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Movement Patterns and Musical Form

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TABLE OF CONTENTS

01

03

02

04

Opening Activity, Procedure, and Extensions

Specific Learner Expectations

Lesson Objectives

Materials

Lesson Presentation

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Specific Learner Expectations

01

Curriculum Objectives

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SPECIFIC LEARNER EXPECTATIONS

“Repetition and Contrast give unity and variety to form in music” (p C.5)
“Move to illustrate phrase, repetition, contrast, AB, ABA and rondo patterns, introductions, interludes and endings (codas), as appropriate to the psychomotor development of the students” (p C.8)
“Choreograph and perform a contemporary dance form; e.g., in the style of videos, air bands” (p C.8)

Alberta’s Elementary Music Program of Studies (Alberta Education, 1989)

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LESSON OBJECTIVES

02

I Can Statements

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I CAN!

Move to a song using movement patterns determined by the class (whole-class movements) demonstrating an understanding of form (repetition and contrast)

Move to a song using movement patterns determined by a small group (small group/ partner movements) demonstrating an understanding of choreography (creative movement concepts of levels, pathways, and directions)

Identify the form of a piece of music

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MATERIALS

03

Items, links, and rubric

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WHAT YOU NEED FOR THIS LESSON:

Thrillist.com

From 1967 Spider-Man

To Inspire Movement

Post-Malone and Swae Lee

And

Kidz Bop

Original Theme Song

Images of Spider-Man

Guide to Characters

“Sunflower” Tracks

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Spider-Man Poses

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Sample Rubric

	3	2	1
Levels	Shows all levels (high, medium, low)	Shows some levels	Uses few to no levels
Pathways	Shows a variety of pathways (curvy, straight, zigzag)	Shows some pathways	Uses few to no pathways
Directions	Shows a variety of directions (up, down, forward, backward, left, right)	Shows some directions	Uses few to no directions
General/ self-space	Moves through general space and/ or fills self-space	Uses some of the space	Little use of space
Changing movements	Fully demonstrates when to change movements	Mostly demonstrates when to change movements	Does not demonstrate when to change movements

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LESSON PRESENTATION

04

Let’s learn and create!

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Do you recognize this song?

1967 Recording

Or

Notation Tutorial

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Partner

Time

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Discuss and try out several poses (at least 5 different poses).
Select ONE to share with the class.
Discuss safety rules as a class.
You have 3 minutes….GO!

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Question: what to these superheroes have in common?

Spider-man
Superman
Iron Man
Batman

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Superheroes: Who is represented and who is not?

Refer to Thrillist Article on Spider-Man: Into the Spider-Verse

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Post-Malone and Swae Lee

Listening Selection: SUNFLOWER

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Listening Selection: SUNFLOWER

Post-Malone and Swae Lee

What is the form of this song?

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Listening Selection: SUNFLOWER

Post-Malone and Swae Lee

What is the form of this song?:

Introduction -

Verse 1 -

Pre-chorus -

Chorus -

Verse 2 -

Chorus -

Coda -

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MOVEMENT: SUNFLOWER

Post-Malone and Swae Lee

Kidz Bop Movement Video if needed for ideas

Decide as a class movement for the chorus:

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MOVEMENT: SUNFLOWER

Post-Malone and Swae Lee

Decide on Verse 1 and 2 with partner:

Remember the rubric we will use.

Decide on Verse 1 and 2 with a partner, keeping the rubric in mind.
Share with another pair.
Share with the class.
You have 5 minutes….GO!

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Sample Rubric

	3	2	1
Levels	Shows all levels (high, medium, low)	Shows some levels	Uses few to no levels
Pathways	Shows a variety of pathways (curvy, straight, zigzag)	Shows some pathways	Uses few to no pathways
Directions	Shows a variety of directions (up, down, forward, backward, left, right)	Shows some directions	Uses few to no directions
General/ self-space	Moves through general space and/ or fills self-space	Uses some of the space	Little use of space
Changing movements	Fully demonstrates when to change movements	Mostly demonstrates when to change movements	Does not demonstrate when to change movements

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Alternative Assessment

Pairs can take video of each other’s choreography.

Take video
Together in your pairs, ask:

What did you notice?
What worked well?
What would you change?

Can extend to further individual, peer, and teacher assessment.

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MOVEMENT: SUNFLOWER

Post-Malone and Swae Lee

Full Choreography

Start: poses scattered in general space

Introduction - move through general space

Verse 1 - moving with a partner

Pre-chorus - moving individually in self-space

Chorus - moving as a class

Verse 2 - moving with a partner

Chorus - moving as a class

Coda - moving into a Spider-Man pose and freezing

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REFLECTION: SUNFLOWER

Post-Malone and Swae Lee

Reflect on our Creative Experience

(was there repetition, contrast?)

(how did the process do?)

(what would you change next time?)

Start: poses scattered in general space

Introduction - move through general space

Verse 1 - moving with a partner

Pre-chorus - moving individually in self-space

Chorus - moving as a class

Verse 2 - moving with a partner

Chorus - moving as a class

Coda - moving into a Spider-Man pose and freezing

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Extensions

Learn how to play the original theme song from Spider-Man.
Work on melody and accompaniment and add an introduction.
Select instruments based on timbre to match the music.
How can poses be incorporated into a musical performance?

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THANKS!

References:

Friesen Wiens, K. (2023). Spider-Man: Into the Spider-Verse Lesson Plan for Grades 5 and 6 Music. A fine FACTA: Newsletter of the Fine Arts Council; The Alberta Teachers Association, 18 (2), 52-55.

Alberta Education. 1989. Music (Elementary). Program of Studies. Edmonton, Alta: Alberta Education. Also available at https://education.alberta.ca/media/482116/elemusic.pdf

Please keep this slide for attribution

Slideshow by Jennifer Dahl (she/her), Music Teacher

Dave McNeilly Public School

431 Callen Drive, Fort McMurray, AB T9K 0X8

Telephone: 780-799-5657 | Email: Jennifer.Dahl@fmpsd.ab.ca

Website: www.davemcneilly.fmpsdschools.ca

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