ANNOTATED LESSON PLAN TEMPLATE

Teacher Candidate: _Aaron Eichler__________________________________

Subject: _Music____________________ Grade/Class: __4, 3/4_________________________
Date: __Oct 28, 2015__________________________ Time: ___10:40-11:30________________________
Duration (minutes) _50_______________
Lesson Topic __Styles and Genres___________________________________________________________

CURRICULUM EXPECTATIONS: C2.2 identify the elements used in the music they
perform, listen to, and create, and describe how they are used (e.g., identify the
mood of a piece and describe how the elements of music areused to create the
mood)

SPECIFIC OBJECTIVES OR EXPECTATIONS: Students will do a quick review on timbre and the
adjectives used to describe tone colour. They will be introduced to new terms like style,genre, and sub- genre.
They will be able to use adjectives to describe the tone colour of different genres. They will listen to many styles
of music and learn how to identify the different styles/genres apart from each other. They will fill out a work
sheet with 10 examples of different styles discussed in class. They will identify the style, three adjectives they
could use to describe the styles, and also any additional information about the style they think is interesting and
worth writing down.

TEACHING LEARNING RESOURCES:

Poster board with definitions, and list of styles/genres
Laptop with music software and selected musical examples
Speakers or sound system

LESSON SEQUENCE:
Introductory Activity:
Start the class off with a review on timbre by using Miltone drum and various mallets to describe the tone colour
s they produce. Use the cue cards from the previous class to help them identify how the Miltone sounds Explain
that each mallet is unique and they each have a different tone colour. Using a soft mallet, strike the drum
with a slow pulse on one or all the notes. Ask the students while striking the drum: Does it sound piercing? (no)
Does it sound Harsh? (no)Does it sound noisy?(no) Does it sound mellow? (yes) Does it sound gentle? (yes)
Does it sound warm?(yes) Change to a hard mallet and have them inquire how the hard mallet will sound. What
is the mallet made out of and what is the surface it is hitting made out of? Play the Miltone and ask them if
it sounds like they predicted

Developmental Strategies: Introduce the new terms style, genre, and sub-genre. Explain that styles are an
expressive style of music. Style is expressing music that is characteristic of a person, group of people,or time
period. Example: Although the Beatles are defined as rock, as a group they have their own style of sound
and making music that's unique to them. When you listen to Michael Jackson, you can identify his
musical style and the qualities that make his style unique to him. Explain that a genre is a style of music that
is grouped into a category based on the similar characteristics it features. Example: these categories or genres
should be familiar to you by now.( Rock, Jazz, Classical, Rap) Rock music is called rock music because of the
instruments that are used(drums, electric guitar,bass,vocals) how the instruments timbre sound (both
individually and and as a whole) and the rhythms and tempo that are used by these unique grouping of
instruments. Explain that a sub-genre is a genre of music that is broken down into a smaller specific catagory.
Example: Rock is the main genre. Some sub-genres of rock are Punk Rock, Alternative Rock,and Classic Rock.
Sub genres exist so that genres can be described with more detail as the style evolves and branches out
over time. Before starting the first listening activity, show the students some tips on identifying a genre or style
of music. Have them think about how the instrumentation, timbre, texture, tempo, and rhythm all have a
part in making the style unique from other styles. Show them the list of musical genres and list them off.
Have them notice that the styles written in red are the styles we will listen to for the class.
Start the listening activity and play each genre and have them discuss the unique qualities of each genre. Ask
them What stands out about this style of music? How does one style of music sound different than the
other. What adjectives could you use to describe the styles, How do you feel when listening to one genre
compared to another? What do you like or dislike about a style. Think of all of these things because I will be
having you write out a sheet for the final activity

Differentiated Instructional Strategies: I have coloured coded my poster boards to visually have different
things stand out. I am having them listen and express how they feel about the music to help them describe it. I
have many different music examples for everyone to relate to. I have music software and audio examples to help
students who need to hear things to understand better.

Culminating Activity: I would have the students get clipboards, pencils and erasers, and hand out the reflection
sheet I have prepared. I will tell them that styles and genres are important because they can be the element of a
song which makes it sound different and unique. I will tell them that the sheet has 10 songs that are ALL THE
SAME SONG!, but that doesn't matter because they are all played in different styles and genres. First play the
original version of the song Careless Whispers by George Micheal's. The rest of the examples will all sound
different. The students responsibility for this activity is to:

1. name the style / genre they are hearing (they will all be posted in red on the board)
2. give three adjectives to describe the style of music
3. write and additional information about the song ( how does it make you want to move/feel. Do you like
this style? Where do you think this style came from? )

*Remind the students that if they want a level 4 mark, they are encouraged to answer as much as they can *

Students will answer all the questions to the best of their ability and hand in their answers to me at the end of
class

ON-GOING ASSESSMENT/EVALUATION: After the students hand in their completed sheet, I would be
able to see how much of the information the class understood. From the different levels of responses I receive
from the students, I will be able to tell if they need more time to understand the basics of style and genre or if I
could continue and discuss about it in more detail.

REFLECTION & SELF-EVALUATION:

NEXT STEPS: The first 10 minutes will review what we did the last class. I would hand back the responses and
have a class discussion about what they wrote. I would try to build a better understanding of what they know and
discuss all of the extra ideas they shared on the notes portion of the handout. I would have them explain to me
what a genre is and examples of a sub genre. If the students can identify the genres then we can play Music
Genre Bingo with bingo cards that have musical genres on them instead of numbers.