LESSON PLAN

 

Bruce Fane and Michael Thom

MusEd 353 Section 001

November 21, 2006

 

Listening Lesson:  Bach’s Toccata and Fugue in D Minor – and 3 variations of the same

                              The Beatles’ Penny Lane – and 2 variations of the same

Counting Lesson:   Takadimi – and application to the song All Along the Watchtower (Dylan, U2, Dave)

 

Grade Level: 8th grade

 

Length of Lesson: 45-48 minutes

 

Lesson Statement: The purpose of this lesson is to explore different ways to arrange and perform one piece.  We will use the term “variations,” yet mean it in a broad sense, not the strict, specific compositional sense that we have learned about.

 

Materials: DVD I burned of variations, MP3s (on iPod) of original, paper with partial score; MP3s (on iPod) of Penny Lane (by The Beatles, The King’s Singers, and the London Trumpet Sound); MP3s (on iPod) of All Along the Watchtower (by Bob Dylan, Jimi Hendrix, U2, and the Dave Matthews Band); electric guitar and bass guitar, amps; takadimi cards; takadimi rhythm sheets

 

Objectives: The students will explore different ways to arrange and perform one piece.  Different styles will be explored, and students will think about and discuss what effects the differences have on the listener.  Also, the students will be exposed to a few rock songs and the composition of a rock band.  Lastly, the students will be introduced to a counting system – Takadimi.

 

National Standards used:

2.   Performing on instruments, alone and with others, a varied repertoire of music.

4.   Composing and arranging music within specified guidelines.

6.   Listening to, analyzing, and describing music.

7.   Evaluating music and music performances.

 

Procedure:

 

MICHAEL’S LISTENING LESSON

Introduce piece

  1. Brief History - Originally written for organ, early 1700s
  2. Play CD of organ version
  3. Have them get out writing utensil while passing out paper.

Variations

1.       Overview

a.       Listen for: faster/slower, more/less dynamics, similarity to original work, how it feels

                                                               i.      MAKE SURE THEY UNDERSTAND THE CATEGORIES

b.      Write these things down on provided paper

2.       Play DVD

3.       Discuss

a.       Turn to partner and discuss findings – 2 minutes, go!

b.      One of each pair describe one unique difference of one of three and overall feeling of each.

 

BRUCE’S LISTENING LESSON

Introduce piece

  1. Brief History – talk about the Beatles
  2. Play MP3 of Beatles version
  3. Have them get out writing utensil while passing out paper.

Variations

1.       Overview

a.       Listen for: faster/slower, more/less dynamics, similarity to original work, how it feels

b.      Write these things down on provided paper

2.       Play MP3s of other versions

3.       Discuss

a.       Turn to partner and discuss findings – 2 minutes, go!

b.      One of each pair describe one unique difference of one of three and overall feeling of each.

 

TAKADIMI LESSON (Bruce starts)

  1. Have students echo patterns, while patting beat on knees
  2. Show cards with simple rhythms, continue to echo
  3. Learn pattern on board (Michael write while Bruce teaches) – pattern from Watchtower

Introduce songs (Michael)

1.       Who has heard of Bob Dylan?  Jimi Hendrix?  U2?  Dave Matthews Band?

2.       Play MP3s of Dylan, then DMB [@ 3:30] (more if time)

3.       Did you hear the pattern [point to board] in that?

4.       Bruce and I will play our version of it – keep it straight!

5.       Michael keep playing

a.       Bruce have kids repeat takadimi pattern to my rhythm

6.       As they get it, add 16ths and go from there

Composition component (as time allows)

1.       Have students arrange rhythm pages on the board to fill each of the 8 beats of pattern

a.       Have them pronounce the pattern with takadimi before they sit down

b.      Have class repeat that pattern

2.       Michael will play the students’ selected pattern with Bruce

a.       Bruce have class say takadimi while they play

3.       Continue this, giving each student a turn, until time runs out.

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