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STP LP 1

The document summarizes a lesson plan for a high school string orchestra. The lesson introduces students to compound meter, having them identify the difference between compound and duple meter while listening to music examples. Students practice chanting rhythms in 6/8 time and explaining the significance of time signatures. The lesson teaches counting rhythms in 6/8 using syllables and explores beaming patterns. Formative assessments check students' understanding of chanting rhythms and writing counting syllables.

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71 views

STP LP 1

The document summarizes a lesson plan for a high school string orchestra. The lesson introduces students to compound meter, having them identify the difference between compound and duple meter while listening to music examples. Students practice chanting rhythms in 6/8 time and explaining the significance of time signatures. The lesson teaches counting rhythms in 6/8 using syllables and explores beaming patterns. Formative assessments check students' understanding of chanting rhythms and writing counting syllables.

Uploaded by

api-645196900
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Student Teacher Name: Rebecca Gideon Date: 11/15/22

Lesson Topic and Grade: HHS String Orchestra, STP Day 1

PA Academic Standards (Benchmarks/Indicators) or National Standards of Music addressed


• Creating: Imagining (PA 9.1)
• Creating: Plan and Make (PA 9.1)
• Creating: Evaluate and Refine (PA 9.1)
• Creating: Present (PA 9.1)
• Performing: Select (PA 9.2)
• Performing: Analyze (PA 9.2)
• Performing: Interpret (PA 9.2)
• Performing: Rehearse, Evaluate and Refine (PA 9.1)
• Performing: Present (PA 9.1)
• Responding: Select (PA 9.3 & 9.4)
• Responding: Analyze (PA 9.3 & 9.4)
• Responding: Interpret (PA 9.3 & 9.4)
• Responding: Evaluate (PA 9.3 & 9.4)

Instructional Objectives:
• Students can identify the difference between compound meter and duple meter while listening
to music
• Students can chant rhythms in compound meter
• Students can explain the significance of the top and bottom number of a time signature
• Students can collaborate with someone to write the counting syllables on the Rhythm Packet

Materials:
• Instruments
• Electronic Device – playing music
o Tightrope from The Greatest Showman:
https://www.youtube.com/watch?v=He5NctQPXK8 – 1:43
o This is Me from The Greatest Showman:
https://www.youtube.com/watch?v=wEJd2RyGm8Q – 2:01
• Projector – GoodNotes
• Rhythm Packet – 6/8 counting page
o PDF link: Rhythm Packet

Opening/Introduction Activity
LISTENING ACTIVITY – 2 vs 3
• Play This is Me from The Greatest Showman
“Pat on your lap where they think the big beat is… can you tap where the smaller beats would be?”
• Play Tightrope from The Greatest Showman
“Pat on your lap where they think the big beat is… can you tap where the smaller beats would be?”
Learning Opportunities/Procedure:
CALL AND RESPONSE
“Be my echo…” – chanting rhythm
• 1 la li 2 la li
• 1 la li 2___
• 1__ li 2 la li
• 1 la li 2__ li
• 1__ li 2__li
• 1 la__ 2 la li
• 1____ 2__ li
• Play the rhythms on the D string
Informal Assessment: Go down the line and have each student repeat a response

TIME SIGNATURE
Draw 3/4 time signature
“Let’s review time signature, what does the top number tell us no matter what number it is?” It tells
how many beats are in a measure
“What does the bottom number tell us no matter what number it is?” It tells us what kind of note gets
one beat

Draw 6/8 time signature


“What does the top number mean?” There are 6 beats in a measure
“What does the bottom number mean?” The eighth note gets the beat

“If I wanted to count “1, 2, 3, 4, 5, 6”

“I could have a measure that looks like this…”

“What if I wanted to count ‘1+ 2+ 3+ 4 5 6?’ How would I write that?


“Let’s go back to our original measure…

Most of the time in 6/8, you won’t see the 8th notes separate like this. Choral scores or solo voice scores
might have it. Most of the time the composer wants us to feel two strong beats in the measure, so they
will beam the notes together. The first 3 notes and the last 3. The counting is still the same, but our eyes
see the music in two bigger chunks.”

“When we have 6 beats per measure in 6/8, we call this Slow 6/8. You will find Slow 6/8 in solo music,
or maybe some ensemble music. But usually, we will see Fast 6/8, where you emphasize the bigger
beats instead of the smaller beats. So, let’s count this in Fast 6/8 and have 2 beats. So, beat 1 is still beat
1, but beat 4 is going to turn into beat 2
*erase the 2, 3, 5, 6*

“Instead of dividing the beats into two parts like ‘1+ 2+ 3+ 4+”, we have to divide our beats into 3
parts. Does anyone know what we call these notes when there are 3 inside one beat?” Triplet
“So with these triplets, we have to use two new names instead of +. We’re going to call one ‘la’ and
‘li’”

DOWN PRESS UP!


“When we tap our foot, we have 2 motions. Down and up. Here’s a new foot tap, called Down Press
Up. Here’s how to do it
• Down (↓) – foot is on the ground, flat
• Press (P) – the ball of your feet on the ground, tip toe/wannabe ballerina
• Up (↑) – heel on the ground, the opposite of press

Try it slowly with metronome; dotted quarter note = 40!!! Maybe they can teach it to the whole
orchestra

REVIEW
“So review, how many beats (not notes) do we have in each measure of 6/8?” 2
“What if I wanted to tie those triplets, what note signifies the big beat? What note contains 3 eighth
notes and only 3 eighth notes? Dotted quarter note
“And how do we have to pat our foot for one beat in 6/8 time?” Down-Press-Up

RHYTHM CHART
Write out the count-syllables with them for the first two measures
“The time signature is 6/8, the first measure is written out. The eighth note is worth each beat. So, how
many beats is in that dotted quarter note?” 3
“All 6 beats will be in each measure, but only some of them will be said aloud… Let’s figure out which
beat is being stated…”
Write out 1 la li (for the first beat of measure 2)
“If I wrote out this and said all beats, is that what is written?” No!
“We’ll put la li in parenthesis to show that we are acknowledging the beat, but not saying it”

“I’m going to give you a couple more minutes, complete the first 4 lines with the correct count-
syllables. Work with the person next to you, and I will walk around and check on everyone”
Informal Assessment: Walk around to see how each student is doing with writing the syllables; fix
things if needed

Closing Activity
RHYTHM CHART PERFORMANCE
Chant the rhythm, pluck on a D string, then play with the bow
Fix anything that needs to be fixed

Specific Differentiation Strategies:


Accommodate as needed

Assessment:
Informal Assessment – call and response
• Can each student repeat the correct syllables?
• Can each student stay in time when chanting the syllables?
Informal Assessment – writing count-syllables
• Does each student understand when syllables are not said?
• Does each student line up the syllables with the note?

Reflection:

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