"Sing for your Supper"

by: Andrea Kaminski
 

Title:  "Sing for your Supper!"

Grade Level:    5th Grade               Area of focus:  Music

Musical Standards Addressed: Missing information

Singing:
A. The student will sing while others sing contrasting parts using descants and countermelodies.

Instrumental:  
A. The student will perform an instrumental accompaniment incorporating I and V harmonies.

Reading and Notating:

A. The student will read music notation utilizing a system to represent pitches
B. The student will read rhythmic notation including the dotted quarter note and eighth note

Lesson or Unit Objectives:

 By the end of this lesson, the student will be able to sing each of the three melodies (Mango Walk, Sweet Potatoes, and Sweet Potatoes countermelody) alone.  Each student will be able to decode the rhythm and melody of each, and first perform as two parts, then as three.  After this is achieved, the students will then be able to accompany themselves on Orff instruments and add movement to the song.

 Groupings:

        Multiple Intelligences Used:
1.      Verbal/Linguistic
2.      Logical/Mathematical (for counting out rhythms)
3.      Musical
4.      Body/Kinesthetic
5.      Interpersonal

Materials will include:

1.Visuals of the notation for use of reading the melodic and rhythmic movement.  Students will use Grade 5 edition of Share the Music.  I will use the teacher edition and the Orff accompaniments manual.

2. Instruments
3. A lot of space!

Procedures or activities:

1. Student listen to the melody of "Mango Walk" and decode measure that contain the rhythm eighth, quarter, eighth, quarter.

2. Students sing song while clapping the rhythm above.
3. Students create their own rhythmic pattern that last 16 beats...it will be used as     an interlude in the middle of the song.

4. Students briefly learn of the history of Calypso music
5.Teach the Orff accompaniment for the instruments.
6. Students learn the melody to "Sweet Potatoes".  Students identify rhythms in the song and perform the song as a partner song with "Mango Walk".

7. Students learn the dance to "Mango Walk" as printed in their books.  Then do the dance while performing the 2 songs together.

8. Students read the countermelody and indicate which way the melody is moving by the shape of their hand.
9. Students perform countermelody and then put it with the two other melodies already learned.
10. Students combine all three melodies.
11. Students sing the song in sections first, then combined, all the way through being accompanied on instruments.  The final product will be when the dance is added to all of this!

 Evaluations:

Students can be evaluated on their understanding of the rhythms by a written assessment, or an individual project of making their own song using the rhythms we practiced.  Students can be evaluated on their ability to sing in a partner song by making small groups to assess while they sing.