Oren Logan

Ute Meadows Elementary

JEFFCO Public Schools
Primary (k,1st,2nd,3rd) 9/28 10/2

JEFFCO Public Schools Performance Standards:

Beat/Rhythm/Meter Melody/Harmony Form Expressive Elements/Timbre

Listen, Respond, Evaluate CreativityEnsemble Skills Connections

Blooms Taxonomy: Knowledge Comprehension Application Analysis Synthesis Evaluation

Focus: PHRASE

Objectives/Goals: Each lesson will provide for the development of physical, emotional, and mental skills; the formation of
concepts through analysis, identification, and the manipulation of symbols concrete and abstract, and the application of
learning through student improvisation, using movement, percussion, speech, song and traditional and/or folk instruments. To
produce personal responses to musical challenges.

SWBAT: Identify and define phrasing in music by moving to phrasing, singing phrases, playing phrases on instruments, reading
phrases, and drawing/building phrases interpersonally and intrapersonally.

Applicable elements of rhythm:

__Solfege Rhythmique __Time-Space-energy-Weight-Balance __Regular Pulse Extrinsic/Intrinsic Forms __Tempo __Nuances
of Tempo __ Dynamics __Articulation __Accents __Meter __Rests __Durations __ Subdivisions __Patterns __Phrasing
__Diminution __Augmentation __One voice forms __Texture __timbre __

1. List (4 minutes) Have students move like different animals, elements from nature, man
at work movements, machines, etc. that demonstrate the concept of phrasing
a. Squirrel: gets acorn on antecedent phrase, returns acron to nest on consequent
phrase
b. Sneaking robbers: Hide behind pillar during pauses (moves on phrases)
c. Chicken: Bends down to get seed at end of phrase
d. Crabs: switch direction when a new phrase is played
e. Mario/ghosts: Mario moves during phrases and has to pause between phrases in
order for the ghost to not get Mario
f. More on list printed out
2. Direction Change (3 minutes) Phrase
a. Have students walk/run to played music and have them change direction when
they hear a new phrase
3. Statues (5 minutes)
a. Have students sit down and demonstrate with 1 student
b. When first phrase is played, partner 1 moves around partner two.
c. At end of phrase, partner one freezes in statue position lightly touching their
finger to their partner
d. Repeat for partner 2
4. 1 Line Staff Singing (4 minutes)
a. Move students to board
 b. Have them read the notes on 1 line staff as 1 and 2 things
i. I do, We do, You do
c. Add notes C and D I do, We do, You do
d. Draw circles around where you want the phrases to be
e. Sing both measures again with a pause between phrases I do, we do, you do
f. Erase circles and write traditional notation for phrasing same or different?
(graphic to iconic notation)
5. Beanie Babies (5 minutes)
a. Have students turn around
b. Grab 1 partner to demonstrate to students.
c. Have students fly their beanie baby with the phrase being playing on the piano.
d. When the phrase ends, have students land their beanie baby and trade with their
partner.
i. EXPLAIN: 4: Eurhythmic, 3: errhythmic, 2: Arrhythmic, 1: not trying
6. Now it is September (4 minutes)
a. Have students move in front of piano
b. Sing now it is September
c. Bring attention to the phrases
i. 5 short phrases
ii. 2 long 1 short phrase (different ways to sing)
7. Power Point (5 minutes)
a. Have students put beanie babies away and stand in front of Smartboard
b. Have students act like the character on the ppt, to phrases being played on piano.
c. Acknowledge the difference for the roller coaster, football, and blowing leafs
slides.
8. Bach Chorale (4 minutes) puppy dogs
a. have students sit down and pretend they are a sleeping puppy
b. when students hear a pause between phrases, they change positions
c. in place across the room
9. Block Phrase Dictation (8 minutes) OPTIONAL
a. Demonstrate building phrases with blocks
b. Have students grab 8 blocks each and find own space in room
c. Play 2-5 phrases on the piano and have students build a compound with that
many phrases.
10. Phrase traditional notation (7 minutes) ASSESSMENT
a. Have students sit down in front of the board
b. Show how to draw a rainbow and demonstrate phrase dictation
i. draw a rainbow
c. Have 3 students demonstrate on the board while teacher plays piano
d. Pass out paper sheets and have students write their name on them with crayon
e. Have students dicatate the number of phrases played on the piano
i. On front of paper
ii. On back of paper
11. Line-up with big-ball phrase (3 minutes or as time allows)
a. Have students quickly put papers on the piano and crayons in the bag
b. Have students fall sleepily into their own space in the room
c. Give 1 student the big red ball
d. Whenever the student hears the end of a phrase, they have to pass it to the next
student and go line up.
e. Repeat until everyone has lined up
12. Review of element and closure - Define Phrase (1 minute)
 Unit Planning List
Element: ___Phrase_____________________ Grade__1______
Time Frame: Aug. Sept. Oct. Dec. Jan. Feb. March April May
Contents of Activities
Implemented in the elements lessons
Included How Many
_______ _________ Quick Reaction
__X____ _________ Follow
__X____ _________ Replacement
_______ _________ Cannon: Interrupted &/or Continuous
__X____ _________ Solfege Rhythmique (sight singing, ear training)
__X____ _________ Improvisation
Also
__X____ _________ Three Life Examples where this occurs in real life
_______ _________ Playing the element on instruments
_______ _________ Poems to manipulate
__X____ _________ Songs which demonstrates the concept
_______ _________ At least 3 Musical Examples from the literature
__X____ _________ Draw &/or graphic notation of the element
__X____ _________ Traditional Notation: read/play, compose
_______ _________ A Dance to demonstrate the concept
_______ _________ Conducting exercise
__X____ _________ Reading exercise
__X____ _________ Dictation exercise
_______ _________ Graphic Organizer/Thinking map
__X____ _________ Technology game and/or usage
_______ _________ Visual Arts Connection
__X____ _________ Theatrical Arts Connection/Acting the element
_______ _________ Writing a scenario with/about the element
_______ _________ Composition
Multiple Intelligence(s)
_X____ _________ Musical - Rhythmic
_X____ _________ Kinesthetic
_X____ _________ Visualspatial
_X____ _________ Verballinguistic
_X____ _________ Interpersonal
_X____ _________ Intrapersonal
______ _________ Logical Mathematical