Name:​​ Sivory Chastain-Castellanos

District:​​ LAUSD
School:​​ Brockton Avenue Elementary
Subject:​​ General Music
Grade:​​ TK-Special Ed
Lesson Plan Number: ​2

National Standards for Music Education

Creating

Imagine -​Generate musical ideas for various purposes and contexts

MU:Cr1.1.PKa -With substantial guidance, explore and experience a variety of music.

​Performing

​ erform expressively, with appropriate interpretation and technical accuracy, and in a

Present-P
manner appropriate to the audience and context.

MU:Pr6.1.PKa -With substantial guidance, perform music with expression.

California Visual and Performing Arts Content Standards

2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Music Students

apply vocal and instrumental musical skills in performing a varied repertoire of music.
They compose and arrange music and improvise melodies, variations, and
accompaniments, using digital/electronic technology when appropriate

Apply Vocal and Instrumental Skills

2.2 Use the voice to speak, chant, and sing.

Compose, Arrange, and Improvise

2.3 Improvise simple instrumental accompaniments to songs, recorded selections, stories, and
poems.

4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About
Works of Music Students critically assess and derive meaning from works of music and
the performance of musicians according to the elements of music, aesthetic qualities,
and human responses.

Derive Meaning

4.1 Create movements in response to music.

Objectives:

By the end of the lesson,

1. Students will be experience the different genres of bebop, latin, swing, and the blue
through the characteristics of sound and rhythm in each genre through movement
2. Students will be able to perform syncopated rhythms using their voice
3. Students will demonstrate with guidance soloing using their voices and xylophones with
an instrumental accompanist (keyboard)

Equipment and Supplies:

1. Electronic Equipment
- Speakers able to plug into my phone
- Iphone
- Apple music examples: Watermelon Man-Mango Santarmaria, Dizzy Gillespie A
Night in Tunisia, Glenn MIller - In the Mood, Firehouse Five Plus Two- Yellowdog
Blues

2. Instruments

- Tuba
- Keyboard
- Xylophone

3. Personel

- Sydney to play on the keyboard

Procedure:

Introduction

1. Greet the students at the door and have them sit in a U shape facing the front.
2. Sing the good morning song and have the students sway to the music
3. Discuss the topic of the day “Jazz”
4. Take the good morning song, and jazz it up.
A. Incorporate syncopation and swung notes

B. Have students bobbing their heads to feel the beat better.

C. This activity will repeat till the students get more together in singing

Blues Activity

1. Introduce the many genres within Jazz latin, swing,bebop, and the blues
a. Have students move along to the music like moving head and clapping
- Students that are exceptional will be asked to come up and dance along
2. Discuss with the students what a walking bassline is
 a. Demonstrate with the tuba and keyboard
-Have student move along creating their own movement
3. Play to the students of a blues solo
4. Have Sydney play the blues bassline,
- Have students bob head and then clap to the bassline to feel the groove
5. Explain to the students the we are all going to be in a Jazz Band
a. Start call and response over the blues basslines with simple
-Exceptional students will be asked to create their own call for the class to
respond
6. Introduce the students the xylophone
a. The xylophone will only have the B-flat, D, F, G, and B-Flat keys that correspond
to the blues key
b. Show to students a call and response using the xylophone
- Students excelling at the this activity will get asked to play their own solo
with the instrument accompanist

​Closing Activity

1. Sing the goodbye song and have students sway to the straight version
2. Call and response the goodbye song off my demonstrate
3. Have students sing the “new” good bye song and have students move to the beat bobbin
their head.

Evaluation

1. My enthusiasm and energy towards the class made a very positive impact on the class
through making students feel ok with moving along to the music. But I would have like to
have shown more contrast in the music through different styles of dancing to the music.
2. The students appeared to have understood the concept of soloing because of my
analogy to being a rockstar. Also, after watching the video, my explanation of how to
play the instrument was very crucial because all of the students were able to hit the
xylophone and create a solid sound.
3. I liked having a limited selection for the students to by having B-flat,D, F, G, B-flat but I
wish I have less space between the notes because the students lacked the hand eye
coordination to hit the notes and tended to hit the spaces between the notes a lot. If I
had keyboards the allowed less notes and no spaces it would have allowed the students
to hit more pitches.
4. I would have liked to added more instruments for the students. After noticing all the
students focusing on one class member have each student be involved in the class
activity by adding shakers to keep a pulse with a bassline to represent a true rhythm
section.
Extension

1. For the listening portion of the class I would have student listen to three new jazz tunes
within the genres of latin, swing, and blue. I would focus on the students recognizing the
genres by assigning a dance move to each song within the genre and have to students
perform the dance move when the genre is played.
2. To add on to the “Good Morning” and “Goodbye” songs by having a bassline played to
support the singing and give bounce board for the rhythm to bounce off.
3. The next class would have all Orff keyboards and each student would an eight measure
solo and the other eight measures the group would solo over the bassline in order to
give the shy students a way to express their soloing with the spotlight not shining on
them.