Jamiah Harrison

Mued 380

Dr. Rathgeber

12/02/18

Musicianship Portfolio Project Experience Design

Rationale​​: The purpose of this experience design is to introduce 2nd-grade students to a

selection of Orff instruments. In terms of musicianship, because the arrangement I made for the
song ‘How much is that Doggie in the window’ the students will be able to sing and play
different instruments in a rotation. In terms of Scholarship, the students will be able to learn
about and identify each of these instruments. In terms of leadership, students will be able to be
independent in there own part and lead the rest of their peers once they gain confidence. In
general, I think this experience will be helpful because it will allow students to play and sing as
well as experience new instruments, that they might be unfamiliar with.

Understanding Statements​​: When doing this activity the students will begin to understand how
they can sing and play instruments at the same time. Students will also be able to understand why
the instrument is playing the given specific part of the song. This song is played by five different
instruments and each of them has a specific part they play. The different parts are a sung melody,
bordun, melodic ostinato, and rhythmic ostinato. Before I show them the arrangement students
can identify what instruments connect with the different given parts. The students will also be
able to understand how the song should sound.

“I can” statements/standards:​​ (WF- Winding it forward) (WB-Winding it back)

- I can Identify written melodic patterns that move upwards and downwards for the melody
of the song (2.2.1) (WF)
- I can identify if a melody is going up or down (WB)
- I can sing melodic patterns that go upwards or downwards and or that stay the same
(2.2.2) (WF)
- I can hum notice a tune that has a melody that goes up or down.
- I can accompany songs and chants with ostinatos and single chords (2.2.3) (WF)
- I can realize that there is other parts besides the melody in songs (WB)
- I can collaborate with other students in music performance and analyze what was
successful and what could be improved. (2.2.12) (WF)
- I can watch other students collaborate in a music performance and identify what
sounded good and what could be fixed. (WB)
Materials

- Glockenspiel
- Xylophone
- Piano
- Snare drum
- Synth Brass
- Mallets for the glockenspiel and xylophone
- Drum stick
- Copies of the arrangement
- Our singing voices
- Small music stands

Detailed Process​​: (let’s say this was a morning second grade class starting at 8:55 for an hour)

- At 8:55 welcome song warm up ​https://youtu.be/ahfBAPENSZQ

- At 9:00 I will take 10 mins to tell the story about the doggie in the window by
introducing the instruments as parts of my story. My story will go something like this:
- When I was little, I always wanted a dog (leave room for social interaction with
students) My mom and I were walking around the town and I asked “how much is
that dog-gie in the window” (in rhythm) she asked which one? I said “the one
with the wag-a-ly tail. She answered and said “I don't know, let us check” (in
rhythm of the brass synth) we went in the store do see the dog and a lady that
worked there came up to us and said this dog is best (in the way the piano bordun
would sound) so my mom and I smiled and my mom asked “how much does it
cost. (the way the glockenspiel would sound) and the worker said “ it cost
twent-ty doll-ars (in the way the snare drum would sound) so my mom and I
finally decided to buy the dog and we named it scruffy.
- Once the story is done, I will have the students review the key words that I said and how I
said them. This part should take only 5 minutes. (9:10-9:15)
- At 9:15, I will introduce the instruments to the students and tell them to get into groups of
6.
- One person will play the Brass synth
- One person will play the Bass clef of the piano
- One person will play the treble clef of the piano
- One will play the snare
- One will play the melody on the xylophone
- One will play the glockenspiel
- And all will sing.
 - In there groups of 6, before playing they will notice the instruments and decide which one
will should be played according to the phrase. I will of course facilitate this whole
process.
- This whole process should take at least 10 mins so (9:15-9:25)
- I will also give them sheet music after words so that they may understand the parts
- At 9:25 I will have the students one by one, in there bands, play the song and others
watch and critique them.
- At 9:35 we will sing the song once through then play it, then sing and play.
- At 9:45 the students will then get into different groups of 6 and this time we will play as a
class again.
- At 9:50 we will put the instruments back and line prepare to leave music class.
- At 9:52 we will sing the goodbye song. ​https://youtu.be/DuwTW6DzObs

Assessments​​:

- Did the student Identify written melodic patterns that moved upwards and downwards for
the melody of the song (2.2.1) (WF)
- Did the student notice if a melody went up or down (WB)
- Did the student sing the melodic pattern that went up and down (2.2.2) (WF)
- Did the student hum the tune as it went up and down.
- Did the student properly accompany the song with the ostinatos and single chords (2.2.3)
(WF)
- Did the student realize that there is other parts besides the melody in song (WB)
- Did the student properly corporate and collaborate with other students while performing
the song and analyze what went well and what could have been improved. (2.2.12) (WF)
- Did the students watch other students during the group performance and identify
what sounded good and what could be fixed. (WB)

Adaptation​​: How will you open this experience up for learners with different ways of engaging
and knowing? Consider adaptations to:

- Color
- Having a variety of colors for the mallets will help them figure out which mallet
sounds better on each instrument. I think it will also be helpful to have different
color drum sticks that way they can make sure that whatever color sticks they are
using goes back with the same drum. In a way it this will also teach them how to
be organized.
- Shape/Size
- If the size of the group is small it will give me a chance to explain myself better,
If it is big I would have to move faster in doing the activity to keep their attention.
 However, With fewer people, more time can be spent on each individual
interpretation, more learners will be able to focus on understanding why these
instruments make sense. Another factor of having fewer learners is that they can
spend more time on learning in a casual environment. If there happens to be a
larger group of learners, the activity will go as planned with less explanation and
more “follow the leader” form of instruction.
- Pacing
- Younger children love to listen to things repeatedly. This is for 2nd graders so
maybe repetition won’t be that necessary however this could be a small adaptation
to wind it back if I need to. If repetition is needed, then I could expand on why the
instrumentation is what it is said to be from the arrangement. This will make
playing the song more interesting.
- Modality
- For this activity I could refrain from using a lot of musical term that don’t have
anything to do with the instruments. If I want them to sustain the glockenspiel
sound, I will say make the sound of the glockenspiel longer by bouncing off the
instrument. And I can do that for every other instrument. In doing the first run of
the song, after it is done and I have assessed everyone, I can play it alone and
show them how it should look like. I could also play the arrangement so that they
may hear how the instruments to should all together.

Extension​​: To extend this experience, I could focus on each instrument individually. In essence,
I could split the experience into 2 halves. For example, the students can learn the first 3
instruments on day one and then learn the other 3 instruments on another day. One of these
instruments being the voice. This process will even out the time they have with each instrument.
Doing this extension will allow the students to grasp a better knowledge of the Orff instruments.
Furthermore, in having this extension it will be good for the students to work on their
remembering skills. Once this process is done, the students will be able to put the instruments
together.