Division 1 Music - Instrument Playing, Beat, Rhythm, Expression, and Form

Megan Fong
Killarney School
 Table of Contents

Rationale……………………………….2

Unit Assessment Plan………………….3

Unit Grid Organizer………………….11

Appendix……..………………………17

References……………………………18
 Unit Plan Rationale

During this unit of study, division one students will participate in a total of five hours and fifteen
minutes to six hours of instruction over the course of 7 to 8 45-minute classes for four weeks. Students
will be guided through a series of instrument playing, beat, rhythm, expression, and form that encompass
performance as well as musical skill and knowledge. Through this sequential learning, grade one students
will understand and experience beat, rhythm, form, and intune unison singing. Grade 2 students will
explore adding rhythmic patterns and dynamics to music. Grade 3 students will further experience
dynamics and rhythmic ostinati. Through direct instruction and learning activities, students will develop
musical skills and knowledge as well as an enjoyment of music.
Students will participate in a performance as a culminating activity. During this activity each student
will be assessed according to the grade level outcomes outlined in this unit. This activity will serve as a
final product that provides an opportunity for students to demonstrate their learning and level of
understanding at the end of the unit.
Subject Area Elementary Music

Grade Level Division 1

Topic Instrument Playing, Beat, Rhythm, Expression, and Form

Length of Unit (days) 7 days for four classes, 8 days for two classes

Desired Results
Established Goals – GLO(s):
Through the elementary music program, students will develop​…
- musical skills and knowledge
- insights into music through meaningful musical activities
- enjoyment of music

Understandings: Essential Questions:

Students will understand that…
What does beat look like? What does beat sound like?
Music moves at a steady pulse. What does beat feel like?

Music can be the beat or divisions of the beat. What do we use to make a piece of music?

Rhythmic patterns (ostinati) can accompany What can kinds of rhythm we use in music while we
music. sing a song?

Music can be divided into sections. Is all music the same?

Expression can be added to music through How can we add expression to music?
dynamics (louds and softs).
How do we properly play the instruments?
There are specific ways to hold and play
instruments.
Prior understandings…
Rhythm
1.1 Music may move to a steady beat.
1.2 Music may move evenly or unevenly.
1.3 Music is made up of long sounds, short
sounds and silences.
1.5 Long sounds, short sounds and silences
may be grouped to form rhythm patterns.
Form
1.1 Music can be organized into
sections––alike or different.
1.2 A section may be repeated (verse, chorus).
1.3 Music is organized into phrases
Expression
1.2 Music may be soft (p) or loud (f),
dynamics.
2.9 Music dynamics may change suddenly
(accent <) or gradually.
Moving
1.2 Move to the beat in music through
walking, running, hopping, galloping and
skipping, as appropriate to the psychomotor
development of the students.
1.3 Respond to beat through action and simple
body percussion.
1.4 Perform simple action songs and singing
games.
Students will be able to… (​ SLEs)
Rhythm
1.1 Music may move to a steady beat.
1.3 Music is made up of long sounds, short sounds and
silences.
2.6 Rhythm patterns can accompany melody.
Harmony
1.1 Two or more sounds can occur simultaneously.
Form
1.1 Music can be organized into sections––alike or
different.
2.4 A whole piece of music may be comprised of a
number of sections.
3.8 Music may be accompanied by a repeated pattern
(ostinato).
Expression
1.1 The beat in music may be fast or slow (tempo).
1.2 Music may be soft (p) or loud (f), dynamics.
3.10 Changes in dynamics add to the effect of music.
Moving
1.3 Respond to beat through action and simple body
percussion.
2.9 Through movement show awareness of changes in
tempo, dynamics and mood.
3.10 Perform rhythmic patterns in music.
Singing
1.5 Sing, in tune, many rhythmic and melodic songs,
singing games and action songs.
1.7 Sing accurately in unison.
Playing Instruments
1.2 Play a steady beat using rhythm instruments.
1.5 Accompany singing with appropriate body
percussion and movement (beat, accent, rhythm
patterns) and transfer these to instruments.
1.6 Play rhythm instruments correctly.
2.8 Play simple rhythm patterns (the beat and
Where does this lead? divisions of the beat).
Rhythm 2.10 Play rhythmic and ostinato patterns to
1.2 Music may move evenly or unevenly. accompany songs.
1.5 Long sounds, short sounds and silences
may be grouped to form rhythm patterns.
2.7 Rhythm patterns are made up of the beat
and divisions of the beat.

Harmony
1.2 Melodies may be accompanied by
harmony.

Form
1.3 Music is organized into phrases.
2.4 A whole piece of music may be comprised
of a number of sections.
2.5 Sections may be identified by letters; e.g.,
AB, ABA, ABAB.

Moving
1.2 Move to the beat in music through
walking, running, hopping, galloping and
skipping, as appropriate to the psychomotor
development of the students.
2.7 Improvise movements to poems, stories
and songs.
2.8 Move to form in music, like phrases and
unlike phrases.

Singing
1.3 Respond to so–mi hand signals.
​ espond to hand signals for so–mi–la.
1.4​ R

Playing Instruments
2.8 Play simple rhythm patterns (the beat and
divisions of the beat).
2.9 Follow simple rhythm scores.
2.10 Play rhythmic and ostinato patterns to
accompany songs.
Learning Assessments
Outcomes
Title Observations Questioning Exit Slip Performanc
e

Type F F F S
(Formative/Summative)

Weighting 0% 0% 0% 100%

Rhythm * * * *
1.1 Music may move to a
steady beat.

Rhythm * * *
1.3 Music is made up of
long sounds, short sounds
and silences.

Rhythm * * *
2.6 Rhythm patterns can
accompany melody.

Harmony * *
1.1 Two or more sounds can
occur simultaneously.

Form * *
1.1 Music can be organized
into sections––alike or
different.

Form * *
2.4 A whole piece of music
may be comprised of a
number of sections.
Form * * * *
3.8​ ​Music may be
accompanied by a repeated
pattern (ostinato).

Expression * *
1.1 The beat in music may
be fast or slow (tempo).

Expression * *
1.2 Music may be soft (p) or
loud (f), dynamics.

Expression * *
3.10 Changes in dynamics
add to the effect of music.

Moving * * * *
1.3 Respond to beat through
action and simple body
percussion.

Moving * *
2.9 Through movement
show awareness of changes
in tempo, dynamics and
mood.

Moving * * * *
3.10 Perform rhythmic
patterns in music.

Singing * * *
1.5 Sing, in tune, many
rhythmic and melodic
songs, singing games and
action songs.
Singing * * *
1.7 Sing accurately in
unison.

Playing Instruments * * * *
1.2 Play a steady beat using
rhythm instruments.

Playing Instruments * * *
1.5 Accompany singing
with appropriate body
percussion and movement
(beat, accent, rhythm
patterns) and transfer these
to instruments.

Playing Instruments * * *
1.6 Play rhythm instruments
correctly.

Playing Instruments * * * *
2.8 Play simple rhythm
patterns (the beat and
divisions of the beat).

Playing Instruments * * * *
2.10 Play rhythmic and
ostinato patterns to
accompany songs.
 Assessment Tool Overview
Assessment Tool Brief Description Assessment Assessment Assessment
FOR Learning AS Learning OF Learning

Observations What it is: ​Careful watch of each *

individual student’s participation with
the new learning in class and recorded
notes in logbook.
How I will use it: ​The recorded notes
will be used to inform future
instruction in three distinct ways:
1. Determine whether the lessons are
challenging/simple enough for the
diverse age group. If the lesson proves
to be too simple, students can be used
as helpers or can attempt the higher
grade outcomes. If the lesson proves
to be too challenging a student can
seek mentorship from an older student
or can attempt the lower grade
outcomes.
2. Indication of which concepts need
to be revisited, retaught, or reinforced.
3. Determine which particular
students are struggling and require
extra assistance. These students may
require more one on one attention
from either the teacher or an older
peer in the class. If older students are
struggling, they can be accommodated
by revisiting previously learned
concepts from either grade 1 or 2.
Questioning What it is: ​Essential, key-questions, * *
pre-assessment, and student to class
questions.
How I will use it: ​Questions and
subsequent student answers will be
used to inform my future teaching
practices in the unit and assess the
level of student understanding.
Students will also consider what they
do not understand and will create their
own questions to ask the class in order
to address their lack of understanding.

Exit Slip What it is: ​As students leave, they * *

will indicate their perceived level of
musical skill by tapping either red
(never), yellow (sometimes), or green
(always) on a stop light.
How I will use it: ​I will use their
answers to determine whether
material needs to be revisited,
reinforced or clarified.
Performance What it is: ​Students will cycle *
through their grade’s instrument parts
as they perform their studied piece.
While they cycle through, I will be
looking for grade specific outcomes
from each student and assess them
summatively.
How I will use it: ​The data gathered
from this performance will be used as
an indication of student understanding
and ability.

Unit Plan Grid Organizer

Unit Topic: ​Instrument Grade Level: ​Division 1 Strand: (Instrumental, Choral,

Playing, Beat, Rhythm, and General, CTS)
Form

GLEs in full:
- musical skills and knowledge
- insights into music through meaningful musical activities
- enjoyment of music

SLEs in full:
Rhythm
 - 1.1 Music may move to a steady beat.
- 1.3 Music is made up of long sounds, short sounds and silences.
- 2.6 Rhythm patterns can accompany melody.

Harmony
- 1.1 Two or more sounds can occur simultaneously.

Form
- 1.1 Music can be organized into sections––alike or different.
- 2.4 A whole piece of music may be comprised of a number of sections.
- 3.8 Music may be accompanied by a repeated pattern (ostinato).

Expression
- 1.1 The beat in music may be fast or slow (tempo).
- 1.2 Music may be soft (p) or loud (f), dynamics.
- 3.10 Changes in dynamics add to the effect of music.

Moving
- 1.3 Respond to beat through action and simple body percussion.
- 2.9 Through movement show awareness of changes in tempo, dynamics and mood.
- 3.10 Perform rhythmic patterns in music.

Singing
- 1.5 Sing, in tune, many rhythmic and melodic songs, singing games and action songs.
- 1.7 Sing accurately in unison.

Playing Instruments
- 1.2 Play a steady beat using rhythm instruments.
- 1.5 Accompany singing with appropriate body percussion and movement (beat, accent,
rhythm patterns) and transfer these to instruments.
- 1.6 Play rhythm instruments correctly.
- 2.8 Play simple rhythm patterns (the beat and divisions of the beat).
- 2.10 Play rhythmic and ostinato patterns to accompany songs.

Music/Materials to be learned in the lesson:

- Icka Backa
- Bear Comes Knockin’
- Black Snake
 Lesson Plan Summaries
Lesson SLEs: Learning Instructional Strategies/ Assessments and
Title and (Abbrev.) Objectives Methods/Activities/ Evaluation
Day Resources Formative
Assessment = FA
Summative
Assessment = SA

Sept. R1.1, R1.3, - The student will - Welcome song - Observation

17/18 R2.6, H1.1, demonstrate beat - Icka Backa: Play known (FA):
MV1.3, keeping during game. Observe students’
MV3.10, S Icka Backa. - Icka Backa Extension: Grade ability to keep the
1.5, S1.7, - The student will ones tap groud to play the beat. beat.
PI1.2, recognize that Grade twos tap legs to match Observe the
PI1.5, music is made up these spoken words “pop and students’ ability
PI1.6, PI2.8 of many sounds. crackers yum” (ta ta ti-ti ta). to play while
PI2.10, F3.8 - The student will Grade threes golf clap to others are
demonstrate match these spoken words singing.
rhythmic patterns “soda cracker yummy” (ti-ti Observe the
while singing Icka ti-ti ta ta). Add slowly, one at a students’ ability
Backa. time. Transfer to instruments - to play
grade ones on bass bars, grade instruments
twos on bass xylophones, properly.
grade threes on alto
xylophones.

Sept. R1.1, R2.6, - The student will - Welcome song - Observation

19/20 MV3.10 demonstrate beat - Welcome song extension: (FA):
(Extra keeping during Create a four beat rhythmic Observe students’
class) games. pattern with students that can ability to keep the
- The student will be used when singing the beat.
integrate rhythmic welcome song. Transfer to Observe the
patterns while instruments. students’ ability
singing the - Drum Game to play while
welcome song. - Icka Backa others are
singing.

Sept. R1.1, R1.3, - The student will - Welcome song - Observation

24/25 R2.6, F3.8, demonstrate beat - Bear Comes Knockin’: Teach (FA):
E1.1, keeping during by rote. Slowly integrate
MV1.3, bottom three lines of body
 MV3.10, S Bear Comes percussion outlined in “An Observe students’
1.5, S1.7, Knockin’. Orff Mosaic from Canada” in ability to keep the
PI1.2, - The student will addition to beat keeping. Cycle beat.
PI1.5, demonstrate body through body percussion. Observe the
PI1.6, PI2.8 percussion ostinato - Bear Comes Knockin’ Game: students’ ability
PI2.10 patterns while Play Game 2 as outlined in to play while
singing Bear “An Orff Mosaic from others are
Comes Knockin’. Canada” (slowly take out singing.
- The student will words and substitute for - Oral
demonstrate in known body percussion). Questioning/Exit
tune unison singing Slip - Stop Light
during Bear Comes (FA): Grade 1s - I
Knockin’. can keep a steady
beat. Grade 2 and
3s I always play
the right rhythmic
pattern while the
others sing.

Sept. R1.1, R1.3, - The student will - Welcome Song - Observation

26/27/28 R2.6, F3.8, demonstrate beat - Bear Comes Knockin’: (FA):
E1.1, keeping during Review song and body Observe students’
MV1.3, Bear Comes percussion. ability to keep the
MV3.10, S Knockin’. - Bear Comes Knockin’ beat.
1.5, S1.7, - The student will instruments: Transfer body Observe the
PI1.5, PI2.8 demonstrate body percussion to instruments. students’ ability
PI2.10, percussion ostinato to play while
patterns while others are
singing Bear singing.
Comes Knockin’. Observe the
- The student will students’ ability
demonstrate to play
instrument instruments
technique while properly.
playing Bear
Comes Knockin’.

Oct. 1/2 R1.3, F3.8, - The student will - Welcome song - Observation
E1.1, create rhythmic - Bear picture book: Oral (FA):
MV3.10, ostinati using body reading. Ask students which
PI1.5, PI2.8 percussion. words stuck out the most.
 PI2.10 - The student will - Creating rhythmic ostinati: Observe students’
use long, short, and Use words identified by ability to use
silences in their students to create a four beat body percussion.
rhythmic ostinati. rhythmic ostinato. Observe students
- Practice ostinato: Select body ability to vary the
percussion for rhythmic rhythm in their
ostinato. ostinato.

Oct. R1.1, R1.3, - The student will - Welcome song - Observation

3/4/5 R2.6, H1.1, recognize sections - Bear Comes Knockin’: (FA):
F1.1, F2.4, in the large Review song and instrument Students’ ability
F3.8, E1.1, ensemble piece. parts. to identify the
MV1.3, - The student will - Ostinato: Review ostinato. different sections
MV3.10, demonstrate beat in - Large ensemble piece: Put of the large
PI1.2, the large ensemble the Bear comes Knockin’ and ensemble piece.
PI1.5, piece. the ostinato together. Begin The students’
PI1.6, - The student will with ostinato as an ability to play the
PI2.8, perform rhythmic introduction and repeat it every beat.
PI2.10 ostinati during the time the song has finished Students’ ability
large ensemble when the students are changing to play rhythmic
piece. positions. Discuss form of the ostinati while
piece. singing the piece.
- Oral
Questioning
(FA): Are these
parts of the song
the same or
different? How
are they
different?

Oct. 9 R1.1, R1.3, - The student will - Welcome song - Observation

R2.6, H1.1, demonstrate beat in - Large ensemble piece: (FA):
E1.1, E1.2, the large ensemble Practice piece in its entirety. Students’ ability
E3.10, piece. Introduce dynamics as a way to discern a
MV1.3, - The student will of “making the song more difference in
MV2.9, perform rhythmic interesting”. Explore using dynamics.
MV3.10, ostinati during the different dynamics in the song. Students’ ability
PI1.2, large ensemble - Black Snake: Teach song by to perform steady
PI1.5, piece. rote. One student closes their beat.
PI1.6, - The student will eyes while the teacher hides a Students’ ability
PI2.8, identify dynamics black snake in the room. After to play rhythmic
 PI2.10 in the large the black snake is hidden, the ostinati while
ensemble piece. student opens their eyes and singing the piece.
must find the snake based on
the class’ use of dynamics. The
class sings quietly when the
student is far away and gets
louder when the student is
close.

Oct. 10, R1.1, R2.6, - The student will - Welcome song - Observation
11, 12 H1.1, F3.8, perform a steady - Bear Comes Knockin’: (FA):
MV1.3, beat during Bear Briefly review song and Students’ ability
MV3.10, S Comes Knockin’. instrument parts. to perform steady
1.5, S1.7, - The student will - Performance: Students will beat.
PI1.2, perform rhythmic cycle through instruments, Students’ ability
PI1.6, ostinati while depending on their grade level, to play rhythmic
PI2.8, playing Bear and will be summatively ostinati while
PI2.10 Comes Knockin’. assessed. singing the piece.
- The student will - Performance
apply proper (SA): Assess
instrument grade 1’s on:
technique while beat, instrument
performing Bear technique, and
Comes Knockin’. singing
accurately in
unison with their
peers. Assess
grade 2 and 3’s
on: rhythmic
ostinati patterns.
 Appendix

- Bear Comes Knockin’ - An Orff Mosaic from Canada by Lois Birkenshaw-Fleming, pg.
136&137
 References

Alberta Education (1989). ​Music (Elementary).​ Edmonton, Alberta: Alberta Education. Retrieved
from https://education.alberta.ca/media/482116/elemusic.pdf

Beth. (Unknown). ​Acka Backa.​ Retrieved September 2, 2018, from Beth's Notes:
https://www.bethsnotesplus.com/2013/01/acka-backa.html

Beth. (Unknown). ​Black Snake.​ Retrieved September 3, 2018, from Beth's Notes:
https://www.bethsnotesplus.com/2012/11/black-snake.html

Birkenshaw-Fleming, L. (1996). ​An Orff Mosaic from Canada​. Toronto, ON: Schott.