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Lesson 7: Teachers Lanselle Xaris F. Nantes and Ella Victoria Aubrey T.

Castro
6 – Jade (Friday, 8:15-9:30 AM)
October 26, 2018
Concept: Unit Test on Dynamics, Timbre, Compound Meter, Relative Minor Scale and Motif

I. Objectives: The students should be able to:


1. Describe aurally the given music using terms learned in the whole semester;
2. Write a 4 to 8-line song with a given theme;
3. Show appreciation in music through formulating statements about what they felt from the music.

Materials:
● Answer sheets and test questionnaires
● Listening materials (Moonlight Sonata by L. v. Beethoven, Alleluia, Justus ut Palma, Hey Barbara, IV of
Spades, Esurientes, J. Rutter, L v. Beethoven, Symphony no. 5, 1st Mvmt )
● Speakers

II. Assessment:
1. Comprehensively describe the aural observations of the student in the given music using terms learned
in the whole semester;
2. Write a 4 to 8-line composition that effectively utilizes the given theme;
3. Show appreciation in music through formulating statements about what they felt from the music they
have heard.

III. Procedure
A. Motivation
1. The class will vocalize in the syllable “zum” using the material below.

2. The class will sing the Hello Song.

B. Objectives
“Today, we will have our long examination to end the lessons for the semester.”

C. Review/Prerequisite Skills
 Comprehensive knowledge about the past topics on dynamics, timbre, compound meter, relative
minor scale and motifs.
 Writing a 4 to 8-line composition utilizing the different topics aforementioned.
 Creating simple rhythmic and melodic motives

D. Practice and Feedback


Part I of the Exam: SUBJECTIVE LISTENING ACTIVITY (Moonlight Sonata, 1 st Mvmt by L. v. Beethoven)
1. The teacher will play the whole listening track.
2. The students have to describe the meter and the scale of the music. They also have to look out for the
uses of motifs throughout the piece and give at least two (2) ways on how the composer used the motif. The
students may write it in bullet or paragraph form.
3. The students then will write what the music made them feel, remember, or imagine. Their answers
must be in 5-8 sentences.

Part II of the Exam: OBJECTIVE LISTENING ACTIVITY


1. The teacher will play the five listening tracks; each has a corresponding different question.
2. The students have to listen to track by focusing on the topic of the question. They must write the letter
of their answers in the blank space provided.

Part III of the Exam: SONGWRITING FOR THE CULMINATING ACTIVITY


 The class will write together a 4 to 8-line (or more, if time permits) a song with the given theme
by the coordinating teacher.
 The student teachers, with the help of the coordinating teacher, will help and facilitate the
students in making the song.
 If time permits, the teachers may opt to perform some chord progressions that will help the
students make the melody of the song themselves.
 The teachers will record the tune (if produced) afterwards.

E. Summary
1. Collect the papers and ask the students “What did the music tracks make you feel, remember, or
imagine?”
2. Ask the students “What have you learned throughout the semester?”
3. Let student perform special number / sing Goodbye Song.

V. Evaluation
1. Were the students able to comprehensively describe their aural observations in the given music using
terms learned in the whole semester?
2. Were the students successful in writing a 4 to 8-line (or more) composition that effectively utilizes the
given theme?
3. Were the students able to show appreciation music through formulating statements about what they
felt from the music they have heard?

10 pts - excellent
8 pts - satisfactory
4 pts - needs improvement
2 pt – unsatisfactory

VI. Anecdotal Record

Oct. 18, 2018, THURSDAY –

Oct. 19, 2018, FRIDAY – The students had fun reviewing the composition they made last day. For the lesson proper,
I gave them an acronym to remember the different methods on how composers utilize motif (ReHiLoDiLe: Re-
petition, Hi/Lo-Higher or Lower Pitch, Di – Change Direction and Le-ngthen or Shorten). We had fun discovering the
different ways on how composers used motifs through a 5-item listening activity, though I suppose it was kind of a
long activity for them. Teacher Shiela suggested that we just do a 2-3 item listening activity for that part and it will
be fine. And then we had a group activity to apply their knowledge on motif. I asked them to elaborate their
previous composition into a 1-2 minute work. They made it, yet, they all just did repetition, and some Hi/Lo. It was
a problem they encountered since I think they were having the idea that their composition is already fixed, and
revising it is hardwork. Therefore, Lanselle suggested that it may be better if they just made a new motif on their
own. And also, if the students happened to prepare for a longer time, they may be able to think of different ways.
Over-all, the students did well for their activities, and I hope until the exam, they may be able to apply whatever
things they have learned from us. #