Grade Level: First Grade (or any beginning elementary general music class) Art Form: Music Title of Lesson: Iconic to Stick Notation Related Arts Standard(s): Music Standard Strands: Performing, Creating, and Connecting

LESSON PLAN

Lesson Introduction: 

Students who are already familiar with iconic notation and how to clap and speak picture names, will begin to transition their understanding of music reading to include music notation, using quarter and eighth notes presented as symbols (pictures of quarter and paired eighth notes). Before I teach this lesson, my students have already been introduced to the concept of “ta” as a quarter note, through steady beat work, and just been introduced to the concept of “ta’s” friend “ti-ti” (eighth notes). My students will have previously practiced breaking apart picture names into rhythmic values through clapping. In this lesson, you will build a foundation with these two rhythmic values, and have students experience building rhythms using speech patterns (syllables), using reading processes (such as left to right across a line) to read pictures (icons), determine sound patterns (syllables), and then create four beat rhythm patterns. The lesson is scaffolded to move from heavily guided practice, to complete student autonomy as they become composers creating their own four beat rhythmic patterns by the end of the lesson. 

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Structure / Activities

1. Introduce students to the concept of popsicle sticks, with a single stick being “ta” and two sticks connected by one across the top being “ti-ti”. Practice saying “ta” and “ti-ti” with the students as you hold up the different groups of sticks. 
2. Put the students in partners and give each group of students sticks to use to create their rhythms. Instruct pairs to create one picture together, for both students.
3. Have the students practice creating a rhythm following a model. Practice speaking the names, “ta” and “ti-ti” for the model.
4. Next, using slides/pictures of one/two syllable words practice clapping and speaking the picture names for four provided pictures, and then do the same for the syllables (one syllable vs. two). Transition from pictures names to syllables, and then to rhythmic parts 
   (“ta” or “ti-ti”). Use slides provided or pictures/models of your own that illustrate the number of syllables and the rhythmic components. Instruct the students to create the rhythm that goes with the four pictures, with their own sticks, after going through the process together, and ask them to raise their hand when they are finished.
5. Once students are finished, show the next slide and have students check their work against the answer. Practice pointing to the sticks and saying first the pictures, pointing to each stick for each appropriate syllable. Then practice switching to “ta” and “ti-ti”.
6. Repeat steps 4 and 5 for several new slides. Once students demonstrate clear understanding of the concept, provide the pictures and syllables without the rhythm provided and have them practice showing the rhythms with their sticks. Then eventually just show pictures and have the students create the rhythms with their sticks. Students who create their rhythms quickly, should practice pointing to each stick and saying first the picture names, and next the rhythmic names (ta/ti-ti), while waiting for the others to finish.

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Assessment / Closure

To conclude the lesson, have the students practice creating their own compositions with their sticks over four beats. Students will demonstrate understanding as they use “ta” and “ti-ti” stick notation to create their new four beat rhythm. Have students share their creations with their partner, the teacher, and select some to share with the class. Students should share by clapping and speaking their four beat rhythm using ta/ti-ti. Students will demonstrate their understanding of “ta” vs. “ti-ti” as they relate to the stick notation, and of the beat as they create rhythms that are four beats long and are able to clap/speak what they have created.

Students may create several different versions of their rhythm, until they find one they like the best to share with the class.

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Examples and Additional Resources:

Google slides