Music presentation2

STUDENT PREPARATION

WHAT DO YOU HEAR WHEN YOU LISTEN TO MUSIC?

Choose your favorite movie and play the sound track. Choose your favorite song and
listen to it. What do you hear, or better yet, what do you feel?

BOPPS B-BRIDGE IN

At this time I want you to think on your favorite piece and
answer the following questions. We will take a closer look at

your favorite piece in just a minute, but first take about 3
min to think on these questions.
1. What do you hear instruments, voices, other sounds?
2. Is there a theme that you hear throughout the piece?
Where does it happen?
3. What is the speed of the piece? What does it make you
want to do?
4. Choose one word that best describe this piece. (exciting,
sad, anxious, peaceful etc..)s

B-BRIDGE

Now take a moment and complete this chart

B-BRIDGE

BOPPS O- OBJECTIVE

Student Learning Outcome:

Students will be able to Decipher, Identify and Communicate
fundamental characteristics about music.

Objective 1: By the end of the lesson students will be able to
listen to a musical selection and identify the musical form
ABA.

Objective 2: By the end of the lesson, students will have an
understanding of musical terminology that can be utilized
to analyze music.

BOPPS 0- OBJECTIVE

Blooms Level: There are several levels of blooms that
will be utilized throughout this lesson.

In Objective 1 you will begin with evaluating a musical
selection by listening, recognizing and interpreting
what the music is indicating. Basically you are
analyzing the piece.

In Objective 2 students again are explaining, inferring,
and analyzing, using musical terminology to explain
the occurrences in the music.

VOCABULARY TERMS TO BECOME FAMILIAR WITH

Meter Dynamics Style
Duple pianissimo Vocal
Triple piano Instrumental
Syncopated forte Chorus
Tempo fortissimo Other sound
Allegro mezzo forte
Presto mezzo piano Form
Adagio Tone Color ABA
Moderato Rich Binary
Lento Dark Rondo
Grave Light



THE LANGUAGE OF MUSIC

It really does not matter, whether your listening to
classical music, spiritual music , RB, or any other kind
of music, understanding the structural integrity in
any music will identify the language of the music.

BOPPS PARTICIPATORY LESSON

LET’S TAKE A LOOK AT OUR FIRST SAMPLE

Introduce Franz Schubert and his piece “The Erlking”.
Introduce the lyrics of the song to students. Give an
example as to how students may link the words or
associate the words with the music vocabulary we
reviewed.

LET THE LYRICS TELL THE STORY!

Read the lyrics to the piece “The Erlking”. Practice identifying words
that describe the piece with music.

Who rides so late through night and wind?
It is the father with his child.
He has the little one well in the arm
He holds him secure, he holds him warm

"My son, why hide your face in fear?"
"See you not, Father, the Erlking?
The Erlking with crown and flowing cloak?"
"My son, it is a wisp of fog."

P-PARTICIPATORY LESSON

TECHNOLOGY

Through the use of Poll Everywhere, after students have
read through the lyrics, of The Erlkong, have them to
listen to the piece! WOW, did you hear what you read?
Place comments on the board.

P-POST ASSESSMENT

Review the following sheet music and label the sections using as
many of the musical terms as possible.

ABA, forte, time signature, Aria, presto, adagio, basso continuo
Blooms( analyze)

P-POST ASSESSMENT

Listen to the following selection. Using music terminology, describe
the following characteristic.

Blooms-(inferring)

Tempo
Volume
Mood
Form

S-SUMMARY

Students will have to present their sheet music identifying at least
10 measures correctly using music vocabulary.