National Standard #4: Composing and arranging music within specified guidelines.

Commack Middle School
7th- General Music, Per. 6E
09.22.11

Objectives

- The students will be able to notate and understand the
  correct values correlating with each note, ranging from
  eighth to whole notes.
- The students will be able to create an eight-bar rhythmic
  composition.

National Standards

(2) Performing on instruments, alone and with others, a varied repertoire of music
(4) Composing and arranging music within specified guidelines
(5) Reading and notating music

Materials

1) “Note Values” Worksheet (here), 2) SMART Notebook program/ “GM Theory” slide, 3) Interactive board, 4) White board markers, 5) Pencils, 6) Hand drums 1 hand drum (To prevent any interruptions multiple drums could cause/ If a general music class does not have that type of equipment.)

New York State Standards

(1) Creating, performing, and participating in the arts
(2) Knowing and using art materials and resources

Procedure

- Hand out the “Note Values: Worksheet and say that they cannot work on it ahead of time.
- Define note (a picture/symbol that represents sound) and rest (a picture/symbol that represents silence).
  - Have the students write that down on their sheet.
- Review through the chart.
  - Ask for volunteers to go up to the board too! (Not for every space.)
  - Explain and draw a single eighth note.
- Switch to slide with un-barred rhythms in 4/4 and 3/4.
- Review and define time signature (tells how many beats are in the measure).
- Go over second part of worksheet, pointing out the different time signatures.
   - What’s the difference between 3/4 and 4/4? How many beats? What gets the beat?
- Have them work alone and draw in the bar-lines for the second section of the worksheet.
  - Once completed, have 3 volunteers come up to the board.
- Explain the third-section.
  - Have them follow the given guidelines, making sure to stick with 8-bars and time signature.
 - Once completed, have one representative for each group, come up and borrow any hand drum and play the composition for the
   class.
  - Evaluate: Where the rhythms steady? How was his/her tempo? The texture: a lot or a little bit of notes?

Indicators of Success

- Students were able to complete the second section, either as a whole or as an individual.
- Students were able to create a successful composition, with the correct amount of notes in each measure, and completing all 8
  measures.

Transfer of Learning

- The students will be able to use this information as review for the upcoming quiz in general music, as well as further composition
  and rhythm projects.

Reflection

I wouldn’t have a student come up to the board to fill in each thing on the chart or adding the bar-line. It was a great way to keep everyone on his or her toes, but I sacrificed class time. I would choose carefully next time, depending on the pace of the classroom. Switching to having one drum passed around the classroom prevented any classroom disruptions that could have occurred. For the composition, it ended up taking half of another class period to finish it and to perform. I would try to pace the lesson differently or cut down the composition to six measures or less if I need to keep it to one period in the future.