Lesson Overview:
Students will work in pairs to compose a duet that contains syncopated rhythm sequences. Each student will research a piece of music that they feel uses syncopation and will give a persuasive speech to the class.
Length of Lesson:
Four 45-minute periods
Instructional Objectives:
Students will:
- define the term "syncopation."
- demonstrate a syncopated rhythm pattern.
- present a persuasive speech about a certain musical work that incorporates syncopation.
- read and clap syncopated rhythm patterns.
- work with a partner to compose a syncopated rhythmic duet.
Supplies:
- Pencils/pen and paper
- Projector
- Recordings of compositions that use syncopated rhythms, such as “The Entertainer” by Scott Joplin or “The Syncopated Clock” by Leroy Anderson.
- Rockin’ Rhythm Raps book and CD package (see Teacher References section for complete bibliographic information)
- Transparencies for overhead projector (one per student)
- Classroom instruments such as triangles, rhythm sticks, or claves
Instructional Plan:
Warm Up
Students will listen to music selections that clearly demonstrate syncopation. Examples could include "The Entertainer" by Scott Joplin or "The Syncopated Clock" by Leroy Anderson.
Developmental Activity
Brainstorm in an effort to define syncopation. If students have no prior knowledge regarding syncopation, clap an example and let them brainstorm. Your definition should be at a level they can understand and apply. For example, "syncopation" can be defined in the following ways:
- when the accent is not on a beat that is normally accented
- when the accent is not on the beat
- when the accent is on the off beat
- when the weak beat is emphasized
Guided Practice
Students will clap rhythms from an overhead produced from Rockin’ Rhythm Raps, pages 22-23. Students will first clap the rhythms with the teacher, then they will clap with the aid of the solo and rap accompaniment from the CD. Finally, the right speaker of the CD player/stereo will be turned off so that only the left speakers play the accompaniment. This allows for the class to clap alone with the accompaniment without the aid of the teacher or the solo.
Introduce the “grand staff” and show students how to draw it on their paper. Each student should have a blank sheet of paper, turned lengthwise. Tell students to draw two lines across the paper near the top, about two inches from each other. Then tell them to draw two more lines about the same distance apart, near the bottom of the page. Join each pair of lines at the left edge of the paper with a bar and a brace, forming the grand staff. To form eight measures, students should draw three lines between each pair of lines, dividing each into four measures. Remind students they must add a time signature to each staff and the double bar line must run between both staves.
Independent Activity
Divide the class into pairs. Tell the students that, together with their partners, they will compose an eight-measure rhythmic duet. Pass out and review the guidelines on the the Assignment Checklist. Each person is responsible for his/her own line of music. Only one student should use syncopation in a single measure. Each student must use syncopation at least twice. Both papers should contain the entire duet.
Have students copy their compositions onto overhead sheets. The two composers should perform their composition using classroom instruments such as triangles, rhythm sticks, or claves.
Closure
Tell students to brainstorm a list of other songs that use syncopation. This can be assigned as homework. Ask each student to pick one song on the list or research and find another piece of music that they feel uses syncopation, and have them write a persuasive speech in order to persuade the class that the music does indeed use syncopation. Finally, students will present their speeches to the class.
Assessment:
Allow the class to grade each composition based on the Assessment Checklist Handout provided.
Judge the persuasive writing assignment by having students evaluate each other's work. Create a rubric that students can use as the speeches are being given.
Extensions:
Go on to A Simple Melody, in which students will learn the notes of the treble clef staff, play simple melodies, complete a short melodic composition, and create lyrics.
Sources:
Print:
- Lavender, Cheryl. Rockin’ Rhythm Raps: A Sequential Approach to Rhythm Reading (book and CD package). Milwaukee, MN: Hal Leonard Publications.
Web:
Authors:
-
Leslie Thomas, Teacher
Thomas Pullen Arts Magnet School
Landover, MD
