FirstName LastNameInstructor’s NameCourse Title29 March 2022
The Instruction Cycle
The targeted TEKS or Prekindergarten Guideline(s)
By studying the fundamental ideas and approaches, you will learn how to understand, make, and perform contemporary music. Students learn about harmony and ear training as part of the course. Tonal centres, the key of a song, and standard time signatures like 4/4 and 3/4 are covered throughout the lesson.
A description (include the actual assessment if it will add clarification) of the assessment given
A song in 4/4 time is frequently called “common time” as it is the most prominent time signature in pop, rock, R&B, and folk. To perform the music correctly, you need to know the time signature of the song you’re working on. Counting beats for each measure, it specifies the number of beats in your strum. Each measure of a song in 3/4 time has three beats and counts as 1, 2, 3, et cetera. In addition to being widely used, this particular time signature is also known as the waltz beat. These time signatures are covered in my beginner’s ukulele class. A film was created to help beginners understand their differences. For those who want their music to be a little more upbeat, here’s another example of a 3/4 tune. 4/4 time is the standard time signature. When writing music, clapping is one of the most crucial things to keep in mind. Most new musicians learn to play it, and it’s the most familiar time signature to our ears. Using the clapping patterns in the video can help you feel the beat and improve your strumming technique. The best part? You don’t need any special equipment, and you can do it with your kids.
The method used for collecting and scoring the data
Students listened to a short excerpt of a song before completing the following exercises: Please have a listen to this music. Once you’ve figured out the beat, whether it’s the downbeat or the one count, you may start counting in groups of eight or six. Students can use these steps to figure out if a song is in 4/4 or 3/4 time. Class members without access to smartphones or iPads were required to write their responses on paper and place them in a class box for later reference. This would be repeated a total of three times by the pupils. When they had listened to all three songs, the students gave their thoughts.
A table, chart, or other graphic displaying the data
A descriptive analysis of the data for all students in the class, and
For collecting formative data, the evaluation was deemed to be a school activity, but it could also be considered a short quiz. Students were asked to note whether they got three correct answers out of three, two correct out of three, one wrong out of three, or none to score the data. The third song, in particular, proved to be a challenge for many students. A few youngsters also failed to notice the song that played to introduce the show. I analyzed the facts around this decision. Three students were working on the first song when they failed to provide the appropriate feedback. There was a 3/4 time signature in the first song, which can be challenging to identify. Only one student guessed incorrectly for the second tune. Eighteen students were unable to identify the third song correctly. The third song’s time signature is 4/4, which is slow and many students were duped into believing that a piece of slow music matched a 3/4 time signature.
Next steps for instruction using research-based strategies
Students will be asked to select the song from the previous day’s exit ticket that they found the most difficult. If you want your students to grow intellectually, allow them to continue working on a topic while providing feedback. Counting music correctly will be emphasized, and students will be allowed to practice new ways of thinking. The teacher gives more than one way to explain why the music is in a 4/4-beat time signature rather than a 34-beat time signature. To get to the next downbeat, you’ll need to figure out how many “puzzle pieces” or beats you’ll need to put together. Because the time signature is calculated in eighths, not beats, there should be seven beats or puzzle pieces between each downbeat. The 3/4 time signature and the beat’s rhythm will be introduced to the students. Exercises like marching in a circle while simultaneously clapping our hands will be offered to students who prefer to learn through movement. In addition to the whiteboard example, we’ll conduct real-world demonstrations of the time signature.
Students will learn how to analyze musical data and how that affects the moon’s phases. Students with Individualized Education Programs (IEPs) and special linguistic requirements can also benefit from these explanations and exercises. They will benefit from visual clues and the additional time we spent on this session. Students will be observed and their formative assessments will be gathered so that everyone is on the same page. There are various ways to help students understand time signatures, not just for this example but across all of their music listening. By the end of the unit, students will be able to complete this TEK (S) and perform dance steps to a precise beat. Students should be able to move to show the rhythm of a song, identify the time signature of a piece of music, and count a 4/4 song in 8s and a 3/2 song in 6s, among other things, according to people who work with the TEK.