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Sample Lesson Plans

LESSON PLAN

Musical Element: RHYTHM
Concept: PULSE

Imitation:

Introduce the concept (pulse) through hear, see, say and do. Write pulse on the board and say it; have the class echo you. Pat a pulse on your shoulders and have the students copy you. Give examples of other pulses. Pat on different body parts at different speeds. Walk around the space to a variety of pulses.

Exploration:

Music For Dancers, #1 "Pulsation", Kerri Lynn Nichols

This piece is written in AB repeated form and is created with layered pulses: whole, half, quarter and eighth notes. Students move through general space to one of the pulses they hear. When the music changes, they create a pulse movement with a nearby partner in self space. For a change, try adding small percussion instruments or create your own pulse game.

Developing Skills:

Rhythmically Moving, V.2, #1 "Rakes Of Mallow", Phyllis Weikart

To develop mallet technique and rhythmic competency,pass out a pair of rhythm sticks to each student and have them each sit in a large self space. Teacher sits in front and taps the sticks in a pulse to the music on the floor, lap, shoulders and in the air. Vary the pace of the pulses and add combinations. Focus on proper relaxation and breath. Add half tosses for hand-eye coordination and cross-lateral patterns for a brain challenge. Encourage safe, respectful use of the rhythm sticks.

Creating:

Idea #1: Using one of the recordings from earlier in the lesson, alternate sections of pulse in unison while moving around the room, with sections of pulse improvisation. End with a unison pulse. (Beginning)

Idea #2: Divide your class into small groups, 3-5, and have them create a rhythmic piece with their sticks that includes pulses of three different speeds. (Intermediate)

Idea #3: Pass out Stomp type equipment: brooms, dust pans, garbage cans, pop can shakers, etc. and have small groups create a musical movement piece that uses pulses of different paces. (Advanced)

Reflection:

For Ideas #2 and #3, share each group's informance with the larger group. Give positive feedback for each. Reinforce good audience behavior with the 4 A's: attend, allow, appreciate and applause.

Sit in a closing circle. Each person says one word about the lesson and the group echoes it back in a pulse. Take a few deep, cleansing breaths in a slow pulse together.

NOTE: You can select music other than those suggested or do the activities unaccompanied.
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LESSON PLAN

Musical Element: MELODY
Concept: PITCH (high, middle, low)

Imitation:

Introduce the concept (pitch) through hear, see, say and do. Write "pitch" on the board and say it; have the class echo you. Sing or play different pitches and move your body at a high or low level. In a circle, one person inner hums a pitch and the others match it. Repeat this changing leaders and ptiches.

Exploration:

"Sea, Land And Sky"
Music For Dancers #4 "The Hi-Lo Waltz", by Kerri Lynn Nichols

This music is written, in ABCD repeated form. For A (low pitches), students move throughout the space like a deep sea creature. For B (middle pitches). students move like an earth creature. For C (high pitches), students move like an air creature and for D (combined pitches), they choose their favorite creature and interact with the other creatures.

Developing Skills:

Place a number of instruments or sound objects around the room. As the students explore the sound objects, they can divide them into two groups: single and multi-pitched. What kind of sounds that have different pitches do we hear in the city? The country? Brainstorm with the class.

Creating:

Idea #1: (for younger students) Using the pitch instruments/objects from the previous activity and voices, create an improvisation circle with the class.

Idea #2: (for older students) In a small group, create a short ABC form piece with voices, instruments and movement that reflects high pitches, low pitches and combined high and low pitches. You may wish to select an environmental theme like the ocean, countryside or city.

Reflection:

Share pieces from the creating section, so that every student has an opportunity to perform and listen. Share insights, observations and ideas about the work. Review the concept.
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LESSON PLAN

Musical Element: FORM
Concepts: REPEAT and CONTRAST

Imitation:

Introduce the concepts (repeat and contrast) through hear, see, say and do. Write the words on the board, say them and have the class echo you. Say a word and have the class echo you back. Say a word and have the class answer something different (i.e. word association). Make a shape and have the class copy you. Make a shape and have the class contrast you.

Exploration:

“Monkey See, Monkey Do”
Music For Dancers, #20 “Paraphony & Polyphony”, by Kerri Lynn Nichols
This music is in AB repeated form. For A, mirror or shadow with your partner, copying their movements exactly. For B, dance away from your partner and do your own thing to find a new partner. Repeat the process.

Developing Skills:

Teach the piece, “Rondo ala Copland” from Inspirations (by Kerri Lynn Nichols) or use the CD (Music For Dancers # 10). A rondo is a piece where the A section repeats amongst contrasting sections. Create a dance for A that the group does together. For all of the contrasting sections (B, C, D, etc.), a different leader can lead the group in contrasting movements or students can improvise on their own. Variation: A sections are instrumental, contrasting sections are vocal.

Creating:

Idea #1: Play “Rondo ala Copland” tutti for A and allow individuals to improvise in C pentatonic (on recorder or barred instrument) for the contrasting sections.

Idea #2: Choose a story that has a repeated phrase (i.e. Where The Wild Things Are or Chicken Soup With Rice by Maurice Sendak). The class chants or sings the repeated phrase between each contrasting passage. Divide into small groups and let the students create a piece with instruments, voices and percussion for each contrasting passage.

Reflection:

Create a final informance of the pieces worked out in the creating section of the lesson. Share so that each student has an opportunity to inform and observe. In a circle, allow the students to share their insights or favorite parts in a supportive way. Review the concepts of repeat and contrast and where the students noticed them in the lesson plan. Relate these concepts to life skills.
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LESSON PLAN

Musical Element: EXPRESSION
Concept: PACE

Imitation:

Music Selection: Music For Dancers, #20 "Paraphony & Polyphony", by K. Nichols

Introduce the concept (pace) through hear, see, say and do. Write the word on the board, say it and have the class echo you. Do the Braindance (see Fundamental Patterns Chart in Pedagogy) using fast and slow movements.

Exploration:

Music Selection: Music For Dancers, #11 "Three Paces"

Game: The music is in ABC form. For A, move at a medium pace. For B, move in slow motion and for C, move at light speed. Variations: move fast to the slow music and visa versa. Ask the students which one they liked the best and why.

Developing Skills:

Music Selection: Rhythmically Moving, Volume Two, #9 "Fjaskern" (The Hurry Scurry)

Teach the folk dance "Fjaskern" from Sweden. Teach the choreography, but don't tell the students that the music will gradually get faster and faster (it's a surprise!). Here is the basic choreography: Formation: partners facing counterclockwise, holding hands. Walk 16 counts forward in the circle; turn and walk 16 counts the opposite direction. Face your partner: Heel, heel, heel, heel, clap once and switch places (8 counts) Repeat this last sequence three more times.

Creating:

Idea #1: In small groups of 4 or 5, allow the students to create a movement or musical sequence that can be repeated. They must perform it slowly, fast and at a medium pace, but they can decide the order. The group must
decide which pace fits the sequence best and tell the class why after the
informance.

Idea #2: With younger children, use the "Three Paces" music from the Exploration in this lesson. Give each student a prop that is easy to manipulate, like a small scarf, streamer or other. When the music is fast, they must dance fast with their prop; when the music is slow, they must dance slowly, etc. Instead of props, you may give each student a small percussion instrument (one that can play a steady pulse) and have them walk and play the changing pace of the pulse.

Reflection:

Create a final informance of the pieces worked out in the creating section of the lesson. Share so that each student has an opportunity to inform and observe. For the younger students, you can have half of the class perform and half observe, then switch. In a circle, allow the students to share their insights or favorite parts in a supportive way. Review the concept of pace and relate it to life skills. When do we need to work at a fast pace? Slow? Medium? Which one feels most comfortable?
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LESSON PLAN

Musical Element: Texture
Concepts: combinations, harmony, accompaniment

Imitation:

BrainDance: Music For Dancers #21, “Joyful Noyz”
Name Game: Sing your name using notes from the pentatonic. Keep singing your name as each person layers their name in to create a simple harmony.

Exploration:

Music For Dancers #20, “Paraphony & Polyphony”
The music is in A/B repeated form, alternating between parallel harmony and polyphonic (woven) harmony. With a partner, move around the space with parallel motion using either shadowing or blind mirroring, when the music is parallel. When the music is polyphonic, join hands with your partner and weave under and over other couples in the space.

Developing Skills:

“In Each Heart”, from Rejoice With The Drum & Voice
Teach the piece to your students one part at a time. For schools, use the first two verses. Start simply, focusing on the different combinations of voices and instruments. The two vocal parts can be sung together to create harmony. The accompaniment parts are repeated patterns.

Creating:

Create an improvisation section for the end of “In Each Heart”. Keep the repeated chord/harmonic structure going with guitar, piano and low barred percussion, while the other students improvise in C pentatonic or with rhythm instruments.

Reflection:

Sit in a circle and review the concepts with the students. Let students voice their favorite part of the lesson. Ask the students what part they might have in creating world peace.
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