Campbellsville University

School of Education

Source of Evidence: Lesson Plan

Name: Tiffany Riggins Date of Lesson: N/A CU Course: MUS 340

School/School District: N/A Collaborating Teacher: N/A

Ages/Grades Number of Number of Number of Number of

of Students Students in Students Gifted Students

N/A Class N/A having IEP N/A Students N/A having ELL N/A

Lesson Title: Form: Call And Response

Unit Title (if applicable): Form

1. Context: Describe the Students for which this lesson is designed (KTPS/InTASC 1A, 1B, 1E, 1G, 2, 3F, 6H, 7B, 8A, 8C)
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
N/A

2. Learning Target (s)/Objectives (KTPS/InTASC 7A)

If this lesson is part of a unit, complete parts A, B, and C. If this is a stand-alone lesson, only complete part B.

a. Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content

area standards)

This is the first lesson of the “mini unit”. There are no previous lessons within the Unit.

b. Current lesson’s learning target (s)/objective (s). (Connect each target/objective to the appropriate state curriculum/content

area standards)

MU:Pr6.1.4a Perform music, alone or with others, with expression and technical accuracy, and appropriate
interpretation.
MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and
form) in music selected for performance
KTPS 1, 4, 6, 8
SWBAT: Listen and analyze to describe the music, when listening to simple music forms.

SWBAT: Sing alone and with others.

SWBAT: Perform on instruments alone and with others.

I can listen to a piece of music and recognize its form.

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Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of
music of various styles representing diverse cultures, including Ghana African Song Che Che Koolay.

I can listen to music from various cultures and answer questions about it, describe it in my owns words, and move to it.

Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music
performances.

I can use the correct musical terms when I explain things about music.

Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and
instruments from various cultures, as well as children’s voices, and male and female adult voices.

I can listen to and identify different kinds of instruments and voices.

Students respond through purposeful movement (e.g., swaying, skipping, dramatic play) to selected prominent music
characteristics or to specific music events (e.g., meter changes, dynamic changes, same/different sections) while
listening to music.

I can show different qualities about music through movement and performance.

c. Next lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content

area standards)

MU:Pr6.1.4a Perform music, alone or with others, with expression and technical accuracy, and appropriate
interpretation.

MU:Pr4.2.4a Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and
form) in music selected for performance
KTPS 1, 4, 6, 8

Students will be able to sing and put into action motions that go with the song “Scotland’s Burning.”

Students will be able to understand the concept of a round.

Students will be able to actively participate in a game that goes along with “Scotland’s Burning.”

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3. Students’ Baseline Knowledge and Skills (KTPS/InTASC 4D, 7D)

Describe and include the strategies used to establish students’ baseline knowledge and skills for this lesson.

N/A

4. Formative Assessment (KTPS/InTASC 6B, 6D, 6F, 6G, 8B)

Describe and include the formative assessment(s) and rubrics to be used to measure student progress during this lesson.

Formative Assessment #1: Discussion

“Can someone tell me, after our demonstration what they think Call And Response is?”(Pick someone)

(It’s where someone plays and then someone echoes it back to them )

“Yes, great answer! A call and response is a type of FORM, can everybody say Form?! (FORM!) Where someone
plays or sings and we can think of it as a question, and someone else echoes back the answer.”

Did you know you’ve been doing call and response a lot in this class, whenever I ask you all to be my echo?

“Did anyone notice that I was using a different kind of drum?” (Students will nod or raise hands)

Where do you think this drum came from (originated)? (AFRICA)

Formative Assessment #2: Performance

When students act as the response I am able to gauge through this performance rubric, and jot down the grade in my grade
book while skimming the class actions. (Make sure you take group effort down as well).

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Formative Assessment #3: Recap

Be my echo: Repeat the Rhythmic Call and Response (if time allows)

What Form did we learn today Class?! CALL AND RESPONSE

What continent did our drums come from? Africa

Do they use call and response in their music? Yes

Who remembers the purposes of the drums? (1) Ceremonial (Celebrate) (2) Recreation(For Fun) (3) Communication
(Talk)

5. Resources (KTPS/InTASC 1C, 4F, 4G, 5C)

Identify the resources and assistance available to support your instruction and facilitate students’ learning. Include internet

links and copies of ALL class handouts, presentations, and assessments.

Powerpoint, Music, Computer, Internet, 8 African Drums, Talking Drum, Lesson Plan

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6. Lesson Procedures (KTPS/InTASC 7A, 7C, 8E, 8F, 8I) (50 minute Class Period)

Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students,
facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be sure to describe how
the instruction will be differentiated to meet your students’ needs, interests, and abilities.

(7minutes)
Today we are going to begin by doing a listening test. It’s a pre-test over musical forms.

I just want to see what you already know, so don’t worry if you don’t know the correct answer or not at the
moment. We will learn more about each form later on in lessons.

Please answer to your best ability.

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Call and Response 0:39-1:09

Round 0:40-1:05

ABA 0:11-0:40

(7minutes) Introduction of Lesson

Begin Class at Level “Zero” or “Tacet.”

Have the words “CALL AND RESPONSE” visible on the board.

With a talking drum, I instruct the class to be my echo and clap

Play Rhythm 1,2,3+,4 and point to the class.

I will do 8 rhythms total:

Examples:

● 1+ 2+ 3+ 4+
● 1 (2)+ 3 4
● 1+2+ 3 4
● 1 2+ (3) 4
● 1 2 3+ 4+
● 1+ (2)+ 3 4
● 1+ 2 3 4+

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“Class, let’s read the board together!” (Call and Response)

(7minutes) Discussion

“Great job class!”

“Can someone tell me, after our demonstration what they think Call And Response is?”(Pick someone)

(It’s where someone plays and then someone echoes it back to them )

“Yes, great answer! A call and response is a type of FORM, can everybody say Form?! (FORM!) Where someone
plays or sings and we can think of it as a question, and someone else echoes back the answer.” Did you know you’ve
been doing call and response a lot in this class, whenever I ask you all to be my echo?

“Did anyone notice that I was using a different kind of drum?” (Students will nod or raise hands)

Where do you think this drum came from (originated)? (AFRICA)

“Did you know in Africa they use these drums for different purposes: ceremonial, recreational, and communication?
The call and response is very important in their culture, and they even created fun events such as drum circles
where they would practice and perform Call and Response!”

(21 minutes) Movement Activity: Song Che Che Koolay

(For My Reference)

Okay class! We’re going to sing a Folk Song from Ghana that is… what’s the form of music that we are studying?
CALL AND REPSONSE. I am going to be the call, and you are going to be the response! I will point to you when it is
your turn! Display ONLY words on the board.

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Che Che Koo-Lay

Che Che Ko Fee Sa

Ko-fee Sa-Lan- Ga

Ka-Ka Shee Lan- Ga

Whoops, ah lay lay.

Whoops, ah lay lay. HEY!

Repeat one more time!

This songs name is Che Che Koo-Lay and it is a song that is used to grab someone’s attention. Do I have your
attention? Good.

Now we are going to move onto learning the dance with this song.

Follow me: I’ll be the call and you be the response!

Che Che Koo-Lay Hands on your head

Che Che Ko Fee Sa Hands on your shoulders

Ko-fee Sa-Lan- Ga Hands on your waist

Ka-Ka Shee Lan- Ga Hands on your knees

Whoops, ah lay lay. Hands on your ankles

Whoops, ah lay lay. Hands on your ankles

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HEY! Pose

Great job class! Now I know you notice that I have a group of chairs and drums in a circle, so I want you to hold up
the number I give you. Split into two groups. Don’t worry everyone will have a turn to be in the drum circle. I want
my singers/dancers to create a circle around the drum group.

Us Singers/Dancers are going to be the CALL.

US Drummers are going to be the Response!

Okay everyone switch groups!

(Repeat instructions and repeat activity with groups)

“Wonderful job everyone!”

(7minutes) RECAP Formative Assessment #3:

Alright everyone return to your assigned seats and groups!

Be my echo: Repeat the Rhythmic Call and Response (if time allows)

What Form did we learn today Class?! CALL AND RESPONSE

What continent did our drums come from? Africa

Do they use call and response in their music? Yes

Who remembers the purposes of the drums? (1) Ceremonial (Celebrate) (2) Recreation(For Fun) (3) Communication
(Talk)

Great job today class! You have a minute to gather your things!

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I hope you all learned a lot about Call and Response!

The next time I see you we will learn about another form called ROUND!

7. Watch For _____

If the lesson were observed what would like specifically like the observer to watch for:

Click here to enter text.

2017-2018