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Fiank Abiahams, 2u14
In what ways will students use patter
songs to enhance music and musical
experiences in their own lives?
By the end of "Patter Project", students in
the 3rd grade general music class will be
able to perform the class patter song with a
success rate of 80 %
By the end of the Patter Project,
students in the 3rd grade general
music class will be able to apply the
laws of patter songs to text of their
own with a success rate of 80%.
During the lesson, students in the 3rd grade
general music class will compose a Patter song
to text of their own choice with a success rate of
80 %.
By the end of the Patter Project, students
in the 3rd grade general music class will
discover the aesthetic and functional
properties of patter songs.
Students in the 3rd general music class will be given
basic percussion instruments, "Boomwhackers",
recorders (which they will already have basic knowledge
of)
Teacher will observe students ability and
willingness to experiment with "pattering" their
"perfect" meal.
Students will bring in a representation of the "perfect" meal. They must include at a minimum: 1 appetizer, 1
entre, 1 dessert. The teacher will establish a rhythm. Teacher will demonstrate pattering their favorite meal,
and the students will apply to their own meals. Students will "patter" their meal as a class, while the rhythm
gradually speeds up.
Teacher and students celebrate their musical/culinary creation!
Teacher will introduce a new "Patter" that uses food: Dr. Seuss's "Green Eggs and Ham."
The teacher can offer students the option to read pages if they want/ if possible.
Teacher will explain the laws of "patter":
-Fast, moderately fast tempo
-Each syllable gets one beat in the song
-Words rhyme, create alliteration
-The fast, rythmic words sound fun
-They almost always rhyme
Students will discover the hard parts about performing a patter song. Teacher can go over terms like
"Alliteration". "enunciation"
The teacher will present questions:
"Was our musical creation a patter?"
"What was patter-like, (fast rhythm, each syllable got 1 beat)
what wasn't?" (no rhyming or alliteration)
"How might we make it more of a patter?" -Rhyming, alliteration
Teacher will announce that the class will be performing a patter song. If the class does not want to use
their foods, they don't need to, but the patter song should revolve around a theme. Each student will be
required to make their own Verse of rhyming, alliterative patter. (students must write at least 2 pairs of
rhyming words.)
Students will pick out percussive instruments and perform the
patter song. Students are not required to play while they recite
their verse of patter. The teacher will explain the importance of
"supporting" their classmates that are performing their verses, by
playing the percussion instruments.
Students will be graded on their participation in the Class
Patter Song:
Verse Rhymes- 5pts
Verse is Alliterative- 5pts
Students stay in rhythm- 5pts
Student "supported" classmates w/ percussion- 5pts
Student is enthusiastic in performing- 5pts
Students will reect on their performance. Teacher will lead a discussion asking questions including: What went well? What did not? What were some
AWESOME meals? What is hard about performing patter songs? (enunciation, staying in beat) How can we practice patter songs? (Saying text very fast,
enunciating) How can we use patters in everyday life? We can use patter songs to remember lists. We can use patter songs as a composition form in
which we can write or add rhyming text. Patter songs make very fun hand, clapping games (miss mary mack)
Austin Turner
3rd
Patter Songs
