Shortnin+Bread+Ostinato

Chuck Serfass

Name: Shortnin’ Bread Date: 2/17/08

Subject/Grade: 1st Grade General

Focus Concepts/Skills: Ostinato, Call and Response

National Standards (put X before all that apply): x 1. Sing x 2. Play 3. Improvise x 4. Compose/Arr. x 5. Read/Notate x 6. Listen x 7. Evaluate 8. Related Arts x 9. History/Culture

Learning Objectives: Students will create their own ostinatos to perform with the traditional African American song “Shortnin’ Bread”.

Sequence of Activities: 1. Listen to a recording of “Shortnin’ Bread” (Silver Burdett Series has one) 2. Chart out the form. How many different sections? 3. Learn the words by listening and dictating section by section. 4. Sing along to the recording. 5. Split the room in half and do call and response. B sections together. What is the rhythm of the response? Let's write it on the board. 6. Have a few volunteer to call. 7. Discuss what lyrics mean. What is shortnin’ bread? (Corn type bread that was made by slaves) Discuss song history and play source recording ([|http://www.pbs.org/wnet/slavery/experience/education/feature11.html)] 8. What are some foods you love? Can we fit them into the song? Do examples with other foods. Make sure food rhythm is e-e q. Have a few students give a new response. They can do the call while the students sing their new response. Ex: I do love- chocolate cake, apple pie, cheese pizza etc. 9. Show ostinato pattern with body percussion to fit the food rhythm. Have select students show a new response with body percussion. Ex: Pat, Clap, Snap. They can call while class responds. 9. Split students into small groups of 3 or 4 and have them come up with a food and food ostinato (with actions). 10. Each group shares with the class. 11. Introduce “ostinato” as a term and have class sing song over teacher ostinato. 12. Let each group do their ostinato while the class performs song. 13. Layer all ostinatos together and then teacher sings the song over the top. 14. Evaluate our performance. Were the ostinatos steady? Should they be loud or soft? What does it feel like when we get it right?

Assessment: Do student ostinatos match the inherent food rhythm? Can students keep a steady rhythm while performing ostinatos? Can students keep up with AB form?