J.D Davis, Year One
Peterson – Meagan Cascone
Learning Objective/Exit Outcomes:
- Students will be able to distinguish different weather qualities.
- Students will be able to recreate the sounds of different weather using body percussion.
- Students will be able to define different types of bad weather.
S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns.
- Represent data in tables and/or graphs to identify and describe different types of weather and the characteristics of each type.
- Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).
- Plan and carry out investigations on current weather conditions by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal, on a calendar, and graphically.
- Analyze data to identify seasonal patterns of change. (Clarification statement: Examples could include temperature, rainfall/snowfall, and changes to the environment.)
ESBB(4-5).PR.2 Perform on instruments through a varied repertoire of music, alone and with others.
- Analyze characteristic tone quality utilizing playing technique (e.g. proper embouchure, playing position, posture, breathing techniques, articulation, appropriate percussion technique).
- Recognize ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).
- Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.
ESBB(4-5).CR.1 Improvise, compose, and arrange music within specified guidelines. a. Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).
The students remained at their desks for this activity.
The four types of body percussion we focused on during this activity were clapping, stomping, chest drumming, and hand swiping. When the PAIR specialist set up the activity, she had a discussion with the class about different music terms that could be used to describe the different percussive sounds, such as volume, tempo, rhythm, and quality.
The PAIR Specialist told the students that their teacher would be asking them questions about the weather and that instead of answering her questions with a verbal response, they would use the different types of body percussion to answer. A: hand swipes, B: chest drum, C: claps, or D: stomping. The teacher would then give the students a question with 4 multiple choice answers. This strategy is a great way to take note of students who understand the content and those who might need a little extra help without calling them out individually.
After the teacher reviewed with the class and finished all questions, the class made different sound scapes with their body percussion to represent what weather sounded like. Some of the sound scapes included heavy rain, light rain, hail, etc.
To make this art strategy a solid integrated lesson, it is important to teach music standards along with the core content such as rhythm, tempo, volume, pattern, contrast, and pitch. You might even want to add 4/4 time stamps and have students create a soundscape of heavy rain for 2 measures and light rain for 2 measures, etc.