Preparation: (lead-in/hook/preparatory set/link to prior

knowledge)

T and Ss will form a large drum circle. Teacher will have
students come in and sit next to an instrument. Students will be
given .30-1:00 to play with their instruments. Students will watch
a short clip of Stomp! Kitchen and Basketball and will be asked
to identify characteristics of an ostinato.
Time
Teaching Sequence:

While your watching the video

Students will discuss what they heard and build
characteristics of an ostinato.

Students will be counted off into 4 groups (1234) or (ABCD).
Each group will have a turn in being the ostinato pattern or
changing their pattern.

Within specific group, students will be selected to create
rhythmic pattern in which the rest of the group will come up
with a pattern to layer on top.

Using breakfast menu item cards, students will arrange
various cards to create an ostinato in which other students
may improvise on top of.

After switching the roles and getting a couple of group
ostinatos. T will ask students what they have concluded
about ostinato.

Teacher will then ask students to form into groups and using
rhythms found in breakfast menu items, create and ostinato
pattern. Ss will have to decide how their pattern cards are
broken up amongst the group, and how it will be played.


Culmination: (consolidation of lesson)

What were some challenges in creating this ostinato?
Did you feel that your group was successful in maintaining
your ostinato while others performed the rondo?

Knowing what we know now from our experience, what
are some strategies we can use in the future to help us
create an ostinato?


Notes/Extension:

Students will create a rondo from piece with an ostinato
pattern in their groups.



Musical Focus: concepts/skills to emphasize
Singing Melody
Rhythm Harmony
Timbre Form
Movement Creating
Playing instruments
Expressive Qualities
Objectives: Learners will
Be able to (behavioral):
Students in the 5
th
grade will be able to
recognize an ostinato pattern in various
repertoires. Students will also be able to
describe characteristics of an ostinato pattern.

Ss will be able to
understand how an ostinato pattern fits into
various other forms including rondo form.

Ss will take part
in creating a rondo form with use of an
ostinato pattern.


The processes in which compositional writing
influence decision making in musical
reference and within other studied subject
areas.

Materials:

Classroom instruments

Breakfast menu item cards

Stomp and Basketball video
http://m.youtube.com/watch?v=ik
8jilCj8juc
National Standard(s) Addressed:
varied repertoire of music
Performing on instruments, alone
& with others, a varied repertoire
of music
Improvising melodies, variations
and accompaniments
Composing & arranging music
within specific guidelines

describing music
performances
Understanding relationships
between music, the other arts, &
disciplines outside the arts
lation
to history and culture
Assessment:
Written

:
C
N a m e : G i n a D i P a l e r m o D a t e : M a r c h 4
t h
2 0 1 4
G r a d e : 5
t h
g r a d e g e n e r a l m u s i c T i t l e : S t o m p ! O s t i n a t o

P r e p a r a t i o n : ( l e a d - i n / h o o k / p r e p a r a t o r y s e t / l i n k t o p r i o r
k n o w l e d g e )

T a n d S s w i l l f o r m a l a r g e d r u m c i r c l e . T e a c h e r w i l l h a v e
s t u d e n t s c o m e i n a n d s i t n e x t t o a n i n s t r u m e n t . S t u d e n t s w i l l b e
g i v e n . 3 0 - 1 : 0 0 t o p l a y w i t h t h e i r i n s t r u m e n t s . S t u d e n t s w i l l w a t c h
a s h o r t c l i p o f S t o m p ! K i t c h e n a n d B a s k e t b a l l a n d w i l l b e a s k e d
t o i d e n t i f y c h a r a c t e r i s t i c s o f a n o s t i n a t o .
T i m e
T e a c h i n g S e q u e n c e :

W h i l e y o u r w a t c h i n g t h e v i d e o

S t u d e n t s w i l l d i s c u s s w h a t t h e y h e a r d a n d b u i l d
c h a r a c t e r i s t i c s o f a n o s t i n a t o .

S t u d e n t s w i l l b e c o u n t e d o f f i n t o 4 g r o u p s ( 1 2 3 4 ) o r ( A B C D ) .
E a c h g r o u p w i l l h a v e a t u r n i n b e i n g t h e o s t i n a t o p a t t e r n o r
c h a n g i n g t h e i r p a t t e r n .

W i t h i n s p e c i f i c g r o u p , s t u d e n t s w i l l b e s e l e c t e d t o c r e a t e
r h y t h m i c p a t t e r n i n w h i c h t h e r e s t o f t h e g r o u p w i l l c o m e u p
w i t h a p a t t e r n t o l a y e r o n t o p .

U s i n g b r e a k f a s t m e n u i t e m c a r d s , s t u d e n t s w i l l a r r a n g e
v a r i o u s c a r d s t o c r e a t e a n o s t i n a t o i n w h i c h o t h e r s t u d e n t s
m a y i m p r o v i s e o n t o p o f .

A f t e r s w i t c h i n g t h e r o l e s a n d g e t t i n g a c o u p l e o f g r o u p
o s t i n a t o s . T w i l l a s k s t u d e n t s w h a t t h e y h a v e c o n c l u d e d
a b o u t o s t i n a t o .

T e a c h e r w i l l t h e n a s k s t u d e n t s t o f o r m i n t o g r o u p s a n d u s i n g
r h y t h m s f o u n d i n b r e a k f a s t m e n u i t e m s , c r e a t e a n d o s t i n a t o
p a t t e r n . S s w i l l h a v e t o d e c i d e h o w t h e i r p a t t e r n c a r d s a r e
b r o k e n u p a m o n g s t t h e g r o u p , a n d h o w i t w i l l b e p l a y e d .


C u l m i n a t i o n : ( c o n s o l i d a t i o n o f l e s s o n )

W h a t w e r e s o m e c h a l l e n g e s i n c r e a t i n g t h i s o s t i n a t o ?
D i d y o u f e e l t h a t y o u r g r o u p w a s s u c c e s s f u l i n m a i n t a i n i n g
y o u r o s t i n a t o w h i l e o t h e r s p e r f o r m e d t h e r o n d o ?

K n o w i n g w h a t w e k n o w n o w f r o m o u r e x p e r i e n c e , w h a t
a r e s o m e s t r a t e g i e s w e c a n u s e i n t h e f u t u r e t o h e l p u s
c r e a t e a n o s t i n a t o ?


N o t e s / E x t e n s i o n :

S t u d e n t s w i l l c r e a t e a r o n d o f r o m p i e c e w i t h a n o s t i n a t o
p a t t e r n i n t h e i r g r o u p s .