Lesson Topic/Purpose

Fast/Slow
Grade Level
Kindergarten
Concept or Skill
Identifying fast and slow
Objectives
Through a variety of activities, the students will be able to demonstrate that they can recognize
hearing fast and slow tempos.
National Standard(s) for Music Education
1. Singing alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
6. Listening to, analyzing and describing music.
NYS Arts Standard(s)
1. Creating, performing and participating in the arts.
3. Responding to and analyzing works of art.
Materials Needed
Access to the following videos:
o Banana Song: https://www.youtube.com/watch?v=KPH5kxG5pbE
o Moonlight Sonata: https://www.youtube.com/watch?v=NzxX5VcUgcU
o Stars and Stripes Forever: https://www.youtube.com/watch?v=M5bcpjUjLpU
o Tortoise: https://www.youtube.com/watch?v=Ba_kOUmlDME
o Wild Donkeys: https://www.youtube.com/watch?v=XW9S2cTJZuE
A pair of rhythm sticks for every student.
The students will sit/stand on risers and will also need space to move in for this class.
Procedure
Launch
1. The students will come into class and sit on the risers. [2]
2. Ask if anybody can think of an animal that moves slowly. After identifying one or two, ask
if anybody can think of an animal that moves really fast. Practice tapping fast tas and then
slow te-tes. Ask the students if tas or te-tes are faster and which are slower. [3]
Instruction and Application
3. Play a short clip of the Moonlight Sonata. Ask the students to tap along to how fast or slow
they think the music is going. (After the students start tapping, help by modeling the steady
beat for the piece). After listening, ask the students if they think that was a fast or slow
song. [2]
4. Repeat step four with a clip of Starts and Stripes Forever. [2]
5. Tell the students that you have one piece that is supposed to be tortoises and one that is
supposed to be donkeys. Ask the students which animal is fast and which is slow. Have the
students come down to the floor and practice walking like tortoises (moving slow, shuffled
feet, arms hanging down) and then like donkeys (galloping). Remind the students how to

move safely and not to run into anybody or go behind the risers. [4]
6. Play a clip from the Tortoise. Ask the students to listen for a few moments and then move
the right way for which animal they think is being played. [2]
7. Repeat step six with the Wild Donkeys. [2]
8. Teach the students to sing Kreuztanz (in English) by singing two measures at a time and
having the students sing it back, and then putting the measures together. Sing through the
entire song as a class, and then have the students try singing it alone. [6]
9. Ask the students if they think the beginning of the song is fast or slow and then if the end is
fast or slow. Practice patting tas and te-tes. Review which are fast and which are slow.
Sing through the song playing tas on the A section and te-tes on the B section. [3]
10. Pass out rhythm sticks and practice playing tas and te-tes with the rhythm sticks. [3]
11. Sing through Kreuztanz again, playing tas on the A section and te-tes on the B section. [2]
Closure
12. Play the Banana Song. Have the students tap the beat that they hear. After, ask if the song
got faster or slower. [4]
Assessment
Type
Description
Evaluation
Informal
Students will brainstorm animals
Listen to the students responses, and
they think move quickly and
provide feedback to the students based on
animals they think move slowly.
the appropriateness of their responses.
Informal
Throughout the lesson, students
Listen to hear if students are playing the
will practice playing tas and tecorrect rhythm and are keeping a steady
tes, both by patting and by
beat. When using rhythm sticks, watch to
playing rhythm sticks.
see if students are using their sticks
correctly.
Informal
Students will tap the steady beat to Listen to hear if students are tapping the
two songs.
steady beat.
Informal
Students will move like a donkey
Watch to see if students are moving like a
or a tortoise to two songs.
donkey or a tortoise and also if they
correctly pair each animal to the correct
song. Give each student a check, check
plus or check minus at the end of class.
Informal
Students will sing Kreuztanz as a
Listen for correct notes and rhythms.
class.
Informal
Students will say whether they
Provide feedback to the students on their
think the beginning of Kreuztanz
responses. (The beginning is slow and
is fast or slow and then if the
the ending is fast.)
ending is fast or slow.
Informal
The students will play tas for the
Listen to hear if students are correctly
A section of Kreuztanz and te-tes playing tas for the A section and te-tes
for the B section.
for the B section. Give the students a
check, check plus or check minus at the
end of class.
Informal
The students will tap the steady
Listen for the students tapping the steady
beat to the Banana song and
beat. Provide feedback on the students

identify whether it got faster or

responses to whether the song got faster
slower.
or slower (it gets faster).
Accommodation/adaptations
Common errors, weaknesses and misunderstandings for whole class
Some students may try to identify the moving eighth notes in Moonlight Sonata as the
steady beat. Address this by explaining to the students that sometimes, even if the song is
slow, it might have more notes between the steady beats.
Some students may have difficulty feeling the steady beat, even if they are able to identify
the song as being fast or slow. Help the students by modeling the steady beat, after they
have started patting to the song.
Groups with similar needs
High achievingWhen listening to Moonlight Sonata, Starts and Stripes, Wild Donkeys
and Tortoise, ask the students if this song has tas or te-tes for the steady beat, instead of
just having them identify it as fast or slow.
Mid achievingthis is the target group for this lesson.
Low achievingContinue to model the steady beat for students, however if students are
currently unable to feel the steady beat, assess them based on patting/moving fast or slow
regardless of a steady beat.
Specific individuals
LDall directions throughout this lesson will be completely verbal. When explaining any
new steps, make sure to break each step down as possible and model for the students while
explaining. As much as possible, continually give feedback to the students on what they are
doing correctly and what needs to be changed or adjusted.
ASDAs needed prompt the student with their name to remind them that they are included
with the group. Be very clear when giving directions before the students are asked to move
during steps 5-7. Make sure the student has room to move towards the edge of the class if
they are more comfortable here.
ADHD Seat this student on the end of the risers to avoid distractions. Again, be very clear
with directions before asking the students to move.
Academic Language
Fast, slow, ta, te-te

Lesson Topic/Purpose
Recorder, lesson 3
Grade Level
3
Concept or Skill
Playing Blast Off on recorder
Aspects of performing
Cultural context of the recorder
Objectives
As a class, the students will be able to comfortably play Blast Off with correct pitches,
fingerings, rhythms, tone and position.
Students will be able to use their ideas about what creates a successful performance to evaluate
a professional performance.
Students will develop a beginning understanding of the context of the recorder as a folk
instrument.
National Standard(s) for Music Education
2. Performing on instruments, alone and with others, a varied repertoire of music.
5. Reading and notating music.
6. Listening to, analyzing and describing music.
7. Evaluating music and music performances.
9. Understanding music in relation to history and culture.
NYS Arts Standard(s)
1. Creating, performing, and participating in the arts.
3. Responding to and analyzing works of art.
4. Understanding the cultural dimensions and contributions of the arts.
Materials Needed
A recorder for every student in the class
A Smart Board with the music for Blast Off projected on it (or another setup allowing
students to read the music).
Blank paper
Copy of the Professional Performance Evaluation worksheet for every student
Pencil for each student
Smart board with access to these videos
o https://www.youtube.com/watch?v=AmDY1-ziV8Q
Sai Ma, Chinese folk song
o https://www.youtube.com/watch?v=upjXwtpEvqA
Hora ca din caval, Romanian folk song
The students will stand/sit in two rows on risers for class.
Procedure
Launch
1. The students will file onto the risers to begin class while listening to this Chinese folk song:
https://www.youtube.com/watch?v=AmDY1-ziV8Q. Ask the students to volunteer ideas
about how they think the music sounds. Explain that this is a Chinese folk song. Ask if
anybody remembers where the folk song was from that was listened to last class. Explain to
the students that the recorder is an instrument that can be played in many folk songs. [3]
2. Review B, A and G fingerings. Showing B, A and G separately, ask a student to raise their

hand and say what note it is. [1]

Instruction and Application
3. Pass out a recorder to every student. Tell the students not to play their recorder until
instructed and to tuck it under their arm in rest position. [3]
4. Ask students to show ready position. Visually check the class, fixing each students
position as necessary. Have the students go back to rest position. [3]
5. Ask the students to show B in ready position. Then ask them to play four Bs while
whispering dah, dah, dah, dah. [1]
6. Repeat step five with A and G. As necessary, remind students to play with a gentle tone. [2]
7. Bring up Blast Off on the Smart Board. In ready position, have the entire class finger
along while saying the note names. Then play the song as a class, stopping to fix any errors.
[4]
8. Continue working on Blast Off. Especially check for switching notes at the correct time,
holding the G properly at the end and cutting off as a class. [4]
9. Collect the recorders from the students. [2]
10. Put the students into groups of three. Pass out one piece of paper to each group. Have them
brainstorm a list of what they think are important aspects of performing. Then, go around to
each group and have each group share one of their aspects that nobody else has said yet.
List these on the board. Add additions to the list as you think necessary. A list could
include good tone, position, fingerings, correct notes, creativity and self-expression. [7]
11. Pass out a worksheet to every student. Verbally explain the directions and ask them write
down whatever they think are the three most important things for performance by copying
them from the board or adding their own if they would like. [4]
Closure
12. Bring up the video of the recorder quartet:
https://www.youtube.com/watch?v=upjXwtpEvqA. Explain to the students that the
performers are playing a Romanian folk tune. Ask again if anybody remembers the other
types of folk tunes that were already listened to on the recorder. Ask the students to give
the performers a check, check plus or check minus for the three aspects that they listed.
Play the video of the recorder quartet. [4]
13. Collect the worksheets from the students as they leave class. [2]
Assessment
Type
Description
Evaluation
Informal
Students will verbally respond to
Listen to students responses for
how they think the Chinese folk
thoughtful and appropriate answers.
song sounded or how it made them Students will receive a check, check
feel.
minus or check plus at the end of class.
Informal
Students will respond to the
Listen to students responses on where
teachers question about where the the folk song from last class was from to
folk song from last class was from. determine if students can make the
connection between the two folk songs.
Students will receive a check, check
minus or check plus at the end of class.
Informal
Students will raise their hand to
Listen to students answers for the correct
identify B, A and G when the
identification of the note.
teacher shows the fingering for
each note.

Informal

Informal

Informal

Informal

Students will move between rest,

ready and playing positions
throughout class.
Students will review B, A and G
by articulating four notes for each
pitch.

Students will be practicing

producing good tone and will be
assessed whenever playing for
good tone.
Students will go through multiple
steps to be able to review playing
and working on Blast Off.

Informal

The students will brainstorm a list

of ideas for what makes a
successful performance and the
class will then generate one
combined list.

Formal

The students will evaluate the

professional performance based on
the criteria they have created by
using the Professional
Performance worksheet.

Visually check each student to determine

if they are in the correct position and are
holding the recorder properly.
Visually check each student to determine
if they are using the correct fingering.
Listen for correct pitches and proper
articulation from the entire class as well
as listening for four notes for each pitch.
Continually listen whenever students are
playing their recorders for a good tone.

Listen for correct note names, pitches,

articulations, tone and rhythms. Watch
for correct position and fingerings. Also
watch that students switch fingerings at
the right time for the different pitches.
Listen for students cutting off the last note
together. Students will receive a check,
check minus or check plus at the end of
class.
Walk around to listen to groups as they
are brainstorming together to check for all
students providing input. As students give
suggestions, add in any aspects that have
been left out. If a suggestion appears
unusual, have the student explain their
choice. There are not necessarily wrong
answers here, as long as students can give
an appropriate justification for their
answer.
Check the list of words the students have
chosen to evaluate the performance as
well as how well the students think the
performers did in each category. Again,
there are not necessarily wrong answers
here, as long as students can give an
appropriate justification for their answers.
This worksheet will be graded for next
class.

Accommodation/adaptations
Common errors, weaknesses and misunderstandings for whole class
Playing the second line of Blast Offthe second line switches notes as well as having a
new rhythm. Review this line by speaking note names and/or speaking the rhythm without
recorders before reviewing with recorders. Practice just playing a long G and cutting off as
a group.
Groups with similar needs

High achievingStudents can be prompted to speak more in-depth about the Chinese folk
song performance and to use previously learned musical vocabulary to describe the
performance. Students can also add their own ideas to the worksheet in addition to ideas the
class generates as a whole, and could also list more than three ideas if they chose.
Mid achievingthis is the target group for this lesson.
Low achievingall students will be encouraged to participate at least one idea during group
work. Low achieving students can be grouped with high achieving students for this activity.
Specific individuals
LDmost directions throughout this lesson will be completely verbal. When explaining
any new steps, make sure to break each step down as possible and model for the students
while explaining. As much as possible, continually give feedback to the students on what
they are doing correctly and what needs to be changed or adjusted. After handing out the
worksheet, read through all directions. Ask if there are any questions. Help the students by
re-reading directions if needed while completing worksheet. Students may also need help
with spelling or writing out words when filling out the worksheet.
ASDAs needed prompt the student with their name to remind them that they are included
with the group. Pair the student in a group with students who will help this student be
successful.
ADHDSeat this student on the end of the risers to avoid distractions.
Academic Language
Performance, tone, position, fingerings, correct notes, creativity, self-expression

Professional Performance Evaluation

Name: _________________________________________ Date: _________________________

Directions: Write down three aspects of a performance that you think are important. You can write
down ideas from the board or add or own ideas.
After listening to the performance, give the players a check, check plus, or check minus for each
aspect based on how well you think they did in that area.
Performance Aspects

Check, Check
Plus or Check
Minus

Lesson Topic/Purpose
Drum Circle, lesson 4
Grade Level
5
Concept or Skill
Playing in two parts
Improvising rhythmic patterns
Starting/ending drum circle
Objectives
The students will be able to improvise a four beat rhythmic pattern involving quarter, eighth
and/or half notes.
The students will be able to play a rhythmic pattern in two parts.
The students will be able to participate in a drum circle led by the teacher.
National Standard(s) for Music Education
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
5. Reading and notating music.
6. Listening to, analyzing and describing music.
9. Understanding music in relation to history and culture.
NYS Arts Standard(s)
1. Creating, performing, and participating in the arts.
3. Responding to and analyzing works of art.
4. Understanding the cultural dimensions and contributions of the arts.
Materials Needed
A drum for each student (additional classroom percussion instruments can be used if there
are not enough drums).
Chalkboard
Copy of the Rhythm worksheet for each student
Pencil for each student
Access to the following video:
o https://www.youtube.com/watch?v=oEOtTCuEYgs
The class will be set up with as many instruments as fit in a circle on the floor and the
remaining instruments will be set up in a row on the risers.
Procedure
Launch
13. The class will file on to the risers to begin class. While they are walking in, play the
following clip: https://www.youtube.com/watch?v=oEOtTCuEYgs. After all the students
have watched a few minutes of the video, pause it and ask the students to identify the
instruments shown in the video. Explain to the students that this is a performance from
Mali, Africa. [2]
Instruction and Application
14. The students will be reminded not to play the instruments until asked. A few students at a
time will be assigned to an instrument and told to go sit behind it. [3]
15. Play a four beat pattern (while counting) and have the students repeat it back (while
counting). Go around the circle and ask each student to play a four beat pattern that the rest
of the class will then repeat back. If a student is having difficulty figuring out four beats,
help them with the counting. [7]

16. Write the following rhythms on the board: quarter, quarter, eighth-eighth, quarter and
quarter, eighth-eighth, quarter, eighth-eighth. Ask half of the class to count and then play
the first rhythm. Repeat this with the other half of the class and the second rhythm. [3]
17. Ask one student to start playing the first rhythm with you, then switch to the second rhythm
while the student continues to play the first rhythm. Have three students at a time start with
the first rhythm and then have three other students come in with the second rhythm. [7]
18. Assign quarter notes to the students on the risers, eighth notes to half of the students in the
circle and half notes to the other half of the students in the circle. Have each group practice
their part separately. [3]
19. Show the students hand signals for starting and stopping. For starting it could be pointing to
the group of students and then starting to pat their rhythm. Stopping could just be an
upward hand. Practice each group separately with these cues. [3]
20. Bring in one group at a time until all groups are playing. If a group is not together, cue
them out and then bring them back in together until all groups are playing together at the
same time. If the class is doing well with this, show visual cues for playing quietly and
loudly such as lowering hands down and raising them up. Wait for the class to respond
unless verbal directions are needed. Cue one group out at a time. [5]
Closure
21. Have the students file back on the risers. [2]
22. Pass out the Rhythm worksheet and give students until the end of class to fill it out. [5]
Assessment
Type
Description
Evaluation
Informal
Students will respond to the
Give students feedback on their responses
question about what instruments
and assess for correct answers.
are shown in the video clip.
Informal
Students will improvise a four beat Listen for four beats made of quarter, half
pattern on their instrument.
and eighth notes. Give each student
direct feedback on their pattern. Each
student will receive a check, check plus or
check minus for their pattern.
Informal
After practicing with the class, the Listen for each student playing their
students will play two part
rhythm correctly. Each student will
rhythmic patterns in small groups. receive a check, check plus or check
minus.
Informal
Students will practice their groups Listen for the students playing, starting
rhythm for the drum circle, as well and stopping together, as directed, and
as starting and stopping as a group. with the correct rhythm. Practice until
each group is comfortable with this.
Informal
Students will participate in the
Listen for the students playing, starting
drum circle by starting and
and stopping together, as directed, and
stopping as directed, and by
with the correct rhythm.
playing the correct rhythm with
their group.
Formal
Students will fill the Rhythm
The worksheet will be graded and handed
worksheet out.
back to the students in the next class.
Accommodation/adaptations
Common errors, weaknesses and misunderstandings for whole class

Students may have difficulty improvising exactly four beats. If a student has difficulty with
this, help them count through their rhythm, and then what needs to be added or taken away
to get to four beats.
Students may have difficulty continuing to play their rhythm correctly when playing in two
parts. Play with whichever group needs more support. Also, bring in one group at a time,
so that the first group has time to settle into their rhythm before the second rhythm begins.
Groups with similar needs
High achievingStudents will be given the opportunity to write an additional measure on
their worksheet. High achieving students could also be asked to improvise four beats at a
time while the class is participating in the drum circle.
Mid achievingthis is the target group for this lesson.
Low achievingGuide students to determine if their improvisation is four beats. Play
quietly with the student if they need more support. Pair low achieving students with higher
achieving students when playing in two parts, and in groups for the drum circle. Provide
opportunities to ask questions when filling out the worksheet.
Specific individuals
LDmost directions throughout this lesson will be completely verbal. When explaining
any new steps, make sure to break each step down as possible and model for the students
while explaining. As much as possible, continually give feedback to the students on what
they are doing correctly and what needs to be changed or adjusted. When working through
four beat rhythms always speak and write down the counting. Rhythms can also be depicted
visually by filling out a chart with four boxes, one for each beat, to help students visualize
the counting. After handing out the worksheet, read through all directions. Ask if there are
any questions, and continue to answer questions as necessary as students are filling out the
worksheet.
ASDAs needed prompt the student with their name to remind them that they are included
with the group. Play lightly with the student during improvisation if needed. When playing
in two parts and in the drum circle, pair the student in a group with students who will help
this student be successful.
ADHDAsk students to place instruments behind them when not playing. This can be
called rest position. Keep students playing as much as possible.
Academic Language
Improvisation, cue, quarter note, half note, eighth note

Name: _________________________________ Date: _____________________

Write in the counts for each rhythm:

In the staff below, write at least one measure with four beats using quarter, half and/or eighth notes.
If you have extra time, write two measures, each with four beats.