Sarah Warsco

Lil Liza Jane

Content and Achievement Standards

Singing, alone and with others, a varied repertoire of music. o sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo Listening to, analyzing, and describing music. o use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances .

Class Goals and Objectives

Students will be able to accurately sing the notes, rhythms, and text of Lil Liza Jane without teacher assistance. Students will be able to identify and perform an instance of syncopation in Lil Liza Jane.

Materials
White board and marker

Procedures
1. 2. 3. 4. 5. 6. Instructor will warm-up students voices using repeat after me sounds. Students will echo DMS patterns. Students and instructor will discuss the winner of the Super Bowl. Instructor will inform the students they are learning a song about Baltimore. Instructor will ask students to listen for repeated text while she sings the song. Students will identify Lil Liza Jane as repeated four times. Instructor will let the students know that they now know half the lyrics. 7. Instructor will teach the song by rote dividing it into four phrases. 8. Instructor will ask students to tap the steady beat on their right neighbors shoulder while singing the song. Ask them to notice if the words are always on the beat or if some words are sung off the beat. 9. The Students will identify that some words are sung off the beat. 10. Instructor will sing (while clapping the beat) m.2 Lil Liza Jane and ask students to identify which syllable is sung off the beat. 11. If students have trouble identifying the syllable, instructor will have the students sing and clap with her. 12. Students will identify that Li is sung off the beat. 13. The instructor will introduce and define syncopation. She will write the rhythm eighth-quartereighth on the board and the word syncopation. 14. The instructor will ask the students to determine if the next measure has any syncopation. She sings while clapping the beat m.3. 15. Students and instructor will discuss why there is not syncopation in m. 3. Instructor will write the non-syncopated rhythm on the board under Not syncopation. 16. Instructor will ask students to listen for other instances of syncopation and then sing Lil Liza Jane 17. Students will identify four instances of syncopation. 18. The instructor will ask students to sing Lil Liza Jane again and sit when they hear syncopation. Instructor will demonstrate.

Sarah Warsco Lil Liza Jane 19. The instructor will solicit the definition of syncopation. 20. Instructor will sing two rhythmic patterns (quarter-quarter-quarter and eighth-quarter-eighth) on takadimi syllables and students will identify one as syncopation by raising their hand. 21. Do you ever hear syncopation in the music you hear on the radio? Check it out tonight!

Assessment of Goals and Objectives

Assessment will be informal by observing which of the students sit. In addition, students knowledge of syncopation will be assessed by their identification of the syncopated takadimi rhythm.

Follow up Lessons
Future lessons would focus on more complex instances of syncopation and visually finding syncopation in a score.