WEEK 4 SMALL LESSON GROUPS

Teachers Name: Adam Kishbauch Grade Level: 7/8

Lesson Title: Rhythm in Repertoire
Lesson Aligns with NJ CCC Standards: 1.1.8.B.1, 1.3.8.B.1
Lesson Aligns with National Core Music Standards: MU:Pr4.3.8a, MU:Cr1.1.6a, MU:Cr2.1.E.IIIa,
MU:Cr3.2.E.Ia

Learning Goals: What Learners Will

Be able to do (behavioral): By the end of this lesson, students in the HMS Concert Choir Small
group class will be able to identify syncopated rhythmic notation when prompted to do so with a
success rate of 80%.

Understand (cognitive): By the end of this lesson, students will explain syncopation in their own
words.

Encounter (experiential): Students will sing two pieces containing syncopated rhythms.

Construct meaning (constructivist): By the end of the lesson, students will appreciate the
differences between rhythmic performances in different styles.

Focusing Question

In what ways will students: assess the difference between playing syncopated rhythms
accurately and inaccurately?

In what ways will students implement their rhythmic understanding to improve the
familiar repertoire?

Materials

Choral octavos, piano, internet for recordings, Bluetooth speaker, percussion instruments

Assessment

Formative: ongoing monitoring through questioning and clarifying. Student monitored
reflection immediately after performances in lesson.

Summative: Student summarization of lesson topics and how it changed their perspective on
rhythm or the pieces in the lesson.

December performance of repertoire with rhythmic accuracy.

Integrative: Teacher reflects on the following questions:

1. How did the use of instruments contribute to the singers understanding of rhythms?
a. The Students were able to differentiate between straight rhythms and syncopated
rhythms once we went to African Noel. In addition, students learned to keep their
own rhythm while playing with students contrasting rhythms. The next step would
be to see if students can play and sing at the same time to help them further
understand steady beat.

2. What can be done differently to improve understanding and the transforming of
perspective among students and teacher?
a. There is a missing link between playing along to America and singing the
rhythm of Gloria Deo. Would it help or distract to keep the instruments in hand
when learning that section of the piece? Maybe transferring over to step
movement O Passo Style will make for a nicer physical connection.

3. How can this lesson be used as a reference for further lessons and ensemble rehearsals?
a. The lesson can help alto sectionals/small groups with African Noel because
they can both learn their tricky rhythms through percussion as well as learn to
keep a steady beat through all of the contrasting rhythms.
b. This lesson can influence ensemble rehearsals and possibly be more effective
because small groups of students can be the rhythm section, giving singers AND
percussionists more support in their parts.

Process

Partner: (Honor THEIR world by beginning with an experience students bring to the classroom.
Include time for students to collaborate and respond through sharing and discussion.)

- Play America from West Side Story. Have some students play primary beat (note the
change) while other students play rhythm of melody. Then switch.
- PREDICTING: How do you think this exercise will improve our ability to interpret
our repertoire?

Present: (Sequence the Lesson steps. Take the learning from THEIR world to the world of the
classroom. Present the information and allow time for students to practice and respond. Engage
critical thinking, problem posing, and problem solving)

A RHYTHMIC NOTATION/GLORIA DEO:
- Rhythm packet pg. 4 music & math
- Rhythm packet pg. 5 time sig. review, note value/duration
- QUESTIONING & CLARIFYING: are these rhythms similar or different to our earlier
example? In what ways are they different?
- meas. 45 49 Gloria Deo analyze rhythm read with numeric system
- whole song review

B AFRICAN NOEL
- whole song review with attention to entrances and cut-offs (IF TIME)

Personalize: (Make the learning personal to the students. Provide opportunities for students to
create and be musicians. Encourage original thinking and innovations. Facilitate students
abilities to connect.)

- CONNECTING: Students will come up with their own personal ostinato rhythm on an
instrument that will help fit the rhythm of African Noel.

Perform: (Communicate and share the new learning as students perform through concert
presentation, demonstration, or exhibition)

- Students will perform their rhythm while the rest of the class sings a piece of African
Noel.
- Students will perform African Noel and Gloria Deo at a concert in December.

SUMMARIZING/CONNECTING: Ask students to review the topics discussed in the
lesson and explain one thing they learned about rhythm or todays two pieces. Ask students
to relate and predict how this will help with a song like Joshua (another piece the HMS
choir is learning).