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Grace Dingus

Cultural Heritage Song


Rathgeber
October 6, 2016
Johnny Appleseed
1.

What is your envisioned grade level and setting:


- This lesson is imagined for 4-5th grade general music classrooms.
It would be a great song in an American Heritage/Folk Music unit. I assume they
have learned a little bit about Western Expansion, so I will introduce the character
of Johnny Appleseed (John Chapman) and explain his relevance and significance.
2.
Understandings Statement:
- Students will gain an understanding of American folk music.
Students will be able to work and express themselves in a group setting. Students
will listen for the direction of music and make movement decisions based on that.
3.
I can Statements:
- I can move my body to a steady beat
- I can interact in a positive way with a group
- I can visually mimic a group leader
- I can use my ears and the movements I do to uncover patterns in the music
- I can use my ears to uncover melodic lines and phrases
- I can create movements based on what I hear in the movement
4.
5.

Materials: None
Detailed Procedure:
1. The group stands in a big circle.
2. Set three questions for students to think about:
a. Who is the song about?
b. What fruit does he like?
c. What word do we repeat 3 times?
3. Sing the full song, ask the questions and have
students answer
4. Question: Listen to the direction of the song, does it
go up or does it go down?
5. Sing the first small phrase (The Lord is good to me)
6. Have student answer the question
7. Question: What about the second phrase?
8. Sing the second small phrase (And so I thank the
Lord)
9. Have student answer question
10. Ask the students: What movement should we do for
those two phrases that would express the direction the music went in?
11. Have student answer question

12. Allow students answer to be tested. If it works, use


it, if not ask for another suggestion.
13. Teach the second phrase in the marching style.
Stepping forward when the phrase goes up in pitch.
14. Tell students to follow along with the movement
first and then add the singing the second time.
15. Question: Why did we step forward when we did?
16. Have student answer
17. Grab hands for the final phrase and go four steps
alternating directions on the Amens.
a. 4 beats to the right, 4 beats to the
left, 8 beats back to the right.
b. If singing the amens twice: add on 4
beats to the left, 4 beats to the right and finally 8 beats back to the
left.
18. Ask students: Is there anything we can do with the
amens at the end to make them more interesting?
19. Try what student has suggested.
20. If no one else brings it up, have them try to sing the
amen section in a round.
21. Once comfortable on the piece, students will
perform it without the teacher's help. Teacher will play the
accompaniment.
6.
Assessment:
- Students will be assessed by a performance at the end of learning
the song. The teacher will step out to observe and accompany the song while the
students perform their creative movements by themselves.
7.
Extension:
- I think that this song would be great to perform as a part of an
American Heritage Concert. The students could produce their own movements for
the concert, or use the ones listed. It would be really unique to have one student
play the part of Johnny Appleseed or add Orff instruments on borduns to help add
another texture.

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