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Simple and 4/4 rhythmic call and response in Gordon MLT style.
Concert Bb Major and Minor scales
5. Agenda: (list items to be taught and post use large paper and dark marker if white
board is not available)
1. Rhythm in 3
2. Rhythm in 4
3. Rhythm in 5
4. Ostinato
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5. Bb scales
6. Playing Ostinato
7. Cold Read
6. Lesson Sequence (be sure to list time in the pacing section) Pacing
Play Holsts Mars over the speakers. Have students listen while they
enter and then ask students to audiate the rhythm and find the macro
beat. After a minute, have them step to the macro beat (3+2).
4. Ask for student volunteers to create a one bar rhythmic pattern in 2-4 minutes
5, and then have the class replicate it.
5. Put four independent measures of 5/4 on the board, make one 3-5 minutes
measure the ostinato and ask for student volunteers to fill out the
rest of them with created rhythms. Have students sight read
sequence placing the four measures in a random order.
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6. Have students unpack instruments and play through the Bb major
scale, changing notes on the macro-beats (1 and 4, beat 2-4 minutes
grouping is 3+2). Have them play the Bb minor scale in the same
manor.
E. Assignment:
Students with learning disabilities often have trouble maintaining a steady beat, without
physical understanding. Being able to have a partner, or the teacher tap a steady pulse,
and/or the rhythmic examples on the students hands/shoulders would allow the
students to internalize rhythm. The nature of repeated call and response is also very
conducive to learning delays, repetition allows student to make their way to
understanding at their own pace.
MU:Cr1.1.E.5aComposeandimprovisemelodicandrhythmicideasormotivesthatreflect
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characteristic(s)ofmusicortext(s)studiedinrehearsal.
MU:Cr3.2.E.5aSharepersonallydevelopedmelodicandrhythmicideasormotivesindividuallyorasan
ensemblethatdemonstrateunderstandingofcharacteristicsofmusicortextsstudiedinrehearsal.
MU:Pr4.2.E.5aDemonstrate,usingmusicreadingskillswhereappropriate,howknowledgeofformal
aspectsinmusicalworksinformpreparedorimprovisedperformances.
3.12Performanappropriatepartinanensemble,demonstratingwelldevelopedensembleskills
4.14Composemusicinseveraldistinctstylesusingtheelementsofmusicforexpressiveeffect
4.17Improviserhythmicandmelodicvariationsongivenmelodiesinpentatonic,major,minor,andmodal
tonalities