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Allison Miller
Title:
Epoi Tai Tai E
Grade:
4
Date:
November 13th
Below are the objectives, standards, essential questions, and assessment for this song.
Objectives:
Create,
Perform,
Respond,
Reflect,
Connect
Assessment
Student
Objectives
Today I will sing. Today I will learn about history and culture. Today I will move to
music. Today I will play instruments.
Standards
Addressed
NJCCCS Music
1.1.5.B.1 - Identify the elements of music in response to aural prompts and printed music notational
systems.
1.2.2.A.1 - Identify characteristic theme-based works of dance, music, theatre, and visual art, such as
artworks based on the themes of family and community, from various historical periods and world
cultures.
1.3.5.B.1 - Sing or play music from complex notation, using notation systems in treble and bass clef,
mixed meter, and compound meter. (working)
1.4.2.A.2 - Compare and contrast culturally and historically diverse works of dance, music, theatre,
and visual art that evoke emotion and that communicate cultural meaning.
1.4.5.A.2 - Make informed aesthetic responses to artworks based on structural arrangement and
personal, cultural, and historical points of view.
1.4.5.A.3 - Demonstrate how art communicates ideas about personal and social values and is
inspired by an individuals imagination and frame of reference (e.g., personal, social, political,
historical context).
1.4.2.B.2 - Apply the principles of positive critique in giving and receiving responses to performances.
1.4.5.B.2 - Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of
critiques by peers.
Focusing
Questions
How do we read music? How does culture affect music? How can we work
together to create music?
Resources
Teacher materials
Materials for
Lessons
Maori visual aid (on projector). Rhythm sticks for class. Spotify recordings.
Differentiation
Partner groups based on student skill, musical aptitude, and individual social needs of
students
Partners:
Anokhi
Mia
Whitney
Brian
Erin
Callie
Anthony
Alexa
Natali, Peter
TJ
Lauren
Shelby
Paul
Alessandra
Riley
Jack
Matthew D.
Robert R.
Partner
Entrance and Self-Attendance - 4min
T walks into hallway to check that Ss are in quiet, straight line
Ss identify why they are supposed to be quiet, and recognize that a song will be playing when they
enter
Ss read listening assignment and walk in to class, move magnet, and listen to music while finding
riser seat
Listening: Maple Leaf Rag - Scott Joplin (syncopation)
Listening Objective: Instrumentation (instruments)
Listening Assignment - 3min
T restates the listening assignment objective
T pulls popsicle stick for a S to share what they instrument they heard
Ss give a thumbs up if they also knew that the instrument was a piano
Singing with Body Percussion - 3min
T and Ss sing with body percussion
Ss recall what culture this is from
Ss recall what the song means and how it should be performed
T and Ss sing again with body percussion
Movement Class Creation Review - 4min
T invites a S volunteer up to the front of the class
Ss suggest movement substitutions
T and S volunteer perform song with class-created movement substitutions
In partners, you will be creating your own movement to the song. You will sing and find a new
movement to do for the patting, clapping, and snapping. You have just a few minutes to create and
practice a new movement. Any questions?
Partner Assignment - 2min
T creates partner groups and assigns each group a place to sit in the room
Present
Partner Creation - 6min
T allows Ss to create movements in partners
T monitors group work
T stops Ss with rainstick, T allows 1 more minute for a dress rehearsal
Ss practice in the final dress rehearsal
T stops Ss with rainstick, Ss sit down where they are
Perform
Partner Performance and Student Response - 6min
T and Ss review audience etiquette
T calls on groups to perform for the class
After each group, T leads class through sharing stars about each group (positive things, things they
liked, or things that went well).
Ss informally assess each group
Assessment
Partner performance assessment: *Ss will brainstorm in partners and create a nonlocomotor steady
beat body percussion pattern to accompany Epoi Tai Tai E*
Individual assessment: *Ss will learn how to appropriately respond to peer performances, as
demonstrated through sharing positive feedback*
PART 2 - 20min - Cultural Context and Class Movement Creation - November 10th
Singing - 3min
T and Ss sing song together with movements
Eraser Song - 4min
T tells Ss to not sing on one of the words
T and Ss perform with movements, leaving out one of the words