whole) How do we draw it? Color it in? Have a stick? What do we call it? (fou-ou-ou-our) How many beats? (4) Draw what rest looks like What note gets the next largest amount of beats? (dotted-half) How do we draw it? Color it in? Have a stick? What do we call it? (three-ee-ee) How many beats? (3) Draw what rest looks like What note gets 2 beats? (half) How do we draw it? Color it in? Have a stick? What do we call it? (two-oo)
Concept: Composing chants that represent different emotions. Objective/Outcome: Students will be able to state the different types of notes and how many beats each get in order to comprehend how they can be combined to compose a rhythm. Students will be able to organize notes into groups of four in order to compose 4 measure chants. Students will be able to perform 4 measure chants with dynamics and instruments in order to show how music conveys different emotions. Materials: Blank Paper Lined Paper Blackboard Rhythmic Instruments Fundamental Vocabulary: Composer, Composition, Whole note, Dotted ½ note, ½ note, ¼ note, 8th note, 16th note, rests, Rhythm, Chant, Beats, Lyrics, Instrumentation, Performance Sequence: What is the person called who writes music? (Composer) How do they write music? Make a list on the board Choose a topic, Write a rhythm, Add text, Add music Before composing, we must learn each note and how long it lasts Teacher and students create a rhythm together (If the students know the notes and their values well, the skip to the Class Rhythm Paper) Musical Dictionary - Teacher writes everything on the board and the students copy it down. Set up paper Fold paper in half hotdog way – hold it with the folded line running vertically Write name on paper Title it Musical Dictionary On left hand side write “notes” and On right hand side write “rests” Notes are certain amount of time when have sounds Rests are a certain amount of time when have silence Musical Dictionary Teachers ask the following questions and then write the notes and length on the left side of the board (students on their paper) and the same with the rests on the right. What is the note that has the longest amount of time? (4, whole) How do we draw it? Color it in? Have a stick? What do we call it? (fou-ou-ou-our) How many beats? (4) Draw what rest looks like What note gets the next largest amount of beats? (dotted-half) How do we draw it? Color it in? Have a stick? What do we call it? (three-ee-ee) How many beats? (3) Draw what rest looks like What note gets 2 beats? (half) How do we draw it? Color it in? Have a stick? What do we call it? (two-oo)
A-Childs-Requiem-Lesson-Plans.docx