MUED 380 Leadership Portfolio Project - Curricular Design Ritcher 1

Responding to and with Music

A Response-Based Curricula for 4th Grade

Doug Ritcher
MUED 380 Leadership Portfolio Project - Curricular Design Ritcher 2

Transfer Goals 

● To understand why art is created

● To understand why we react to it the way we do
● To understand our potential for creativity
● To understand

Theme 

The theme for this curricula is “responding to and with music”.

Overview of Unit 

Day 1:​ ​Many of these activities are the first step in a unit long process of working towards the I
can statements listed below. Singing and aural skills are beginning to be developed by
starting to learn a hello and goodbye song that will be repeated throughout the unit/semester.
Ideally, they have heard this song in a past class at least once so not everything is new and
unfamiliar. The book activity sets up understanding of creating movements and sounds (used
later in this class and unit). The instrument familiarization activity is also part of a larger unit
on instruments and like the hello/goodbye song. The movement activity would be the only
activity and set of ideas not yet prefaced except for earlier in the class.

Day 2:

Day 3:​ ​We will continue to use the intro and outro song from the past days, but with the option
for students to lead following iterations. We will also pivot to percussion instruments in our
instruments unit. We will review instruments by calling out instruments during the solo section.
The sailor song lesson will help us get into talks of harmony and tonality and use solfege.
 MUED 380 Leadership Portfolio Project - Curricular Design Ritcher 3

Introduction to response (Day 1)

Overview 

Many of these activities are the first step in a unit long process of working towards the I can statements listed
below. Singing and aural skills are beginning to be developed by starting to learn a hello and goodbye song
that will be repeated throughout the unit/semester. Ideally, they have heard this song in a past class at least
once so not everything is new and unfamiliar. The book activity sets up understanding of creating
movements and sounds (used later in this class and unit). The instrument familiarization activity is also part
of a larger unit on instruments and like the hello/goodbye song. The movement activity would be the only
activity and set of ideas not yet prefaced except for earlier in the class.

I Can Statements (learning goals) 

● I can represent melodic contour and form devices with body movements.
○ VA Music standard 4.10.4:
○ ​The student will analyze music by identifying elements of music through listening using music
terminology
● I can perform planned movements with the class and create my own movements.
○ VA Music standard 4.5.1:
○ The student will respond to music with movement by performing non-choreographed and
choreographed movements.
● I can recognize the look and sound of a saxophone, clarinet, flute, oboe and bassoon.
○ VA Music Standard 4.10.1
○ The student will analyze music by identifying instruments from a variety of music ensembles
visually and aurally.
● I can sing the “good day/morning” song.
○ VA Music Standard 4.2
○ The student will sing a varied repertoire of songs alone and with others, including
● 1. singing with a clear tone quality and correct intonation; 2. singing diatonic melodies.

Materials 

● Guitar
● Book
● Youtube clips

Detailed Process 

Time Required
5 mins 1) Introduction song: Teacher sings with guitar as students walk in. Without talking,
teacher cues students to join on ending section. “Repeat after me” section by
section. Everyone sings the whole song together.
7 mins 2) Book Activity: ​https://douglasritcher.weebly.com/leadership/childrens-book-activity
6 mins 3) Woodwinds activity (first part of instruments unit): Watch short clips of people
playing saxophone, clarinet, flute, bassoon, and oboe and have a few students
describe the sounds. Have students mimic the way the instruments are held.
 MUED 380 Leadership Portfolio Project - Curricular Design Ritcher 4

9 mins (4+1+4) 4) Movement activity: After picking instruments, play the song and do motions;
students will likely join for parts but not all. Play the song a second time and look for
more involvement.
3 mins 5) Outro song: Begin playing intro song on guitar and cue students to sing along.
Goodbye!

Assessments 

4.10.4: Students will individually identify that there are different and recurring sections of the song and that
the contour of the melody goes up and down along with their hands.
4.5.1: Most movements will be repeated enough that all students will achieve the movement, but when some
students are unable to perform the movement, it will addressed individually until each student can perform it.
4.10.1: Students will hear or see an instrument and be picked to identify the instrument.
4.2: Students will not be immediately assessed, but as the song becomes more familiar, students can
choose to sing the song during the class introduction or outro where they will be encouraged to sing clearly if
it is not clear the first time.

Extensions: 

All of these activities are in their first iteration for this class; this is kind of a beginning of the year set-up. The
assessments show where all of the activities go. If the “hello” song is picked up quickly, a student can sing it
on the first day, though unlikely. The movement activity will most likely take up all the time allotted, but if
students are catching on quickly after the first time, more individual interpretation--something that might not
happen until the next class--can be encouraged.

Adaptations 

Size Making sure everyone can see the book when starting. If students are too shy to say they
can’t see it, ask them to identify a picture “can you see what animal this is?” If it seems
difficult, the teacher can invite them closer.

Color

Pacing

Modality The movement activity includes a lot of upper body movement, but these movements can
be paired with lower body movements to create either one set of more complex
movements or two sets of simple movements that students could choose from.

Include any visual aids or manipulatives here.

 MUED 380 Leadership Portfolio Project - Curricular Design Ritcher 5

Instrumental Creativity​ (Day 2)

Overview 

We will continue using the intro and outro song, learning it in the same way. We will continue our instrument
unit with brass instruments. The movement activity will be developed as we will go through the end of the
song and learn the new section. We will also do a short Orff activity as another opportunity to create.

I Can Statements (learning goals) 

● I can represent melodic contour and form devices with body movements.
○ VA Music standard 4.10.4:
○ ​The student will analyze music by identifying elements of music through listening using music
terminology
● I can perform planned movements with the class and create my own movements.
○ VA Music standard 4.5.1:
○ The student will respond to music with movement by performing non-choreographed and
choreographed movements.
● I can recognize the look and sound of a trumpet, horn, trombone and tuba
○ VA Music Standard 4.10.1
○ The student will analyze music by identifying instruments from a variety of music ensembles
visually and aurally.
● I can sing the “good day/morning” song.
○ VA Music Standard 4.2
○ The student will sing a varied repertoire of songs alone and with others, including
● 1. singing with a clear tone quality and correct intonation; 2. singing diatonic melodies.
● I can perform a melody using 3 notes on an orff instrument.
○ VA Music Standard 4.6
○ The student will create music by
○ 1. improvising melodies and rhythms, using a variety of sound sources
○ 2. composing short melodic and rhythmic phrases within specified guidelines

Materials 

● Guitar
● Youtube videos
● Orff instruments

Detailed Process 

Time Required
5 mins 1) Introduction song: Teacher sings with guitar as students walk in. Without talking,
teacher cues students to join on ending section. “Repeat after me” section by
section. Everyone sings the whole song together.
8 mins 2) Orff activity: Students will have one minute to develop a melody using 3 notes. A
few students will share their melody. Each time, all the students will sing along with
 MUED 380 Leadership Portfolio Project - Curricular Design Ritcher 6

the melody and then attempt to figure it out on their instrument. Then, students will
have a minute to develop a two note “background part”. Students will share and
attempt to mimic vocally and on their instrument. Then, lower pitched instrument
will play a chosen background part and higher pitched instruments will play a
chosen melody (through future iterations of this activity, each student will have a
chance to have their melody or background part chosen).
6 mins 3) Brass activity: Watch short clips of people playing trumpet, horn, trombone and
tuba and have a few students describe the sounds. Have students mimic the way
the instruments are held.
8 mins 4) Movement activity: After picking instruments, play the song and do motions;
students will likely join remember some parts. Stop at the outro. Ask students what
“I will be there” means to them/looks like. Incorporate into outro movements.
3 mins 5) Outro song: Begin playing intro song on guitar and cue students to sing along.
Goodbye!

Assessments 

● 4.10.4: Students will individually identify that there are different and recurring sections of the song
and that the contour of the melody goes up and down along with their hands.
● 4.5.1: Most movements will be repeated enough that all students will achieve the movement, but
when some students are unable to perform the movement, it will addressed individually until each
student can perform it.
● 4.10.1: Students will hear or see an instrument and be picked to identify the instrument.
● 4.2: Students will not be immediately assessed, but as the song becomes more familiar, students can
choose to sing the song during the class introduction or outro where they will be encouraged to sing
clearly if it is not clear the first time.
● 4.6: Students will share their melodies with the group

Extensions: 

The main area of the lesson that could be expanded is during the Orff section. Some students will want to
improvise during the playing of these songs which will be encouraged.

Adaptations 

Size

Color

Pacing

Modality The movement activity includes a lot of upper body movement, but these movements can
be paired with lower body movements to create either one set of more complex
movements or two sets of simple movements that students could choose from.
MUED 380 Leadership Portfolio Project - Curricular Design Ritcher 7

Include any visual aids or manipulatives here.

 MUED 380 Leadership Portfolio Project - Curricular Design Ritcher 8

Understanding emotions in music (Day 3)

Doug Ritcher

Overview 

We will continue to use the intro and outro song from the past days, but with the option for students to lead
following iterations. We will also pivot to percussion instruments in our instruments unit. We will review
instruments by calling out instruments during the solo section. The sailor song lesson will help us get into
talks of harmony and tonality and use solfege.

I Can Statements (learning goals) 

● I can represent melodic contour and form devices with body movements.
○ VA Music standard 4.10.4:
○ ​The student will analyze music by identifying elements of music through listening using music
terminology
● I can perform planned movements with the class and create my own movements.
○ VA Music standard 4.5.1:
○ The student will respond to music with movement by performing non-choreographed and
choreographed movements.
● I can recognize the look and sound of a bass drum, snare drum, xylophone, drum set and tablas.
○ VA Music Standard 4.10.1
○ The student will analyze music by identifying instruments from a variety of music ensembles
visually and aurally.
● I can sing the “good day/morning” song.
○ VA Music Standard 4.2
○ The student will sing a varied repertoire of songs alone and with others, including
○ 1. singing with a clear tone quality and correct intonation; 2. singing diatonic melodies.
● I can tell what parts of the song use minor chords and what parts use major chords
○ VA Music Standard 4.10
○ The student will analyze music by
○ 2. distinguishing between major and minor tonality;

Materials 

● Guitar
● Ukulele
● Youtube videos
● Sailor Pictures
● Score

Detailed Process 

Time Required
5 mins 1) Introduction song: Teacher sings with guitar as students walk in. Without talking,
teacher cues students to join on ending section. Then, entire class sings together.
Teacher allows volunteers to lead song.
 MUED 380 Leadership Portfolio Project - Curricular Design Ritcher 9

10 mins 2) Sailor song mini-lesson:

6 mins https://douglasritcher.weebly.com/leadership/teaching-video
3) Percussion activity (first part of instruments unit): Watch short clips of people
playing bass drum, snare drum, xylophone, drum set and tablas and have a few
6 mins students describe the sounds. Have students mimic the way the instruments are
held.
4) Movement activity: Play the song and do motions; students will likely know most of
3 mins the motions at this point and will be starting to get the ending motions. Call out
instruments during solo section.
5) Outro song: Begin playing intro song on guitar and cue students to sing along.
Goodbye!

Assessments 

● 4.10.4: Students will individually identify that there are different and recurring sections of the song
and that the contour of the melody goes up and down along with their hands.
● 4.5.1: Most movements will be repeated enough that all students will achieve the movement, but
when some students are unable to perform the movement, it will addressed individually until each
student can perform it.
● 4.10.1: Students will hear or see an instrument and be picked to identify the instrument.
● 4.2: Students will not be immediately assessed, but as the song becomes more familiar, students can
choose to sing the song during the class introduction or outro where they will be encouraged to sing
clearly if it is not clear the first time.
● 4.10.2 Students will use the correct sailor/weather sign to show major and minor.

Extensions: 

Adaptations 

Size I will make a much larger version of my sailors so everyone can see them.

Color I will make color contrast greater in the sailors and scores.

Pacing

Modality The movement activity includes a lot of upper body movement, but these movements can
be paired with lower body movements to create either one set of more complex
movements or two sets of simple movements that students could choose from.

Include any visual aids or manipulatives here.