21st Century Institute: Summer 2011
YOUR name
Kevin Martin/
Elizabeth
Braden
SCHOOL NAME Bates
Imagination
Vacation
The Physics
lesson title
of Steel Drum
Music
md STATE
STANDARDS
Fine Art
CONTENT
AREA
GRADE:
6-8
Day TwoAMPLITUDE!!
Music 1.2.b Perform
vocal and
instrumental music
representing diverse
genres and world
cultures with
expression
characteristic of the
work being
performed
Music1.1.b Identify
and define standard
music notation
symbols for
dynamics
Science 5.D.b Measure
and describe the
amplitude of waves using
water
Dance 2.1.a Improvise
movement sequences in
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response to a variety of
sensory and motivational
stimuli
KNOWLEDGE
OBJECTIVES
(to know)
LESSON PLAN
SKILL
FORMATIVE
SUMMATIVE
OBJECTIVES ASSESSMENT ASSESSMENT
(to be able to
do)
21st
CENTURY
SKILLS
The definition of dynamics and
how it applies to the
performance of music
How to control
their volume
when playing
the steel drum
Class discussion
on their
developing
playing abilities
Perform a song
on the drum
Cross-cultural
Collaboration
communication
What the definition of
amplitude is
Demonstrate
how the
amplitude of a
sound wave is
affected by
volume
Body modeling
of amplitude
using “
Lab book
references and
observations
Collaboration
Critical
thinking
Fine Art
CONTENT
AREA
Vocabulary:
Amplitude, oscillator, dynamics, calypso
Materials & Resources for the Class:
lab sheets, composition books, writing utensil, steel drums, stands and mallets, sheet music, magnets to hold music to
drums
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Materials & Resources for the Teacher:
Guitar, lab coats, water tub filled
Prior Knowledge: (Talk to the teacher: What do students need to know in order to participate in your lesson? How can you tap into
their experiences?)
Yesterday’s lesson
Procedures:
MOTIVATION/INTRODUCTION
Teachers will share the answers from the sticky notes. Students that answered about sound waves will be asked to explain how they
got that answer. Students will do The “Wave” in a circle. We discuss what a wave is. Students will use water play in a tub of water to
explore how a wave travels through water and teacher will help the students make the correlation between how waves travel through
air. The word amplitude is introduced.
MODELING
1. Teachers will model how amplitude looks as a wave (connected hands)
2. Teacher performs the complete song to familiarize the students with the melody and calypso music
.
GUIDED PRACTICE
1. Students will connect hands and make a circle and will also make waves having low points and high points.
Teachers will guide the circle in making large tall waves as the students sing a note louder, and then again as
they sing a note softly, they will make smaller waves. Students will discover the connection between the
volume of the notes and the height of the wave…the amplitude!
2. Teacher introduces dynamics of hitting the drum. Students follow teacher’s examples and explore soft and loud
playing. Teacher guides the students in building larger phrses of music within the song they will perform.
INDEPENDENT PRACTICE
1. Students will continue to make the height of the wave change in reaction to the volume of a note sounded by another
student.
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2. Students will have a practice period after each introduction of the larger phrases.
Assessment: Performance Task(s), Key Criteria and/or Other Evidence: MUST refer back to ALL of your identified State
Curriculum Objectives.)
1. Record a picture of different waves in their journal (lab sheet)
2. Student perform the steel drum composition incorporating the dynamics of soft and loud.
Closure: (Quick wrap up/review/reflection/lead into the next lesson)
Review the word of the day (amplitude). Students will evaluate how comfortable they feel playing the composition on the steel drum.
Suddenly, one of the teachers has a pitch malfunction in their speaking voice and the class ends with the students thinking about what
could be wrong for homework.
Lesson Adaptations: (How will you modify your instruction for students with special needs, English as a second language, gifted and
talented, etc.?)
Much of the lesson is imitation and recording of observations. If a child has no use of their hands, they could be placed in the role of the conductor,
and would nod to the players to start and finish the melody…perhaps even nod to individuals to do a solo. Music transcends language barriers and
would not be a difficulty for the limited English learner. However, there would have to be an interpreter for any hearing impaired students. Students
can help each other write observation in their notebooks.
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