Elementary-2nd+Grade-Accents

** Learning ** ** Objectives: ** || Students will use examples in singing, clapping, drumming, dancing, and movement to perform and identify //accents// in music, demonstrating an introductory understanding of this new expressive marking. ||
 * [[image:file:///C:/Users/Jamie/AppData/Local/Temp/msohtml1/01/clip_image001.gif width="717" height="4"]] ** Teacher Name: ** || Jamie Stange  || ** Date: ** ||  March 2011  ||
 * ** Subject/Grade: ** || 2nd Grade General Music ||
 * ** Concepts/Skills/Values: ** || Expression: Reading and Performing Accents  ||
 * National Standards (check all that apply): **
 * ** x ** || ** 1. Sing ** || ** x ** || ** 2. Play ** || || ** 3. Improvise ** || || ** 4. Compose/Arr. ** || ** x ** || ** 5. Read/Notate ** ||
 * ** x ** || ** 6. Listen ** || || ** 7. Evaluate ** || || ** 8. Related Arts ** || || ** 9. History/Culture ** || ** x ** || ** Move ** ||
 * ** Behavioral **
 * ** Behavioral **

-Corresponding CD From Silver Burdett & Boom Box or other means to play the CD for the class -Poster with Words and Rhythm for One Potato, Two Potato (or space to write this on board) -Hand Drums (one for each student if possible) -Other Drums (taos drum, talking drum, bongos, congas, buffalo drum ect.) ||
 * ** Materials: ** || -Silver Burdett Making Music Grade 2 Textbooks (one for each student if possible)

** Activities and Assessment: ** || (This could all be done in one day for class period focused on accents, or spread out over several class periods) ** Intro-Boogie Chant ** 1.) Distribute the text books (use whatever system you have in place, I prefer to have students make a single file line at the bookcase and I hand them each a book)   2.) Have students turn to page 78. Choose a student to read the definition of accent. Draw their attention to what an accent looks like (draw on board, show card, point out in text ect.) 3.) Read the text of “Boogie Chant and Dance” (page 78) for children, in a very flat style   -Question students about how you read the text    -Ask what could we do to add interest?    4.) Listen to “Boogie Chant and Dance” on the CD    - Ask students to raise their hands when they think they hear an accent -Listen one more time, asking the students to dance along, and make their movements reflect the text when possible ** Two Little Sausages ** 1.) Have students look at page 79   -Have students identify the accents in “Two Little Sausages”    2.)Read through the chant as a class, reminding the students to add emphasis to the accents as they say this 3.) Listen to the chant on the CD, asking students to compare our performance to the CD’s performance of the accents   4.) Have students perform “Two Little Sausages with the CD performance track” ** Step in Time ** 1.) Move to page 74   2.) Have students follow along as you listen to some of “Step in Time” 3.) Use questioning to point out that the action words are accented. The actions and out movements can remind of to accent these words.   4.) Listen to a bit more of the song. 5.) Echo teach the song to students (Don’t push this, if they’re not getting the song quickly, just let them move to the CD track, since this lesson is focusing on the accents more than the accurate singing.)   -Take a try at dancing to the song   ** One Potato, Two Potato **   1.) Direct students’ attention to visual or write up of rhythmic poem “One potato, two potato” -Use questioning to point out that all the number words are accented 2.) Have students Listen to you clap the poem first without, then with the accents.   -Have the class join you clapping the accents and patting on their knees the other notes    -Have students perform poem on just their knees, or just clapping, ensuring the accents are still evident    -Practice only clapping the accents, or only clapping the non-accented notes while saying all text    3.)Transfer to drums -Practice playing with accents on drums -Practice half the room doing accented notes, half the class the unaccented -Mare sure the Accent side plays forte, and the others piano -Alternate jobs (accents or non-accents) -As you progress move away from saying text to whispering, and ‘magic lips’ or no lips. || 
 * ** Sequence of **

** Effectiveness ** ** Reminders: ** || -Keep pace moving! This is a lot to get done in one class period! -Use students helpers to pass out and return drums -Pass the books from shelf to student hand yourself…you are more dexterous than they are! Have them return their books by stacking them near (but not on) the shelf as they line up to leave -Use “specials drums” (those besides the hand drums) as behavioral incentives. “students who do a nice job the whole time get to choose a drum first” -WATCH THE CLOCK -Give appropriate reminders for equipment care and safety (Step back from books to dace, cautious of your neighbor, rest position for drums, proper playing position) -REVIEW periodically definition of accent -Be more animated! ||
 * ** Teacher **