For this
matrix, I analyzed a lesson for beginning recorder that I worked with in CURR 310
(Inclusion Module). It is important to
note that the unmodified plan was intended for 9th grade, but had
unreasonably low expectations and objectives.
Therefore, I have treated the lesson as though it was intended for a 3rd
grade general music class. In this
lesson, the students will learn basic recorder technique as well as how to read
very basic notation. The lesson
culminates with group performances of “Hot Cross Buns” with teacher accompaniment
on piano.
1. I will begin
the lesson by introducing the instrument to the class. After demonstrating the basic technique of
how to hold the record and produce a sound, I will use the Smart Board to
display an interactive recorder fingering chart. Using the chart, I will explain the
fingerings for the notes G, A, and B and demonstrate the way they sound. At this point, students will have the
opportunity to experiment with their instruments. Based on NJCCC Music Standard 1.1.5.B.2, the
students will begin to explore the elements of music as they apply to their
recorder playing. They will specifically
focus on pitch and timbre at this point in the lesson. Also, the students will be utilizing the
interactive fingering chart (simulation) to explore the complex system of how
to produce the appropriate sound on their instruments as per NETS 1.c.
2. As students
become comfortable holding and operating their recorders, I will introduce
basic notation for the three notes we have covered and also introduce rhythmic
values for those notes. Again, this will
all be shown on the Smart Board. After
playing a simple melody from the Smart Board, student volunteers will have the
opportunity to build their own melody (drag and drop) for the class using the
notes and rhythms we have covered. Next,
I will create a new melody for the students to practice in small groups. In these groups, students will use Garage
Band (or similar recording software) to record and evaluate their own playing
as they practice. This step is aligned
with NJCCC Music Standard 1.3.2.B.1 as the students will be “play[ing] on pitch
from basic notation in the treble clef, with consideration of pitch, rhythm,
dynamics, and tempo.” Because of the
Garage Band element, this step incorporates NETS 2.a. “Interact, collaborate… with
peers… employing a variety of digital environments and media.”
3. In this
step, students will be given sheet music for the song “Hot Cross Buns.” I will facilitate group and individual
practice of the piece through a variety of strategies. We will continue to enrich the practicing by
recording and evaluating using Garage Band and also utilizing a metronome to
maintain time. This step aligns to NJCCC
Music Standard 1.3.2.B.6 as the students will be learning a more complex melody
and working in groups and individually.
Students will be given the opportunity to use Garage Band again during
this step as per NETS 6.b.
4. At this
point, the class will finally perform the piece. Students will perform in groups as I
accompany them on the piano. By using a
MIDI keyboard, I can employ a variety of different sounds as well as provide a
rhythmic accompaniment. This is
important for the purpose of variety but will also open up a dialogue about
texture based on the keyboard sounds.
Again, students will “Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital environments and media.” After successfully performing the song in
groups, individuals will have the opportunity improvise (using the notes they
are familiar with) over the basic harmonies of the song. Improvisation is one of the more overlooked
abilities in this sort of setting and is also featured in the national and
state standards. NJCCC Music Standard 1.3.2.B.5
indicates that students will “Improvise short tonal and rhythmic patterns over
ostinatos, and modify melodic or rhythmic patterns using selected notes and/or
scales to create expressive ideas.”
5. Finally, as
a homework assignment, students will continue to practice the three notes
covered in class by working with a parent or other adult. Students will also need to continue to
practice “Hot Cross Buns” at home as well.
Students can optionally record their performances using a portable
recording device. They will also be
encouraged to play along with one of several prerecorded accompaniments that I
will have uploaded to Youtube. Students
will continue to harness their skills at home utilizing the standards featured
in previous steps.
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