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    Buechele-Mus149-Assignment 4

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    This document provides a lesson plan for a 2nd grade music class on syncopation. The lesson plan outlines the context, prior knowledge of students, essential questions, learning objectives, assessments, materials, terms, and step-by-step procedure. Students will learn about syncopation through singing and tapping a song called "Funga Alafia" that contains syncopated rhythms. They will demonstrate their understanding by performing syncopated rhythms individually and in groups, and by completing an exit ticket that requires writing a syncopated measure. The teacher will assess students through observation of their singing, tapping, and exit tickets.

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    Buechele-Mus149-Assignment 4

    Uploaded by

    api-510873791
    62 views5 pages
    This document provides a lesson plan for a 2nd grade music class on syncopation. The lesson plan outlines the context, prior knowledge of students, essential questions, learning objectives, assessments, materials, terms, and step-by-step procedure. Students will learn about syncopation through singing and tapping a song called "Funga Alafia" that contains syncopated rhythms. They will demonstrate their understanding by performing syncopated rhythms individually and in groups, and by completing an exit ticket that requires writing a syncopated measure. The teacher will assess students through observation of their singing, tapping, and exit tickets.

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    buechele-mus149-assignment 4

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    This document provides a lesson plan for a 2nd grade music class on syncopation. The lesson plan outlines the context, prior knowledge of students, essential questions, learning objectives, assessments, materials, terms, and step-by-step procedure. Students will learn about syncopation through singing and tapping a song called "Funga Alafia" that contains syncopated rhythms. They will demonstrate their understanding by performing syncopated rhythms individually and in groups, and by completing an exit ticket that requires writing a syncopated measure. The teacher will assess students through observation of their singing, tapping, and exit tickets.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    62 views5 pages

    Buechele-Mus149-Assignment 4

    Uploaded by

    api-510873791
    This document provides a lesson plan for a 2nd grade music class on syncopation. The lesson plan outlines the context, prior knowledge of students, essential questions, learning objectives, assessments, materials, terms, and step-by-step procedure. Students will learn about syncopation through singing and tapping a song called "Funga Alafia" that contains syncopated rhythms. They will demonstrate their understanding by performing syncopated rhythms individually and in groups, and by completing an exit ticket that requires writing a syncopated measure. The teacher will assess students through observation of their singing, tapping, and exit tickets.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Brian Buechele

    Dr. Talbot
    MUS149
    25 January 2020
    Rhythm Lesson Plan

    Context

    ❏ 2nd Grade Class

    ❏ Middle of unit of Rhythm and learning about the musical concept of ​syncopation

    What is Known

    ❏ ​Students know​ how to keep a steady beat

    ❏ ​Students know​ the difference between whole, quarter, eight, and sixteenth notes

    ❏ ​Students know​ the difference between 4/4, 3/4, and 2/4 meters

    ❏ ​Students know​ how to tap on beat

    ❏ ​Students know ​how to tap the sub division

    What We have to Remember

    ❏ The students are still working on these skills and they are not perfect with each
    skill

    ❏ Some students are at different levels of each skill, some have music backgrounds or
    parents are musicians, etc.

    ❏ We only have a 10-minute period of time so we do need to go fast but remember to


    go help each student progress

    Essential Question

    ❏ How does syncopation elevate our sense of rhythm through song?

    National Standards
    ❏ MU:Cr1.1.2b Generate musical patterns and ideas within the context of a given
    tonality (such as major and minor) and meter (such as duple and triple)

    ❏ MU:Pr6.1.2a Perform music for a specific purpose with expression and technical
    accuracy.

    ❏ MU:Re7.2.2a Describe how specific music concepts are used to support a specific
    purpose in music.

    ❏ MU:Cn10.0.2a Demonstrate how interests, knowledge, and skills relate to personal


    choices and intent when creating, performing, and responding to music.

    Learning Objectives

    ❏ ​Students will ​sing a song that contains syncopation


    ❏ ​Students will ​tap/use body percussion that contains syncopation
    ❏ Students will ​sing and use body percussion at the same time that contains syncopation
    ❏ Students will ​create their own rhythm/gestures to show gestures of syncopation

    Assessments

    The teacher will​ observe the students singing syncopation

    The teacher will ​observe the students tapping a syncopated beat

    The teacher will ​assess the students’ understanding of syncopation through an exit ticket that
    gives the strong beat and the students have to write a syncopated measure

    ✓+: completed the assignment and showed full understanding of syncopation and the
    assignment

    ✓: completed the assignment, but there was no syncopation and student did not fully
    understand the assignment

    ✓-: did not complete assignment

    The teacher​ ​will​ assess the students by asking each group if they understand syncopation and
    how to create their own gesture with an embedded assessment:

    Thumb up: understand

    Thumb neutral: unsure of a part


    Thumb down: no idea

    Materials

    ❏ Exit ticket

    Terms

    ❏ ​Off-beat/Weak beat - ​The “and” of the beat

    ❏ ​Syncopation - ​Any beat that occurs off of the strong beat, or on the weak beat of
    the meter

    Procedure

    1. Teacher will​ stand in on the rug and motion for the students to join and create a circle
    2. Teacher will​ sing first section of “Funga Alafia” and use gestures to signal to the class
    that this is a sing and repeat portion of the class
    3. Teacher will​ then sing the B section and then use gestures to ask the class and remind
    them that it is a sing and repeat portion
    4. Teacher will​ then “clap” to signify eighth note and use the chest thump to signify a
    quarter note
    5. Teacher will​ use gestures to put the class into two different groups so that one half of the
    class is clapping eighth notes and the other half of the class is using chest thumps to show
    quarter notes
    6. Teacher will​ tap their thighs on the beat to create a different but steady beat for the
    student groups
    7. Teacher will​ have the groups switch what they are doing, so that the subdivision
    becomes the division and vice versa
    8. Teacher will ​then have the students alternate between the slap and thump, or eighth and
    quarter notes
    9. Teacher will ​have the students add the words “Funga Alafia” corresponding the beat
    lengths, this entails to have the syllables “Fun-” and “A-” require the use of the clap to
    signal eighth rests and the syllables “-ga”, “-la-”, and “-fia” to use the chest thump
    10. Teacher will​ gesture for the class to repeat
    11. Teacher will​ sing the next measure and show the note values for “Ashe Ashe”, having
    “A-” as the eighth note and the “-she” for the quarter pulse chest thump
    12. Teacher will ​have the students put all of the A section together and repeat after the
    teacher
    13. Teacher will​ then signal the B section of the song, which is the same as the second and
    fourth measure of the A section
    14. Teacher will ​have the students put both sections together
    15. Teacher will​ model the tapping rhythm that keeps a steady beat and then gesture the
    students to create this same beat
    16. Teacher will ​sing along to the song that we have learned while tapping the steady beat
    17. Teacher will​ place the students into 2 groups using gestures, similar to the beginning of
    the lesson. One group will do what we have been working on while the other group will
    keep the steady beat, both while singing the song.
    18. Teacher will​ have the groups switch and sing through with alternating patterns and beats
    19. Teacher will ​split the groups into 3 groups through gestures
    20. Teacher will​ have the students form groups of three and create their own beat/gesture to
    show syncopation, while the teacher keeps a steady pulse, the students will perform their
    gesture, in time.
    21. Teacher will ​give the students the exit ticket

    If Time Allows

    1. Teacher will​ split the students into 3 groups, one is an improvisation group​, ​one is the
    syncopated gesture and the final group is the steady beat group
    2. Teacher will ​make all the three groups go at the same time while singing, alternating
    after each run through of the song.

    How this fits into the Curriculum

    ❏ Continues our understanding of rhythm with quarter and eighth notes


    ❏ Furthers our understanding of rhythm through understanding of syncopation

    Honor Code

    I affirm that I have upheld the highest principles of honesty and integrity in my academic work
    and have not witnessed a violation of the Honor Code.

    -Brian Buechele

    References

    “Music Standards PreK-8.” ​National Association for Music Education,​ 2014,


    nafme.org/my-classroom/standards/.
    Olatunji , Baba, director. ​Baba Olatunji Plays Fanga​. ​YouTube​, YouTube, 1993,
    www.youtube.com/watch?v=ZTWySGpPVv0.

    Schwartz, Ed. “Off-Beat and Syncopation.” Edited by Richard Cole, ​OnMusic Dictionary -
    Term​, 2016, dictionary.onmusic.org/terms/2398-off-beat.

    Thompson, Beth. “Funga Alafia.” ​Beth's Notes,​ 6 Sept. 2019,


    www.bethsnotesplus.com/2016/02/funga-alafia.html​.

    Exit Ticket

    1. ​Write your own syncopated beat, I gave you the strong beats. Use a circle to represent a
    syncopated beat and a triangle to show an un-syncopated beat (Remember the song, Funga
    Alafia, that we worked on in class and what it looked like)

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