Lesson Plan

Name: Ashley Kraus Date: 2/16/2023

Grade: 6 Class Type: General Music

1.Measurable Objective(s):
 Students will be able to identify the cultural significance of the Tinikling dance to Filipino
culture by discussing the history of how the dance was created.
 Students will be able to perform simple quarter note, quarter rest, and eighth note rhythms in
the 3/4 time signature with the Tinikling sticks instrument and their feet by practicing the
Tinikling dance as a class to traditional Filipino folk music.
 Students will be able to create their own rhythms in the 3/4 time signature using their feet by
using the rhythms provided to them and implementing their own choice of steps to go with
those rhythms.

2.Assessment:
 Students will recall the history of the Tinikling dance and it’s cultural significance to Filipino
culture by answering the “Exit Ticket” questions at the end of the class. (Informal assessment)
 Students will perform the 3/4 Tinikling rhythms learned with hands and feet using the
Tinikling sticks in time with the beat of the Filipino folk music for the teacher to observe.
(Informal assessment)
 Students will present their own Tinikling dances to the class using the rhythmic constrictions
provided for the teacher to observe. (Informal Assessment)

3. National Standards:
 MU:Pr4.2.6c Identify how cultural and historical context inform performances.

4. State Standards:
 Generate and conceptualize artistic ideas and work. Generate interdisciplinary musical ideas
using a variety of non-traditional sound sources (e.g., found sounds, digital technology,
unusual voices). (5-6.M.Cr.01)

5. Required Prior Knowledge and Skills:

 Students must know how to identify the time signature (if the song is in 4/4, 3/4 , or 6/8) of a
song and strong beat within that time signature
 Students must know simple rhythms within a ¾ time signature such as quarter notes, quarter
rests, and eighth notes

6. Material, Repertoire, Equipment needed:

 PowerPoint Presentation
 Tinikling sticks or substitutes for them (such as bo staffs or long boomwhackers)
 Videos for references and music
- https://www.youtube.com/watch?v=X4xXwJgiqNM&t=2s
- https://www.youtube.com/watch?v=Xeg3AtjGW3w
- https://www.youtube.com/watch?v=3Na7GrVq9ak

7. Review Needed:
 Reinforcement on rhythms in the ¾ time signature will be added if needed
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 8. Accommodations:
 Ear protection will be provided for students who request/need it
 All rhythms and text will be projected onto the board
 Closed captions will be put on for all videos as well as a closed captions detector for the
teacher’s voice

9. Agenda:
 Improvise movement to keep a steady beat to a traditional Filipino folk song
 Discuss the time signature of the traditional Filipino song and compare the song as a whole to personal
musical experiences
 Discuss ways a steady beat is kept in music in different cultures and how the Pacific Islander
cultures in particular feel a steady beat in music
 Introduce the Philippines and the Tinikling dance, including the history behind it
 Practice Tinikling rhythms (both for the sticks and for the feet) without using the Tinikling
Sticks instrument
 Practice Tinikling rhythms (both for the sticks and for the feet) using the instrument
 Create your own Tinikling foot rhythm
 Exit ticket: Recall cultural significance of the Tinikling dance

10. Lesson Sequence (Be sure to list time in the Pacing Section) Pacing
A. Brief Opening: A.
 Students will improvise movements that help them keep a steady beat and interpret 5
the rhythm of the traditional Filipino folk song minutes
 Students will discuss with a partner or group of three what they felt the time
signature was of the song and how they could tell
 Students will compare with a partner or group of three the Filipino folk song with
music they listen to in their daily lives
 Students will share aloud with the class their findings from the small group
discussion

B. Learning Activities: B
1. Students will brainstorm as a class different ways a steady beat is portrayed in music in 1. 2
many different cultures minutes

2. Students will learn about how Pacific Islander cultures interpret beat and rhythm through 2. 4
instruments and dance through a PowerPoint presentation. Students will be introduced to minutes
Filipino culture, specifically the Tinikling dance, including the history of the dance and the
history of the instrument the dance is performed with.

3. Students will practice the rhythms of the Tinikling dance as a class. First the rhythms will 3. 9
be performed and practiced without the Tinikling stick instrument. Students will practice minutes
the hand rhythms (the rhythms that would be done on the instrument) and the foot rhythms
(the rhythms that would be danced between the instrument). Two students (this can be
rotated so everyone can get a turn) will then play the “hand” rhythm on the Tinikling sticks
while the other students in the class take turns performing the “foot” rhythms between the
sticks.

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 4. Students will create their own foot rhythms to be performed between the Tinikling sticks 4. 9
with the same partner or group of three they had in the beginning of class using the given minutes
rhythms of quarter rest-quarter note-quarter note and quarter rest-eighth note-eighth note-
quarter note and any step combination they prefer. Students will present their “rhythmic
dance compositions” to the class.

C. Closing/Wrap-up: (This is a recap of the key learning of the day to check for understanding. C. 1
Could be a ticket to leave as individuals or group answers.) minute
 Students will complete an exit ticket as a class to check for their understanding of
the cultural ties between the Tinikling dance and Filipino culture. Students will
answer the questions “What item from Filipino culture was the inspiration for the
Tinikling stick instrument?” and “What animal from the Philippines inspired the
Tinikling dance?”

11.Reflection Prompt: What do you think went particularly well? How did this strength impact your students’
learning?

12.Reflection Prompt: If you could teach this lesson again, is there anything you would do differently? How
would this have impacted your students’ learning?

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