LESSON PLAN

 

Bruce Fane and Michael Thom

MusEd 353 Section 001

December 5, 2006

 

Counting Lesson:         takadimi – and application to the song Hey Jude (The Beatles)

Listening Lesson:        Beach Boys/Pearl Jam, Santo and Johnny/Ventures (both as time allows)

Composition Lesson:   takadimi cards, guided, to Hey Jude; rhythms/melodies with Boomwhackers

 

Grade Level: 8th grade

 

Length of Lesson: 45 minutes

 

Lesson Statement: The purpose of this lesson is to explore different uses for a counting system and to further the students’ exposure to rock’n’roll.

 

Materials: MP3s (on iPod); takadimi rhythm cards

 

Objectives: First, the students will be re-introduced to a counting system – Takadimi.  Then, they will compose simple rhythms based on this counting system.  Next, the students will learn about another song from the Beatles, and then they will apply the takadimi rhythms to this song.  Finally, they will compose again, this time using Boomwhackers.  If time allows, the students will listen to more rock’n’roll.

 

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:

TAKADIMI LESSON (Bruce)

  1. Have students echo patterns, while patting beat on knees
  2. Show cards with simple rhythms, continue to echo

 

COMPOSITION LESSON – PART I (Michael)

1.       Have students arrange 2 rhythm pages on the board to fill 4 beats

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

b.      Have class repeat that pattern

2.       Continue this, giving each student a turn, for as long as reasonable.

3.       Put our rhythm on the board.

a.       Have students play

4.       Pass out instruments

a.       Describe use, etc.

b.      Have students play rhythm on instruments.

 

LISTENING LESSON – PART I (Bruce)

  1. Review Beatles
  2. Play Hey Jude
    1. Talk about it?
  3. Now we’re going to do the same compositions with this!
  4. Start with ours (which they’ve already played)
    1. See how that fits?
  5. Take volunteers (or voluntell, if you have to) to create rhythms

 

COMPOSITION LESSON – PART II (Michael)

  1. Boomwhackers
    1. Tell them how to handle them.
    2. When not in use – on laps.
  2. Pass out Boomwhackers – one to every other person, trade for percussion instrument.
  3. We are going to compose music again!
  4. Compose

a.       In pairs, come up with 4 beats of music.

b.      One of you count it off (give them approximate tempo)

c.       Both play

d.      Remember what you came up with!

e.       Try it a few times

  1. Perform, Part I

f.        In pairs, we will all perform.

g.      One pair at a time, one person count it off, then both play.

  1. Perform, Part II

h.       Whole class will play together!

i.         I will count us off, and then everyone play what they composed.

j.         We will do it a few times, so that we can all get the hang of it.

k.       Great job!

 

(the rest is as time permits)

LISTENING LESSON – PART II (Bruce)

  1. Talk about Beach Boys and Pearl Jam
  2. Play “Surfing U.S.A.” and “Last Kiss”
    1. Before playing: tell them to think about how the songs feel, how they are similar/different
  3. Lead discussion on how they make them feel, how they are similar, etc.
    1. (Happy/sad, slow/fast, so forth)

 

LISTENING LESSON – PART III (Michael)

  1. Talk about Santo and Johnny and The Ventures
  2. Play “Sleepwalk” and “Walk, Don’t Run”
    1. Before playing: tell them to think about how the songs feel, how they are similar/different
  1. Lead discussion on how they make them feel, how they are similar, etc.
    1. (Happy/sad, slow/fast, so forth)

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