Lesson Plan #1: History Objectives: Students will practice listening to, analyzing, and describing music Students

will be able to explain how Cage created Imaginary Landscape #5 Students will begin brainstorming how they can compose a similar piece Essential Questions: When is music? Can we recreate old compositions using new music? Materials: Recording of Imaginary Landscape #5 (Here is one possibility: http://www.youtube.com/watch?v=mXFj7s7xGqA) Access to the score of Imaginary Landscape #5 (on the voicethread or printed out) Suggested Procedure: 1) Have your students listen to a recording of Imaginary Landscape #5 and ask them to describe what they hear 2) Ask students to consider some guiding questions for example: a. How do you think this piece was created? b. Are you experiencing music when you listen to this recording? c. Could you create something similar? d. How could you alter this piece? 3) Share the below history summary 4) Listen to the piece again 5) Go to the score posted on the voicethread https://voicethread.com/?#u2553032.b2801734.i14788213 Open YouTube on your Browser while keeping the voicethread open. Play a version of the piece while following along to the score. (Helpful hints: Use the Zoom microscope icon to see it larger. When following the score dont forget that there are 2 staves per page. If you get lost look for those open spaces on the staves. Those are silences.) 6) Perhaps repeat and have students point to the score Extra Activities: Explore additional pieces by John Cage returning to the questions listed under #2

History Summary: Imaginary Landscape #5 was composed in 1951 by John Cage. It is a montage of sound clips with varying orders, duration and dynamics. Cage used chance operations to determine the durations and order of the sound clips, so each realization will be different. Cage used the coins of the I-ching, but dice or spinner wheels can be substituted to create a score.

42 records, sound clips ect. 3 inches of tape=1/5 of a second (we might want to make this a simpler measurement for our piece) Numbers below outlined areas refer to the dynamic (amplitude): soft (1) to loud (8)

single number=constant dynamic 2 numbers=crescendo or diminuendo (I wasnt sure if he meant two numbers side by side or further apart, maybe both) 3 or more numbers=expressivo . (a black dot)= change of record beginning and endings of systems are indicated by dotted lines rhythmic structure=5/5 (not sure what he means in this sense) Large divisions are indicated by vertical lines through systems Small divisions are indicated by short vertical lines below the systems followed by a notation that gives the density (a3) I think density in this sense means the attack or articulation