December
2005
National Standard: 2 – Performing on instruments, alone and with others, a
varied repertoire of music.
6
- Listening to, analyzing and describing music.
7
- Evaluating music and music performances.
Objective: The
students (in groups of four) will perform for the class a four-part arrangement
of the holiday song Jingle Bells
(provided) with each student performing one part of the arrangement.
The parts in this score
are written in various levels of difficulty. They employ the G Position and D Position, as well as a
simple one-note percussion part.
This allows for differentiated instruction. Teacher should assign the parts to ensure that each student
is given a part that they will have success with.
Materials: A networked keyboard lab with computers
and headphones.
Jingle Bells in Four Parts
Score.
Jingle Bells in Four Parts
Part 1, Part 2, Part 3 and Part 4.
Procedure:
1.
Teacher hands out the Jingle
Bells in Four Parts Parts 1-4 to
the appropriate students.
2.
Teacher set the GEC3 to Lecture Mode and performs each of the four parts for the
students.
3.
Teacher explains that
Parts 1 and 3 are in G Position and points out the fingerings that are written
in above each note. Part 2 is in D
Position, and also has the fingerings written in. Part 4 is a simple percussion pattern that does not employ a
position.
4.
Teacher asks if there
are any students who would like to perform any of the parts for the class. Bring any student who volunteers
into Lecture Mode.
5.
After sufficient time,
Teacher sets the GEC3 to Group
Mode and puts the students in
groups of four. You can do this
quickly by selecting the Quartet option in the upper right hand corner of the
screen. If there are two students per keyboard you can select the
Duet option instead and have each student play a different part (in different
octaves as necessary).
6.
Students work together
on the arrangement. Students
should select one student to act as the conductor. This student should count out loud as they perform the
arrangement.
7.
Students who are
playing Parts 1, 2 or 3 should select Tone #001 for their part and students who
play Part 4 should select Tone #500 and follow the graphic chart above the
keyboard to find the Jingle Bell sound (the corresponding note is the B that
is two octaves above middle C).
8.
After sufficient time,
Teacher sets the GEC3 to Lecture
Mode and invites each group to
perform the arrangement for the class.
9.
Students are asked to
critique each performance.
Extensions: Students
could select their own tones for each part, and discuss why they chose their
selected tones.
Students
could also sing the words to Jingle Bells as they perform the piece.
Teacher
could record each performance through the GEC3 for archival purposes.