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For this experience, I will be teaching learners how to play the individual parts of this Orff arrangement
of “Jingle Bells”. They will learn the individual sections separated from the whole, and then we will
Rationale:
This experience is important, because it introduces a new way of learning and musicking to learners
who may not have experienced making music like this before.
Standards:
1. The student will play a variety of pitched and nonpitched instruments alone and with others,
including 1. playing two-pitch melodies, using imitation; 2. playing expressively with appropriate
dynamics and tempo; 3. accompanying songs and chants, using body percussion as well as
2. The student will perform rhythmic patterns that include quarter notes, paired eighth notes, and
quarter rests, using instruments, body percussion, and voice. (VA 1.5)
3. The student will demonstrate melodic rhythm, using instruments, body percussion, and voice.
(VA 1.7)
I Can Statements:
1. I can play nonpitched instruments alone and with others, including playing two-pitch melodies
using imitation, playing expressively with appropriate dynamics and tempo, accompanying
songs and chants, using body percussion as well as instruments; and using proper playing
techniques.
2. I can perform rhythmic patterns that include quarter notes, paired eighth notes, and quarter
3. I can demonstrate melodic rhythm, using instruments, body percussion, and voice.
Snare drum
Electric guitar
Detailed process:
3. While we sing, they will keep the steady beat somewhere on their body
4. Switch between a quarter note steady beat and an eighth note steady beat to introduce the
rhythmic line
5. Move to the xylophones, and I will first play through one of the lines, then they will echo me
6. After they have the first xylophone line down, we will follow the same procedure for the second
xylophone line
7. Since they are now familiar with the xylophone, we will practice the electric guitar part on the
xylophone
8. We will then play the one note on the guitar associated with the Orff arrangement
9. Now that they have learned all of the different sections, we will put them all together
10. After they have got their specific section down, we will rotate instruments so they are able to
Assessment:
Extensions:
If we have more time left at the end of the class, I will ask if there are any other common songs like
Jingle Bells that they would like to do and Orff arrangement to. We will then make up all the different
parts together, and perform them in the same way that we did Jingle Bells.
Adaptations:
To meet the needs of all different types of learning, I will do the following:
o Size:
If the size of the mallets or drumsticks are too difficult for some of the students to hold
on to, I will use the putty that forms to the students hands that will allow them to hold
on to them.
If the electric guitar is too big for the students to hold, we will set it on the ground, and
they will be able to pluck the strings while the guitar is on its back.
o Color:
If the students are having a hard time identifying or remembering which notes they
are supposed to play on the xylophone or guitar, I will label the ones they need to
o Pacing
If the students need more time in specific areas, then we will slow down and make
sure each one of them understands. If they are grasping on quicker than intended,
o Modality
Students will be able to kinesthetically play through each of the lines. If they need a
visual representation, I will have the different color stickers for them to look at and
follow along to. If this still doesn’t make sense to them, and they are better at reading
music than the other modes, then I will show them the sheet music to the
arrangement.