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Mike Travia, ED 381
Holistic Lesson Plan 2
Note:
If you are using this model as a prototype, please look at both the objective and
the activities provided for each domain very carefully. In order for a
lesson to qualify as "holistic" there has to be a clear intention,
either in the statement of the objective or in the activities provided, for
growth to occur in that domain.
Subject
Area:
Choir
Grade
Level:
High School (9th
Grade)
Aim: Students will develop an understanding of music notation.
Goal: Students will become proficient at reading rhythms by sight.
*Note:
This plan was created
before the development of Wisconsin Model Academic
Standards -- If you use this plan as a prototype for a general class, please
include The WI Standards.
If it is an individual client plan, that is not necessary.
Holistic
Objectives:
Cognitive Objective: When reading music, students will identify rhythmic patterns
using triplets. They will be able
to differentiate between motives that employ triplets and those that use
patterns comprised of rhythms based on divisions of 2 or 4.
Procedures:
-
Using
copies of music we have previously studied in class, students will be asked to
pick out the location of triplet patterns found within the music.
-
The
student will circle triplet patterns found within their music.
-
As a
class, the teacher will led the group in comparing and contrasting between
triplet motives and rhythms divided into groupings of 2 or 4s a homework
assignment, students will write a paragraph in the journals they keep assessing
the use of a triplet pattern within music that is generally based on rhythmic
divisions of 2 or 4.
Affective Objective: Students will feel the juxtaposition of the beat when hearing music that
includes quarter-note triplet patterns extended over two beats.
They will justify a composer’s use of such a pattern with respect to
its affective quality.
Procedures:
As a
class, we will listen to a section of a piece of music that includes
quarter-note triplet patterns.
-
Students
will respond to the feelings they experienced as a result of hearing the musical
selection, paying specific attention to the relationship the quarter-note
triplet section(s) had with the rest of the piece.
-
Students
will then divide into small groups and, through discussion, examine what caused
any affective movements they may have experienced while listening to the music.
They may incorporate other musical elements, but the emphasis should be
upon the use of rhythm within the piece.
-
After the students have
been given sufficient time, group leaders will report their
findings to the whole class. Other
members of the class will be given the opportunity to react to the ideas of
other groups.
Psychomotor Objective: Students will speak, sing, and clap rhythmic motives that
include triplet patterns as they read music from sight.
Procedures:
-
Students
will be given a passage of music that includes triplet patterns.
As a class, we will speak the rhythm of the piece using Kodaly rhythm
syllables. Once there is evidence that the class is comfortable with this, we
will speak the text together in rhythm.-Next, the class will clap the rhythm of
the piece. Finally, we will
incorporate pitch into the song and sing it, playing particular attention to the
triplet patterns. Once the students
have grasped the piece, the teacher will ask for volunteers to create body
percussion accompaniments to the piece as we perform it two or three more times.
Here
are some links to areas in other portions of this website related to planning.
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