UNIT OF STUDY: Listening, Rhythm

TITLE: Turkish March Listening

PRIOR KNOWLEDGE: Students have a solid knowledge of rhythm patterns for whole, half,
quarter and eighth notes/rests. They have a basic understanding of 16th notes in groups of 4.

1. STANDARDS:
a. MU:Pr4.2.3b When analyzing selected music, read and perform rhythmic and
melodic patterns using iconic or standard notation.
b. State Standard 9.1: Production, performance and exhibition of music
2. ESSENTIAL QUESTION:
a.

Standards Question: How does understanding the structure and context of

musical works inform performance?

b.

Specific Learning Question: How do we decipher rhythmic patterns and identify

them?

3. OBJECTIVE: Students will be able to identify the two different rhythmic patterns with
16th notes in the piece "Turkish March."
4. MATERIALS NEEDED:
a. Cards with practice rhythms
b. Poster manipulates with rhythm patterns from song, color coded
c. Cards of paper for each student with rhythms from song on them (one of each
color for each student)
d. Piano
e. Sheet music for Turkish March

f. Recording of the Turkish March

g. Sound system to play recording through

5. PROCEDURES:

a. Introduction/Anticipatory Set/Activate Learning Strategy:

Discuss prior knowledge of 16th notes, what they look like, what they sound like
through use of practice rhythm cards. Rhythm cards will use only quarter, eighth and
sixteenth note patterns, because these are the only rhythmic values in the listening
example. Students will identify rhythms using rhythm names (ta, ti-ti, ti-ka-ti-ka) and
practice clapping them. Practice rhythms will include all sets of rhythm to be heard
in listening example in one-measure increments. This will allow for ease of reading
when students read entire phrases of rhythm.
b. Sequence of Lesson:
i. Warm-up
ii. Start identifying rhythmic patterns (quarter, eighth, sixteenth) by picture
iii. -teacher model by clapping, students repeat
iv. Practice saying the rhythm syllables ta, ti-ti, ti-ka-ti-ka
v. Practice with rhythm cards clapping and saying rhythms (student practice
with guidance)
vi. Lesson Content
vii. Introduce lesson rhythms on colored posters: These two rhythm patterns
are the two patterns in the song for today where we hear 16th notes. Who

can tell me how many sets of 4ti-ka-ti-ka's notes are in the RED rhythm
pattern? And how many in the BLUE?
1. Correct answers: Red 5 sets, Blue 2 sets
viii. Teacher guided: Clap and say the rhythms for the song. Repeat red pattern
first as needed until students can do it successfully independently. Repeat
blue pattern as needed until students can do it successfully independently.
ix. Teacher plays rhythmic patterns on piano with melody, students listen to
identify rhythmic pattern "Which one of our rhythms is this?" "Let me see
you hold up that card!"
x. Teacher plays pattern again and students clap along while saying rhythm
syllables "I'm going to play that on piano again and I want all of you to
say the rhythm syllables with me."
xi. Repeat several times using both colors and some passages that are not one
of the rhythm patterns for practice identifying what RED sounds like and
what BLUE sounds like. Students will identify as a class, and then will be
asked to put their heads down and identify individually.
xii. After practice with the piano, the recording will be played (only using the
A section), and students will identify rhythm patterns with the cards.
Students will hold up color cards when they hear each rhythm pattern in
the recording
1. First time through only hold red cards
2. Second time only blue cards
3. Teacher monitors responses

c. Closing/Summary
i. Play the recording with students using both red and blue cards. After the
A section finishes, have students begin to clean up, but allow recording to
play in B section (this section has new and more involved 16th note
patterns) that students can learn/explore in upcoming lessons. Having the
music play while they clean up is a wrap up but also allows for
foreshadowing and will allow students to return having heard the music
before.
d. Assessment/Evaluation
i. Students have mastered the objective if they were able to successfully
listen and identify the correct rhythms patterns by color.
6. SPECIAL CONSIDERATIONS:
a. Early Finishers
i. This lesson is run as a class, and all students are completing the activities
together, therefore there are no early-finishers.
b. Remediation
i. For students that struggle, it would be less complicated if they identified
only the times they hear the rhythm ti-ka-ti-ka ta. Rather than having to
identify an entire phrase, these students can just focus on one simple
rhythm rather than a combination of them in a phrase. They can raise a
card and or make tally marks to determine how many times they head the
pattern in a listening period.
c. Enrichment

i. Extra rhythms can be assigned to these students (ones that are not red or
blue) and they can identify them as well. They will be given extra colored
rhythm cards as well (perhaps green and yellow cards).
d. Special Accommodations
i. The three main components of this lesson are seeing, hearing, and raising
arms. For students who have difficulty seeing, they can be placed in the
front of the room, and can also be given larger sized rhythm cards. If they
are color blind, the patterns can be labeled 1 and 2 to help them
distinguish. If a student has a hearing disability, they can sit closer to the
speaker and piano, and the rhythm can even be tapped on their desk so
they can feel the vibrations. If there is a student with a disability that
prevents them from raising their hand, they can simply point to or touch
the red/blue cards.
7. BIBLIOGRAPHY:
a. Sheet music is public domain and was retrieved from:
http://www.free-scores.com/download-sheet-music.php?pdf=662:
b. Audio recording downloaded from:
https://www.youtube.com/watch?v=HMjQygwPI1c