Lesson Plans for Kim T. Graham Feb.21-March 6, 2017

General Music

6th Grade

Lesson Element

This section highlights some of the variety of dances performed in America and the music that provides dances with its expressive power.

1.  Common Core Learning Standard(s) Addressed: (National Standards)

·  Content Standard: Listening to, analyzing, and describing music: Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. Demonstrate extensive knowledge of the technical vocabulary of music. Identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work. Demonstrate the ability to perceive and remember music events by describing in detail significant events occurring in a given aural example. Compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre. Analyze and describe uses of the elements of music in a given work that make it unique, interesting and expressive. 6 (a, b, c, d, e, f)

·  Content Standard: Evaluating music and music performances: Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music. Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. Students evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feeling and emotions. 7 ( a,b, c)

·  Content Standard: Performing on instruments, alone and with others, a varied repertoire of music. Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. Sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 5, on a scale of 1-6. 2 (b, d)

·  Content Standard: Singing, alone and with others, a varied repertoire of music. Sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty on 4. Sing and dance with music written in four parts. 1 (a,b)

·  Content Standard: Understanding music in relation to history and culture. Classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications. Identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context. Identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences. 9 (a, d, e)

2.  Learning Target(s): What will students know and be able to do as a result of this lesson?

·  Describe several dance traditions brought to America and those which come from other countries and cultures.

·  Compare and contrast classical dances such as ballet with Broadway show dancing.

·  Identify and explain the origins and forms of various popular dances, including the Charleston, Tap Dancing, the Tango, the Lindy Hop and Disco.

Student – Friendly Translation

·  Students will be introduced to styles of dances that are American and from other countries.

·  Students will distinguish dances that are classical and are Broadway choreography.

·  Students will discover the origins of many dances and identify their form. (Tap, Tango, Charleston, Lindy Hop and Disco).

3.  Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)

·  Students will broaden their knowledge of the Classical and Modern dance and their origins of culture.

·  Students will be able to identify several different forms of dance like ballet, Irish Jigs and reels, Latin, Polynesian, and Modern dance.

·  Students will also be able to discuss how dance was used to celebrate events, how it is a means of expression, and art form.

·  Students will also learn how to dance the Tango.

Student – Friendly Translation

·  Students will be introduced to Classical, Cultural, and Modern forms of dance.

·  Students will identify several forms of dance.

·  Students will learn about the cultural beginnings of dance and learn how to dance themselves.

4. Formative Assessment Criteria for Success: (How will you and your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?

·  To assess student understanding, assign relevant questions and vocabulary from the chapter 5 review.

·  Evaluate student’s progress by reviewing their responses or contributions to the activities in this section.

·  Students will complete Leonard Bernstein. Pg 105 in text

·  Students will work in pairs to quiz each other on the main points in this section. (Ch. 5)

·  Students will be assessed on learning to dance the Tango with a partner.

·  Students will be assessed on learning syncopation step with the Charleston.

·  Create a rhythmic tap composition.

.

Student Friendly Translation

·  Reading chapter 5 and oral quiz

·  Vocabulary quiz and activity responses (participation)

·  Composers monthly’s on Leonard Bernstein

·  Musician Profile on Bernstein.

·  Tango and Charleston – dancing with partners.

·  Creating a Tap Composition.

5.  Activities/Task: (What learning experiences will students engage in? How will you use these learning experiences on their student products as formative assessment opportunities?)

·  Bell work – vocabulary pg. 97 in text

·  Quick write – by Agnes de Mille pg. 97

·  Read and discuss chapter. 5 – Rhythms That Dance pg. 96

·  Activity 1 – watching Lord of the Dance (Distinguish between Jigs and Reels) pg. 98-99 in text.

·  Activity 2 – Sing and Test Your Years – Listen to the four instruments of the conjunto dance.

·  Activity 3 – Investigate the Hula pg. 101

·  Activity 4 – Identify the Musical Style (Classical – Broadway) pg. 104 West Side Story and The Nut Cracker.

·  Activity 5 - learn the Latin dance the tango. Teach students basic steps of the tango – dance with partners.

·  Activity 6 – Find the Syncopations in the Charleston - learn the Charleston Kick.

·  Activity 7 – Create a Rhythmic Tap Composition – Create a capella tap – music using your hands or feet. Perform in class.

·  Activity 10 – Do the twist and make it modern. Have students create their own version of the twist. Pg. 113

·  Activity 11 pg. 115 – Choreograph some Disco steps.

·  Watch Mad Hot Ball Room Dancing – documentary of ball room dancing.

·  Chapter 5 review and exam.

6. Resources/Materials: (What texts, digital resources, and materials will be used in this lesson?)

·  Text book and audio material

·  Cd’s activities

·  DVD’s – Lord of the Dance, Mad Hot Ball Room, West Side Story and the Nutcracker, Selena Video - conjunto.

·  Composer monthly on Leonard Bernstein.

·  Videos – supplementary audio materials

·  Music Alive Magazine

7. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? (Consider all aspects of student diversity.)

·  Emphasize concepts; let students express themselves in a variety of ways including drawing, composing or dancing to the music, or acting. Try to incorporate students’ cultural and experiences in the instruction, avoid cultural stereotypes; encourage students to share their cultures in the classroom. What kind of dances to they attend.

·  To address the needs of the visual learners in class, students will only analyze each song and dance alone but also keep track of each one and it musical aspect, title, order in the musical and main character. This chapter relies heavily on listening; this type of visual reinforcement will aid the visual learner in realizing the contrasts in each dance and song.

·  Those with handicaps, students can clap out rhythms with their hands. Students who are not able to dance may participate by creating movement with their hands.

8. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for students with disabilities in your class? Be specific as possible).

·  Modify assignments as needed to help students become independent, talk with students about their strengths and weaknesses and clearly outline objectives.

·  Model appropriate behavior for students and reinforce proper behavior, pride assistance and direction, practice skills frequently, allow extra time to complete test and assignments, (notes for test).

·  Write all instructions on the board or Elmo.

·  Structure schedules, rules, room arrangement and safety for a conducive learning environment.

·  Practice skills frequently.

·  Distribute outlines of material presented in class.