Author(s): Grace Kim

Subject: Musical Notation: Rhythm Class/Period: General Music Middle School Date: Week 2

Learner Outcomes: SWBAT clap, count, and create rhythm; learn the durations of rhythmic notations.
National Standards:
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
State Standards: AC#1A, AC#2B

Elements of Music & Experiences of Music:

Dynamics Tone Color Tempo x Rhythm Pitch Texture Form Style

x Speaking Singing Moving x Creating Playing Listening x Reading x Writing

Resources: ELL students will be assigned with students who will aid them. They
will not have to worry about conversing during Rhythm Relay. They
Smart board, notecard with rhythmic notation examples
will be encouraged to count in English first but may refer to their own
language after attempting.
Student with hearing impairments will have visuals. They will be
encouraged to speak out loud when counting. During Rhythm Relay,
they will not have to rely on listening.

Time: Introduction:
TW assign students into groups of six.
SW discuss with one another what they know about rhythm.
TW create a master list of students discussion on the smart board.

Process:
TW define rhythm and go through different note notations from the week before and explain the durations.
TW explain their duration of whole, half, quarter, eighth, and sixteenth notes in relation to one another
TW write out different examples on the board and will clap the examples, SW repeat and clap back
SW eventually clap and count.

Closure:
Activity Rhythm Jeopardy (Monday)
-TW assign two large groups
-SW choose topic and point for a rhythmic chart (the higher the point value, the harder the rhythm)
-Each student must go around and clap and count a chart
Activity Rhythm Relay (Wednesday)
-TW assign two large groups and SW line up into two groups
-One student from each team will come up to the teacher and look at a notecard with a rhythmic
example
-Students will return to their lines
-When teacher yells, Go! students will tap rhythm on students shoulder that is in front of them
-The last student will run up to the smart board and write down the rhythm
Activity Found Sound Rhythm (Friday)
-SW refer to their lessons with found sounds from previous unit
-In groups of six, SW create a composition using three found sounds and three rhythmic patterns
-SW present their composition

Assessment: Each activity relies on students working with one another to get the rhythm without the help of a teacher (after guiding
them through discussion). Especially for Rhythm Jeopardy and Rhythm Relay, the student clapping out the example or writing it out will have
to rely on the previous student or teamwork.

Extension: Rhythm Relay

Subject: Orchestra Class/Period: Intermediate High School Date:

Learner Outcomes: SWBAT sight read and learn the beginning of Entrance of the Queen of Sheba with the appropriate technique
(bowing, fingering, posture, etc.) to achieve success in playing).
State Standards: S1C1: PO 103, PO 104, PO 105, PO 107, PO 110, PO 111, PO 113
S1C5: PO 101, PO 102, PO 104

Elements of Music & Experiences of Music:

Dynamics x Tone Color x Tempo x Rhythm x Pitch Texture Form x Style

x Speaking Singing Moving Creating x Playing Listening x Reading Writing

Resources:
Violin to model, students instruments, score, pencils
for rehearsal markings

Time: Introduction:
T and SW do stretches
SW do GM scale (more bow)
TW review staccato
SW do staccato related warm ups
TW ask thoughts on Kings and their entrances
SW ask thoughts on Queens and ask if similar or different from a Kings
TW explain who the Queen of Sheba is
TW play audio recording of Entrance of Queen of Sheba
SW speak if their assumptions were correct or incorrect

Process:
M. 1-8, rehearse V1, then V2, then lower three parts together (other parts shadow bow when not their turn).
Run all parts, slightly faster, incorporating staccato
M. 8-20 rehearse V1 (other parts shadow bow or pizzicato their parts when not playing)
M. 8-20 rehearse lower parts
Run all parts m. 8-20
M. 19-32 rehearse V1 (shadow bow or pizzicato)
M. 19-32 rehearse V2
Run V1 and V2 together
M. 19-32 rehearse lower three parts together
Run m. 19-32

Assessment: Teacher will ask questions that will lead students to answer correctly, if needed, teacher will use guided
discovery. Teacher will ask students to demonstrate various skills on their instrument and expect students to be able to
demonstrate it correctly. Bowing: run through speaking bow strokes (U, D, U, D, U, U, etc.). Use of 4 th finger: Ensure
students play with 4th finger instead of open string and explain why it is important. Staccato: Ensure students play correct
articulation through warm up exercises. Extensions: Watch cellos change hand shape wider or hear if pitch falls flat.
Retake: Watching students go from down bow, to another down bow. Shifting: Make sure cellos go from 2 nd position
back to 1st position.

Closure: Run what we have learned together at a faster tempo without stopping

Extension: Run the piece even quicker and/or learn more of the piece.