Unit 3

Music:

  • Students will be able to identify half, dotted half, and simple triple meter. (Oh, How Lovely). (Pr 4.2)
  • Students will compare and provide feedback to evaluate the accuracy and expressiveness of the round. (Oh, How Lovely) (Pr 5.1)
  • Students will recognize how harmony is formed by singers singing two different melodies simultaneously. (Do Re Mi; Oh, How Lovely) (Pr6.1)
  • Students will perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation when singing the round (Pr. 6.1) (Oh, How Lovely)

SEL:

The focuses of this unit are to guide students to explore self-management, social awareness, relationship skills, and responsible decision-making.

HĀ: #2f - Strengthened Sense of Responsibility; #3g & h - Strengthened Sense of Excellence; #4 e & g - Strengthened Sense of Aloha

 

  • Students will discover how harmony in music can create a harmonious atmosphere among human beings. 
  • Students will be able to discover the relationship among individuals; how role-playing can contribute to making harmony and beautiful performance and lessen stress. When individuals manage their roles appropriately, they will accomplish the task.
  • HĀ: #3-Strengthened Sense of Excellence; #5-Strengthened Sense of Total Well-being

 


 

FOCUS KNOWLEDGE/SKILLS SONG
RHYTHM
  • Dotted half note
  • 3/4, Simple Triple Meter
  • Oh, How Lovely
  • The Sound of Music

*Dotted Half Note

Write four measures of quarter notes, with three quarter notes in each measure. Have the students clap the rhythm.

1. Teacher asks students to make the rhythm more interesting by tying some of the notes together to make to-o (or ta-a, half notes).
2. Teacher asks students to tell how many beats a to-o (or ta-a, half notes) gets. (two).
3. Teacher asks students how many beats a ta (quarter note) gets. (one)
4. Is the ta (quarter note) worth half the value of a to-o (or ta-a, half notes)? (yes)
5. When a to-o (or ta-a, half notes) is tied to a ta (quarter note), the ta (quarter note), which is half of the value of the to-o (or ta-a, half notes), will turn into a dot (refer to the figure).
6. This note is called a to-o-o (or ta-a-a, dotted half note) and gets three beats.


When there are three beats in each measure, we name it as simple triple meter.

 

*Permission from Let's Play `Ukulele (Book II), p. 37

Prerequisite:

  • Unison: All voices sing the same melody with the same rhythm.
  • Round: A melody or rhythm that is repeated exactly by a second, third, fourth, etc., voice. In this song, the three groups of singers sing a phrase after each other.

MUSIC: HARMONY

  1. Teacher sings and accompanies the song once with `ukulele, piano, or xylophone. Teach the song:
    • Teach phrase 3; students echo while singing and swinging to the sides.
    • Teach phrase 1; students echo. Repeat a few times.
    • Teach phrase 2; students echo. Repeat a few times.
    • Sing and move with the whole song; repeat at least twice.
  2. After learning the song, ask these questions:
    • What is the key of this song? You may refer to the last note of this song. (C)
    • Identify the rhythmic patterns for measures 13 to 18 (to-o-o or ta-a-a). Are the notes the same or different? (same)
    • Teacher sings the lyrics of the first phrase; students echo.Students identify the rhythmic patterns for measures 1 to 6.
    • Teacher sings the lyrics of the second phrase; students echo. Students identify the rhythmic patterns for measures 7 to 12.
    • Divide the class into three groups and sing this song as a round. Second group starts to sing when the first group begins to sing measure 7. The third group starts to sing when the second group begins to sing measure 7. The teacher plays the chords while the class sings.
    • The class can also perform this round as a dance. 

Dance:

FIRST PHRASE:

1. Students hold hands and form two circles, one inside and one outside.

2. Students on the outside circle hold hands and move counterclockwise while students on the inside circle walk in the opposite direction. Students will step forward on the first beat of the three-meter measures.

 

SECOND PHRASE:

3. Students let go of their hands and turn around in the same spot, continuing to step on the first beat of each three-meter measure. By the end of the phrase, they will face the center of the circle.

 

THIRD PHRASE

4. Students hold hands and step into the center of the circle with the right foot forward and out with the left foot
back (rocking) on the first beat of the three-meter measures while singing the third phrase.

 

*Permission from Let's Play `Ukulele (Book II), p. 41-42

 

SEL: Self-management, Social awareness, Relationship skills, and Responsible decision-making.

HĀ: #2f - Strengthened Sense of Responsibility; #3g,h - Strengthened Sense of Excellence; #4 e & g - Strengthened Sense of Aloha

 

  • Who can name a position played in football? Does the quarterback have the same job as the defensive lineman? What would happen if everyone on the football field had the same job?
  • Do we all have the same job or position when we sing? Did we all have the same job when we sang in a round? Were we all singing in unison? 
  • When we sang the round, did anyone (no names mentioned) come in too early or too late? How did that affect the performance of the round? What could be done differently to fix that problem?
  • Were the groups matched in volume, or was one group louder than the other? What happens if one group is louder than the other?
  • Did it bother anyone when the class made a mistake singing the round? Why do you think it upset you? Did you notice that the mistake bothered someone (no name) in the class? How could you tell they were bothered? Do you think getting upset about making mistakes in music is fine? What would be an appropriate way to show that a mistake bothers you?
  • Do you get upset when you make a mistake in music? Why do you think it makes you upset? When you see a classmate upset about a mistake, what could you do to help them work through their emotions?
  • How can working through our emotions about mistakes help us improve our performance?
  • When working on our music, should we keep working until the music is perfect? What do you think about the saying "Practice makes progress?" Is it possible to be perfect?
  • When you sing harmoniously and dance with your peers, do you feel happy, sad, silly, brave, accomplished, proud, or bored? Why do you think the activity makes you feel that way?
  • When you sang in front of the audience, were you scared? How can we, as a team, including the teacher, create a safe environment to perform and encourage a growth mindset with this skill? (Self-awareness-identifying one’s emotions, having a growth mindset)
  • Who can share a strategy for making performing “less scary?” How can we support our classmates during events like this?
As a group of singers, we are just like a team of players; we will form a good ensemble or team if we sing our parts or play our positions correctly.

Assessment: Singing

A = 4, Meet Expectation; B = 3, Proficient; C = 2, Developing Proficiency; D = 1, Novice

Grade

A = 4 

Pitch

Student sang with precise pitches and tonal center, with one or two mistakes. Mistakes were corrected right away.

Expression

Student sang with appropriate phrasing, with one mistake. Mistakes were corrected right away.


B = 3

Student sang with tonal center, with three or four mistakes. Mistakes were corrected right away.

Students sang with inconsistent phrasing, with two or three mistakes. Mistakes were corrected right away.


C = 2

Student sang more than five inaccurate pitches and lacked of tonal center. Mistakes were not corrected right away.

Student sang with inconsistent phrasing, with more four mistakes. Mistakes were not corrected right away.


D = 1

Student sang without using singing voice and with no sense of pitch and tonal center.

Student sang with no evidence of phrasing.


Mahalo for feedback and suggestions from Katherine Alarcio, Janice Boychuk, Holly Cowdery, Lauren Fagaragan, and Kevin Morita.

Suggestions and questions?

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