aly ~ aa mn ig tomar vmgorrsd Berklee fs ‘esson Plan Name: Sarah Lee Date: Nov. 4, 2021 Grade: 11 Class Type: General Music 1. Measyrable Objective(s): (Measurable learning objectives use action verbs to describe whafyou want the students to be able to do by the end of the class.) * Spents will distinguish range (narrow or wide) and density (thick or thin) of texture music. Students will identify and describe three different descriptive terminologies of textures in music: monophony, homophony, and polyphony. 2. Assepément: (What evidence will show that the students understand? Describe the asséssment used ~ formal and informal assessments based on learning objectives.) ormal- a short written quiz on identifying different textures. + Informal- Kahoot! Group game activity on identifying different textures. 3. National Standards: (Creating, Performing, Responding — Write out the standards that you wif be addressing in their entirety.) {U:Re7.2.C.11a Analyze aurally and/or by reading the scores of musical works the elements of music (including form), compositional techniques and procedures, relating them to aesthetic effectiveness, style, mood, and context; and explain how the analysis provides models for personal growth as composer, performer, and/or listener. 4. Sipe Standayds: (Creating, Performing, Responding, Connecting - Write out the standards that y6u will be addressing in their entirety.) . fénts need to know what are the different elements of music, and this lesson will 5. Required Prior Knowledge and Skills: (What must students know to be successful.) St specifically be front one of the many musical elements, texture. Different musical examples of thick and thick texture- both audio and image. Different musical examples of monophony, homophony, polyphony- both audio and image. * Student worksheet © Written quiz on identifying different textures Updated 12/1/197. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson.) Review what are the different elements in music. mmodations: (Special Needs, ELL, etc.) tudents with special needs will be assigned a buddy to work with on their worksheets, in class activities, or games. I will provide alternative ways of assessing the students who are having difficulty with tests, such as by conducting the test orally. © Iwill have keywords, or terminology that ELL students may find difficult on the board, and write out their meanings. lonophony, Homophony, Polyphony. Kahoot! Game Assessment 10. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing ‘A. Brief Opening: (A teacher posted group or brief individual ; assignment, Briefreading writing, editing, or problem-solving activity | 5 min. to ready them for learning - may be a question about the rehearsal music or at the younger levels it may be a learning activity to set up {for today's Igssan such as a "Do Now.") 1. Stydents will review the important elements in music. Students I review DR.CPSMITH (duration, rhythm, context... ;cronym for the different musical elements. Students will be specifically introduced the definition of texture in music, which is way the melodic, rhythmic, and harmonic materials are woven together in a composition. 3. Activity- Identifying the density and range of textures- thick or thin& wide or narrow- on different music. Different musical examples of thick and texture. Thin: Haydn: Sonata in G Major, Hob. XVI:11, Il, mm.25-29 Thick: Billy Taylor: Talyor Made Piano, P. 158 Example B. Wide: Berlioz: Agnus Dei from Grande messe des morts (Requiem), op. 5, no. 10, mm. 69-76. Updated 12/1/19Narrow: Elliott Carter: Eight Etudes and a Fantasy for Woodwind Quartet, III, mm. 1-4, B. Learning Activities: (What learning experiences and instruction will enable students to achieve the desired results — have more learning activities than you need ) Students will be handed out a worksheet on texture to work on during class. They will be taking notes on the definition of monophony, and homophony, polyphony, and the important terminologies. Students will be introduced different descriptive terms related to texture in music: monophonic, polyphonic, and homophonic texture. Students will Gear my presentation/lecture on monophony, homophony, and polyphony and work on their in- class worksh They will be introduced the definition of each texture, look at examples of each, and listen to the actual musical examples. Different musical examples of monophony, homophony, polyphon both audio and image. Monophony: 1. “Dies Ira 2. Sousa: Whhington Post March, mm. 1-5 3. Debussyf Sarabande from pour le Piano mm,1-2 Homophony, 1. Mepelssohn: Songs Without Words op. 30, no. 6, mm. 7-10. Schumann: “Ich Grolle Nicht” (“I Bear No Grudge”) from ichterliebe, op. 48, no. 7, mm. 1-4. 3° Mozart: Symphony no. 40 in G Minor, K. 550, I: Molto Allegro, mm. 221-225. Polyphony: 1. Bach: Invention no. 5 in E-flat Major, BWV 776, mm. 1-2. 2. Bach: Invention no. 4 in D Minor, BWV 775, mm. 1-4. 3. Josquin des Prez: Tu Solus Qui Facis Mirabilia (You Alone Perform Such Wonders), mm. 35-38. 4, Bach: Fuga Canonica from The Musical Offering, BWV 1079, mm. 1-3. After observing each example, students will have class discussion on the different musical effect each texture creates, such as the effect that they have on the style, mood, or context of music. B. 15 min. Updated 12/1/19ae a sty, sens will play @ class game activity using Kahoot! Stadents cat be divided into groups and play a Kahoot game on naming the type of texture of music that they see on the screen each time. C. Closing/Wrap-up: (This is a recay i is : ip of the key learning of the day to | C. 10 min. check for understanding. Could be a ticket to leave as individuals or group answers.) Students will answer a short written quiz on their own on identifying textures of different music. The test will have different images of music in different textures, and they will write down in the blank one of the textures they think it is: monophony, homophony, polyphony, oF heterophony. ‘Then, students will exchange their quizzes with another classmate and grade it. D. Assignment: None. {iReflection Prompt’ What do you think went ‘particularly well? How did this ‘strength impact ‘your students’ learning? 1. Reflection Prompt Ifyou could teach this lesson tery is there anything you would do differently? How would this have impacted your students’ learning? ‘edated 12/1/19Fr me Name: Musical Element: TEXTURE |. DR.CPSMITH DYNAMICS, RHYTHM CONTEXT PITCH STRUCTURE MELODY INSTRUMENTS, TEMPO/TEXTURES/TIMBRE HARMONY What is texture in music? Texture in music is the way the tis a general term used loosely to describe the * Texture is often described in terms of and 3. * Thick Billy Taylor Taylor Made Piano, p. 158, Example B. ™aterials are woven together in a composition. Density-Thick vs. Thin © Thin Haydn: Sonata in G Major, Hob. XVIII, I], mm. 25-29, Se4. Range- Wide vs. Narrow * Wide Beton: Agnus Dei fom Grande mese des mart (Reqien).op. 5, 0 69-6. * Narrow Filiott Carter: Eight Etudes and a Pantasy for Woodwind Quartet, ly mm. 1 5. Monophony Sequence: “Dies ine”Debussy: Sarabande from Pour le pi iano (For the Piano ) 12 ‘Avec une élégan Brave et A meet lente gieye tre See P oie so 6. Polyphony Bach: Invention no. 5 in E-at Major, BWV 76, mm. 1-2 SJosquin des Prez: Tu Sols Qui Facis Mirai (You Alone Perfo Such Wonder),mm. 35-38, 7. Homophony WV 1079. mm. 13. ea fom The Musical Ofering Bach: Fuge Canoniop. 30, 0.6, nm. 7-10- Mendelssohn: Songs Without Words '550,1: Molto Allegro, mm. 21-225. ‘Mozart: Symphony 20.40 in G Minor, K Melody Harmonie Support Harmonic and Rhythmic Sopport [Harmonic and Rhythmic Supper CLASS DISCUSSION y What effect does each type of texture create, ‘mood, or context of music? such as the effeet they have on the style,