MelissaErickson

[|Example of Student Project] By: Melissa Erickson

Lesson Plan: "Teaching Rhythm, Tempo, and Dynamic Qualities of Music"

Terms: TEMPO: Relative rapidity or rate of movement. RHYTHM: The pattern of regular or irregular pulses. DYNAMICS: Variation and gradation in the volume of musical sound. ADAGIO: In a leisurely manner; slowly. (Remember to remind students that there is an "adagio" term in music that is different from the "adagio" term in dance. Explain the differences and similarities) ALLEGRO: Brisk or rapid in tempo. STACCATO: Fast, choppy, accented.

Warm Up: 8 counts for each: Walking Jogging Running Full Body Movement Working through feet and Ankles Working through upper extremities Repeat the sequence twice. The second time 4 counts for each and then the third time 2 counts for each. Explain to students tempo never changed just the movement. (Can also do this same warm up a different time changing the movement qualities each time. Ex: fast running followed by slow walking)

First Activity: Divide class into three groups give each group a different rhythm to clap as a group. Have each group try them separately and each group try them together. Ask them the things that they noticed about blending different rhythms and what kind of movement would go well with each pattern. Ex: slow movement, lyrical movement, staccato movement.

Across the floor activity: Shifting accents: Beat out on a dance drum a rhythm with a shifting tempo Example beats on 1 and 5 then 2 and 6 then 3 and 7 then 4 and 8 then repeated. Ask students why it would be important to have shifting accents in movement. (It adds to the dynamic qualities of movement. Makes your dance more interesting. Shows that the choreographer has musical capabilities.)

Center floor activity: Teach students 32 counts of movement 4 students up at a time while every one watches. Give each group of students and different song with different tempos and dynamic qualities. Ask students to adjust movement to fit the qualities of the different music they dance to. Ask students which ones they prefer, what they noticed about different groups, and what made the dances more interesting in choreography and emotion that came from each group.

Garage Band project: (group project 5 students to each group) Requirements: Song must be at least 90 seconds long Must record a sound that has a constant rhythm (at one point in song doesn't have to be through the whole thing) that is created by you ex: clapping, snapping, tapping on a table or book. Must use at least 2 sounds from the computer on the garage band application. (there are a lot to choose from) Song must have at least three different feelings to it: Remember that different sounds and rhythms will create different feelings and emotions from an audience. GOOD LUCK!! work well with your group!

The last part of my lesson plan (done on a different day) would be for students to choreograph movement to the song they created and share with the rest of the class. Also have them write a response on: How movement and music work together. What qualities of music and movement work well together? [] [|Example of Student Project] By: Melissa Erickson

Lesson Plan: "Teaching Rhythm, Tempo, and Dynamic Qualities of Music"

Terms: TEMPO: Relative rapidity or rate of movement. RHYTHM: The pattern of regular or irregular pulses. DYNAMICS: Variation and gradation in the volume of musical sound. ADAGIO: In a leisurely manner; slowly. (Remember to remind students that there is an "adagio" term in music that is different from the "adagio" term in dance. Explain the differences and similarities) ALLEGRO: Brisk or rapid in tempo. STACCATO: Fast, choppy, accented.

Warm Up: 8 counts for each: Walking Jogging Running Full Body Movement Working through feet and Ankles Working through upper extremities Repeat the sequence twice. The second time 4 counts for each and then the third time 2 counts for each. Explain to students tempo never changed just the movement. (Can also do this same warm up a different time changing the movement qualities each time. Ex: fast running followed by slow walking)

First Activity: Divide class into three groups give each group a different rhythm to clap as a group. Have each group try them separately and each group try them together. Ask them the things that they noticed about blending different rhythms and what kind of movement would go well with each pattern. Ex: slow movement, lyrical movement, staccato movement.

Across the floor activity: Shifting accents: Beat out on a dance drum a rhythm with a shifting tempo Example beats on 1 and 5 then 2 and 6 then 3 and 7 then 4 and 8 then repeated. Ask students why it would be important to have shifting accents in movement. (It adds to the dynamic qualities of movement. Makes your dance more interesting. Shows that the choreographer has musical capabilities.)

Center floor activity: Teach students 32 counts of movement 4 students up at a time while every one watches. Give each group of students and different song with different tempos and dynamic qualities. Ask students to adjust movement to fit the qualities of the different music they dance to. Ask students which ones they prefer, what they noticed about different groups, and what made the dances more interesting in choreography and emotion that came from each group.

Garage Band project: (group project 5 students to each group) Requirements: Song must be at least 90 seconds long Must record a sound that has a constant rhythm (at one point in song doesn't have to be through the whole thing) that is created by you ex: clapping, snapping, tapping on a table or book. Must use at least 2 sounds from the computer on the garage band application. (there are a lot to choose from) Song must have at least three different feelings to it: Remember that different sounds and rhythms will create different feelings and emotions from an audience. GOOD LUCK!! work well with your group!

The last part of my lesson plan (done on a different day) would be for students to choreograph movement to the song they created and share with the rest of the class. Also have them write a response on: How movement and music work together. What qualities of music and movement work well together? []