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Warm-Up
🕐 5 min - Theory
-
Teacher reviews basic note reading patterns using isolated rhythm patterns taken from song.
- Students can perform rhythms as a class or Teacher may select individual students.
Practice
🕐 5 min - Exercise 1:
- Teacher divides students into groups.
- Each group will be assigned a specific rhythm part (first rhythm line, second rhythm line, etc.).
- Teacher directs students to mute all other parts in the “Sound Controls” menu.
- Students practice performing their assigned rhythmic part on drums or body percussion. Tempo can be adjusted as needed
- After practicing, each group will demonstrate their rhythmic part for the class.
- Class puts all rhythmic parts together with the full track.
- Class discusses…
- What did you notice about each rhythmic part in the song?
- How did they interact as a whole?
🕐 3 min - Exercise 2:
- Teacher briefly reviews major vs. minor chords
- Using the “Sound Controls” menu, Teacher will mute all non-harmonic tracks
- Students listen and move to reflect the chord changes. Movement ideas could include:
- Sit, Walk, Pass = minor
- ○ Stand, Stop, Reverse Pass, etc. = major
- Class discusses…
- Which chord type was used more frequently?
- Were there any chords used that you didn’t recognize?
🕐 5 min - Exercise 3
- Teacher has students return to groups
- Students work collaboratively to sing through the melody as many times as needed to answer the following questions.
- What is the highest note sung?
- What is the lowest note sung?
- Can you describe the range?
- How would you describe the vocal style used?
🕐 5 min - Exercise 4
- Teacher distributes Form Cards to each group
- Students listen to the song, as played aloud. NOTE: Students should not use their laptops to play, as they will see the form as the song is playing.
- Students work collaboratively to organize in the Form Cards in the correct sequence
- At the end of the song, Teacher assesses each group to see which group as closest to being correct
Reflection
🕐 2 min - Ticket Out the Door
- Class discusses the following…
- What are some of the main elements of a song that were analyzed?
- Explain one new term or idea that you learned.
- What did you find easy? What did you find challenging? Explain.
Beyond the Lesson
- Students could create their own Listening Guides or Forms based on the key elements analyzed during class. They could then choose a new song and complete the analysis process using their new form.
-
Using the elements analyzed, the class could organize a Jam Session. Teacher could invite students to choose one of the following options…
- Rhythmic Part = Drums or Body Percussion
- Chords = Guitar, Ukulele, Piano, Etc.
- Melody = Vocals, Piano, Etc.
Warm-Up
🕐 5 min - Theory
-
Teacher reviews basic note reading patterns using isolated rhythm patterns taken from song.
- Students can perform rhythms as a class or Teacher may select individual students.
Practice
🕐 5 min - Exercise 1:
- Teacher divides students into groups.
- Each group will be assigned a specific rhythm part (first rhythm line, second rhythm line, etc.).
- Teacher directs students to mute all other parts in the “Sound Controls” menu.
- Students practice performing their assigned rhythmic part on drums or body percussion. Tempo can be adjusted as needed
- After practicing, each group will demonstrate their rhythmic part for the class.
- Class puts all rhythmic parts together with the full track.
- Class discusses…
- What did you notice about each rhythmic part in the song?
- How did they interact as a whole?
🕐 3 min - Exercise 2:
- Teacher briefly reviews major vs. minor chords
- Using the “Sound Controls” menu, Teacher will mute all non-harmonic tracks
- Students listen and move to reflect the chord changes. Movement ideas could include:
- Sit, Walk, Pass = minor
- ○ Stand, Stop, Reverse Pass, etc. = major
- Class discusses…
- Which chord type was used more frequently?
- Were there any chords used that you didn’t recognize?
🕐 5 min - Exercise 3
- Teacher has students return to groups
- Students work collaboratively to sing through the melody as many times as needed to answer the following questions.
- What is the highest note sung?
- What is the lowest note sung?
- Can you describe the range?
- How would you describe the vocal style used?
🕐 5 min - Exercise 4
- Teacher distributes Form Cards to each group
- Students listen to the song, as played aloud. NOTE: Students should not use their laptops to play, as they will see the form as the song is playing.
- Students work collaboratively to organize in the Form Cards in the correct sequence
- At the end of the song, Teacher assesses each group to see which group as closest to being correct
Reflection
🕐 2 min - Ticket Out the Door
- Class discusses the following…
- What are some of the main elements of a song that were analyzed?
- Explain one new term or idea that you learned.
- What did you find easy? What did you find challenging? Explain.
Beyond the Lesson
- Students could create their own Listening Guides or Forms based on the key elements analyzed during class. They could then choose a new song and complete the analysis process using their new form.
-
Using the elements analyzed, the class could organize a Jam Session. Teacher could invite students to choose one of the following options…
- Rhythmic Part = Drums or Body Percussion
- Chords = Guitar, Ukulele, Piano, Etc.
- Melody = Vocals, Piano, Etc.
Warm-Up
🕐 5 min - Theory
-
Teacher reviews basic note reading patterns using isolated rhythm patterns taken from song.
- Students can perform rhythms as a class or Teacher may select individual students.
Practice
🕐 5 min - Exercise 1:
- Teacher divides students into groups.
- Each group will be assigned a specific rhythm part (first rhythm line, second rhythm line, etc.).
- Teacher directs students to mute all other parts in the “Sound Controls” menu.
- Students practice performing their assigned rhythmic part on drums or body percussion. Tempo can be adjusted as needed
- After practicing, each group will demonstrate their rhythmic part for the class.
- Class puts all rhythmic parts together with the full track.
- Class discusses…
- What did you notice about each rhythmic part in the song?
- How did they interact as a whole?
🕐 3 min - Exercise 2:
- Teacher briefly reviews major vs. minor chords
- Using the “Sound Controls” menu, Teacher will mute all non-harmonic tracks
- Students listen and move to reflect the chord changes. Movement ideas could include:
- Sit, Walk, Pass = minor
- ○ Stand, Stop, Reverse Pass, etc. = major
- Class discusses…
- Which chord type was used more frequently?
- Were there any chords used that you didn’t recognize?
🕐 5 min - Exercise 3
- Teacher has students return to groups
- Students work collaboratively to sing through the melody as many times as needed to answer the following questions.
- What is the highest note sung?
- What is the lowest note sung?
- Can you describe the range?
- How would you describe the vocal style used?
🕐 5 min - Exercise 4
- Teacher distributes Form Cards to each group
- Students listen to the song, as played aloud. NOTE: Students should not use their laptops to play, as they will see the form as the song is playing.
- Students work collaboratively to organize in the Form Cards in the correct sequence
- At the end of the song, Teacher assesses each group to see which group as closest to being correct
Reflection
🕐 2 min - Ticket Out the Door
- Class discusses the following…
- What are some of the main elements of a song that were analyzed?
- Explain one new term or idea that you learned.
- What did you find easy? What did you find challenging? Explain.
Beyond the Lesson
- Students could create their own Listening Guides or Forms based on the key elements analyzed during class. They could then choose a new song and complete the analysis process using their new form.
-
Using the elements analyzed, the class could organize a Jam Session. Teacher could invite students to choose one of the following options…
- Rhythmic Part = Drums or Body Percussion
- Chords = Guitar, Ukulele, Piano, Etc.
- Melody = Vocals, Piano, Etc.
Warm-Up
🕐 5 min - Theory
-
Teacher reviews basic note reading patterns using isolated rhythm patterns taken from song.
- Students can perform rhythms as a class or Teacher may select individual students.
Practice
🕐 5 min - Exercise 1:
- Teacher divides students into groups.
- Each group will be assigned a specific rhythm part (first rhythm line, second rhythm line, etc.).
- Teacher directs students to mute all other parts in the “Sound Controls” menu.
- Students practice performing their assigned rhythmic part on drums or body percussion. Tempo can be adjusted as needed
- After practicing, each group will demonstrate their rhythmic part for the class.
- Class puts all rhythmic parts together with the full track.
- Class discusses…
- What did you notice about each rhythmic part in the song?
- How did they interact as a whole?
🕐 3 min - Exercise 2:
- Teacher briefly reviews major vs. minor chords
- Using the “Sound Controls” menu, Teacher will mute all non-harmonic tracks
- Students listen and move to reflect the chord changes. Movement ideas could include:
- Sit, Walk, Pass = minor
- ○ Stand, Stop, Reverse Pass, etc. = major
- Class discusses…
- Which chord type was used more frequently?
- Were there any chords used that you didn’t recognize?
🕐 5 min - Exercise 3
- Teacher has students return to groups
- Students work collaboratively to sing through the melody as many times as needed to answer the following questions.
- What is the highest note sung?
- What is the lowest note sung?
- Can you describe the range?
- How would you describe the vocal style used?
🕐 5 min - Exercise 4
- Teacher distributes Form Cards to each group
- Students listen to the song, as played aloud. NOTE: Students should not use their laptops to play, as they will see the form as the song is playing.
- Students work collaboratively to organize in the Form Cards in the correct sequence
- At the end of the song, Teacher assesses each group to see which group as closest to being correct
Reflection
🕐 2 min - Ticket Out the Door
- Class discusses the following…
- What are some of the main elements of a song that were analyzed?
- Explain one new term or idea that you learned.
- What did you find easy? What did you find challenging? Explain.
Beyond the Lesson
- Students could create their own Listening Guides or Forms based on the key elements analyzed during class. They could then choose a new song and complete the analysis process using their new form.
-
Using the elements analyzed, the class could organize a Jam Session. Teacher could invite students to choose one of the following options…
- Rhythmic Part = Drums or Body Percussion
- Chords = Guitar, Ukulele, Piano, Etc.
- Melody = Vocals, Piano, Etc.
