Middle School Lesson 23A – song-based lesson
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Timbre of Orchestral Instruments, String FamilyThemes(s):
Our Musical World, Composers, Romantic, 1800s, Eras in Music, Asia
Extra Details:
Rhythm
Grades
Curriculum Links
Holidays
Learning Module Category
Introduction
In this lesson, you will:
- Play Poison Rhythm
- Do a rhythm play along to practice dotted 8th-16th
- Learn about the song “Arupusu”
- Teach “Arupusu”
- Play the clap game with “Arupusu”
- Review “Lift Every Voice and Sing”
- Learn about the song “Wade in the Water”
- Teach “Wade in the Water”
- Option 1: Play “Wade in the Water” on the ukulele
- Option 2: Teach the Orff arrangement for “Wade in the Water”
- Learn about the song “John B Sails” (Sloop John B)
- Teach “John B Sails” (Sloop John B)
- Optional: Accompany with guitars, ukuleles, Orff or Boomwhackers
- Watch the Beach Boys perform “Sloop John B”
- Read about Beethoven’s String Quartet
- View a performance of Movement I “Allegro ma non tanto”, from String Quartet No. 4 in C Minor by Ludwig van Beethoven
- Optional: Complete the worksheet
Extension:
Musicplay is a menu. The teacher is not expected to teach every song or activity. Choose the songs and activities from the list that will best fit your schedule and the needs of your students.
Objectives
- I can read rhythms and melodies
- I can compare musical performances
- I can describe a string quartet
Play poison rhythm.
This is to practice the dotted 8th-16th note rhythm that will be found in Arupusu.
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Do a rhythm play-along to practice dotted 8th-16th.
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Learn about the song "Arupusu".
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Teach the song "Arupusu".
If students are able to, have them read the rhythms.
If they can, have them read the notes using solfege or note names.
OR - teach the song by rote. Sing or play a phrase and have students echo. Combine phrases. Sing or play the whole song and have students echo.
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Play the clap game with "Arupusu"
The clapping pattern is outlined below.
A clap own hands
ru clap right hands with a partner
pu clap own hands
su clap left hands with a partner
ichi clap own hands
man clap right hands with a partner
ja clap own hands ku clap left hands with a partner
ko ya clap own hands twice
ri no clasp hands together, turn knuckles so they are facing you and stretch arms out
u hold right elbow with left hand, and touch partners elbow
e de hold left elbow with right hand, and touch partners elbow
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Teacher note: "Wade in the Water" is a spiritual and includes religious themes. We ask that you consider the needs of your classroom and your community when making decisions about using this song.
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Teach the song by rote. Discuss repeat signs. Have the students read the rhythms for this song.
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Creative Ideas: Have the students playing hand drums create a four measure introduction for the song.
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Read about the song "John B Sails" on Wikipedia.
Teacher note: Please note that this song includes references to alcohol use and misuse. We ask that you consider the needs of your classroom and your community when making decisions about using this song.
Teach the song "John B Sails" (Sloop John B)
Teach by rote. Sing or play a phrase and have students echo. Combine phrases. Sing or play the whole song and have students echo.
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Optional - Accompany the song with guitars, ukuleles, Orff or Boomwhackers. A printable pdf is found in supporting resources.
It is suggested that you accompany in the key of G instead of the key of F that the song is recorded in. The key of G has easier chords to play on guitar and ukulele. If you are accompanying with barred instruments or Boomwhackers use the following notes for the chords. Decide on a rhythm to play or play the beat of the music
G = G B D
D7 = D F# A C. (leave out the F# is you don't have chromatics.)
C = C E G
Media Transcript
* Transcripts have been auto-generated and may contain errors.
Page Controls
Page: 1
Ukulele
Spiritual
Come on the sloop John B. My grandfather and me.
Round Nassau I partied all.
Feel so break up, I want to go home.
Chorus:
So hoist up the John B.’s sails, see how the main sail sets.
Call for the captain ashore, let me go home. Let me go home, I want to go home,
I feel so break up, I want to go home.
The first mate, he got skunked, broke up the people’s trunk.
Constable had to come and take him away. Sheriff John Stone, please leave me alone.
I feel so break up, I want to go home.
Page: 2
Ukulele
Chorus:
F
So hoist up the John B.’s sails, see how the main sail sets.
CT F Bb
Call for the captain ashore, let me go home. Let me go home, I want to go home,
F C7 F
I feel so break up, I want to go home.
F
3. The poor cook he caught the fits, threw ‘way all my grits.
C7 F Bb
Then he took and ate up all of my corn. Let me go home, I want to go home.
F ET: F
This is the worst trip I’ve ever been on.
Chorus:
F
So hoist up the John B.’s sails, see how the main sail sets.
C7 F Bb
Call for the captain ashore, let me go home. Let me go home, I want to go home,
F C7 F
I feel so break up, I want to go home.
Page: 3
Ukulele
64. John B. Sails (Key of G)
Spiritual
D7 xo 6 0 G 2 Le e = e. eee P o à à ) 4 4 yO come on the sloop John . grand fath er and me. 2 L ¿a 4 Round Nas i E Par tied all D7 pp, E feel so break up, I want to go home.
Chorus:
So hoist up the John B.’s sails, see how the main sail sets.
Call for the captain ashore, let me go home. Let me go home, I want to go home,
I feel so break up, I want to go home.
2.
The first mate, he got skunked, broke up the people’s trunk.
Constable had to come and take him away. Sheriff John Stone, please leave me a-lone.
I feel so break up, I want to go home.
Page: 4
Ukulele
Chorus:
G
So hoist up the John B.’s sails, see how the main sail sets.
D7 G
Call for the captain ashore, let me go home. Let me go home, I want to go home,
G D7 G
I feel so break up, I want to go home.
G
The poor cook he caught the fits, threw ‘way all my grits.
D7 G C
Then he took and ate up all of my corn. Let me go home, I want to go home.
G D7 G
This is the worst trip I’ve ever been on.
Chorus:
G
So hoist up the John B.’s sails, see how the main sail sets.
D7 G C
Call for the captain ashore, let me go home. Let me go home, I want to go home,
G D7 G
I feel so break up, I want to go home.
Note to Teachers: The original sea chantey (and the Beach Boys version) contain references to drinking. You could use this as a discussion about sailors and why the royal navy gave sailors rum rations until 1970. You may also want to discuss what kind of problems alcohol can cause. You know your students best, and may choose not to teach this song.
Invite the students to discuss similarities and differences in this music video compared to current music videos. Discuss similarities and differences in this recording compared to the Musicplay recording.
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Read about Movement I “Allegro ma non tanto”, from String Quartet No. 4 in C Minor by Ludwig van Beethoven.
There is a printable student worksheet to accompany this listening selection.
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View a performance of Beethoven's String Quartet No 4, Mve 1.
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Discuss the questions in the worksheet, or have students complete it.
Media Transcript
* Transcripts have been auto-generated and may contain errors.
Student Worksheet 26: Ludwig van Beethoven
Name:
Ludwig van Beethoven (1770-1827)
Beethoven was born in 1770. Both his father and grandfather were singers at the court. He started taking piano and violin lessons when he was 4, and by age 11 was helping to support his family playing organ. When he was 22, Beethoven moved to Vienna to study music. He studied with several teachers including Franz Joseph Haydn. He wanted to become famous as both a concert pianist and as a composer. He became successful quickly. He met rich people who gave him money so he could spend more time writing music. People who help artists in this way are called patrons. Beethoven was the first important composer to succeed working on his own. He never worked for a prince or for a church.
Beethoven’s career was threatened in 1799 when he discovered that he was going deaf. Even though he no longer could hear, he continued to compose. He wrote 32 piano sonatas, 9 symphonies, and 18 string quartets. Often his anger showed in his music. His music has strong rhythms and powerful themes. At other times, another side of him showed in his flowing melodies. Beethoven was a popular composer. The day he died in 1827 was so sad for the people that schools closed for the day and the military was called out to control the public. The Austrian people realized that they had lost one of the greatest musicians of all time.
Characteristics of Classical Period:
Listen to String Quartet on CD4:5 Do you hear:
- More variety and contrast within a piece
- Frequent changes in dynamics? Yes No
- More frequent changes of dynamics, rhythms, melodies, mood or tone color.
- Crescendo or decrescendo? Yes No
- Lighter clearer texture than Baroque.
- Sudden accents? Yes No
- Mainly homophonic.
- Regular phrases? Yes No
- Crescendo and decrescendo used.
- There are more gradual changes in dynamics as well as sudden accents and more dramatic effects.
What instruments do you hear?
Phrases are usually short and regular in length – 4 or 8 bars long.
Music has a steady beat but composers began to use sudden accents and pauses.
Ritards and accelerandos (slowing down or speeding up) are used.
What is the texture? (monophonic, homophonic, polyphonic) Describe it.
How would you describe the mood of this piece?
Pretend you are a movie producer. You’re using this piece of music as your soundtrack. What is your movie about?