Rhythm Task Analysis (SP): Postman Game
Obj: Upon seeing a familiar triple TB, MB, MB elongation, and syncopation pattern notated with SP3 in the familiar measure signatures of 6/8, 3/4, and 3/8 the student will be able to recognize the pattern by chanting it back correctly with the appropriate syllables with consistent tempo and accurate meter.
Activity: The Postman Game
Task: The student will be able to recognize and chant the familiar triple pattern that they see on a flash card with accurate rhythm syllables.
Materials: Poster and cards with Christmas pictures on them.
Procedures: T: "1 2 pat and sway"
T: Chant pattern on syllables (pass out cards)
SS: Echo pattern on syllables
T: Chant another pattern on syllables
SS: Echo pattern on syllables
T: Do enough patterns like this until every student has received a card.
T: Chant patterns at the recognize VP level. Chant a pattern on neutral syllables
SS: Chant pattern using rhythm syllables
T: Chant another pattern on neutral syllables
SS: Chant pattern on rhythm syllables
T: Chant one more pattern on neutral syllable
SS: Chant pattern on rhythm syllables
T: Introduce the poster with rhythm patterns notated on it to Students
T: Explain to SS that T will chant notated pattern, give the SS time to think the pattern on rhythm syllables in their heads, T will chant the pattern again on neutral syllables, and then SS will chant the pattern on rhythm syllables.
T: Chant pattern A on neutral syllables
SS: Think pattern A on rhythm syllables in head
T: Chant pattern A on neutral syllables
SS: Chant pattern A on rhythm syllables
T: Chant pattern B on neutral syllables
SS: Think pattern B on rhythm syllables in head
T: Chant pattern B on neutral syllables
SS: Chant pattern B on rhythm syllables
T: Follow the same process for patterns C, D, and E.
T: Explain to SS that T will chant a notated pattern on neutral syllables and will then hold up a card. Those who have the same picture as the one on the card will chant the pattern on rhythm syllables. T will then ask one of those students to tell the rest of the class which pattern was chanted.
T: Chant one of the notated patterns on neutral syllables and hold up one of the cards
SS: Those with the same card as the Teacher chant the pattern on rhythm syllables
T: Ask one of the students who just chanted the pattern which one (A,B,C,D,E) was chanted.
SS: The student that is chosen responds with "the pattern was___"
T: Follow this process for the remainder of the class time
T: Ask students to pass in cards while chanting notated patterns on neutral syllables
SS: Pass in cards and chant the teachers pattern on rhythm syllables
Assessment of symbolic patterns teaching experience: As is obvious in this clip, I forgot to review the patterns at the recognize VP level. So, if I was teaching this activity in front of a second grade class instead of my peers I would have probably been unsuccessful. I think that I could have enunciated more when I chanted each pattern, and I also could have spoken louder in general. I thought that my verbal directions were clear, but that my nonverbal directions were slightly confusing at times. When I cued the students to come in, sometimes my gestures were in front of or behind the beat that the students were supposed to begin chanting on. Also, my sway was not as exaggerated as it needed to be. One of the most important things that I have learned this semester is that as a teacher I have to give more than I want to receive back from my students. For example: If I want them to move at all, I have to really exaggerate my own movements.