Six Musical Traditions Around the World

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Arts · Music (General / Band / Choir)
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Page 2
Six Musical Traditions Around the World
Arts · Music (General / Band / Choir) · Grades 6-9 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student).
Technology
None.
Student
independence
High. Individual reading and writing, then a short class share.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet
Goal for today: Students will read a short overview of six musical traditions, match key features to each tradition,
and compare two traditions in writing.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board: Respect rule: we describe every musical tradition with curiosity and respect. We can have
favorites, but we do not make fun of any music.
☐ Keep the answer key on your desk. No music knowledge is needed.
Say this to start
Today we are looking at music from different parts of the world. You will read a short overview of six traditions and
then match, compare and write about them. This is a reading and thinking day, so no instruments or recordings are
needed. Please treat every tradition with respect, even if the music is new to you.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet. Read the
respect rule on the board aloud.
Listen and settle in.
5–17
Ask students to read the passage silently, underlining at
least one instrument in each paragraph. Let strong readers
take turns reading paragraphs aloud if the class prefers.
Read and underline instruments or key
terms.
17–30
Tell students to complete the matching section (questions
1–6) and the comparison table.
Match each clue to a tradition and fill in the
table using the passage.
30–40
Tell students to answer questions 7–13. Walk the room.
Answer true or false, multiple choice and
short-answer questions.
40–46
Read the answers from the key. Invite two volunteers to
share their answers to question 12.
Check their work and listen to classmates.
46–50
Collect all worksheets and stack them for the teacher.
Finish question 13 and hand in the
worksheet.


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Arts · Music (General / Band / Choir)
SP-MUS-015  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 3
If things go wrong
• If students cannot pronounce names like tabla, bodhrán or guitarrón, tell them to say it their best way.
Pronunciation is not graded.
• If a student says a tradition sounds strange, redirect them to describe what they notice (rhythm, instruments,
voices) without judging it.
• If students ask for recordings, tell them none are needed today and the teacher can add some later.
• If a student finishes very early, check the table, then use the early finisher ideas.
Early finishers
• Write three questions you would ask a musician from one of the traditions.
• List three ways music is used in your own community (for example, celebrations, sports, worship, school
events).
• Choose one instrument from the passage and describe in a sentence how you think it is played.
Support and challenge
• Support: Allow students to complete the matching section and the table, then answer questions 7–10 only.
• Challenge: Ask students to explain in writing how call and response could appear in music they know.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: