Angela Kinerk; Angela McGee

Way Down Yonder in the Brickyard/Lesson Plan for Movement

Lesson Sequence Number: 1 - this is brand new to the learners.
Grade level: Late elementary (Grade 5)
Primary Musical Concept to be addressed: Form- Call and Response
Musical Concepts for the future: Other forms (rondo, ABA, etc.); Syncopation (addressed in this same
song);
Materials needed for the lesson: piano, movement space, numbered cards, whiteboard
2-3 behavioral objectives addressed in the lesson, relevant to the concept:
1. The students will sing the correct text, pitches and rhythms of the song after teacher model.
2. Following the example set by the teachers, the students will move to the music, demonstrating a
difference between the call and response sections.
3. With guided discussion, the students will label the sections of the song as CALL and
RESPONSE, and identify the characteristics of this FORM.
4. After performance of original movements, students will brainstorm their own movement for the
RESPONSE section.
Assessment ideas:
Observe student singing and response to form questions
Observe student movements and response to movement questions
Could include on written test later on.
Detailed Procedure:
*Opening Set Boys and Girls, today we will be talking about FORM; what forms have you studied?
(rondo). How many parts does a Rondo form have? In the piece we are going to sing today there are two
main parts. The call, or first part of the song, is sung by one person or a group of people then it is
followed by a response, similar to someone asking a question and the other person providing the answer .
So, lets learn the song first and then discover/review how call and response happens in the music.
*Detailed Sequence: Use piano as accompanying instrument. Sing the whole song for the students, one
teacher sings call, one sings response. Q: Which one of us was always singing the same words? Teach
Response by rote.Leave piano out if necessary. Have students sing Responses while teachers sing Calls.
Teach Calls 1, 2, and 3 by rote. Have students sing Calls and teachers sing response. Have students sing
all parts, while teachers hold up cards to remind which Call to sing. Be sure to have the students sing
without teachers to detect and correct errors. Have students sing the whole piece while keeping the beat
on body percussion.
a. Introduction of the concept
Direct students attention to the pieces of each verse. B/G, how many sections does this song have? (2Call and Response). How many different Calls are there? (3) How many times does the Response
repeat? (6). Think of other songs you know; do they have a call and a response?(NO.) Call and

Angela Kinerk; Angela McGee

Response is one of many FORMS. Say that with me FORM. Here is what it looks like on the board
(SPELL FORM and CALL AND RESPONSE). Form is a musical term that describes how a piece of
music is mapped out; how many parts it has, what kinds, and how many times they are sung. Refer to
CALL and RESPONSE each time they are sung so that the word is used MANY TIMES throughout the
lesson.
b. Reinforcement of the concept through the selected skill
Lets show our calls and response in the way we move to the music. We are going to act out the song
by performing motions that match the calls and response. Be sure to review the rules of moving in the
classroom. But before we do that, let us review some rules of moving in the classroom that will make sure
no one gets hurt and everyone is respected. ASK KIDS FIRST. Rules: No Running, Pushing, Yelling,
Respect others space
Performing the movements:
Divide class into 2 by having students count off.
Teachers stand in the middle of movement space.
One half of students from a circle around teachers while the other half forms another
circle around the first circle.
Teachers demonstrate the movements of the entire piece: Have students sing along.
Teach the students the specified movement for the response. For each response, point to yourself. Have
students sing first verse, doing the action during the response section.
Teach students the specified movements for each call. So for the first call were going to patty cake to the
beat. Perform each verse separately (call and response sections) after learning the motion. Q: Why do the
movements for the CALL section keep changing? (Calls are all different, Response is always the same.)
Calls
Call 1- Patty cake motions
Call 2- March in place
Call 3- Turn partner around
K on piano and M holding call cards for final performance. Q: Which movement did you do over and
over again? How does that relate to the FORM weve been talking about? (Which part is it?)
Have students brainstorm and perform their own movements to represent the response; choose one and
have everyone perform it. Q: What other movement could you do to represent the response Remember
me?
*Review and Closing Statement: B/G, today we learned a new song that was like a question and answer
conversation. Can you remember the title of the song? What is the name of the musical term that means
map of a song? (FORM). What kind of FORM were we showing through our movements? (CALL and
RESPONSE) We will learn new songs that have different forms but for today we know the words, CALL
and RESPONSE!
National Standards in use:
Singing

Playing

Moving

Improvising

Composing

Reading/Writing

Listening

Evaluating

Understanding

Angela Kinerk; Angela McGee

Future lesson ideas: Future lesson ideas will focus on other types of forms such as rondo, ABA etc., as
well as syncopation, which was also addressed in the song.