Opus 9
Call & Response
CALL & RESPONSE – Pitch/Melody: Melody may be
organized into patterns or phrases which are the same,
similar or different
Identify, play and create call & response
patterns.
- repeated melodic pattern, repetition, call &
response, music alphabet (F-G-A-B-C), steps, skips,
same, fingerings (1-2-3-4-5)
- repeated melodic pattern, repetition, call &
response, music alphabet (F-G-A-B-C), steps, skips,
same, fingerings (1-2-3-4-5)
five- line staff (based on chart 5)
Assessment (Quiz 9) – Students determine whether call & response examples are different (A B) or
echoed (A A).
Assessment (Quiz 9) – Students determine whether call & response examples are different (A B) or
echoed (A A).
Assessment (Quiz 9) – Students determine whether call & response examples are different (A B) or
echoed (A A).
Repertoire: Love Somebody, Second Movement of Symphony #94, Daniel, Kye Kye Kule
Repertoire: Love Somebody, Second Movement of Symphony #94, Daniel, Kye Kye Kule
Repertoire: Love Somebody, Second Movement of Symphony #94, Daniel, Kye Kye Kule
National Standards:
1. NS 1, 2, 6, 8, 9
2. NS 2, 5, 6
3. NS 5
4. NS 2
S. NS 4, 5
R. NS 6
State/Local Standards:
1.
2.
3.
4.
5.
S.
R.
State/Local Standards:
1.
2.
3.
4.
5.
S.
R.
Sequence of Activities:
1. Listen, Play, Sing & Move – Call & Response
A. Play Song Daniel sung by residents of the Georgia Sea Islands. Have students:
• listen, then sing each occurance of “Daniel” with recording.
• identify “Daniel” as the response to the calls (“Walk believer, walk…”, “Walk Daniel,
walk…”, “Shout believer, shout…”, “Shout Daniel, shout…”)
• identify whether these call & responses are different (A B) or echoes (A A)
B.
Play Song Kye Kye Kule. Have students:
• track call & response
• identify whether call & responses are different (A B) or echoes (A A)
• sing call or response. Switch parts.
•
Play Cowbell Pattern Play Handclap Pattern Play Low Handdrum Pattern Keyboard
Percussion On
Play each part separately and have students:
• listen to individual pattern and imitate.
• practice pattern by rote.
NOTE: use appropriate keyboard percussion for each pattern.
•
perform patterns with song Play Song Kye Kye Kule (may be performed one part at a time, or
as an ensemble with class divided into three groups)
Keyboard PercussionOff
D. Play Song Love Somebody.
Have students:
• sing melody with song.
• identify repeated patterns in melody.
• create a movement for each call and response.
• sing song and add movement.
Lesson Completed
2. Listen, Read & Play - Repeated patterns (Chart 5)
A. Discuss elements of a melodic pattern: rhythm, pitch, step, skip and phrase length. Play Song Sec-
ond Movement of Symphony #94 by Franz Joseph Haydn. The melodic pattern is based on skips, but
the direction is changed in the second bar. Have students:
• pat rhythm of melody.
• describe changes from one pattern to the next (pitch, direction).
• identify repeated pattern (C-C-E-E-G-G-E).
• Option: play repeated pattern along with recording when it occurs.
B. Chart 5 Using Chart 5, have students:
• identify lines and spaces.
• count the lines and spaces of the staff in each clef.
• identify notes written on lines.
• identify notes written in spaces.
C. Beginning on F, write a two-measure repeated pattern in the treble clef that uses skips. Ask students
to:
• identify skips or repeats.
• shape as they sing (i.e. start-skip-skip-same).
• play pattern.
D. Write other repeated patterns in the treble clef of Chart 5. Let students repeat the reading process in
the activity above.
E. Encourage students to:
• create repeated patterns on top two lines and top space of bass clef of Chart 5 (F-G-A).
• shape each pattern.
• discuss steps, skips and repeats.
• air play and sing finger numbers (left hands, 1-2-3).
• play each example with left hands on F-G-A (3-2-1).
Lesson Completed
3. Create, Write & Play - Melodic patterns (Chart 6/Worksheet 6)
A. Chart 6 Worksheet 6 Write a one-measure melodic pattern on Chart 6 (using F-G-A-B-C). Using
Worksheet 6, ask students to:
• copy pattern.
• discuss relationship of notes on staff to keyboard.
• play pattern.
Repeat activity with different patterns.
B. Speakers Off Have students:
• create four beat patterns using F-G-A-B-C
• write new patterns on Worksheet 6.
C. Transfer student patterns to Chart 6 Chart 6 Have students:
• play new patterns from overhead.
Speakers On
Lesson Completed
4. Play - Love Somebody: Parts 1 & 2 (Song 10)
A.
Play Student Part 1. Have students:
• identify whether Part 1 is call or response.
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