This video is a 20-minute lesson on how to write a chorus for a song. Ms. Ashley from the Lincoln Center demonstrates characteristics of writing a good chorus and guides students as they create their own chorus using 3 principles: a theme, lines that rhyme, and a catchy melody.
In this lesson plan, Theresa Cocci uses her book "Harry's Horrible Hair" to guide students in identifying feelings and thoughts, expressing their own feelings and emotions through movement, and discussing empathy. They then explore and create musical responses using speech, rhythm, and instruments. In doing so, this lesson connects SEL competencies and literature to musical creation. You will need access to the book "Harry's Horrible Hair", various suggested musical repertoire, emoji visuals, Orff instruments, and a whiteboard. Flashcards for the lesson are provided in the PDF. The lesson is in two parts. In the first lesson, students respond to questions about the story and play a freeze game using the suggested repertoire and emoji cards. In the second lesson, students learn a song about Harry and create their own musical answers to the question using words and instruments. Students then perform their work as Rondo.
Students will define dynamic markings pianissimo, piano, forte, and fortissimo. They will compile a list of words and instrument sounds that reflect a season. They will compose a four-measure piece of music for their assigned season. They will perform their piece in a rondo with the other seasons. They will listen to Antonio Vivaldi's The Four Seasons and identify each season represented by the music.
Students will listen to the story Ballet of the Elephants by Leda Shubert and the music Circus Polka: For a Young Elephant by Igor Stravinsky. They will analyze rhythm patterns, create choreography for animal movements, and choose an instrument to accompany them. They will write a paragraph to describe the animal and its movements. They will perform their animal ballet for the class.
Students will define "ostinato." They will listen to Three Little Birds by Bob Marley and identify words that are repeated. They will use these words to compose an ostinato. They will perform the ostinato with the song.
Students will demonstrate proper audience etiquette while listening to a story and music. They will discuss Evelyn Glennie and how her deafness might have affected her ability to make music. They will listen to her music while holding a balloon and feel the vibrations. They will make a percussion instrument from household objects. They will compose a rhythm pattern and play it for the class.
Students will collect leaves. They will sing a song about fall/leaves. They will compose a B section for the song using instruments.
Students will identify and complete patterns. They will create their own patterns and perform for the class. A student worksheet is provided.
Students will read different rhythm patterns. They will create body percussion and improvise new rhythm patterns. Students will dictate rhythm patterns using iconic or standard notation. Finally, students will compose their own rhythm patterns. Demonstration videos are provided.