Lesson Overview:

In this lesson students will use the keypad of an online telephone to explore number concepts and improvise melodies using 4/4 and 2/4 time. They will then create instruments to echo and accompany the numeric melody they create. Students will stage a collaborative class performance using each group's composition.

Length of Lesson:

Four or five 45-minute periods

Notes:

This lesson is particularly appropriate for grades 3-4.

Instructional Objectives:

Students will:

• Experiment with creating electronic sounds
• Demonstrate an understanding of 4/4 and 2/4 time by creating melodies using 4/4 and 2/4 time
• Write numbers that correspond to those from the keypad in order to document an original melody
• Play a melody using 2/4 and 4/4 time signatures
• Create instruments using assorted materials
• Stage a class musical performance
  

Supplies:

• LCD Projector
• Computer with Internet access and Flash 5 Player or above (You may need to book computer lab time to complete the lesson activities if a computer is not available in your classroom.)
• An assortment of recycled materials such as milk cartons, small plastic or glass jars, and plastic water bottles
• Beans, pasta shells, rice, beads, trinkets, etc., to make varied rhythmic instruments

Instructional Plan:

Please be aware that the telephone improvisation melody activity is only intended to be used with the online telephone application in this lesson. Tell the students that the online application does not connect to a real telephone number. Remind your students that if they use a real telephone they will incur monetary charges.

1. Introduce students to 2/4 and 4/4 time signatures by visiting the San Francisco Symphony Kids website at SFS Kids' The Music Lab.
   
   Click on "Basics" to learn about time signatures. You should use an LCD projector so that the class can view the website. You must read the information on how to connect your particular LCD model to your computer. It is important to check the LCD projector you are using with the specific computer you are using to ensure that the text and graphics are clear and visible. The appearance of websites on the projection screen can vary greatly. General instructions for how to set up an LCD projector and a laptop computer can be found at the University of Wisconsin-River Falls Information Technology website at Setting up a laptop computer and LCD projector. Note: Keep the computer and the projector connected so that you can complete step number three.
   
   
2. Review the concept of time signatures with your students. Tell the class that time signatures tell about the beat, and that in 4/4 time, there are 4 beats in a measure, and each beat lasts a quarter note. Tell the students that in 2/4 time, there are 2 beats in a measure, and each beat lasts a quarter note. Show the students how to clap out two measures in each time signature. Practice clapping out each time signature several times as a class.
   
   
3. Introduce the San Francisco Symphony Kids website to the students. This website can be found at SFS Kids' The Music Lab Composerizer. Ask for volunteers to experiment with the interactive "Composerizer” feature on the site. This gives students a unique and fun opportunity to create music without knowing how to play an instrument. You will need to have version 5 or above of the Macromedia Flash Player to access this feature. There is a direct link from the website to the download.
   
   
4. Divide the class into small groups of four or five students. Tell the students that they are going to experiment with creating melodies using the sounds of a telephone. Visit the following website to access this tool:
   
   DTMF Tone Generator Applet
   
   Ask for student volunteers to explore this interactive tool.
   
   
5. Each group will need access to the interactive tool for this activity. Provide each group with a copy of the "Telephone Music" handout. The handout provides instructions students to create melodies using the interactive tool. Review each step of the handout with the class.
   
   Tell the students that they are going to record the numbers used to play their melodies in 4/4 and 2/4 time. First, they should experiment until they find a melody they like. Then they must record the numbers and symbols they used to create the melody. Tell the students that the handout also provides a copy of the keypad so they can have additional help in remembering and recording the numbers and symbols in their tunes.
   
   Give each student a copy of the "Row Your Boat" handout that can be used to show students how to complete this task. Complete this activity as a class to make sure that students understand how to use the online tool and to create their melodies. Ask the students if they have any questions.
   
   Students may be given the option of having one group member use the handout to record the numbers and symbols that another student is playing when using the interactive online tool.
   
   If you need additional information about cooperative group learning, you can visit the following Internet resources:
   
   • Harvard Education Letter “Putting Cooperative Learning to the Test”
   • California State University/University of Wisconsin "Basic Elements of Cooperative Learning"
   
   If you would like to provide your students with a classroom keyboard or piano, this can be a helpful resource as they record and verify their melodies. If instruments are not available, you can have your students experiment with the online keyboard that can be found at Play the Piano Online - Java Piano.
   
   If you feel your students are able to understand rhythm, you might also wish to discuss whole notes, half notes and quarter notes with your class as they complete this activity.
   
   They can then read each number or symbol aloud and have the person using the online tool hit each key to ensure that the melody is accurate.
   

Closure

1. Stage a "Telephone Music Performance" event. Have students perform their music for their classmates.
   
   
2. After the students have completed their performances, lead a class discussion. Use the following questions to guide your discussion:
   
   • What did you learn about rhythm?
   • What did you learn about time signatures?
   • What was the most difficult part of this task?
   • If you had to teach time signatures to other students, how would you do so?
   • What did you learn from performing your melodies?

Assessment:

The assessment for this lesson consists of two parts. The first part is a self-assessment form filled out by each individual student. The second part is a teacher assessment form, which is filled out by the teacher.

1. Provide each student with the handout entitled "Self Assessment/Reflection Questions." After the students have finished the handout, ask for volunteers to share their responses with the entire class.
   
   
2. Complete the "Teacher Assessment Form" using input from the students’ responses to the "Self Assessment/Reflection Questions."
   

Extensions:

Activity One

1. Encourage the students to experiment with the Internet tool to compose music in 3/4 time.
   
   
2. Record students’ compositions and post on a website or share as a podcast. You can learn about creating a podcast in your classroom at the following website:
   
   Podcasting in Education

Activity Two

1. Provide the students with an assortment of materials and tell them that they are going to create rhythm instruments to accompany their original songs. You can give the students milk cartons, small plastic or glass jars, plastic water bottles, beans, pasta, small beads, pebbles, or trinkets to use to construct their instruments. You can also choose to provide the students with instruments such as triangles, rainsticks, shakers, or small drums that may be available in your music department. The following website has directions for making an assortment of musical instruments:
   
   PBS Kids' Arthur: Making Music
   
   
2. Tell each group to practice its song with the accompanying rhythm instruments. This practice time should be no longer than fifteen to twenty minutes. One student will play the song using the interactive tool, and the rest of the group will play the rhythm instruments. Encourage the students to practice until they are ready to perform their music for the entire class.
   

Internet Resources:

• DTMF Tone Generator Applet
• San Francisco Symphony Kids
• Podcasting in Education
• Harvard Education Letter “Putting Cooperative Learning to the Test”
• California State University/University of Wisconsin “Basic Elements of Cooperative Learning”
• Piano World

Authors:

• Maureen Carroll
  Bay Breeze Educational Resources, Inc.
  Pleasanton, CA