Let’s Call & Respond in Super Duper Muisc Looper – Part Two

Annie Serravalle
serravalle170@sbcglobal.net
Gaffney Elementary HOT School, New Britain, CT

TI:ME Technology Areas Addressed:

Music Production

Level:

Elementary

Class:

General Music

Equipment:

Super Duper Music Looper

Duration:

30 Minutes

Prior Knowledge and Skills:

Students have a strong background with looped based software.

NAfME Standards of 1994 Addressed:

NAfME Standards of 1994: Improvising melodies, harmonies, and accompaniments.
NAfME Standards of 1994: Composing and Arranging Music within specified guidelines.

NAfME 2014: Creating 

NAfME Standards of 1994: Listening to, analyzing and describing music.

NAfME 2014: Responding

Materials:

Dell Computer linked to an Averkey converter for a enlarged television demonstration of lesson.

Objectives:

Students will:

1)identify/review the concept call and response

2)compose a musical sequence with specific criteria

3)perform musical sequence

4)administer student assessment using rubric

Procedures:

1) initiation: students will review a call and repsonse concept. teacher will ask two students to carry on a conversation in front of the class using this concept.
2) class will be assigned a thirty-two measure six track musical sequence to compose applying the same. Four tracks will be strings/ two tracks will be percussion. call/response concept but use stringed instruments for the call (question) and percussion instruments to be the (response)
3) student can alternate measures in durations of two of four measures in between the other tracks.
4) students must write this sequence as though it were a conversation between others. ie> one track could have a violin loop for four measures; another track could have a cello for two measures opposing the violin track and then another track could have four measures responding to the cello track using opposite measures.
5)closure: students will play their sequences for class.
6) class will evaluate the sequences using a rubric of 4 being the highest to i being the lowest.
7) criteria for 4 = met all of the objectives for sequence
3 = met most of the criteria for the sequence
2 = hardly met any of the criteria for the sequence
1 = did not follow the directions for the sequence

Evaluation:

Students are very excited concerning the growth of the development of writing sequences. Each time they come to music class, the lessons step up to another creative level of sequencing using this software.

Follow Up:

Orchestrating simple sequences using specific instruments families.

Items to Purchase:

Super Duper Music Looper Software – Approximately $25.00

When budget should be submitted: