NOTATION SOFTWARE LESSON
3rd Grade Erica Unroe 4/7/2021 - 4/12/2021
Objective Song/ Process & Fam Conc Adaptation Materials
Activity Guiding Questions / /
New Relax
Welcome & Focus Walking to 1. T. explains that when they hear the S. may come in -Circle Rug
the Drum drum, they will walk into class. F R earlier if needed -Drum
2. When the drum stops, they sit on their transition time.
assigned seats
Warm-up & Echoes Hello There! 1. S. echo T. and use sign language S. don’t have to -Guitar
visuals F R sing or do
2. T. welcomes every student by name in motions if they
the song :) can not
Groove Pizza Groove 1. “Who here has been on the internet?” S. may sit closer -Smart
Introduction Pizza 2. “Did you know you can COMPOSE to the Smart Board
music on the internet?” N C Board if needed. -Groove
3. T. will make a beat on Groove Pizza Pizza
while students watch.
Groove Pizza Groove 1. S. may come up to the board and fill S. may have a -Smart
Composing/Interaction Pizza Beat- out two dots at a time on the buddy to click Board
Making application. N C circles/make -Groove
2. 5 S. per beat (2 beats) beats Pizza
3. S. will applaud when the beat is
finished to show respect!
S. will find the beat of Find the 1. A. will softly tap the beat on their laps S. can stay -Smart
the first S. made loop, Loop Beat and gradually get louder. sitting, or keep Board
then, physically move 2. S. will march around the room to the F C the beat in any -Groove
to show the beat. beat way they need. Pizza
3. S. will dance carefully to the beat.
Solfege Call&Response Call & 1. T. will tell students to repeat after her, S. may have a -Smart
game over beat. Response + then sing multiple patterns of “Sol La Mi” buddy, or may Board
Loop to the beat sit closer. -Groove
2. S. will repeat the call with hand-signs, F C (Volume may be Pizza
and along with the beat from the loop.. adjusted)
S. will discuss what they Groove 1. T. will ask students to express their S. do not have to n/a
liked and learned from Pizza feelings about the Groove Pizza speak if they
Groove Pizza Discussion software, and facilitate a discussion. N&F R don’t feel the
need to!
T. will let S. experiment Incredibox 1. T. will allow S. volunteers to make a S. can move -Smart
and compose with the Composing beat, without giving any instructions. N C closer to board Board
software. 2. S will raise their hands to offer if needed. -Incredibox
suggestions,. 1 S. at a time at the board
with help from the class!
(Same process x2 with a different set of
5 S. each)
T. will specify which Kinesthetic 1. T. will mute all tracks except one. S. can limit their -Smart
aspects of the beat to Incredibox 2. “What does this sound like? Move to dancing or Board
listen to, and S. will Listening this beat.” sit-out if -Groove
dance/move in a way 3. “How could you describe this as an N&F C&R needed. Pizza
that represents what articulation?”
they hear.
T. will lead a short final GP & 1. T. will ask students to express their S. do not have to n/a
discussion Incredibox feelings about the softwares and N&F R discuss if they
facilitate a discussion. aren’t able!
Listening, Calming It’s You I T. Will sing song to S. & remind them F R S. may sit -Guitar
Like that they are loved closer or
farther away
Objective(s)
● Two online notation softwares will be introduced to the class, and incorporated into daily
routines, while also being explored and used to compose.
● Students are being exposed to these new technologies, and being given the opportunity to
experiment and play with them and compose informally in a low-pressure environment.
● Facilitating by introducing, and then letting them play. I will have to call volunteers to play,
but other than that, giving them the freedom to create what they want using these
softwares.
Standards/Learning Goals Materials
● I can identify two different online beat ● Drum (for entering the room)
notation softwares and play with them. ● Smart Board
(Anchor Standard #1: Generate and ● Groove Pizza (online beat notation
conceptualize artistic ideas and work) software)
● Incredibox (online beat notation software)
● I can call and response solfege to an ● Guitar for opening and closing songs
electronic backbeat. (Anchor Standard #1:
Generate and conceptualize artistic ideas
and work)
● SOL 3.13: The student will collaborate with
others to create a musical presentation
and acknowledge individual contributions
as an integral part of the whole.
Assessment
Students will be informally assessed on their abilities to keep a beat with the notation software,
and how they are creative in making the beats!