Final Teaching Lesson

Focus Statement:

Student will be able to define Form in a musical context by associating dance moves to the ABA’B sections of “Jingle Bell Rock.”

“I can statements”:

I can think about the words of a song while doing a word search.

I can identify repeated words/phrases in a song.

I can distinguish different sections that sound the same/different in a song.

I can learn and perform dance moves according the certain section.

Materials: Word search papers, markers, laptop (music), bluetooth speaker, lesson plan sheet

Process Outline:

1)Warmup exercise: word search activity – start off by playing songs 2x through, while students complete activity to the best of their ability, also listening throughout the song and thinking about the song as a way to get them engaged from the beginning.

2)Listen to song (Jingle Bell Rock) 2x through again – listening for repetition first, second time listening for repeated phrases.

3)Establish/walk through section (ABA’B) of song without defining form yet, for understanding of the movement of the piece.

4)Coin term with discovery. Form: the overall structure or plan of a musical piece.

5)Teach dance moves for (A and B) sections.

6) Run through to solidify sections, repeat with music added in.

7)Conclusion- tie it all back together if time to listen through music one more time to establish understanding of form.


Students have mastered the ability to identify Form in a musical context by demonstrating memory of dance sections, associated with the structured sequencing of these sections, through performing the whole song to the music.


Assignment 25B: Song, Orff, and Pitch Reading


Art of Teaching- Orff Lesson, part two

Focus Statement:

Students will be able to learn and distinguish the solfege syllable “Re” in a learned song.

“I can” Statements:

I can learn keep a steady beat to a learned song.

I can tap the rhythm to the learned song.

I can hum the melodic tune of the song.

I can sing the song on solfege.

I can hear and repeat rhythmic patterns.

I can build on my previous knowledge of “Do” and “Mi.”

Materials: Students, lesson plan, felt staffs, sticky notes with the letters “D, M, and R.”

Process Outline:

1)Review from last week

“Last week we sang a song about a frog, one who was specifically stuck in something…listen to the song and figure out if you can remember what the frog is stuck in.”

2)Have students keep a steady beat with me on your “leap pads” with their frogs, call and response singing.

3)Sing again, instead pat rhythm on leap pads

4)Show melodic movement of song with moving leap pads, sing through a couple times for students to recognize

5)Identify segment “stir him about,” last phrase, establishing known knowledge of “Do” and “Mi.” Use felt staffs

6)Hum through, using sticky notes to distinguish distance of Do and Mi.

7)Repeat process this time with first phrase “Frog in the Millpond.”

8)Introduce concept of “Re” with sticky notes and felt staff.

9)Using hand symbols and solfa, repeat the song a couple of times to solidify “Re.”


Assessment Statement:

Students will have built upon previous knowledge and mastered the solfege syllable “Re,” and where it appears in the learned song.

Assignment 25A: Song, Orff, and Pitch Reading

Art of Teaching- Orff Lesson

Focus Statement:

Students will be able to learn and sing a new song while playing musical instruments at the same time.

“I can” Statements:

I can learn a new song through call and response.

I can keep a steady beat.

I can hear and repeat rhythmic patterns.

I can add multiple instruments to a song while singing.

Materials: Students, lesson plan, score sheet, musical instruments (glockenspiel, alto xylophone, tambourine)

Process Outline:

**Frog in the Millpond

**Cant get him out

**Take a little stick and

**Stir him about.

1)Listen to this song, and listen for what animal I am singing about.

2)Listen one more time, listening for what the frog is stuck in.

3) Pull out my little frog

“I have my own little frog here, and he wants to jump in the millpond to help his friend get out. I want you each to bring out your own frog and jump with me and I sing this song one more time!

Listen for what is used to help get this frog out.

Great jumping a long with me!

4)Call and response- “Repeat after me”

5)Let us sing it all together, with our frogs jumping along with us!”

6)Repeat and sing one more time if needed

7)Bring out Bordun (xylophone)

“I don’t know about you but my froggy is eager to play these instruments that he see around us!”

***pick  a person, “Person, can you head over to the xylophone, playing just as we were jumping, G and D.”

-sing along

8) Bring out glockenspiel, same process, demonstrate rhythm with everyone, pick one person to play part

9)Sing through again

10)Last time, incorporate tambourine rhythm. Same process as above. Repeat singing again.


Assessment Statement:

 Students will have mastered a new song and three rhythmic patterns, by singing through the song and playing three musical instruments at the same time.

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Assignment 21C: Song Teaching/Orff


Idea statement: Students will learn the differences between note values, and will be able to master the rhythmic phrases involving half notes.

“I can” statements:

I can keep the steady beat to the mastered song.

I can keep the steady rhythm.

I can clap and speak the notes values.

I can distinguish the difference between note values.

Materials: Students, lesson plan, stamps, paper, ink, icons

Process Outline:

1)Introduction: “Welcome back class! Last time, we got to play some fun instruments to a song we learned. Lets start out by reviewing the song, keeping a steady beat.”

2)Sing through a couple times, emphasizing three different values of notes (eighth, quarter, half notes)

3)Transition- introduce Ta, Tiki, and Tolololo (revised as in the video to Tohhhhh).

4)Pat song on lap speaking these words.

5) Taking the first two phrases using these words: sing the words, sing and clap, hum and clap.

6)Sing the rhythm, after introduce “heart,” “apple,” and “yummy cupcake” (also revised to cakeeee) with Ta, Tiki, and Tohhhh.

7)Using icon (stamps of these items), review two phrases to establish rhythmic patterns of these phrases.

8)Everyone create own icon card.

9)Speak/clap icon cards and there “values.” Repeat a couple times to solidify.

10) Define the idea of “half notes,” identity location in song, and association with Tiki/apple. (wasn’t able to get to the part in the lesson, would be the next step)

11)Sing through song last time to solidify understanding.

Assessment Statement: Students will have comprehended and accomplished the idea statement, by making their own icon card, and identifying the phrase with a half note at the end of it.


Assignment 21B: Song Teaching/Orff


Idea Statement: Students will be able to learn new rhythmic parts to a mastered song, and play these introduced patterns while singing the song.

I can” statements:

I can sing the song learned last week.

I can learn an introduced rhythm and repeat it back.

I can played three new introduced rhythms on three different instruments.

I can sing while playing an instrument.

I can sing and play while others are playing.

Materials: Students, lesson plan, score sheet, xylophone, glockenspiel, hand drum, space

Process Outline:

1)Introduction: “good morning class! Last week we talked about people coming “down.” Maybe down the stairs, maybe an elevator? I will leave it up to your imagination! BUT, there was a specific color that one lady was wearing, do you remember?”

2)Review song, humming first, then call if response if needed.

3)Sing again, keeping steady beat this time

4)Repeat song, “this time I am going to do something different, listen for what it is.” Introduce first new rhythm (bordun part).

5)Have a student play new rhythm on xylophone, sing the song again with everyone together performing the rhythm.

6)Repeat process, now adding glockenspiel with ostinato part. Everyone learn and repeat rhythms.

7)Repeat last time, now adding drum rhythm. Everyone learn and repeat part.

8)Last time together, all parts in together, with all instruments and singing.


Assessment statement: Students will have review the mastered song, and then accomplished singing the song while adding three additional instruments with three distinguished rhythms to them.

*Below is my arrangement of Down Came A Lady. I had trouble uploading it onto this blog post, but the link of it is posted below!

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Assignment 21A: Song Teaching

Lesson Plan:

Idea Statement: Students will be taught a children’s song, and will  demonstrate mastery of the song by the end of the lesson.

“I can” statements:

I can learn a song through call and response.

I can keep a steady beat.

I can play the game to the song while singing the song.


Children, lesson plan, space to move

Process Outline:

1)Introduction- “listen to this song, and listen for who is coming down.”

2)”listen again, listen for what color Lord Daniel’s wife is wearing.”

3)”listen one more time, and tell me how many times I sing the word down.”

4)Sing song again, having children keep a steady beats (half note) on laps while sing song again.

5)Call and response, until song is learned by children.

6)Introduce game, picking someone who is wearing the color blue

7)Game: student walks around circle while everyone sings a song, when the song end, whoever the chosen student lands on switches places with the person landed on is the circle. Play a couple times.

8)Conclusion, leading what will happen next lesson.


Students will have comprehended and mastered the idea statement, by demonstrating their ability to sing the learned song by the end of the lesson, while simultaneously playing the game coordinated to the song.


Teaching Assignment: Song Teaching Reflection

Musicianship: 5, My musicianship skills throughout the activity were consistent and strong. I kept my group in the right keep when transitioning to accompanying them on the piano, kept a steady rhythm, and demonstrated singing the song accurately each time. When I accompanying the group on the piano, I played the correct progressions that made sense to the song.
Leadership: 5, I had total confidence while teaching this lesson. I started my lesson with an instant welcome and direction to follow, and lead them through a lesson by my promptings and actions. I also instilled that confidence in my group members by allowing them to help create actions to the song, answering questions, an ensuring that they had the song down before adding accompaniment.
Preparation: 5, My preparation for this lesson consisted of more detailed thinking and outlining compared to previous lessons. I came prepared knowing how I would start my lesson, what questions I wanted to ask, what movements I wanted to use, and ultimately how I was going to take the group from point A to B. Even if things did not go necessarily to plan, or took longer then expected, I was still prepared in sequencing my lesson to accommodate these obstacles.
Facilitating the Experience: 9.5, There were several positives to my facilitating the experience, along with a couple things that I can always improve on! I created my lesson plan centered on grabbing their attention right from the start, and would use guided questions to help further the experience. I followed my lesson plan almost exactly, and taught it at a nice pace. One of my biggest faults is asking the questions that I should never need or want to answer to. For example, “Do we want to that?” or “can everyone stand up?” I also had the little hiccups with forgetting a rhythm of a line when call and repeating, but regrouped and continued on. The lesson was designed from beginning to end, where the group would be able to perform the song and actions without my help. This plan was executed very smoothly.
Further Reflecting: Overall, I felt really good about this song teaching assignment! Preparation is key in any lesson planning, and I took the steps needed to ensure I knew how I wanted to teach my group. I felt that I picked an appropriate and catchy song, where my group would be able to master and perform both singing and actions. I believe I demonstrated the ability to keep my group engaged and involved from beginning to end, while each demonstrated a strong ability to listen and learn. The biggest goal that I have for my next teaching lesson would be to stay away from proposing those questions that do not need an answer to. I also want to not use so many words when giving directions, but keep to clear and concise directions. I think this will be way more effective, and I can then focus more on the engagement and progress of my group.

Assignment #6: Patterned Dance/Folk Dance Reflection



Understanding: Song selection – “Cotton-Eye Joe,” Folk Dance

Statement: Students will perform and changes motions to a phrase of the music through a social folk dance.

Concepts/Ideas being learned: phrasing, social engagement/Cues from instructor, following and repeating directions, attentive listening, rhythmic patterns, coordinated movements

*I can learn a set of movements, and perform them with their appropriate phrasing to music.

Materials: Plan (outline), students, music, classroom

Weikart Language Prompts:

* Say and watch, say and move-without music using palms, listen to music- think of movements, move-with music

Outline: (Starting 1 Eight Count in, facing in towards circle)

*step right together, right close, tap right front together, tap left front together

*Circle (with hands up touching partners) around right 2, 3, 4, 5, 6, 7, 8

*walk forward 2, 3, tap, walk back 2, 3, close

*jump right, jump left, circle 2, 3, 4

Assessment: I am watching for students to be able to change motions with the musical phrases, with fluid, simple transitions.


Musicianship: 5, I created a folk dance that followed a clear, 8-beat pattern. The song picked had a steady tempo, and moves were demonstrated and perform to a consistent beat.

Leadership: 5, When giving directions to my peers, I extensively engaged through my eye contact and body language to teach my dance. I fostered a positive and uplifting environment for my peers to learn the dance, repeat it a couple times, and then work together in the final product. I suggested inclusion through my facial expressions and energy.

Preparation: 5, I thoroughly prepared for this activity by listening to and familiarizing myself with the musical selection, creating a chart demonstrating each 8-beat movement, and practicing each set of moves before the activity to ensure the transitions between the dance were appropriately choreographed and made sense.

Facilitating the Experience: 9, Throughout the facilitated activity, I used several Weikart language prompts in order to teach and learn the dance. I kept my peers engaged from beginning to end, as I paced the lesson in a reasonable timing, and used inviting facial and body expressions. I faltered a couple times in forgetting the next steps to my sequenced pattern, solely because I was focus on watching and making sure everyone else picked up the choreography. Nevertheless, I kept going and made sure to acknowledge my mistake!

After watching the recorded video of me teaching, overall I feel good about my execution! I tried to create a patterned folk dance that captured the unique energy that the song had, and furthermore have fun with my group while dancing! My preparation for this activity consisted of physically practicing the folk dance, practicing the verbiage I would use for transitions, and then charting out my movements. There were a couple setbacks that I did not take into consideration necessarily, that I feel like caught me off guard of my usual comfort with teaching. First, I felt like I wasn’t able to draw as much energy and enthusiasm as I had pictured from my peers. While this was not a detrimental factor, I felt the lesson dragged a little bit, and I should have brought the lesson back and regrouped. Secondly, my peers did not pick up the choreography as fast as I envisioned. This may be due to how I introduced the dance, and therefore if I were to redo this lesson, it would be taught differently. Ultimately, I felt like it was a successful lesson, and most importantly I had fun planning it!