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Essential
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PA/Common
Core/Standards
Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
DETAILS
Emma Firment
General Music
8th grade
9/14/15-9/16/15: 40 minutes
Students will know the definitions of and how to
identify the 7 musical elements when listening to
music.
How do musicians make creative decisions?
How does understanding the structure and context of
music inform a response?
Standard - 9.1.8.E
Communicate a unifying theme or point of view through the
production of works in the arts.
Standard - 9.3.8.A
Know and use the critical process of the examination of
works in the arts and humanities.
Compare and contrast
Analyze
Interpret
Through a class discussion with visuals and listening
models, 8th grade students will be able to compare &
contrast, interpret, and verbally identify the seven musical
elements with 4 out of 7 of the elements correctly portrayed.
Through a class discussion with visuals and listening
models, 8th grade students will be able to analyze all 7 of the
musical elements and describe them by the end of class
with an accuracy of 50%.
Through a worksheet, 8th grade students will be able to
recall and label each blank space with 50% accuracy.
Formal Evaluation
Complete the musical element quiz.
Informal Evaluation
Ask students to describe what they hear when the
recordings are played (Class Discussion).
Exit Ticket
CK
Accommodation
s, Modifications
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs
Key Vocabulary
Form
Dynamics
Tempo
Melody
Harmony
Timbre
Rhythm
Pre-Assessment of Students
Review the bellwork with the students. Have them turn
in their papers (the teacher will compare these
worksheets with the exit tickets to track student
progress).
Modeling of the Concept
Play the piano to further explain some of the elements
Play musical excerpts to further explain concepts
Guiding the Practice
Provide a visual and hearing examples for each of the
elements so the students have 2 examples.
Providing the Independent Practice
Have students complete the bellwork, quiz, and exit
ticket.
Transition
Go through the musical elements poster and talk about
each one
Have students take notes in their notebooks
Use multiple recordings as well as the piano to
demonstrate the elements
Harmony: Provide multiple accompaniments to the tune
Mary Had a Little Lamb. Have students identify whether
the teacher is playing thick or thin harmonies.
Melody: Play a Twinkle Twinkle Little Star on the piano.
Have students sing the melody.
Dynamics: Play recordings of multiple pieces, one with
loud dynamics (forte) the other with soft (piano).
Reading
Materials
Technology
Equipment
Supplies
Fig. A
Name _______________________________________
Elements of Music
Bellwork
Place the letter of the correct definition after each word
1.
2.
3.
4.
5.
6.
7.
Melody ______
Timbre ______
Form ______
Dynamics ______
Harmony ______
Tempo ______
Rhythm ______
a.
b.
c.
d.
e.
f.
g.
Fig. B
9/15/15
Name: ________________________________
The Musical Elements
1. Melody
a. The part of the song that you _______________.
2. Harmony
a. 2 or more notes played ___________________.
b. A _________ harmony doesnt have very many notes.
c. A ___________ harmony has lots of notes.
3. Tempo
a. The ______________ of a song.
b. ____________ means slow.
c. Andante means _____________.
d. Allegro means ________________.
4. Rhythm
a. The length and organization of ____________ and ____________ in
music.
b. The ________ number of the time signature tells you how many beats are
in a measure.
c. The _______________ number of the time signature tells you what note
gets the beat.
5. Dynamics
a. The ________________ of the music.
b. Mezzo means _______________.
c. Piano means _______________.
d. _____________ means loud.
6. Timbre
a. The ____________ ______________ of an instrument.
7. Form
a. How the music is __________________.
b. There are ________ sections in the tune Twinkle, Twinkle Little Star.