Lesson Plan Day 3 .pdf

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Sal Bonafede Music Year One

Thursday, June 15th, 2017
Music

Live Sufi Music Making
Standards
Musical proficiency is characterized by the ability to sight-read advanced notation. Musical fluency is also characterized by the ability to
classify and replicate the stylistic differences in music of varying traditions. New Jersey
1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from
diverse cultural contexts. New Jersey
Basic vocal and instrumental arranging skills require theoretical understanding of music composition. New Jersey
Objective
ESSENTIAL QUESTION
-Can the class recreate a traditional Sufi piece using the instruments we have in class?
Relevant Question
-How can students innovate the piece?
-Students will be able to sing/play Sufi melody
-Students will be able to keep a rhythmic pattern using assortment of drums
-Students will be able to recreate a piece of Sufi music under teacher guidance and using electronic equipment in addition to
instruments.
Materials
-Bongos
-Congas
-Pianos
-Guitars
-Listening Examples
Procedures
-DO NOW: Students will listen to the piece we perform over speakers. (2-3 min)
-Assignment of instruments: Depending on class one student will play drums, one student will use music studio to create a harmonium
effect, one student will play melody on piano, teacher will conduct and sing melody if needed (5-10 min)
-Students will be conducted by teacher and told to improvise on teacher cue.
-Performance will begin with drumming rhythm, then student using music studio will play pattern on Midi Controller recreating
harmonium effect, then melody students will play melody on teacher's cue. (10-15 min)
-Quick Assessment of Individual parts to close.
Homework
Accommodations & Modifications
-If permissible, students will work in pairs so they are not playing their part in the ensemble alone.
-Students struggling with any piece can use the music studio to create effects of the instrument they are struggling with.
-Alternatively, students who refuse to participate can write a paragraph in their notebooks describing the experience and how the
ensemble compared to the Listening examples.


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