John C.

Bass Elementary Kerry Dobranski, Music Specialist

Grade: 5 Dates: Focus: music of many cultures

See CCF-109 for class schedule and duty information (located in lesson plan binder and in substitute folder) Emergency lesson plans located in substitute folder Teaching process is mainly by rote sections of a piece are taught separately and strung together until complete STM = Share the Music Series CCSD Curr.= School District Curriculum Guide Sts. = Students Music:
Funga Alafia STM(5) & Orff Orchestration Book Funga Alafia Silver Burdett Making Music (5)

T= Teacher

Objectives
.1 .2 .3 2.1 2.2 2.3 2.4 2.7 2.8 2.9 2.10 2.11 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 4.2 4.3 4.4 4.5 4.6 4.7 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 Beat/Pulse Rhythmic Patterns Organized Dance Vocal Tone Solfege Repertoire Relating Size/Pitch Melodic Contour Skips, Steps, Repeats Scale Patterns Music Alphabet & Notation Recorder Major/Minor Ostinato 2-part Rounds 2-part Rhythmic Score Mallet Techniques Chord Bordun Broken Bordun Crossover Bordun Level Bordun Moving Bordun Tonic Accompaniment I-vii I-V I-IV-V Partner Songs, Descants AB, ABA Introduction, Coda Rondo Interlude AABA Theme and Variations Creative Movement Tempo Dynamics Timbre Music of Many Cultures Unpitched Percussion Musical Symbols Musical Instruments Create with Literature

Lesson: Funga Alafia

Week 1: Sts. will practice basic rhythm reading patterns including syncopation. Sts. will also review pitches of the treble staff (for playing the melody of the song they are about to learn). T. will introduce the song Funga Alafia. Sts. will learn to sing by rote. T. and sts. will discuss the background of the piece geography & translation of lyrics. (a greeting song sung throughout parts of West Africa. Some people attribute it to the Hausa people of Nigeria. Translation: Alafia means good health or peace in Yoruba (one West African language). Ashay is similar to the Yoruban word Oh-shay, which means thank you. Sts. will practice playing the melody on xylophones and/or recorders from notation. (note the syncopated rhythms as we practiced before) Sts. will listen to 2 different recorded versions of Funga Alafia for a compare and contrast discussion. (discuss instrumentation, tempo, dynamics, form, etc.). Closing: T. will give students a preview of what they will be doing next week. Week 2: Sts. will review Funga Alafia singing and playing the melody on xylos &/or recorders. Sts. will perform the organized dance as described in STM. T. will introduce accompaniment parts from the Orff Orchestration book: bass xylo. bordun, additional drum parts, spoken interlude, and melody on recorders. Closing: Sts. will perform the complete piece & rotate parts. Week 3 extension: Sts. will work in groups of 4-5 to create their own arrangement of Funga Alafia. Requirements: must use the melody in some form (singing, recorder, xylo. or a combination of these), they must create an introduction and coda, and include some kind of movement. Use of non-tuned percussion, xylophones, and props are optional. Sts. will have structured planning and practice time (5-10 minutes to plan, 15-20 minutes to practice). Closing: Groups will share their creations with the class, evaluating and discussing the different choices each group made.

Sources/Materials

Visual aids:
Funga Alafia notation World map

Instruments: Non-tuned percussion xylophones recorders

Other Materials: Props: scarves, tennis & yarn balls, puppets, etc.

Assessment
T. will observe sts. notation reading skills, mallet and drumming technique, and pitch accuracy when singing. T. will assess performance of melody on recorder/xylophone.

Vocabulary
Syncopation, interlude, introduction/coda, accompaniment, arrangement