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/Content and Achievement Standards

Singing, alone and with others, a varied repertoire of music.


c. sing music representing diverse genres and cultures, with
expression appropriate for the work being performed.
Listening to, analyzing, and describing music.
a. describe specific musical events in a given example using
appropriate terminology
c. demonstrate knowledge of patterns and different rhythms in
the music.
Class Goals and Objectives
Enable students to aurally identify measures, beats, and repetition
Reinforce students knowledge of takadimi syllables and musical
vocabulary
Materials
Cup
Recording of Cups (When Im Gone), performed by Anna Kendrick
Perception Chart
Recording of Mars from The Planets by Gustav Holst
Procedures
1. Students and instructor will discuss moving and missing people.
QUESTION: Have you ever had to move away from friends? Did you
miss them? Did you ever want someone to miss you? Has anyone ever
had a friend or loved one move away? How did it feel to move?
PROMPT: While we listen to this song I want you to think about what
the singer is saying about her moving away.
2. Students will listen to the recording of When Im Gone. (only intro,
1st verse and refrain)
QUESTION: Was she actually moving away? How did she feel about
leaving? Was she sad about it? Was she actually missing anyone?
PROMPT: Were going to listen again and this time I want you to follow
along and fill out the perception chart, but dont answer the last two

questions. (pass perception chart out and have one student read
instructions and another summarize them.)
3. Students will listen to the recording of When Im Gone again.
QUESTION: Answer questions from perception chart. Did the clapping
ever change? Was it random or organized into a pattern?
PROMPT: Join me when you figure out what Im doing. Instructor claps 8
beats. Lets listen to the beginning of the song again. See if the pattern
fits into these eight beats.
4. Students will listen to Cups again (Intro. And 1st verse only)
QUESTION: Did the pattern fit?
PROMPT: As we listen this time, I want you to determine how many
times you hear that pattern. You will need to audiate the counting
while we listen.
5. Students will listen to the recording of Cups again. (only intro, 1st
verse and refrain)
QUESTION: How many times did you hear the pattern repeat? (12)
Does anyone know what we call a repeating pattern in music?
PROMPT: Now lets figure out the rhythms that make up our ostinato.
See if you can identify the rhythms using our Takadimi syllables.
6. Instructors will slowly clap the pattern and students will identify the
rhythms using Takadimi syllables.
PROMPT: As you listen this time, say the syllables along with the
clapping.
7. Students will listen to the recording of Cups again (only intro, 1st
verse and refrain).
PROMPT: Now that we can identify the ostinato and say the rhythmic
patterns lets add some body percussion to go along with the song.
8. Students will perform the rhythmic ostinato using body percussion
while listening to Cups. (the entire song)

PROMPT: Based on our work, lets see if we label ostinato patterns in


other pieces. This next piece is very different, but see if there is an
ostinato.
9. Students will listen to Mars, by Gustav Holst
QUESTION: Was there an ostinato pattern? How many beats was the
whole pattern? Was there any difference between the rhythmic
ostinato from the first piece and this one?
PROMPT: Lets listen to Mars again and clap the ostinato pattern with
it. See if you can count how many times the pattern is heard in this
section.
10. Students and instructor will review the concept of an ostinato, why
we specifically focused on a rhythmic ostinato, and how ostinatos are
used throughout music.
Assessment of Goals and Objectives
Assessment will be informal and achieved through question and
answer activities, as well as using the perception chart, which will not
be graded. Students will be observed to see whether they can identify
rhythmic patterns in the music, how long the pattern lasts, and how
many times it is repeated.
Follow up Lessons
Future lessons would focus on creating ostinatos using rhythmic
patterns and solfege. These would be small group projects that would
be performed for the class on various instruments.

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