Two-Part+Harmony+vs.+Canons+vs.+Rounds

//This lesson is intended to serve two functions: help students identify differences between two-part songs (rhythms), canons, and rounds as well as serve as a bridge from unison singing to partner singing. By using only rhythms or spoken text during this lesson, students are able to focus more on how the rhythmic parts work together rather than singing correct pitches. This activity could later be revisited with different songs featuring pitches where harmony could be discussed. The lesson can also be adapted to younger or older students by increasing or decreasing the difficulty of rhythms and text. The reason I chose the text from// Elephants Walk //is students enjoy the text which helps to maintain engagement throughout the activity.//


 * Subject/Grade:** General Music/3rd Grade


 * Concepts:** Identifying differences between two-part rhythm, canons, and rounds.


 * Behavioral Learning Objectives:**
 * Provided with a notated rhythm featuring a dotted-half note, students will speak 8 beats of the rhythm using the Kodály counting system while maintaining a steady beat and using the correct syllables for the notated rhythm.
 * Students will maintain part independence during a two-part rhythm, a canon, and a round.
 * Provided with experience performing a two-part rhythm, a canon, and a round, students will verbally identify the differences between a two-part rhythm, a canon, and a round.


 * Assessment Procedure:**
 * Formal, summative rhythm assessment based on student ability to maintain a steady beat and correctly counting the given rhythm which features a dotted half note; assess by watching student lips move and listen to vocalized syllables to detect errors.
 * Informal, formative rhythm assessment based on student understanding of the difference between a round, a canon, and two-part rhythms; assess by asking individual students and whole class questions regarding definitions and characteristics of each.
 * Informal assessment by asking students what was worked on in class and to define new terms in their own words: canon, round, two-part rhythm.


 * Materials Needed:**
 * Marker board
 * Dry erase markers (multiple colors)
 * Hand drums
 * Woodblocks (with mallets)
 * // Elephants Walk // from "We're Going to the Circus" by Randy DeLelles and Jeff Kriske

I Can Read That! //Elephants Walk// (m. 1-4) Class Review
 * Sequence of Activities:**
 * Review note values and names of rhythmic notes.
 * Write an 8-beat rhythm featuring dotted-half note on the marker board in one color.
 * Students speak rhythm two times as a class.
 * Call on individuals to speak rhythm on their own. (Formal, summative rhythm assessment.)
 * Add a new rhythm to the board (in a new color) that compliments the first rhythm.
 * Students speak new rhythm several times as a class.
 * Divide class into two groups and combine the first rhythm with the second to create 2-part rhythmic harmony. (Have students switch rhythms.)
 * (Add instruments if desired. One group receives a woodblock and mallet, second group receives hand drums.)
 * Define as a two-part rhythm. Students identify the following and make a chart on the board:
 * Do the parts begin together? Yes
 * Do the parts end together? Yes
 * Do both parts speak the same rhythm/text? No
 * Teach text by rote (students echo phrase > combine phrases together > students speak alone as class)
 * Students mark pulse by marching freely to the beat around the room (return to seats)
 * Class speaks text while teacher performs round
 * Divide class into two groups and perform a round with the text
 * (Add instruments if desired.)
 * Define as a round. Students identify the following and add to the chart on the board:
 * Do the parts begin together? No
 * Do the parts end together? No
 * Do both parts speak the same rhythm/text? Yes
 * With the class divided in two groups, have the first group speak the text then repeat the last two measures of the text
 * Combine both parts and perform
 * (Add instruments if desired.)
 * Define as a canon. Students identify the following and add to the chart on the board:
 * Do the parts begin together? No
 * Do the parts end together? Yes
 * Do both parts speak the same rhythm/text? Yes
 * Ask students questions about the differences between the a round and a canon, a canon and a two-part rhythm, etc. (Informal, formative assessment of student ability to identify differences)
 * Ask students to define a canon, a round, and a two-part rhythm in their own words.