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12/03/2009 http://www.drhodges.wikispaces.com
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Individuals
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Knowledge
Think
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Dr. Hodges’ Lesson Plan
12/03/2009 http://www.drhodges.wikispaces.com
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Individuals
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Band 8
12/03/2009 http://www.drhodges.wikispaces.com
To
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Individuals
Needing
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Think
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Grade 8 Band
• BUZZ!!!!!!!!!!!!!!!!!!!!!
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Rhythm 54
• 6____________________________• 8
• Process:• Find the smallest value note or rest• Write a measure of that value with the
counting• Circle equivalents
• Transfer the information to the rhythm.
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Weekly Goal
• COMPETENCY GOAL 5: The learner will read and notate music. (National Standard 5)
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Today’s Objective
• 5.04 Identify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
12/03/2009 http://www.drhodges.wikispaces.com
To
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Individuals
Needing
Knowledge
Think
Listen
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Classwork
Jingle Bells
Count and Clap
Play
Silent Night
Count and Clap
Play
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
General Music 8
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Rhythm 54
• 6____________________________• 8
• Process:• Find the smallest value note or rest• Write a measure of that value with the
counting• Circle equivalents
• Transfer the information to the rhythm.
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Weekly Goal
• COMPETENCY GOAL 7: The learner will evaluate music and music performances. (National Standard 7)
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Today’s Objective
• 7.03 Identify and describe how interacting musical elements impact one's feelingful response to music.
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Listening Example 1
• Compare (Tell how they are similar) and Contrast (Tell how they are different) these two examples. Use your list provided in Class.
12/03/2009 http://www.drhodges.wikispaces.com
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Individuals
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Listening 1
• Melody:
• Harmony:
• Rhythm:
• Form:
• Instrumentation:
• Historic Period:
12/03/2009 http://www.drhodges.wikispaces.com
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Individuals
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Listening Example 2
• Compare and Contrast with example 1
12/03/2009 http://www.drhodges.wikispaces.com
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Individuals
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Listening 2
• Melody:
• Harmony:
• Rhythm:
• Form:
• Instrumentation:
• Historic Period:
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Band 7
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Grade 7 Band
• BUZZ!!!!!!!!!!!!!!!!!!!!!
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Rhythm 54
• 6____________________________• 8
• Process:• Find the smallest value note or rest• Write a measure of that value with the
counting• Circle equivalents
• Transfer the information to the rhythm.
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Weekly Goal
• COMPETENCY GOAL 5: The learner will read and notate music. (National Standard 5)
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Today’s Objective
• 5.04 Identify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Book Exercises
• Jingle Bells– Count and Clap– Play
• Silent Night
Count and Clap– Play
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
General Music 7
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Rhythm 54
• 6____________________________• 8
• Process:• Find the smallest value note or rest• Write a measure of that value with the
counting• Circle equivalents
• Transfer the information to the rhythm.
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Weekly Goal
• COMPETENCY GOAL 7: The learner will evaluate music and music performances. (National Standard 7)
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Today’s Objective
• 7.03 Identify and describe how interacting musical elements impact one's feelingful response to music.
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Listening Example 1
• Compare (Tell how they are similar) and Contrast (Tell how they are different) these two examples. Use your list provided in Class.
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Listening Example 2
• Compare and Contrast with example 1
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
General Music 6
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Rhythm 54
• 6____________________________• 8
• Process:• Find the smallest value note or rest• Write a measure of that value with the
counting• Circle equivalents
• Transfer the information to the rhythm.
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Weekly Goal
• COMPETENCY GOAL 7: The learner will evaluate music and music performances. (National Standard 7)
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Today’s Objective
• 7.03 Identify and describe how interacting musical elements impact one's feelingful response to music.
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Listening Example 1
• Compare (Tell how they are similar) and Contrast (Tell how they are different) these two examples. Use your list provided in Class.
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Listening Example 2
• Compare and Contrast with example 1
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
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Think
Listen
Count
Band 6
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Grade 6 Band
• BUZZ!!!!!!!!!!!!!!!!!!!!!
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Weekly Goal
• COMPETENCY GOAL 5: The learner will read and notate music. (National Standard 5)
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Today’s Objective
• 5.01 Read whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in 2/4, 3/4, 4/4, 6/8 and 2/2 meters.
12/03/2009 http://www.drhodges.wikispaces.com
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Individuals
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Rhythm 9
• 4____________________________• 4
• Process:• Find the smallest value note or rest• Write a measure of that value with the
counting• Circle equivalents• Transfer the information to the rhythm.
12/03/2009 http://www.drhodges.wikispaces.com
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Book Exercises
• 21– Count and Clap– Play
• 22– Count and Clap– Play
• 23– Count and Clap– Play