Curriculum+and+Lessons+Plans

=W**eek 1**=

3/6/12
toc 1. http://www.youtube.com/watch?v=eYY4WhdlS2c (Show video of Grand Master Djembe Player from Mali) . Discuss the three most common sounds on the Djembe: **BASS, TONE, & SLAP**....Use diagram on page 7 From: "How to play Djembe, West African Rhythms for Beginners" 3. Explain the Box Chart-Count 1&2&3&4& 4.I**ntegration:**The Deep thud of a bass stroke resonates like and amplified heartbeat (**Use of simile**/students will come up with similes to describe the other two sounds of the djembe drum) 5. Record Two Rhythms that the students come up with be utilizing a steady bass drum beat.... we will utilize these rhythms for the assembly (make sure manuscript paper & recorder is available log ideas)
 * Rm212**
 * heme: Playing the Djembe**
 * Bass** sound-open palm in the middle of the drum
 * Tone**- hand hits drum where the crease of the fingers meets the palm. Try practicing this by bouncing on the drum as if you were bouncing a basketball.
 * Slap**- bring hands down in a whip-like motion bouncing the pads of the fingers down as if the drum was redhot
 * Don't let fingers linger or else the drum will sound muffled**


 * Key Points:**
 * The three common sounds on the Djembe are the Bass,Tone,and Slap
 * What are lingering fingers
 * What is a simile?
 * Assessment**: Students CAN play from a box chart utilizing the motions needed to perform the three sounds discussed. The timbre does not have to be perfect, I am just looking for correct motions at this point.

1. Students Warm-up Using __d,r,m,f,s,f,m,r,d__ Pattern 2. Teacher will conduct the students using small and large patterns to indicate dynamics 3. Students will learn Piano, Mezzo Forte, & Forte dynamics and their application Students will conduct using simple pattern (first have all students conduct with me) 4. Apply dynamics to assembly song "Sometimes I feel like a Motherless Child" 5. **Integration-** read a short passage from "This Jazz Man" & Discuss the importance of dynamics in storytelling Keypoints Goals:
 * RM. 123.**
 * Theme: What are dynamics?**
 * Dynamics are how loud/soft a musical passage is
 * Piano, Forte, & Mezzo Forte represent soft,loud,and medium loud
 * Dynamics create interest in music
 * IL ST Goal 25-Know the Language of the Arts
 * National Standard 8- Understanding relationships between the Arts and other disciplines.


 * NO MORNING CLASSES UNTIL ISAT IS FINISHED**

1. Students enter while music is playing from classical pandora station, using their "listening ears" 2. Students Will warm-up using a drone a fifth above their singing note (C). Also, they will sing (D,R,M,F,S,S, F,M,R,D) 3. Students will practice 3rd verse from "isn't she lovely". 4. Students will sing song @ various speeds and the teacher will then discuss that the speed of music is known as the **TEMPO.** 5. Students will learn three tempo vocab words: **Adagio**-Moderately Slow, **Adante**- Walking tempo, **Allegro**-Fast 6. Students will sing isn't she lovely a different tempo and decide whether they were adagio,adante,or allegro. 1. http://www.youtube.com/watch?v=eYY4WhdlS2c (Show video of Grand Master Djembe Player from Mali) 2. Discuss the three most common sounds on the Djembe: **BASS, TONE, & SLAP**....Use diagram on page 7 From: "How to play Djembe, West African Rhythms for Beginners" 3. Explain the Box Chart-Count 1&2&3&4& 4.I**ntegration:**The Deep thud of a bass stroke resonates like and amplified heartbeat (**Use of simile**/students will come up with similes to describe the other two sounds of the djembe drum) 5. Record Two Rhythms that the students come up with be utilizing a steady bass drum beat
 * 3/7/12**
 * Rm:118**
 * Theme: Tempo**
 * RM. 208**
 * Theme: Playing the Djembe**
 * Bass** sound-open palm in the middle of the drum
 * Tone**- hand hits drum where the crease of the fingers meets the palm. Try practicing this by bouncing on the drum as if you were bouncing a basketball.
 * Slap**- bring hands down in a whip-like motion bouncing the pads of the fingers down as if the drum was redhot
 * Don't let fingers linger or else the drum will sound muffled**

1. Students will enter to rhythm played by teacher on Djembe (say good morning to class) 2. Students will listen to Drum montage from Share the Music/ Students will move according to the sound of each drum 3. Students will learn the song Funga Alafia/ Teacher will sing call and students will sing response (this song can also be found on Cd2 track 17 from share the music) 4. Students will practice previous days rhythms & learn more Drum Circle commands
 * Rm. 212**
 * Theme: The Drum Circle**


 * Rm. 202**

1. Students will Listen to the Indian song "Aeyaya Balano Sakkad" 2. Students will find India on Globe "map from projector", Discuss it location in relation to familiar places on the globe. media type="googlemap" key="http://maps.google.com/?ie=UTF8&ll=27.059126,4.921875&spn=136.178956,213.398438&t=m&z=2&output=embed" width="425" height="350" 3. Ask Students to share their impressions of India/ Read about song and India45 4**. Integration:**Show class photo of the Taj Mahal & discuss Symmetry & Watch Youtube Clip on Indian Music 5.Students will practice the pronunciation and learn the melody of "Aeyaya Balano Sakkad".
 * 3/8/12**
 * Rm.201**
 * Guitar Lessons in the Morning-Work on simple Chords**
 * Private lessons for individual students**


 * Assignment**:


 * 3/9/12**


 * Rm. 202**

1. Students will Listen to the Indian song "Aeyaya Balano Sakkad" 2. Students will find India on Globe "map from projector", Discuss it location in relation to familiar places on the globe. 3. Ask Students to share their impressions of India/ Read about song and India45 4**. Integration:**Show class photo of the Taj Mahal & discuss Symmetry & Watch Youtube Clip on Indian Music 5.Students will practice the pronunciation and learn the melody of "Aeyaya Balano Sakkad".

= =

=**Week 2**=
 * 3/12/12**

1. Review Lift Every Voice & Sing / Ode to Medgar Evers 2. Students will practice Riser Movements & Singing through "Isn't She Lovely". 3.Students will help teacher create a checklist for appropriate behavior assemblies. 1. Review Lift Every Voice & Sing / Ode to Medgar Evers 2. Students Will recieve time to go over presentation for assembly 3.Students will help teacher create a checklist for appropriate behavior assemblies.
 * Rm.118**
 * Rm.200**


 * 3/13/12**

1.Students will drum circle presentation w/Funga Alafia 2.Students will help teacher create a checklist for appropriate behavior assemblies. 3.Review Ode to Medgar Evers & Lift Every Voice and Sing
 * Rm.212**

1. Students will work on assembly preparation 2.Students will help teacher create a checklist for appropriate behavior assemblies. 3.Review Ode to Medgar Evers & Lift Every Voice and Sing
 * Rm.203**

Rm.212 Rm.200
 * 3/14/12**


 * 3/15/12**
 * Guitar Ensemble**-Continue working on basic chords

1. Review the Indian song "Aeyaya Balano Sakkad" 2. Sing "Lift Every Voice & Sing/ Ode To Medgar Evers 3. Time for assembly preparation
 * Music Lessons to individual students**
 * 201-**

1. Review the Indian song "Aeyaya Balano Sakkad" 2. Sing "Lift Every Voice & Sing/ Ode To Medgar Evers 3. Time for assembly preparation
 * 3/16/12**
 * Music Lessons To Individual Students**
 * Rm. 202**

=**Week 3**= 1. Assembly Preparation
 * 3/19/12**

1. Assembly Preparation
 * 3/20/12**

1. Assembly Preparation
 * 3/21/12**

1. Assembly Preparation
 * 3/22/12**

1. Assembly Preparation
 * 3/23/12**


 * SPRING BREAK-School Resumes 4/9/12**

=**Week 4**=


 * 4/9/12**


 * 4/10/12**


 * 4/11/12**


 * 4/12/12**


 * 4/13/12-Staff Only Day**

=**Week 5**=
 * 4/16/12**


 * 4/17/12**


 * 4/18/12**


 * 4/19/12**


 * 4/20/12**

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