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Unit: STOMP OUT LOUD-Exploration of sound,

instruments, and composition

Created by: Mrs. LeNoir

Unit Concepts:

house hold used as


instruments

compose on household
instruments

perform on household
instruments

relate the actions in


stomp to African American
Music

improvisation

FORM: A B A, ABACA

Unit Objectives:
Student will be able to:

watch Stomp and identify


house hold items being used
as instruments.
identify the way in which a
house hold items is being
played.
bring in their own
instruments from home.
work in group to compose a
piece using house hold
instruments.
perform in a CLGs their group
compositions.
define the similarities
between Stomp and African
American music.
explain and perform in music
using a specific form.

Standard II: Students will perform on instruments, independently and


with others, a varied repertoire of music.
2.2 Perform on pitched and un-pitched instruments in rhythm while
applying a steady beat
2.3 Perform rhythm accompaniments by ear
2.9 Perform an independent part in a ensemble setting.
Standard IV: Students will compose and arrange music within specific
guidelines.
4.2 Arrange short songs and/or instrumental pieces
Standard VI: Students will listen to, describe, and analyze music and
music performances
6.4 Identify and describe basic music forms
6.7 Identify the elements of music within a musical composition
NEW MUSIC STANDARDS:
MU:CR1.1: Generate and conceptualize artistic ideas and work.

MU:CR1.1.6: Generate simple rhythmic, melodic, and harmonic phrases


within AB and ABA forms that convey expressive intent.

MU:CR2.1 Organize and develop artistic ideas and work.

MU:CR2.1a Organize and develop artistic ideas and work.

MU:R2.1.6a: Select, organize, construct, and document personal musical


ideas for arrangements and compositions within AB or ABA form that
demonstrate an effective beginning, middle, and ending, and convey
expressive intent.

MU:Cr3.1 Refine and complete artistic work.

MU:PR4.1: Select, analyze, and interpret artistic work for


presentation.
MU:PR4.1.6 Apply teacher provided criteria for selecting music to perform

for a specific purpose and/or context, and explain why each was chosen.
MU:PR4.2a: Select, analyze, and interpret artistic work for

presentation.
MU:PR4.2.6a: Explain how understanding the structure and the elements

of music are used in music selected for performance.


MU:PR4.3 Select, analyze, and interpret artistic work for

presentation.
MU:PR4.3.6 Perform a selected piece of music demonstrating how their

interpretations of the elements of music and the expressive qualities (such as


dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.

MU:Pr5.1: Develop and refine artistic techniques and work for


presentation. NO B FOR 6-8
MU:Pr5.1.6a: Identify and apply teacher provided criteria (such as correct

interpretation of notation, technical accuracy, originality, and interest) to


rehearse, refine, and determine when a piece is ready to perform.
MU:PR.6.1: Convey meaning through the presentation of artistic
work
MU:PR.6.1a: Convey meaning through the presentation of artistic

work.
MU:PR.6.1.6a: Perform the music with technical accuracy to convey the

MU:Cr3.1a Refine and complete artistic work.

MU:Cr3.1.6a Evaluate their own work, applying teacher provided criteria


such as application of selected elements of music, and use of sound sources.

MU:Cr3.1b Refine and complete artistic work.

MU:Cr3.1.6b Describe the rationale for making revisions to the music based
on evaluation criteria and feedback from their teacher.

presence, attire, and behavior) and audience etiquette appropriate for venue
and purpose.

MU:Cr3.2 Refine and complete artistic work.

MU:Cr3.2.6 Present the final version of their documented personal


composition or arrangement, using craftsmanship and originality to
demonstrate an effective beginning, middle, and ending, and convey
expressive intent.

MU:Cn10.1 Synthesize and relate knowledge and personal


experiences to make art.

creators intent.
MU:PR.6.1b: Convey meaning through the presentation of artistic

work.
MU:PR.6.1.6b: Demonstrate performance decorum (such as stage

MU:Cn10.1.6 Demonstrate how interests, knowledge, and skills relate to

personal choices and intent when creating, performing, and responding to


music.

Stomp Live

In what ways can a house


hold item be used as an
instrument?

You need your folder, a piece of paper, and a pencil.


Warm Up:
You need a piece of paper, write the
following heading in the upper right hand corner of
your paper: NAME, PERIOD, DATE, and in the top
center of your paper please write STOMP OUT LOUD
INSTRUMENT LIST.
Students will:

review the new essential questions: How can house hold


items be used as instruments? What is considered an
instrument? (turn and talk activating strategy).
watch Stomp Out Loud and make a list of household items
being used as instruments (instructional activity).
write down a list of instruments they plan to make or bring
in from home (exit ticket-summarizing activity).

Directions:
Turn and
talk to your table partner
about the following essential
questions:
How can house hold items
be used as instruments?
What is considered an
instrument?

Direction #1: Review Stomp Out Loud


Instrument List Grading
Rubric
Direction #2: Watch Stomp Out Loud and
make a list of household
items being used as
instruments.
Exceeding
the
Standards
10

Meeting
the
Standards
9

Approaching
the
Standards
8

Below
the
Standards
7

61 +
60-50
49-39
Less than
instrumen instrumen instrument
38
ts more
ts listed
s listed
instrumen
listed
ts listed

Direction #1:
In your learning
log, write question and answer
the following question using
complete sentences: How can
house hold items be used as
instruments?
Direction #2:
In your learning
log, write down a list of
instruments you plan to make or
bring in from home.

You need your folder, your Stomp Instrument


List from yesterday, and a pencil.
WARM UP:
In your learning log, write
and answer the following question using
complete sentences: In what ways can a
household item be played like an
instrument?
Students will:
think and discuss the following question: In what ways can a
household item be played like an instrument? (activating
strategy).
review the following essential question: In what ways can a
household item be played like an instrument? (think-write-shareactivating strategy).
watch Stomp Out Loud and make a list of household items being
used as instruments (instructional activity).
answer How many household items were you able to identify?
(learning log-summarizing strategy).

Day 2 Think-Write-Share Activating


Strategy

Direction #1:
In your
learning log, write and answer
the following question using
complete sentences: In what
ways can a household item be
played like an instrument?
Direction #2: Share your answer
with your table partner

Day 2 Instructional Video


Activity
Directions: Watch Stomp Out Loud and make a
list of household items being used as
instruments.
Stomp Out Loud Instrument List Grading Rubric
Exceeding
the
Standards
10

Meeting
the
Standards
9

Approaching
the
Standards
8

Below
the
Standards
7

61 +
60-50
49-39
Less than
instrumen instrumen instrument
38
ts more
ts listed
s listed
instrumen
listed
ts listed

Directions:

In your learning

log, write and answer the


following question using
complete sentences: How many
household items were you able to
identify?

You need your folder, your Stomp


instrument list from yesterday, and a
pencil.
WARM UP:
What will your Stomp
Performance sound like?
Students will:
think and discuss the following question: What will your stomp
Performance sound like (activating strategy).
participate in a rhythm activity/form groups (think-write-shareactivating strategy).
review new the essential questions: : How will you plan for your
Stomp performance (think-write-share-activating strategy).
review Stomp Assignment (Instructional Strategy)

review Dos and Dont

form: A B A (Must have at 2 different sections and a total of


3 sections)
answer essential question: How will you plan for your Stomp
Performance? (group discussion/ exit ticket)

Activity #1:
Think and
share your answer to the following
question with your table partner: What
will your Stomp Performance sound
like?
Activity #2:
activity.

Participate in a drumming

Activity #3: Select your Stomp


performance groups

Directions: Group members will a number 1-4 then


group will complete the highlighted portions of the
Performance Planning Worksheet.
Daily Job Assignments:
1 Person: You are the group manager today.
2 Person: Your job is to ensure everyone completes
assigned portions of the worksheet.
3 and 4 Person: Your job is to lead the discussion
regarding your group name.

Direction #1: SIT IN GROUPS and discuss the


following question: How will you plan for your
Stomp Performance?
Direction #2: In your learning logs, each group
member will write and answer the question
using complete sentences.
Direction #3: On the group daily activity
log, each group member is responsible for
writing what they did today.

You need:
your music folder, paper, and a pencil.
to sit in your groups.
to put everything on the floor including your
instrument.
to wait quietly for instructions.

Warm-up:
Turn and talk to your table
partner and discuss the following question:
How would you describe your groups A section
or what would you like your a section to sound
like?
Students will:
discuss the essential question: How would you describe your groups A section or what

would you like your A section to sound like? ( turn and talk-activating strategy).
review for tempo and dynamic quiz (instructional strategy)
review Stomp assignment (instructional strategy).
complete the performance planning worksheet (instructional strategy).
describe the A section.
begin creating their B section.
perform their A sections (summarizing strategy).

Directions:
Turn and
talk to your table partner
about the following
essential question: How
would you describe your
groups A section or what
would you like your a
section to sound like?

Directions: You need to take out a clean sheet of paper and write
your name in the upper right hand corner. In the top center of
the paper students will write MUSIC QUIZ REVIEW NOTES and
copy down the information below

Tempo is the speed of music.


Allegro: fast
Moderato: medium
Adagio: slow
Dynamic is the volume of sound.
Forte: Loud
Mezzo Forte: Medium Loud
Mezzo Piano: Medium Soft
Piano: Soft
Form: structure of a song. Example ABA Chorus
Verse Chorus

Description of Section: Reference


Tempo is the speed of music.
Allegro: fast
Reference Section
Moderato: medium
Adagio: slow
Dynamic is the volume of sound.
Forte: Loud
Mezzo Forte: Medium Loud
Mezzo Piano: Medium Soft
Piano: Soft
Order of Entry is an order in which each student
begin playing.
Description of Music is the description of the
instrument each person is playing, how each person
is playing the instrument, and the rhythms each
person is playing.

Directions: Groups will practice


your A section and complete the
section A portion of your
Performance Planning Worksheet.

Group Member Names: Dora Dora, Boots Fox, Diego Cat,


Swiper Fox
Class
Period:_____
STOMP
Group Daily Activity Log
TODAYS DATE: ___________________
Students Name

Give a detailed description of what you did to contribute to


todays daily assignment.

Dora

I worked on

Boots

I created

Diego

I completed

Swiper

Group Member Names: Dora Dora, Boots Fox, Diego Cat,


Swiper Fox
Class
Period:_____
STOMP
Group Daily Activity Log
TODAYS DATE: ___________________
Students Name

Dora
Boots
Diego
Swiper

Give a detailed description of what you did to contribute to


todays daily assignment.

I brought in
I worked on
I brought in
I worked on
I brought in
I worked on
I brought in
I worked on

Direction #1: Groups will


perform their A sections for
the class.
Direction #2: On the
group daily activity log,
each group member is
responsible for writing
what they did today.

You need:
your music folder, paper, and a pencil.
to sit in your groups.
to put everything on the floor including your
instrument.
to wait quietly for instructions.

Warm-up: Think, share, discuss, and discuss


the following essential question: What will
section B sound like?
Students will:
think-share-do the essential question: What will section B sound like?

( activating strategy).
review for quiz tomorrow (instructional strategy).
review Stomp assignment (instructional strategy).
complete B portion of the performance planning worksheet (instructional
activity).
perform B sections (instructional activity).
Review for the dynamic and tempo quiz (summarizing activity).

Day 5 Think-Share-Discuss-Do: Activating


Strategy

Direction #1: Think, share,


and discuss the following
essential question: What will
section B sound like?

Tempo is the speed of music.


Allegro: fast
Moderato: medium
Adagio: slow
Dynamic is the volume of sound.
Forte: Loud
Mezzo Forte: Medium Loud
Mezzo Piano: Medium Soft
Piano: Soft
Form: structure of a song. Example
ABA Chorus Verse Chorus

Direction# 1: Group will practice their B


section and complete the section B
portion of your Performance Planning
Worksheet.
Pointers:
your B section should sound different
from youre A section ( use different
instruments, different dynamic,
different tempo)
think possibly a Solo or Duet
Direction #2: Determine Musical Form.
(examples: A B A or A B C D A or ABACA)

Directions: Study the following information silently.

Tempo is the speed of music.


Allegro: fast
Moderato: medium
Adagio: slow
Dynamic is the volume of sound.
Forte: Loud
Mezzo Forte: Medium Loud
Mezzo Piano: Medium Soft
Piano: Soft
Form: structure of a song. Example ABA
Chorus Verse Chorus

Day 5 Pair-Study for Quiz Summarizing


Activity

Direction #1: Study for the


Tempo and Dynamic quiz
with your table partner.
Direction #2: On the group
daily activity log, each
group member is
responsible for writing
what they did today.

You need:
your music folder, paper, and a pencil.
to sit in your groups.
to put everything on the floor including your
instrument.
to wait quietly for instructions.

Warm-up: Study silently for your quiz

Students will:
study for their quiz (activating strategy).
take the tempo and dynamic quiz (instructional

activity).
review Stomp assignment (instructional strategy).
complete all portions of the performance planning
worksheet (instructional activity).
perform Stomp composition (summarizing activity).

Direction #1:
Write your name, period,
and date on the quiz paper.
Please follow directions and answer all ten
questions.
Question ten needs to be answered using
complete sentences on the back of the quiz.
Direction #2: WHEN YOU HAVE FINISHED the
quiz, on the back of the quiz paper below your
answer to question ten, write down your ideas
for groups section B, C, and/or D.
***HOLD ONTO YOUR PAPER AND I WILL COLLECT THEM
WHEN EVERYONE IS DONE-THANK YOU MRS. LENOIR***

Day 6 ESSENTIAL
QUESTION

What will your B, C,


and/or D sections
sound like?

Direction #1: practice all sections

and complete the all portions of


your Performance Planning
Worksheet.

Direction #2: Create a C or D


sections (optional) .

Direction #3: Determine Musical

Form if not already decided on


(examples: A B A or A B C D A or
ABACA).

Direction #1: Groups will


perform your B,C, and/or D
sections.
Direction #2: On the group
daily activity log, each
group member is
responsible for writing
what they did today.

You need:
your music folder, paper, and a pencil.
to sit in your groups.
to put everything on the floor including your instrument.
to wait quietly for instructions.
Warm-up:
In your learning log, write in your answer
to the following question using complete sentences: How
would you describe audience etiquette?

Students will:
will think, write in their answer to the question using

complete sentences in their activity log, and share the


following essential question with their table partner: How
would you describe audience etiquette? (activating strategy)
review Stomp assignment (instructional activity).
complete all portions of the performance planning worksheet
(instructional activity).
practice Stomp Performance (instructional activity.)
perform their Stomp composition (instructional activity).
demonstrate audience etiquette(summarizing activity).

Day 7 Essential Questions Think-Write-Share: Activating


Strategy

Direction #1:
In your learning log,
write in your answer to the following
question using complete sentences:
How would you describe audience
etiquette?
Direction #2: Then share the response
with your table partner.

Directions: Group will


practice all sections and
complete all portions of the
Performance Planning
Worksheet.

Directions: Model audience


etiquette.
How would you model
audience etiquette?

You need:
your music folder, paper, and a pencil.
to sit in your groups.
to put everything on the floor including your
instrument.
to wait quietly for instructions.
Warm-up:
Discuss the following question with
your table partner: How can performing in front of the
class help you become more a confident individual?
Students will:
discuss the following question with their table partner: How can
performing in front of the class help you become more a confident
individual? (activating strategy).
review and model audience etiquette (activating strategy).
review Stomp assignment (instructional activity).
complete all portions of the performance planning worksheet
(instructional activity).
practice Stomp Performance (instructional activity.)
perform their Stomp composition and dictate the form for each Stomp
Performance (summarizing activity).

Directions: Discuss the


following question with
your table partner: How
can performing in front of
the class help you become
a more confident
individual?

Directions: Students will


model audience etiquette.
How would you model
audience etiquette?

Directions: Group will


practice all sections of their
Stomp composition and
complete all portions of the
Performance Planning
Worksheet.

Direction #1: Each group will


perform their Stomp
Composition.
Direction #2: During the
performances, you will
describe and identify the each
groups form on the
Performance Evaluation
Sheet. You will model
audience etiquette.

Day 8 Set-Up Stomp Performance Evaluation Sheet Instructional


Activity

PERFORMANCES

You need:
your music folder, paper, and a pencil.
to sit in your groups.
to put everything on the floor including your instrument.
to wait quietly for instructions.
Warm-up:
Discuss the following question with
your table partner: What have you learned from this project?
Students will:
discuss the following question with their table partner::What have you have learned
from this project(activating strategy).
Review and model audience etiquette (activating strategy).
review Stomp assignment (instructional activity).
practice Stomp Performance (instructional activity.)
perform their Stomp composition and dictate the form for each Stomp Performance

(summarizing activity).
write and answer the following question in their learning log: In what ways have you

grown as a musician from completing this activity? (summarizing activity).

Directions: Discuss the


following question with
your table partner: What
have you have learned
from this project?

Directions: Group will


practice all sections of their
Stomp composition and
complete all portions of the
Performance Planning
Worksheet.

Direction #1: Each group will


perform their Stomp
Composition.
Direction #2: During the
performances, you will
describe and identify the each
groups form on the
Performance Evaluation
Sheet. You will model
audience etiquette.

Day 9 Stomp Performance Evaluation Sheet Instructional Activity

PERFORMANCES

Directions: In your
learning log, write and
answer the question using
complete sentences: In
what ways have you
grown as a musician from
completing this activity?