Lesson Plan 1

Central Focus: Students will learn the theme and variation form present in Sketches on a Tudor Psalm, and
how it helps tell the overall story.
Illinois State Content Standards (large goals):
Standard 25.A.4: Analyze and evaluate the effective use of elements, principles and expressive qualities in a
composition/performance in dance, drama, music and visual arts
Standard 26.A.4d Music: Demonstrate the ability to read written notation for a vocal or instrumental part.
Specific Objectives [What will students do to demonstrate their understanding?]
Knowledge Outcome: Students will be able to recognize the melody used in both Why Fumth in Fight and
Sketches on a Tudor Psalm.
Materials: Sketches on a Tudor Psalm by Fisher Tull, recording of Why Fumth in Fight.
Sequence:
Est. Procedures Assessment
Time

10 I will begin the class period by projecting the text of the second psalm Formal: call on groups
mins onto the board. and ask for students to
"Why fumeth in fight: The Gentils spite, share. I will either
In fury raging stout?Why taketh in hond: The people fond, confirm or help push
Vayne thinges to bring about?The kinges arise: The lordes devise, students further
In counsayles mett thereto:Agaynst the Lord: With false accord, towards the answer,
Against his Christ they go." such as what do you
The text itself may be hard to understand, so I will ask for students to think the lord is
get into small groups to discuss what they believe the text is conveying. devising?.
After the discussion, I will ask for groups to share. After listening to all of
the groups, I will confirm what the text means.

5 mins Next, I will introduce Thomas Tallis with some basic biographical
information and explain how he composes sacred music. I will also Informal: I will ensure
introduce his composition Why Fumth in Fight, and explain how it is the that students are
hymn song based off of the second psalm, the text that we discussed understanding that the
earlier. Then, I will play a recording of the hymn song. piece is based off the
text we described
5 mins earlier by either asking
After introducing Tallis, I will now introduce the piece we are working on, for a head nod or a
Sketches on a Tudor Psalm. I will play the 2.5 minutes, and then ask thumbs up.
students what instruments they heard play the melody that the choir
was singing in Why Fumth in Fight. Formal: Ensure that
10 students name all of the
mins instruments:
Next, I will show the class the breakdown of the motifs that Tull uses, saxophone, horn, and
and how he breaks up the main melody. I will begin to slowly introduce oboe.
the idea of varying the motifs at the end of the lesson plan today to help
give a sneak peak of what is to come in the future lesson plans. While
keeping the motif still projected on the board, I will first play the original Formal: Ensure that
motif 1 on the piano. Then, I will augment the melody and play it two students understand
times slower. I will then ask students, what did you hear? What was that the melody is twice
different this time? I will then write the augmentation of the melody on as slow, if not, then play
the board and explain that this is one example of the many variations it with a metronome!
used in the piece.

Thoughts for next lessons: Get excited to learn about more variations tomorrow!