Shoo+Fly+Percussion+Style

Below is a lesson well suited for Second Grade music students. The primary focuses of this lesson are musical form (D.C. al Fine/Fine/ABA form) and the percussion family. Using a variation of the popular children’s song “Shoo Fly”, the lesson specifically teaches the definition and concepts of D.C. al Fine and Fine. It also focuses on the different instruments in the percussion family and how to play them. Included in the lesson are kinesthetic activities and a cappella singing. This lesson is very effective when taught in two different lessons. Each lesson may not be long enough to fill an entire class period dependent on your class length. I suggest teaching the lesson in two different lessons still because retention proves to be better when teaching shorter lessons.

__**Subject/Grade**__: 2nd Grade General Music


 * __Concept/Skills__**: D.C. al Fine/Fine/ABA form & the Percussion Family

__**National Standards**__: Sing, Play, Listen, Evaluate, Read/Notate, (Movement)

__**Behavioral Objectives**__: 1. The student will be able to identify 3 instruments of the percussion family. The student will also be able to demonstrate how to correctly play the given percussion instruments.
 * //Formal Assessment//- The student will correctly identify 3 percussion instruments by telling them to the teacher as they leave the room. The student will receive a grade of a 1-4. The following rubric will be used:


 * =  ||= **1** ||= **2** ||= **3** ||= **4** ||
 * = **Identification of Percussion instruments** ||= Student names 0 percussion instruments or doesn’t participate ||= Student names 1 or 2 percussion instruments ||= Student names the required 3 percussion instruments ||= Student names the required 3 percussion instruments as well as one more ||
 * //Informal Assessment//- The student will be informally assessed when playing the percussion instruments. If the student is struggling with how to correctly play the instrument, the teacher will give extra attention as needed during the class period. (This assessment will be easy to spot. In simple terms: just help students who are struggling on instruments.)

2. The student will be able to demonstrate knowledge of D.C. al Fine and Fine by using it as a guide to perform the song “Shoo Fly: Percussion Style”. They will demonstrate the knowledge of these concepts by correctly repeating the A section and ending at the Fine.
 * //Formal Assessment//- The student will be given a score of 1, 2, 3, 4 based on the following rubric. It would be a good idea to test for knowledge of D.C. al Fine/Fine/ABA form in each of the two lessons.


 * =  ||= **1** ||= **2** ||= **3** ||= **4** ||
 * = **Knowledge of D.C. al Fine, Fine, ABA form** ||= Student rarely uses D.C. al Fine and Fine to navigate through and end the song “Shoo Fly: Perc. Style” ||= Student sometimes uses D.C. al Fine and Fine to navigate through and end the song “Shoo Fly: Perc. Style” ||= Student frequently uses D.C. al Fine and Fine to navigate through and end the song “Shoo Fly: Perc. Style” ||= Student consistently uses D.C. al Fine and Fine to navigate through and end the song “Shoo Fly: Perc. Style” ||

(Assessment can be done in a variety of different ways; this is just the way I chose to assess)

__**Materials**__: • “Shoo Fly: Percussion Style” percussion notation on a poster (see attachment for notation and new lyrics) • Various Percussion Instruments: tambourines, guiros, congas, bongos, timbanos, hand drum, rhythm sticks, cabasas; any instrument in your classroom that can be rubbed as well as tapped

__**Sequence of Activities**__:

//Day 1// 1. Introduce, and teach by rote, the “Shoo Fly: Percussion Style” song 2. Add percussion part; ask student to use their “hand drum” (their actual hand) 3. Tell the students we will call the “Shoo Fly” section A; ‘What should we call the “Percussion Family” section?’ 4. Teacher sings through the whole song as the students listen 5. “Was their a pattern to the song?” (Answer- ABA) 6. Explain ABA pattern then explain D.C. al Fine • “Where do I go from here?”; “How did I know to stop?” 7. Divide into small groups; Students Perform piece; Assess 8. Add Movements on beats specified on poster (just like above) • A section- Partners start in “high 10” position right in front of their chests; each student will then “swipe” their hands to the left, creating a rubbing motion with their partner • B section- Partners clap in “high 10 position” at the correct times 9. Sing and add Movements 10. Optional- Add 8 beats at the end of the song for the students to find a new partner; repeat song

//Day 2// 1. Review Sing “Shoo Fly” with “hand drums” 2. Review D.C. al Fine/Fine 3. Review motions; sing with motions and repeat as necessary 4. Introduce the Percussion Family ( spend as much time as you think necessary based on your specific class or classes) 5. Identify Instruments throughout the room (a good time to get them ready for playing) 6. As you assign the instruments, teach the students to play each instrument. Also, say the instrument names (Verbally quiz them on them throughout the lesson) 7. Set up the students in a circle facing each other. 8. Play the song with instruments 9. Repeat and move around the circle so every student can experience all the instruments 10. Divide the class in half; half sing/motions, half sing/play 11. Optional: Have the students replace the B section with a 4 bar rhythm that they create.

__**Lesson Review**__: This lesson is not only effective but the students love it. Students are always begging to play instruments, especially those of the percussion family. Through “Shoo Fly: Percussion Style” the students learn which instruments are in the percussion family, how to correctly play these instruments and about a musical form all in one lesson. They are so focused on getting to play the instruments they don’t realize they are learning too. After doing the lesson below a following lesson could incorporate skills learned in this lesson to create/improvise on the various instruments. There are many possibilities of sequencing with this lesson. The following sequence, however, is the one I found to be the most successful.