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Content and Achievement Standards

2.
3.
8.

Performing on instruments, alone and with others, a varied repertoire of music


a) perform on at least one instrument accurately and independently, alone and in small
and large ensembles, with good posture, good playing position, and control.
Improvising melodies, variations, and accompaniments
c. improvise simple rhythms over given rhythmic accompaniment, each in a consistent
meter
Reading and notating music.
c) identify and define standard notation symbols for rhythm.

Class Goals and Objectives


Enable students to improvise freely, and in duple and triple meter.
Guide students to perform rhythmic accompaniment on drums in duple and triple meter.
Lead students to demonstrate understanding of notation and beat groupings in duple and triple
meter.

Materials
Lesson Plan!
Drums

Procedures
1. Students will CONNECT THEM
2. Students will echo silly sounds rhythm patterns, using vocal and body percussion.
3. Students will create a free improvisation with repeated rhythm patterns, as cued in and out of
the circle by the teacher.
4. Students will discuss how they created their patterns.
5. Students will review and answer questions about duple and triple meter, and the corresponding
notation.
6. Students will echo patterns in duple and triple meter on neutral syllables.
7. Students will use the pattern I like elephants from the previous two lessons, and demonstrate
the pattern on body percussion.
8. Students will demonstrate patterns I like repeated, and elephants repeated, on body
percussion.
9. Students will demonstrate rhythm patterns on body percussion; half of the class speaking and
playing I like, and half of the class speaking and playing elephants.
10.
Students will receive drums, and have a guided exploration of the sounds it makes.
11.
Students will apply their I like elephants pattern to the drums, and will groove on that
for a while.
12.
Students will echo patterns on the drums.
13.
Students will provide accompaniment for the instructors model of improvisation, as she
trades fours with another Ball State student.
14.
Students will provide accompaniment while moving around the room trading fours, with
instructors cues.
15.
Students will learn a similar accompanying pattern in triple meter. Steps 11-14 will
repeat in triple meter.
16.
Students will discuss their improvisations, and review terms, improvisation, triple,
and duple.

Assessment of Goals and Objectives

Assessment will be informal, and based off of the answers to questioning, a monitoring of the
physical gestures required to produce percussive sounds, and level of participation in the
improvisation activities.

Follow-up Lesson
Future lesson would allow students to compose more elaborate rhythmic accompaniment, and a
tune to sing while playing the different parts.

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