Name: Sarah Dawson

Subject Area: General Music

Grade Level: 7

Unit Theme or Topic: This unit will focus on how music has the ability to tell a story/create a
mood through the use of different rhythms/beats, and instrumental timbres/tones.

Time Frame and Number of Lessons: Four lessons over the course of six days

- Lesson 1: musical instruments with timbres/tones that represent different characters,

moods, etc.
o 1 day
- Lesson 2: how rhythm tells a story by building intensity, keeping a steady beat, and
changing tempo/complexity
o 1 day
- Lesson 3: bring in your own song and analyze how the instruments/rhythm/beat
contribute to the mood/story
o 1 day
- Lesson 4: telling a story with your own music – students get to compose, create and
improvise using the elements they have been studying
o 3 days – 2 days for creating in class, 1 day for presentations of projects to the
class

Objectives:

- By the end of the unit, the student will be able to explain with words in speech or writing
how music can tell a story through the use of various instruments, rhythms/beats.
- By the end of the unit, the student will be able to verbally articulate how certain musical
elements makes them feel and think in the context of storytelling.
 - By the end of the unit, the student will be able to improvise and create music to
demonstrate storytelling and aesthetic elements.

Standards:

MU:Re7.2.7a: Classify and explain how the elements of music and expressive qualities relate to
the structure of contrasting pieces.

MU:Re9.1.7a: Select from teacher-provided criteria to evaluate musical works or performances.

MU:Re7.1.7a: Select or choose contrasting music to listen to and compare the connections to
specific interests or experiences for a specific purpose.

MU:Cr2.1.7b: Use standard and/or iconic notation and/or audio/video recording to document
personal simple rhythmic phrases, melodic phrases, and harmonic sequences.

MU:Cr3.2.7a: Present the final version of their documented personal composition, song, or
arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey
expressive intent.

Assessment: At the end of the unit, students will be assigned a composition project to show what
they have learned about storytelling through music. Each student will be required to create a
short composition which follows a story and/or creates a certain mood/aesthetic. On the
presentation day, each student will get to play their project/excerpts of their projects for the rest
of the class and explain the story/mood that goes with the music they have created and how the
music tells that story. A rubric is included for grading the project. Additionally, each day
students will complete exit slips as a reflection, and a form of informal assessment.
Day 1: Using Instruments to Tell a Musical Story Sarah Dawson
Grade Level: Seventh Grade 3/27/19
50 Minute Class

I. Topic

Goal: Understanding of how the characteristics of various musical instruments contributes to

certain storytelling elements (mood, setting, character)

Concepts: assessment of musical quality, distinction of sound/aesthetic, identification of specific

musical characteristics, analysis of storytelling and musical elements

Vocabulary: tone, motif

II. Objectives

TSWBAT explain how different musical instruments contribute to various moods of a

story/represent storytelling elements through tone, timbre, range, and dynamics to teacher
satisfaction.

TSWBAT recognize intentional uses of musical instruments within musical works which
exemplify the instrument’s unique characteristics for the story’s purposes to teacher satisfaction.

TSWBAT engage in meaningful discussion with classmates regarding the nature of storytelling
created by various instruments to teacher satisfaction.

III. Standards

MU:Re7.2.7a: Classify and explain how the elements of music and expressive qualities relate to
the structure of contrasting pieces.

MU:Re9.1.7a: Select from teacher-provided criteria to evaluate musical works or performances.

IV. Teaching Procedures

Anticipatory Set: [5 MINUTES]

- Ask students a loaded question: What is the point of music?

o Preface it as being a “big” question
o Possible student responses:
▪ For fun/entertainment, for people to play, etc.
o Guide responses here:
▪ It allows people to feel and learn different things
• Think about all of the music you know/listen to – you listen to it
because it makes you feel a certain way, right?
- We are going to look at why music makes you feel a certain way, and what about music
causes this kind of communication to people who hear it

Development 1: Using Musical Instruments to Represent Different Characters [5 MINUTES]

- Start by listening to the beginning of Peter and the Wolf (Prokofiev)

o New York Philharmonic recording with Leonard Bernstein narrating (beginning
to 3:15)
▪ Listen to the beginning when he introduces each animal (character) with
the instrument which represents them
• French Horns: Wolf (0:25)
• Oboe: Duck (0:54)
• Flute: Bird (1:14)
• Clarinet: Cat (1:33)
• Drums: Hunters shooting (1:58)
• Bassoon: Grandfather (2:13)
• Strings: Peter (2:42)
▪ Pause briefly in between each one to have the students write down/think
about what character (from the choices on the board) they think it sounds
like
 o Review the correct answers

Independent Practice 1: Small Group Analysis of Instruments [10 MINUTES]

- Split up class into seven groups (count off by seven)

o Each group is assigned one of the seven characters
o Discuss why the specific instruments represent their respective characters and
prepare to share with the class (answers will vary based on student responses)
▪ French Horns/Wolf: dark tone, intense, scary, mysterious, edgy/harsh at
times
• The French Horn is a brass instrument which gives it a certain
brilliance and brighter, edgier tone
▪ Oboe/Duck: light, bouncy, silly, bright, nasally, sounds like waddling
• The oboe has a naturally bright sound the lends itself to the silly,
waddly character of a duck
▪ Flute/Bird: frantic, light, airy, fluttering, high-pitched
• The flute has a naturally airy sound which makes it fit well for a
light characteristic or for something that flies
▪ Clarinet/Cat: sort of mysterious, sneaking around, darker sound, smooth
tone
• Clarinets are able to sound mysterious and sneaky with their darker
tone that is very smooth and rich
▪ Drums/Hunters: intense, sounds like war, imminent danger/suspense,
aggressive
▪ Bassoon/Grandfather: lumbering, sounds old, has weight/heaviness to it
• The bassoon has a deep tone and heavy sound
• Double reed
• Very large, lots of tubing for the air to travel through
• Mellow woodwind sound, but low and darkened
• Lends itself well to Grandfather because it sounds belabored and
old/weighted
 ▪ Strings/Peter: excited, light, lilting, airy, joyful
• The strings represent Peter well with their delicate heroism

Development 2: Using Musical Instruments to Represent Elements of a Story and Create Mood
[7 MINUTES]

- Listen a part of the Star Wars soundtrack, using the Star Wars Suite for Orchestra album
(London Symphony Orchestra)
o Main Title
o Before listening to this track, ask the students to:
▪ Pick out at least THREE different instruments/instrument groups that
seem to represent different elements of the story or create a certain mood
that relates to the story as they listen
o ***side note: students do not need to know the story/plot of
Star Wars to do this accurately – they only need to identify
three instruments/instrument groups and what they sound
like they would represent (describe what they sound like
and how that could play into a storytelling element – bad
guy/villain, good guy/hero, chaos, war, outer space, etc.)

Guided Practice 2: Sharing Answers with the Class [15 MINUTES]

- After listening to the Main Title, go around the room and have everyone share one of the
instruments/instrument groups they noticed
o Teacher: write down these answers on the board as you go to compile a master list
▪ Go through the list and ask someone to explain what the
instrument/instrument group represented or sounded like for each one
• Sample answers: (encourage answers that describe what about the
instruments makes the role they play important/evident within the
type of story it is)
 o Trumpets: opening fanfare, announcing a journey, exciting
exploration, bright/shimmery tone
o Low brass: strong, determination underneath the
excitement in the trumpets
o French Horns: more melodic line underneath, heroic,
purposeful, supports the fanfares
o Upper Woodwinds (Flutes, Clarinets): swirling atmosphere,
adventure and chaos
o Strings: full, melodic, foundation – provides us with a solid
“home base”, pulls the melody and other extensions
together cohesively, heroic, confident
o Percussion: impact, suspense, drama

Closure: Draw Conclusions and Make Comparisons with an Exit Slip [5 MINUTES]

- Ask: what kinds of conclusions did we come to with Peter and the Wolf? How did
Prokofiev use instruments to create distinct characters? What traits/features of each
instrument allowed this to work so well?
- Ask: what kinds of conclusions did we come to with Star Wars: Main Title? How did
Williams use instruments to create distinct moods/symbolism relating to the plot and
characteristics of Star Wars? What instruments/instrument groups were used?
- Have students fill out an “exit slip” to reflect on this information
o Write down one thing for each work (Peter and the Wolf and Star Wars: Main
Title) regarding how the composer utilized a specific instrument/instrument group
to represent something or create a specific mood

V. Assessment

- Informal: in-class discussions (participation, individual ideas) and exit slip (was each
student able to take away a concept from the class experience that lines up with the
objectives?)
 - No Formal assessments

VI. Materials

Playlist/access to Peter and the Wolf New York Philharmonic recording and Star Wars Suite for
Orchestra London Symphony Orchestra recording (both available on Spotify), speakers

VII. Reflection

1) Did the students enjoy listening to Peter and the Wolf? How did they react to this piece of
repertoire? Were any of the students already familiar with the piece, or did it expose them to
something brand new?

2) Did the students enjoy listening to Star Wars: Main Title? How did they react to this piece of
repertoire? Were they familiar with it prior to class?

3) How was my pacing throughout the class? Did things move along at an adequate speed? Did
we feel rushed? Did we have time left over?

4) What should I change for next time? How should this particular lesson be tweaked to be more
effective?
Day 2: Using Rhythm and Beat to Tell a Musical Story and Set Mood Sarah Dawson
Grade Level: Seventh Grade 3/27/19
50 Minute Class

I. Topic

Goal: Understanding of how rhythm and beat contribute to musical storytelling

Concepts: steady beat, acceleration/deceleration, rhythm, unconventional rhythmic figures,

musical tension/suspense and resolve

Vocabulary: syncopation, tempo

II. Objectives

TSWBAT articulate how rhythm and beat contribute to the nature of the storytelling in various
pieces of music to teacher satisfaction.

TSWBAT explain how different rhythmic figures and tempi contribute to various moods of a
story/represent storytelling elements to teacher satisfaction.

TSWBAT recognize intentional uses of rhythm and tempo within musical works which
exemplify unique characteristics for the story’s purposes to teacher satisfaction.

TSWBAT engage in meaningful discussion with classmates regarding the nature of storytelling
created by various rhythms and tempi to teacher satisfaction.

III. Standards

MU:Re7.2.7a: Classify and explain how the elements of music and expressive qualities relate to
the structure of contrasting pieces.

MU:Re9.1.7a: Select from teacher-provided criteria to evaluate musical works or performances.

IV. Teaching Procedures

Anticipatory Set: Introduction to Analyzing the Rhythm and Beat of Music [5 MINUTES]

- Play a few minutes of the Incredibles Theme Song for the class
o Ask students to shout out a few words that they might use to describe the theme
song
▪ Answers might include…suspenseful, intense, thrilling, exciting
• Then ask the students: what is it about the music and how it is
written that makes it feel/sound that way? What intentional choices
did the composer make to achieve that feeling?
o A lot of it has to do with the rhythm here

Development 1: Rhythmic Figures/Strategies that Create Moods in Music [10 MINUTES]

- Incredibles Theme Song example

o Teacher: draw the rhythmic figure
▪ Dotted quarter, dotted quarter, quarter, quarter, dotted quarter, dotted
quarter, quarter, quarter
▪ Classic Incredibles theme recurring rhythm motif
o Explain to students what this is – they should recognize it
▪ This is called a motif
• Motif = recurring musical figure in a piece/larger work of music
o Can be melodic or rhythmic (or both)
o “That thing that you keep hearing”
▪ This particular rhythmic figure induces a suspenseful and driving feeling
• Why? Because it is syncopated
o Syncopation = emphasizing the beats which are not usually
emphasized (stressing the unstressed beat)
▪ Demonstrate this – teacher sing and clap the motif
steady first, then syncopated to show the difference
 • Creates rhythmic tension and drives the
phrase forward

Guided Practice 1: Listening to Various Songs and Identifying How the Rhythm and Beat
Contributes to the Mood, Story, and Feeling [25 MINUTES]

- Have the students count off in fives

- Each person is assigned the piece of music that corresponds to their number
o listen to the piece and describe…
▪ What kind of beat/rhythm do you hear? Fast, slow, steady, syncopated?
▪ What kind of mood does this beat/rhythm create in the piece? How?
- The pieces are:
o 1) “No One Mourns the Wicked” (Wicked, Original Broadway Cast)
o 2) “Pennies from Heaven” (Billie Holiday)
o 3) “Act II:13 Dances of the Swans” (Swan Lake, Tchaikovsky)
o 4) “Symphony No. 5, C Minor: I. Allegro con brio” (Beethoven)
o 5) “Don’t Stop Believin’” (Journey)
- After the students have had time to listen to their songs (on laptops with headphones,
make a playlist for them)… [5 minutes for this]
o Reconvene and discuss [10 minutes]
▪ Teacher asks each group what kind of beat/rhythm they heard and writes
key words on the board for each
▪ Teacher then asks what kind of mood this beat/rhythm created and writes
key words on the board for each
▪ Sample answers:
• 1) “No One Mourns the Wicked” (Wicked, Original Broadway
Cast)
o Suspense, driving and intense in the beginning
(syncopated)
o Resolves to be calmer and more lyrical
 o Goes right back into intensity until the ensemble vocals
come in with a distressing message (fits!)
• 2) “Pennies from Heaven” (Billie Holiday)
o Chill, relaxed, laid back
o Swung – not intensely syncopated, but a delayed beat
▪ A type of syncopation popular in jazz
• 3) “Act II:13 Dances of the Swans” (Swan Lake, Tchaikovsky)
o Steady, legato rhythm/beat
o Sense of heavy beat that “flows”
o Swanlike – graceful, steady, stately
• 4) “Symphony No. 5, C Minor: I. Allegro con brio” (Beethoven)
o Intense, angry, driving rhythm at the beginning
o Sounds like it is about to explode into the last note
o Creating tension building up the first big chord
• 5) “Don’t Stop Believin’” (Journey)
o Steady, rock beat
o Driving motion, determination (don’t stop – fits!)
o Listen to a little bit of each song again as a class [10 minutes for this]
▪ Along the way, teacher points out the elements written on the board
▪ Listen for these specific elements

Closure: Draw Conclusions and Brainstorm with an Exit Slip [5 MINUTES]

- Tell students about assignment for next class: choose your own song to listen to with the
rest of the class to apply what we have learned about how instruments and rhythm/beat
contribute to mood and storytelling
o Email teacher by the next day with your song choice (must be school appropriate,
obviously)
▪ Teacher will then compile a Spotify playlist of all of the students’
selections
 - Have students fill out an “exit slip” to reflect on the class/respond to the following
questions…
o What piece were you assigned to listen to?
▪ Name one observation you made about the way the rhythm/beat in this
piece helped to create a certain feel/mood or contribute to the story
o Assignment for next class
▪ Jot down an idea or two of a song you might like to present/have played
for the class to discuss

V. Assessment

- Informal: in-class discussions (participation, individual ideas) and exit slip (was each
student able to take away a concept from the class experience that lines up with the
objectives?)
- No Formal assessments

VI. Materials

Playlist with all of the music compiled for students to access, school set of laptops/iPads, set of
headphones for each student

Spotify link:
https://open.spotify.com/user/mjsdu6xsy088gp62er6avfgr4/playlist/1wnAONlrN9gwEYpiXhTa
Na?si=ZwJ6zONSQNmJIP7fCU1pEA)

VII. Reflection

1) Did the students enjoy listening to the music? How did they react to each song? Were any of
the students already familiar with these songs, or did it expose them to something brand new?
2) Were the students picking up on the rhythm/beat impact on the mood/concept/story of the
pieces? How could I more clearly illustrate this, if not?

3) How was my pacing throughout the class? Did things move along at an adequate speed? Did
we feel rushed? Did we have time left over?

4) What should I change for next time? How should this particular lesson be tweaked to be more
effective?
Day 3: Analyzing Our Favorite Music: Applying Concepts Learned Sarah Dawson
Grade Level: Seventh Grade 3/27/19
50 Minute Class

I. Topic

Goal: Apply the understanding of how various musical instruments and rhythm/beat contribute to
musical storytelling to analyze the music the student enjoys listening to

Concepts: assessment of musical quality, distinction of sound/aesthetic, identification of specific

musical characteristics, analysis of storytelling and musical elements, steady beat,
acceleration/deceleration, rhythm, unconventional rhythmic figures, musical tension/suspense
and resolve

Vocabulary: tone, motif, syncopation, tempo

II. Objectives

TSWBAT articulate how specific instruments and rhythm/beat help to create a

mood/communicate a story in songs chosen by their fellow peers in the context of class-wide
discussion to teacher satisfaction.

III. Standards

MU:Re7.1.7a: Select or choose contrasting music to listen to and compare the connections to
specific interests or experiences for a specific purpose.

MU:Re7.2.7a: Classify and explain how the elements of music and expressive qualities relate to
the structure of contrasting pieces.

MU:Re9.1.7a: Select from teacher-provided criteria to evaluate musical works or performances.

IV. Teaching Procedures

Anticipatory Set: Refresh the Students’ Memories! [8 MINUTES]

- Have the Incredibles Theme playing when the students come into the room
o Once class starts, ask students what they remember about the concepts from last
class related to the Incredibles Theme
▪ From student responses, guide toward the following:
• Syncopation creates suspense, intensity, excitement (dotted
quarter, dotted quarter, quarter, quarter, dotted quarter, dotted
quarter, quarter, quarter rhythm)
o Creates rhythmic tension and drives the phrase forward
• “driving forward” – heroic, thrilling
- Play the spoken introduction from Peter and the Wolf by Leonard Bernstein (New York
Philharmonic) from the first class of the unit
o Ask students what they remember about the concepts from the first class related
to Peter and the Wolf
▪ From student responses, guide toward the following (quickly address each
character):
• French Horns/Wolf: dark tone, intense, scary, mysterious,
edgy/harsh at times
• Oboe/Duck: light, bouncy, silly, bright, nasally, sounds like
waddling
• Flute/Bird: frantic, light, airy, fluttering, high-pitched
• Clarinet/Cat: sort of mysterious, sneaking around, darker sound,
smooth tone
• Drums/Hunters: intense, sounds like war, imminent
danger/suspense, aggressive
• Bassoon/Grandfather: lumbering, sounds old, has weight/heaviness
to it
• Strings/Peter: excited, light, lilting, airy, joyful
Development 1: Listening to Each Other’s Songs and Discussing [~2 MINUTES per student =
~40 MINUTES for 20 students, can overflow into next class if needed]

- Everyone sits in a circle, teacher picks a student to start (ask if anyone would like to
volunteer to be first)
- For each student, the teacher will play a small portion of the song (verse/chorus? About
20 seconds or so? Up to the instructor)
o After listening, the student who chose the song will briefly comment on one thing
they heard in this song regarding either instruments or rhythm/beat that creates a
certain mood/contributes to storytelling
o Going around in the order of the circle, another student will share another element
along the same lines (regarding either instruments or rhythm/beat) that they
observed from the short listening
- The class should continue this process until 5 minutes remain in the class
o If necessary, the activity can continue into the following class in order to get
through every student’s choice

Closure: Draw Conclusions and Brainstorm with an Exit Slip [5 MINUTES]

- Have students fill out an “exit slip” to reflect on the class/respond to the following
question…
o Name one of the observations made in class today about someone’s chosen
song/piece

V. Assessment

- Informal: in-class discussions (participation, individual ideas) and exit slip (was each
student able to take away a concept from the class experience that lines up with the
objectives?)
- No Formal assessments
VI. Materials

Playlist of all student choices for in-class listening

VII. Reflection

1) Were students engaged in listening to each other’s song choices? Were any of the students
already familiar with these songs, or did it expose them to something brand new?

2) How was my pacing throughout the class? Did things move along at an adequate speed? Did
we feel rushed? Did we have time left over?

3) What should I change for next time? How should this particular lesson be tweaked to be more
effective?
Days 4-6: Creating Your Own Composition - Applying Concepts Sarah Dawson
Grade Level: Seventh Grade 3/27/19
50 Minute Class

I. Topic

Goal: Apply the understanding of how various musical instruments and rhythm/beat contribute to
musical storytelling to create original compositions on GarageBand

Concepts: assessment of musical quality, distinction of sound/aesthetic, identification of specific

musical characteristics, analysis of storytelling and musical elements, steady beat,
acceleration/deceleration, rhythm, unconventional rhythmic figures, musical tension/suspense
and resolve, original musical concept development, creation of musical ideas

Vocabulary: tone, motif, syncopation, tempo

II. Objectives

TSWBAT create his/her own musical composition using GarageBand which applies concepts
learned over the course of the unit as measured by a rubric with a grade of 90% or higher.

III. Standards

MU:Cr2.1.7b: Use standard and/or iconic notation and/or audio/video recording to document
personal simple rhythmic phrases, melodic phrases, and harmonic sequences.

MU:Cr3.2.7a: Present the final version of their documented personal composition, song, or
arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey
expressive intent.
IV. Teaching Procedures

Anticipatory Set: [5 MINUTES]

- Have Star Wars Suite for Orchestra: Main Title playing when the students enter the room
o Briefly comment about how this should remind the students of the concepts they
have been studying about how instruments and rhythm/beat contribute to creating
a mood/storytelling
- Finish the activity from the previous class if necessary

Development 1: Explain/Begin Working on the Composition Project [remainder of the class,

until 5 MINUTES are left]

- Each student will use a laptop/iPad to create his/her own composition

- Go over the rubric with students
- Get started!
- Students will have this class period and the next to create their composition
o After these two days, presentations will begin

Closure: Mark Progress Exit Slip [5 MINUTES]

- Have students fill out an “exit slip” to answer the following question…
o What progress did you make on your composition project today? What do you
aim to have completed by the end of the next class?

V. Assessment

- Informal: in-class observations of work ethic/being on task, exit slip

- Formal: completed project will be graded according to the rubric
VI. Materials

Laptops/iPads with GarageBand installed

VII. Reflection

1) Were students on task with their projects? Did they seem to be interested in it/motivated to
work on it?

2) Did students struggle coming up with ideas for their composition projects? How could I as the
teacher help aid them in their creative process?

3) What should I change for next time? How should this particular lesson be tweaked to be more
effective?