Unit Plan: Meter, Beat, and Time Signatures Music Theory ...

[Pages:8]Unit Plan: Meter, Beat, and Time Signatures Music Theory Jenny Knabb

The Pennsylvania State University Spring 2015

Goals:

High School Music Theory Lesson Plan: Unit 10 and 11

Meter, Rhythm, and Time Signature

1. Understand simple and compound time signatures 2. Demonstrate knowledge of duration of notes 3. Distinguish the difference between duple, triple, and quadruple 4. Display mastery of beats per measure and which note gets the beat

Students will be able to: 1. SWBAT fill in the missing note or rest based on the knowledge of time signatures 2. SWBAT answer questions about divisions of notes 3. SWBAT match vocabulary terms

Strategies to accomplish goals:

1. Relate new information to previous knowledge. 2. Discuss example problems to practice new concepts learned together in class. 3. Review homework from the previous day at the beginning of class. 4. Answer any questions student might have about concepts that are confusing them.

Strategies for assessment:

1. Review answers to homework assignments in class to check student understanding.

2. Do exercises together in class and have students write answers on the board. 3. Have student take the Unit 10 and 11 test to assess their mastery of the material at

the end of the unit.

Lesson Plan #1

High School Music Theory Periods 4, 5, & 8

Objectives: Student will be able to begin demonstrating knowledge about note values. National and PA Standards: 5, 6, 9.1, 9.3, and 9.4 Assessment: Teacher will assess student understand through their answers to questions during class.

1. Terminology: Ask students these questions and write it on the board. o 4/4 is called common time. (abbr. with C) o 2/2 is called cut time or alla breve. (abbr. with ?) o The numerator in 2/2 time signature indicates 2 beats in each measure. o The denominator in 2/2 time signature indicates a half note receives one beat.

2. Note Tree: (rest tree) Review note durations using the note tree. o Draw the note tree starting with a whole note on the board. o Ask the students how many of each note equals the previous note. o Draw a rest tree too.

3. Based off our knowledge of the note/rest tree. Tell me.... o How many eighths in a half note? (4) How many sixteenths in a half note? (8) o How many eights in a dotted half? (6) Have many sixteenths notes in a dotted half note? (12) o How many eights in a whole note? (8) How many sixteenth notes in a whole note? (16)

4. Stem directions o Can anyone tell me how you know which direction a stem should go? Which side of a pitch? o Make sure to have your stems going in the correct direction and on the correct side of the note o Definition of Stems: Stems are used to help determine what rhythmic value a note will have. By adding a stem to an open note head you change the value of the note from a whole note to a half note. o It is important to draw stems on the proper side of the note head and draw them in the proper direction. Notes that appear on or above the middle staff line have downward stems drawn on the left side of the note head. Notes that appear below the middle staff line have upward stems drawn on the right side of the note head.

5. Fill in the missing note or rest value:

o Make up my own common or cut time measures and have them fill in the missing note or rest values

6. Meters: o Look at page 152 in your packet. o Read the paragraphs as they follow along or have a student read it. o What do you remember about meters from the beginning of the year? Can anyone explain what a Duple meter is? (2 macro beats per measure) Triple? (3 Marco beats per measure) quadruple? (Four Marco beats per measure) o The first beat in the measure is accented.

7. Simple time signature: o Turn to page 153 in your packet. o Read the paragraphs as they follow along or have one of them read o Who can tell me what we learn from looking at the time signature? ? The numerator tells us how many beats per measure and the denominator tells us which note gets the beat. o Any guesses what a simple time signature means? o A simple time signature is where the beats are divided into multiples of two. o For example 2/4. o There are also asymmetrical meters such as 5/8 and 7/8. These are grouped in 3+2 or 2+3 for 5/8 and 4+3 or 3+4 for 7/8.

8. Homework: o Page 174, 177 o Complete a few problems in class ? let them start the homework with the remaining time in case they have questions

Lesson Plan #2

High School Music Theory Periods 4, 5, & 8

Objectives: Students will demonstrate understanding of what was taught the day before. National and PA Standards: 5, 6, 9.1, 9.3, and 9.4 Assessment: Teacher will assess student understand by going over homework and answering questions in class.

1. Review: o Go over homework from yesterday. Make sure everyone understands it.

2. Review note tree if needed: o Based off our knowledge of the note/rest tree. Tell me...(make up examples) o See page 2 of unit 10 for examples

o Exercise: o Work on the exercises at the top of page 154 and 157 together in class

3. Compound time signatures: o Look at page 155 in your packet o Read the paragraphs as they follow along or have a student read the paragraph o The unit of the beat in compound time signature is a dotted note and the dotted-note pulse is divided into three smaller notes. o For example: a dotted quarter note equals three eighth notes in 6/8 time. o In a compound time signature the top number is always divisible by three and the lower note tells you what kind of note will be grouped in sets of three. o For example, 6/8 (the 8 stands for 1/8) ? three eighth notes or a dotted quarter equals one beat ? two groups of three eighths are needed to complete a measure in 6/8.

4. Homework o Page 178b

5. Dictation in class/listen to projects with remaining time

Lesson Plan #3

High School Music Theory Periods 4, 5, & 8

Objectives: Students will be able to demonstrate understanding of compound time signatures. National and PA Standards: 4, 5, 6, 9.1, 9.3, and 9.4 Assessment: Teacher will assess student understand by going over homework and answering questions in class.

1. Review: o Go over homework from the previous day.

2. Review Compound time signatures: (didn't have too much time to discuss this new concept last class) o Look at page 155 in your packet o The unit of the beat in compound time signature is a dotted note and the dotted-note pulse is divided into three smaller notes. o For example: a dotted quarter note equals three eighth notes in 6/8 time. o In a compound time signature the top number is always divisible by three and the lower note tells you what kind of note will be grouped in sets of three. o For example, 6/8 (the 8 stands for 1/8) ? three eighth notes or a dotted quarter equals one beat ? two groups of three eighths are needed to complete a measure in 6/8.

3. Exercise: o Look at page 156. Now write out your own composition of three measures in 6/8 and 9/16 o Have some students write their composition on the board

4. Homework: o Page 175, 176 o Start homework in class with them and then if there is time they can start it in class and ask questions.

Lesson Plan #4 High School Music Theory Periods 4, 5, & 8 Objectives: Students will be able to demonstrate understanding of compound time signatures. National and PA Standards: 5, 6, 9.1, 9.3, and 9.4 Assessment: Teacher will assess student understand by going over homework and answering questions in class.

1. Review: o Go over homework from the previous day. (Pages 175 -176)

2. Exercises: o Page 178 o 12/8 time signature ? do some problems together in class. It is just like the 6/8 we did the other day. o Page 161 ? do together in class

3. Homework: o Pages 159-160 o All you have to do is look at the left side of the page and copy it onto the right, see bottom of 159 for explanation

4. Have them work on their Garage Band Projects with remaining time

Lesson Plan #5 High School Music Theory Periods 4, 5, & 8 Objectives: Students will be able to demonstrate understanding of simple and compound time signatures. National and PA Standards: 5, 6, 9.1, 9.3, and 9.4 Assessment: Teacher will assess student understand by going over homework and answering questions in class.

1. Review: o The students already have the answers for pages 159-160 but go over any questions they have.

2. Pages 162 ? 165 Read and do the divisions of the beat drills together in class 3. First exercise on page 158

4. Homework: Unit 10-11 Review guide last two pages in packet front and back

5. Work on Garage Band projects for the rest of the period

Reflection:

I enjoyed teaching this unit. I was a little worried about teaching a music theory class before this unit. In college you never have to teacher your peers or students a music theory class. It is a different environment teaching music theory in a classroom comparing to directing and running an orchestra rehearsal. I really liked teaching music theory in a classroom environment. It was interesting watching the student who previous did not try or were not doing well the first half of the year step up and apply themselves. I am not sure what cause this change whether it was that they realized they needed to apply themselves in order to pass or if it was just because they had someone different teaching them.

It was nice to hear that after the test for units 10 and 11 that students who previously did not do well had past this test. Also one of the students who was repeatedly answering my questions said I do not know why I am answering I never volunteer this much. It was very nice to hear that he wanted to start contributing during class.

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