Rationale​​: The purpose of this experience design is to allow students in the third grade

to engage with music during their time at the Creative Kids CoOp. This experience has
been created so that it can be taught by virtually any facilitators with varying
backgrounds but still be meaningful in teaching aspects of scholarship, leadership, and
personhood to the learners. These learners have been chosen because although they
cover academics during their homeschooling, it is important that they get a chance to
interact with other students and other disciplines such as the fine arts. This will allow
them to grow both as a music maker and become a more knowledgeable individual in
the future.
Understanding Statements​​:
● Students will know the song “Who’s that Knocking on the Door?”.
● Students will play a drum.
● Students will keep a steady beat.
● Students can sing at different tempos.
“I can” statements/standards:
● I can sing a melody. (VA 3.2)
● I can accompany singing on an instrument. (VA 3.3)
● I can respond to music with body movements. (VA 3.6)
Materials​​:
● Third Grade Learners
● Spacious Area
● Drum
● White Board/ Markers
● Speaker
● Different Songs with Slow and Fast Tempos
Detailed Process​​:
1. Welcome the group of third graders at the Creative Kids CoOp.
2. Invite everyone to sit in a circle with you to begin the experience.
3. Ask students about one fun thing they did earlier in the week. (3 minutes)
a. This will break the ice and get the students talking.
4. Next, you will teach the students a short welcome song. (7 minutes)
a. Have the students echo you as you sing the following song:
i. Hello There (Students: Hello There)
How are you? (Students: How are you?)
It’s so good (Students: It’s so good)
 To see you. (Students: to see you.)
We’ll sing and (Students: We’ll sing and)
Be Happy (Students: Be Happy)
Everyone: We’re all here together again.
ii. Here is a link to learn the melody.
1. https://www.youtube.com/watch?v=jCrLJOzRG00
b. Next, ask students if they want to sing it slower or faster.
c. After that, you can select students to be the leader of the welcome song.
i. To shake things up, give students an emotion that they have to use
to as they lead the class in singing the song.
5. After the welcome song, the students will play a game of “Maestro Says” to get
them moving before the rhythm movement activity. The game is very similar to
“Simon Says” except the leader will refer to themself as maestro and the
students will be asked to play different kinds of instruments rather than doing
random body movements. (10 minutes)
a. Invite the students to find their own space in the room.
b. After the teacher has lead a few rounds of this game, have individual
students get a chance to be the leader.
c. After each instrument is called and demonstrated by the group, ask the
students information they know about the instrument.
6. After the “Maestro Says”, the students will transition into a movement activity that
incorporates keeping a steady beat and improvising rhythms. (10 minutes)
a. Have the students stand up in a circle.
b. Then begin a steady march with your feet and have the students march as
well. This will set the beat.
c. After that have the students start counting from 1 to 4 repetitively.
i. 1-2-3-4 1-2-3-4 1-2-3-4
d. Have students stop marching but continue to count.
e. Next, invite them to do as you do and create four moves that can be done
on four beats at random and have the students echo.
i. For example: Clap on 1, Snap on 2, Clap on 3, and Stomp on 4
f. After you have done a few different patterns on four beats, then have the
students count silently in their heads.
g. Complete a few more patterns without them counting.
h. Speed up the tempo to make it more challenging for students to do the
moves.
i. Next, change up the game by only clapping rhythms that can be done over
four beats and having the children echo you.
 i. The rhythms can have quarter notes, eighth notes, half notes, and
rests.
j. Finally, complete the game by giving every student a chance to do their
own rhythm over four beats and then having the class echo them so that
they have a chance to be the leader.
7. Following the rhythmic movement activity the students will begin the process of
learning the song “Who’s that Knocking on the Door?” (20 minutes)
a. Have all the students find a spot to sit.
b. Explain to the students that you will sing a few pitches and then you will
pick someone to draw a line to represent whether the pitches went from
low to high or vice versa.
c. Use sets of pitches from the song “Who’s that Knocking on the Door?”
d. Call up the individual students and have them draw a line to show the
contour of the pitches.
e. If a student draws an incorrect line, tell them “nice try”, and pick another
student to attempt drawing the line.
f. Next, have the students reform a circle so that you can teach the entire
song.
g. Learn the melody of the song prior to seeing the kids by going to the
following link and scrolling down until you get to the song.
https://150folksongs.wordpress.com/category/the-songs/
h. Use the echoing method. Sing one line and then have the students repeat
after you. Change the word from “winter” and the adjective that precedes it
if it is a different time of year.
i. Who’s that
Knocking on the door
On a cold winter’s day
i. Once they seem to have the melody to the song down, then add in the
drum by playing on a steady beat and having them sing along with you.
i. Use the rhythm in the recording once the students are comfortable
with the melody.
j. After that, explain that students will now get a chance to fill in their names
at the end of the question in the song. Four students will say their names
like in the recording.
k. Continue to repeat the song until everyone gets a chance to fill their name
in.
l. Remind the students how they were able to sing the Welcome Song slow
and fast.
 m. Have all the students stand up and walk to the beat of “Who’s that
Knocking on the Door? at a slow tempo. (Change the word to “walking”
instead of knocking” Then have them do it at increasingly faster tempos.
n. Ask the students if anyone knows what the speed of music would be
called. If no one guesses, identify it as tempo.
o. Next, tell the students you are going to play some random songs and you
want them to guess whether the tempos of the songs are fast or slow.
8. Wrap up the class by having everyone sit in a circle and share one thing they
liked about the experience or something they learned. (5 minutes).
a. Or you can facilitate by asking specific questions to remind them what was
covered during the class.
9. Sing a closing song of your choice. (2 minutes)
a. Ask students if they know “Row, Row, Row your Boat”
b. Have them sing the melody.
c. Then you can show the video on the next line to teach them a short
goodbye song that uses the melody of “Row, Row, Row your Boat”
d. Here is example that you could use:
i. https://youtu.be/AWWz0aq0aR4
10. Have the students gather their things and prepare to leave. (3 minutes)
Assessments​​:

Checklist for Needs Meets Exceeds

Assessment Improvement

Know “Who’s that

Knocking on the
Door?”

Play Drum

Keeps a Steady
Beat

Moves and Sings at

Different Tempos

Adaptation​​: How will you open this experience up for learners with different ways of
engaging and knowing? Consider adaptations to:
 - Color - Assign different colors to the different pitches in the “Who’s that
Knocking on my Door” song and have them color in the iconic notation to
represent the pitches.
- Pacing - Sing the song “Who’s that Knocking on my Door?” in small parts and
have the students echo rather than just singing the whole piece through and then
having them join in.
- Modality - Use the pitches in the song “Who’s that Knocking on my Door?” to
play the game of “Maestro says” and have the students respond with pitches
rather than air playing instruments.
Extension​​ (what would you do next and/or how could you make this experience
longer?)
● I could make the Rhythm Movement activity longer by having students create
iconic notation on paper for the rhythm they clapped in the circle.
● For the “Maestro Says”, I could focus on a type of instrument such as strings,
woodwinds, or brass and then share common facts about those types of
instruments through pictures or the tangible instrument itself.