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2. Play – Jingle Bells: Parts 1, 2 and 3 (Song 23)
A. Play Song Jingle Bells. Direct students to:
• identify dynamics in song.
• discuss how dynamics can be achieved on keyboard. (Touch Sensitivity Button or Volume Slid-
ers)
Touch Sensitivity On Touch Sensitivity Off
• practice Part 1 with written dynamics. Split – Treble Speakers Off
• play Part 1 with song. Speakers On Play Song
Repeat activity with Part 2. Split – Bass
Option: Include discussion of “mezzo” dynamics (mf, mp).
Split – Reset Lesson Completed
3. Read - Melodic patterns using suggested dynamics (Chart 10)
A. Chart 10 Play Rhythm Play Chart 10, Example 4. Have students:
• play with rhythm.
• suggest dynamics for Example 4.
• play Example 4 with newly added dynamics.
B. Continue with other examples from Chart 10.
Lesson Completed
S. Synthesis: Create - Percussion piece that uses f, p, crescendo and decrescendo
A. Speakers Off Kbd Perc On Touch Sensitivity On Have students:
• create a one-measure rhythm pattern.
• play pattern four times with the following dynamic sequence (f – p - cresc - decresc)
• share with class. Speakers On
B. Touch Sensitivity Off Select one-measure rhythm pattern created by student. Have class:
• echo pattern.
• discuss how dynamics can be achieved with Touch Button Off and Volume Sliders left alone.
(Solo vs. Tutti)
• play pattern four times with the following dynamic sequence (p - cresc – f - decresc)
Option: Use “Single-Accomp.” mode (I, IV, V
7
, I pattern) to create harmonic interest. (Note: On teacher
keyboard, select Kbd. Perc. so that the accompaniment does not play drums.)
Kbd Perc Off Touch Sensitivity Off Synthesis Completed
R. Review (Quiz Overhead)
A. Quiz Overhead Note Monitor Using Quiz Overhead, play several music examples using one of
the dynamic choices. Have students:
• decide the dynamic levels used.
• practice entering multiple choice responses.
Review Completed
Opus 22
Sharp and Flat
Concept:
Student Outcomes:
SHARP AND FLAT - Pitch/ Melody – Pitches may
be symbolized.
Identify and play sharps and flats.
Recognize half steps and whole steps.
Compare chromatic and major melodies.
Vocabulary/Keyboard:
Vocabulary/Keyboard:
Symbols:
- sharp (to the right), flat (to the left), half-step,
ascending, descending, music alphabet
- sharp (to the right), flat (to the left), half-step,
ascending, descending, music alphabet
#, b, natural grand staff
Assessment (Quiz 23) – Students will play specific notes and adjacent flat/sharp, and play phrases
(series of notes including those with sharps or flats).
Assessment (Quiz 23) – Students will play specific notes and adjacent flat/sharp, and play phrases
(series of notes including those with sharps or flats).
Assessment (Quiz 23) – Students will play specific notes and adjacent flat/sharp, and play phrases
(series of notes including those with sharps or flats).
Repertoire: Swingin’ Sharp & Flat, The Habenera from Carmen, Theme from Jaws, Flight of the
Bumblebee
Repertoire: Swingin’ Sharp & Flat, The Habenera from Carmen, Theme from Jaws, Flight of the
Bumblebee
Repertoire: Swingin’ Sharp & Flat, The Habenera from Carmen, Theme from Jaws, Flight of the
Bumblebee
National Standards:
1. NS 5
2. NS 1,2
3. NS 2,6
S. NS 7
R. NS 5,6
State/Local Standards:
1.
2.
3.
4.
5.
S.
R.
State/Local Standards:
1.
2.
3.
4.
5.
S.
R.
Sequence of Activities:
1. Play & Identify - Sharp and flat (Worksheet 12)
A. Introduce and demonstrate half steps. Demonstrate sharps as half-step up and flats as half-step
down on mock keyboard. Let the students:
• play each note of music alphabet and its sharp.
• play various notes and corresponding sharps.
• play each note of music alphabet and its flat.
• play various notes and corresponding flats.
• play patterns of notes, sharps or flats.
B. Worksheet 12 With Worksheet 12, Number 1, have students:
• write several letter names of notes on white keys.
• play each note in correct register.
• play low C, and black key above it.
• identify new key as C#.
• write C# on worksheet.
Repeat with different notes and corresponding sharps.
C. With Worksheet 12, Number 2, have students:
• write several letter names of notes on white keys.
• play each note in correct register.
• play low E and black key below it.
• identify new key as Eb.
• write Eb on worksheet.
Repeat with different notes and corresponding flats.
D. With Worksheet 12, Number 3, have students:
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