Ethan Brown

Kindergarten
Singing
Review song: Turkey Tango 4-5min
New Song-The North Wind: 5-8 min.
Goals: Sing melody accurately, rock back and forth in time. Explain bird migration.
Execution:
Sing the song while accompanying on guitar for students. Play the song two to three times depending
how the students are reacting to the song. Break the song into small phrases and have the students
echo each phrase multiple times. After the students successfully echo each phrase have the class sing
the whole song again. If students are still engaged and lesson has momentum, add motions to the song
and perform again.
Playing Activity: 10-12 min.
Have students improvise melodies in between Over the River and Through the Woods.
Execution:
While students are still on pillows sing Over the River and Through the Woods. Walk over to
instruments and finish the song then improvise a melody. Explain that I will sing a melody and then the
students will improvise a melody like mine. Have the metalophones and xylophones set up alternating,
in C major pentatonic. Tell students that it will be the xylophones turn to improvise at one time, and
then the metalophones.
Objectives:
#6-Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
#4-With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and
tempo) that support the creators expressive intent.
#1-With guidance, generate musical ideas (such as movements or motives).
Assessment:
Performance, class participation
Listening Activity
Music from the movie Real in Rio.
Talk about how the music sounds, and what is important to people who make this kind of music.
Classes:
Mrs. K-Few problems presented the children all behave very well. Jack has autism, but behaves well and
enjoys class.
Mrs. Parsons- class behaves very well no management issues. Abby has Downs syndrome, but
participates as much as she is able, she presents no problems other than her tendency to request for
mommy and daddy.
First and Second grade:

Lesson 1
Singing:
Review song: Over the River 4-5 min.
New Song:
Dance Josey: 5-8 min.
Execution: Sing the song to students while playing guitar. Repeat the song multiple times to introduce
the melody to the students. Break the melody into phrases and have the students echo the phrases
after I sing. Sing the whole song again multiple times. Have students sing melody while tapping beat
and rhythm on legs. While singing walk to the instruments and begin teaching the ostinato to the song.
Instruments: 10-12 min.
Teach ostinato C, F, E,D: 3x C,F,C.
Have students sing and play ostinato at the same time.
Execution: While singing walk over to instruments and play ostinato while singing. End the song and
explain we are going to explain this ostinato. Tremolo on each note and tell the students the name of
each note. Explain that we start on C jump up to F and then walk down the stairs back to C. Have the
students come find an instrument, and put their mallets in the air so I know they are ready. Have the
students not playing stand and sing the melody while the rest play. After several repetitions have the
groups switch. If this goes well begin teaching the melody as a preview for next class.
Extra:
Listening:
Brazilian music
Samba Do Brasil-Ey Macalena
Talk about how the music sounds, and what is important to people who make this kind of music.
Objectives
#6-Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
#4-With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and
tempo) that support the creators expressive intent.
#1-Generate musical ideas for various purposes and contexts.
Assessment:
Performance, class participation.
Lesson 2
Singing:
Review Dance Josey 4-5 min.
Sing song as students sit down. Play it with them multiple times and move on to teaching the melody to
the song. Walk over to the mallet instruments while singing the song for the last time.
Instruments: 12-15 min
Teach melody of dance Josey to students.
Execution: Explain that the melody has three different parts and play the three different parts for the
students on the xylophones. Explain that the song goes part 1, part 2, part 1, part 3, and the ending

which is different. Teach the parts in that order. Tremolo on each note and tell the students the name
of each note. Invite the students up to play the instruments. Have enough instruments for every
student but explain that the xylophones will play together and all the metal instruments will play
together. Explain when a student is not playing they have to put their mallets on the ground, but they
can practice with their fingers while the other group plays. Lead each group through a couple times
slowly, then allow the group to practice on their own. One group will practice with the mallets and the
other will use fingers and then switch. Walk around encouraging and offering help. After a few minutes
reconvene and have the groups play again. If it sounds good, and the students seem confident ask if
anyone would like to play by themselves.
Percussion: 10 min.
Time permitting pass out instruments, if not have students clap rhythms.
Present two rhythms to the class- Ta ta ti ti ta. Ta ti ti ta ta.
Have the class play both rhythms. Split the class in two have both groups layer the rhythms, switch and
repeat.
If this is successful have one group clap ta ta ti ti ta, and allow the other to improvise their own rhythms
using tas and ti tis. Allow each row to improvise separately.
Objectives#6-Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
#4-Analyze the structure and context of varied musical works and their implications for performance.
#1-Generate musical ideas for various purposes and contexts.
AssessmentPerformance, class participation.

Third and Fourth grade

Singing: 5-10 min.
Sing Demos Gracias, have students clap the beat while singing. Sing the song to the students while
playing guitar. Go over the pronunciation of the Spanish with the students. Break the song into phrases
and have the students echo my singing. Sing the song again and request the students clap the beat to
the song. Sing the song until the students seem comfortable with the melody. Explain that this this
song has an ABAB form. Explain that songs often repeat themselves in a predictable ways that makes
them easier to understand for listeners. Explain that this is called the form, or structure of the song.
Transition to the composing section of the lesson.
Composing 35 min.
Show three pictures and explain the students have to write an ABAB song that is inspired by the
pictures.
Supplies:
Bass note for xylophones, pentatonic xylophone, pentatonic glockenspiel, drum, hand percussion.
Directions:

The group has to decide who is in charge of the A melody, who is in charge of the B melody, and who is
in charge of other instruments.
The group has to create a melody that is an A section. Use paper and markers to draw a picture to
remind you how to play it.
Everyone has to draw their part out on paper. Each melody needs to start and end on the same note as
the bass note used in the group, which is the tonic note.
Have the class discuss what they like about the performance, if the songs are short have the groups play
again.
Objectives
#6-Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
#4-With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and
tempo) that support the creators expressive intent.
#1-With guidance, generate musical ideas (such as movements or motives).
#3-Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate criteria.
AssessmentPerformance, class participation.