Kristin Turcovski’s E-Portfolio

Lebanon Valley College

B.S. Music Education 2009, B.A. Music (Instrumental Concentration: Clarinet) 2009

Example Lesson Plan

This is an example of a lesson plan I wrote for my field assignment in the fall semester of 2007, when I observed Mrs. Suzanne Fox’s general music classes at Lickdale Elementary School in the Northern Lebanon School District (PA). I taught this lesson to a fourth grade class and they loved it!

 

Kristin Turcovski

November 20, 2007

 

“New York, New York” Listening Lesson Plan

 

I. Fourth Grade

 

II. Musical Concepts

 

             1. The quality of the sound is affected by the way the sound is produced.

 

             2. The total sound is affected by the number and qualities of sounds occurring at the same time.

 

III. Observable Learning Outcomes

 

             1. Students will be able to differentiate between accompanied and a cappella music.

 

IV. Students’ Prior Knowledge

 

             1. Students should be able to identify brass and percussion sounds.

 

             2. Students should be able to critically respond to music.

 

V. National and State Standards Addressed in Lesson

 

             1. National

 

                          a. Listening to, analyzing, and describing music.

 

                          b. Evaluating music and music performances.

 

             2. State

 

                          a. Know and use fundamental vocabulary within each of the arts forms. (9.1.C)

 

                          b. Identify critical processes in the examination of works in the arts and humanities. (9.3.A)

 

VI. Materials, Board, and Space Preparation Needed for Lesson

 

             1. Stereo

 

             2. Recordings: “New York, New York” by Frank Sinatra; “New York, New York” by Reel Big Fish; “Where in the

 

                          World is Carmen Sandiego?” by Rockapella; various a cappella and accompanied performance examples.

 

             3. Textbook: Making Music, Silver-Burdett, Pearson Scott Foresman, pub. 2005. Page 250-253, “Theme from New

 

                          York, New York;” and page 193, “Rockapella.”

 

             4. Picture of Rockefeller Center in the holiday season

 

VII. Lesson Plan

 

             1. Opening: “Good morning class! Has anyone here ever been to New York City?” Wait for student response. “If

 

                          you haven’t been to New York City, have you seen the movies ‘Elf’ or ‘Home Alone’?” Wait for student

 

                          response. “Those movies show New York City during the holidays and they show off some very beautiful

 

                          holiday decorations. At a place called Rockefeller Center, there is an ice skating rink where many people go

 

                          to skate, and there is also a giant Christmas tree all decorated and lit up.”

 

             2. Context: “Today we’re going to look at a song about New York, on page 250 in your book. It was made very

 

                          famous by a singer named Frank Sinatra. He was also an actor in a few older movies, but a lot of people

 

                          know him for his singing. He was known as a crooner. Does anyone know what a crooner is?” Wait for

 

                          student response. “A crooner is someone who sings in a very even, soft, and soothing way, and they don’t do

 

                           a lot of fancy singing- they stick to the melody.”

 

             3. Synthesis: “Now I want you to follow along with the words and music in your book, and I want you to listen and

 

                          tell me what kinds of instruments you hear.” Play “New York New York” by Sinatra.

 

             4. Analysis: “Does anyone know what vagabond means? A vagabond is someone who wanders or travels a lot.”

 

                          “What kinds of instruments did you hear in that song?” Wait for student response. “That’s right, brass

 

                          instruments like trumpets and trombones, and also some drums. There were some saxophones and a piano too.”

 

             5. Synthesis: “Now we’re going to listen to the same song again, only performed by a band called Reel Big Fish. You

 

                          can still follow along with the music, but keep listening so you can tell me which instruments you hear.” Play

 

                           “New York New York” by Reel Big Fish.

 

             6. Analysis: “What instruments did you hear?” Wait for student response. “Oh, that was a trick question! There

 

                          weren’t any instruments playing at all. The musicians in the band were all singing the instrument parts instead

 

                          of playing them. That’s called singing ‘a cappella.’ Can you say that with me? A cappella is Italian and it

 

                          means singing without instruments. Sometimes singers will beatbox or use body percussion like snapping,

 

                          clapping, or stomping to add rhythm to their music.”

 

             7. Synthesis: “Now if you turn to page 193 in your book, there is a picture of a singing group there called Rockapella.

 

                          What do you notice about that name?” Wait for student response. “That’s right, when you say it out loud, it has

 

                           the word ‘a cappella’ in it.” Read caption out loud or have student volunteer read it, helpingwhen necessary. “I

 

                          have part of the song ‘Where in the World is Carmen Sandiego’ to listen to. It’s another example of a cappella.”

 

             8. Analysis: “What did you like about either of the a cappella songs we just listened to?” Wait for student response.

 

                          “Now I have a few more examples. If what you hear is a cappella, I want you to quietly- without knocking the

 

                          stools over- stand up. If you think you hear instruments playing with a singer, sit back down again. If you ONLY

 

                          hear instruments, put your hands up in the air. Ready?”

 

9. Synthesis: Play different recordings of a cappella, accompanied, and instrumental music.

 

10. Closing: “Great job class! Thank you for paying such great attention to the music.”

 

VIII. Assessment of Students (Informal Observation)

 

1. Did the students listen attentively?

 

2. Did the students attempt to think critically and answer questions about the music?

 

3. Could the students correctly identify and distinguish between a cappella, accompanied,

 

and instrumental music?