Lesson Plans for developing the Cage song "Experiences No. 2" http://www.youtube.com/watch?v=DTboddvD2I4

1. The Vocal Music of John Cage
4 Lessons for Grade 9
Focus: Taking Action
By Peter Bodnarchuk

2. Brainstorming List:
1. Who was John Cage?
2. What type of vocal music did he compose?
3. Using the two songs The Wonderful Widow of Eighteen Springs and Experiences No. 2 as
the means of demonstrating Cage’s particular style of vocal composition.
4. Have the class sing the Experiences No. 2 in differing sections placed in different parts of
the room, furthering the spatial effect of the work.
5. Make use of the element of chance. This is a concept that Cage used to create his
compositions.
Planning Web and List of Resources:

3. Lesson 1 of 4
Internet accessible computer and corresponding projector
SMART Board
Power Point and Projector
CD or Flash drive containing PowerPoint presentation for Lesson 1
Assignment #1 (as part of PowerPoint presentation)
Lesson 2 of 4
Recording of Experiences No. 2 and device appropriate for playback
PowerPoint and Projector
SMART Board
CD or Flash drive containing PowerPoint for lesson 2
Internet accessible computer and corresponding projector
Handout of Vocal Sheet for Experiences No. 2
Lesson 3 of 4
Internet accessible computer and corresponding projector
Recording of Experiences No. 2 and device appropriate for playback
Highlighters (if students require them)
Handouts (be sure to have extra copies of the musical score, students forget things) 
Lesson 4 of 4
Recording of Experiences No. 2 and device appropriate for playback
Internet available computer and projector
Audio/visual recording device that can be connected to the internet and the projected to the
screen (for playback of the student’s performance)
Handouts (students must bring their highlighted versions)
Additional Handouts of Vocal Score for Experiences No. 2 (just in case)
Handout containing Assignment for lesson 4 & Handout of rubric for lesson 4

4. Introduction:
Composers such as John Cage, stretched our concepts and beliefs about music. Cage in
particular challenged the audience with works such as 4’ 33’’. Here the performer makes no
sound, rather, he or she walks onto the stage and (other than adjusting the piano) remains still
throughout the entire work. In this case the audience becomes the music. It is the sounds they
create within the silent framework that are the composition.
This group of 4 lessons is intended for my grade 9 students. The conceptual focus of this
package is Taking Action. I have chosen The Vocal Music of John Cage as my overall inquiry
question to be based upon four sub-inquiry questions.
Herein my students will learn what Cage’s style of music entails. This knowledge will in
turn be utilized for the purposes of performing (in-class) Experiences No. 2. This will be
arranged in a pseudo antiphonal setting so as to further enhance the musical purposes behind this
work. The ultimate intention will be to perform this work and place it onto www.youtube.com
for the purposes of showcasing a choral version of this composition. The result will be a fun,
rewarding, educational experience for all involved.
Please note: regular class attendance is a must for this to work. The goal of these four lessons is
to perform Experiences No. 2.

5. Music Education Learning Plan – Lesson 1 of 4
Lesson Time Required: 45 minutes
Required Resources and Materials:
Internet accessible computer and corresponding projector
SMART Board
Power Point and Projector
CD or Flash drive containing PowerPoint presentation for Lesson 1
Assignment #1 (as part of PowerPoint presentation)
Grade Level & Conceptual Focus: Gr. 9: Taking Action
Key Inquiry Question: Who was John Cage and what was his musical philosophy?
Arts Education Components Addressed:
Cultural/Historical, Critical/Responsive, Creative/Productive
Proposed Music Learning Outcomes & Indicators:
1. CH9.3 Investigate diversity of artistic ideas, styles, and media in contemporary arts
expressions.
Students will:
a. Demonstrate an awareness of key historical developments in relation to contemporary
arts expressions (i.e., the term contemporary typically includes arts expressions of the
late 20th and 21st centuries).
b. Investigate how function and purpose influence artistic decision making.
2. CR9.1 Respond to professional dance, drama, music, and visual art works through
individual or collaborative inquiry and the creation of own arts expressions.
Students will:
a. Use individual or collaborative inquiry to develop questions and learn about a
selected art expression.
3. CP9.8 Combine the elements of music and principles of composition to express unified
musical ideas.

6. a. Investigate ways that beat, accent, and metre can be used to create a specific “feel” in
music. Investigate ways that tempo, rhythm, melody, harmonic structure, or tonality
can be used to express an idea or emotional quality in music.
b. Demonstrate understanding of how music elements and composition principles create
form and structure in music.
Planned Learning Activities:
This lesson will be comprised of:
1) A presentation of the composer John Cage and brief, but in-depth look into his life and
compositional style and thoughts. Specific focus will be on his use of silence, or the
space between pitches. Listen (see: “about silence” below) to Cage’s own words
regarding the concept of silence.
2) Listening to musical works Imaginary Landscapes, 4’33”, and The Wonderful Widow of
Eighteen Springs (see website links below).
3) Each student will be required to write (a maximum of one page) on their thoughts
regarding Cage’s musical philosophy. This must also include their own feelings about
the music itself.
Step-by-step Procedure:
1. The teacher will present an overview of the process of the four lessons.
a. Within the next 4 lessons we will learn: 1) Who was John Cage and what was his
musical philosophy, 2) Learn to sing Experiences No. 2 as large ensemble as preparation
for our pseudo-antiphonal performance, 3) How can we use the element of chance to
rehearse (and eventually perform) Experiences No. 2, 4) Review of Cage’s musical
philosophy and perform Experiences No. 2. This final lesson will include an in-class/take
home essay.
2. The teacher will present John Cage and his musical philosophy. Teacher will note that
Cage favoured the element of chance and utilized this concept to create his music.
a. Biography and Musical philosophy of John Cage
http://www.oxfordmusiconline.com.libproxy.uregina.ca:2048/subscriber/article/grove
/music/49908?q=Cage%2C+John&search=quick&pos=1&_start=1#firsthit
b. John Cage “About Silence” http://www.youtube.com/watch?
v=pcHnL7aS64Y&feature=related
c. Imaginary Landscapes No. 4 http://www.youtube.com/watch?v=A0BNsBlzQII

7. d. 4’ 33” http://www.youtube.com/watch?v=gN2zcLBr_VM&feature=related
e. The Wonderful Widow of Eighteen Springs http://www.youtube.com/watch?
v=8MaUVTfHgF0
http://www.youtube.com/watch?v=Wy2SNbm5aSY&feature=related
3. Teacher will present Assignment #1. This is a short, (maximum single page) in-class
essay asking each student to present his or her own thoughts regarding Cage’s musical
philosophy. This must also include their own feelings about the music itself.

8. Assignment for Lesson 1*
In our class today we have learned about the life and musical philosophy of the composer
John Cage. You are now asked to write (to a maximum of one page) your thoughts about John
Cage, his music, and his musical philosophy.
Make this assignment personal. It is not so much about being right or wrong but telling
me your thoughts and describing the work in your own words.
This assignment is not a graded paper but will considered as part of your overall class
participation assessment.
* This would be presented as the final power point slide.

9. Music Education Learning Plan – Lesson 2 of 4
Lesson Time Required: 45 minutes
Required Resources and Materials:
Recording of Experiences No. 2 and device appropriate for playback
PowerPoint and Projector
SMART Board
CD or Flash drive containing PowerPoint for lesson 2
Internet accessible computer and corresponding projector
Handout of Vocal Sheet for Experiences No. 2
Grade Level & Conceptual Focus: Gr. 9: Taking Action
Key Inquiry Question: How can we learn to sing Cage’s vocal work Experiences No. 2 as an
vocal ensemble?
Arts Education Components Addressed:
Cultural/Historical, Critical/Responsive, Creative/Productive
Proposed Music Learning Outcomes & Indicators:
1. CR9.1 Respond to professional dance, drama, music, and visual art works through
individual or collaborative inquiry and the creation of own arts expressions.
Students will:
a. Use individual or collaborative inquiry to develop questions and learn about a
selected art expression.
b. Create own work in response to a selected professional arts expression, and describe
how the new work is inspired or influenced by the original.
2. CH9.3 Investigate diversity of artistic ideas, styles, and media in contemporary arts
expressions.
Students will:
a. Demonstrate an awareness of key historical developments in relation to
contemporary arts expressions (i.e., the term contemporary typically includes arts
expressions of the late 20th and 21st centuries).

10. b. Extend knowledge of artistic styles across a range of cultural contexts.
c. Investigate how function and purpose influence artistic decision making.
3. CH9.4 Create interdisciplinary arts expressions individually or through collaboration with
peers, and examine the work of artists who create interdisciplinary expressions (e.g.,
sound and poetry, performance art, audio visual installations).
Students will:
a. Examine a variety of new and non-traditional art forms that integrate disciplines.
b. Investigate connections that exist among the arts, and incorporate more than one art
form into own work or collaborative project.
4. CP 9.7 Use voice, instruments, and technologies to express musical ideas.
Students will:
a. Experiment with the voice and instruments by creating and imitating sounds.
5. CP9.8 Combine the elements of music and principles of composition to express unified
musical ideas.
Students will:
a. Investigate ways that beat, accent, and metre can be used to create a specific “feel” in
music.
b. Investigate ways that tempo, rhythm, melody, harmonic structure, or tonality can be
used to express an idea or emotional quality in music.
c. Demonstrate understanding of how music elements and composition principles create
form and structure in music.
6. CP9.9 Compose and perform sound compositions to express perspectives and raise
awareness about a topic of concern to youth.
Students will:
a. Generate musical ideas from both internal and external sources, developing these
ideas to achieve meaning and expression.
Planned Learning Activities:
1. Students will learn to sing Cage’s vocal work Experiences No. 2.
2. Students will learn to sing as a group while being conducted by the teacher.

11. 3. Students will learn what a pseudo antiphonal choir performed work sounds like.
Step-by-step Procedure:
1. Teacher will revisit Cage’s philosophy regarding music, specifically his concepts of
silence and chance in music, presented as PowerPoint presentation.
2. Teacher will handout vocal sheet for Cage’s Experiences No. 2.
3. Teacher will play the recording of Experiences No. 2.
4. Teacher will ask the students what elements of Cage’s music they hear in the
composition.
5. Teacher will replay the song once again.
6. Teacher will teach the song stanza by stanza and humming part by humming part,
having the entire class repeat it as they go along.
7. Once the class is able to roughly perform this song, divide the class up via numbers
1-5 (depending on class size).
8. Now ask the students to each find a spot in the room they feel comfortable, sitting or
standing, so long as they are to see the teacher.
9. The class will once again perform this song but will only sing when the teacher
makes a hand gesture representing your assigned number.
10. Repeat the song in this manner once again.
11. Have the class return to their seats and discuss what they heard and felt. What were
the differences between singing it as on entire group and dividing the song into parts?
How did the elements of space and silence affect our performance of this work?
Music Education Learning Plan – Lesson 3 of 4

12. Lesson Time Required: 45 minutes
Required Resources and Materials:
Internet accessible computer and corresponding projector
Recording of Experiences No. 2 and device appropriate for playback
Highlighters (if students require them)
Handouts (be sure to have extra copies of the musical score, students forget things) 
Grade Level & Conceptual Focus: Gr. 9: Taking Action
Key Inquiry Question: How can we use the element of chance to rehearse (and eventually
perform) Experiences No. 2?
Arts Education Components Addressed:
Cultural/Historical, Critical/Responsive, Creative/Productive
Proposed Music Learning Outcomes & Indicators:
1. CR9.1 Respond to professional dance, drama, music, and visual art works through
individual or collaborative inquiry and the creation of own arts expressions.
Students will:
a. Use individual or collaborative inquiry to develop questions and learn about a
selected art expression.
b. Create own work in response to a selected professional arts expression, and describe
how the new work is inspired or influenced by the original.
2. CH9.3 Investigate diversity of artistic ideas, styles, and media in contemporary arts
expressions.
Students will:
a. Demonstrate an awareness of key historical developments in relation to contemporary
arts expressions (i.e., the term contemporary typically includes arts expressions of the
late 20th and 21st centuries).
b. Extend knowledge of artistic styles across a range of cultural contexts.
c. Investigate how function and purpose influence artistic decision making.
3. CP 9.7 Use voice, instruments, and technologies to express musical ideas.

13. Students will:
a. Experiment with the voice and instruments by creating and imitating sounds.
4. CP9.8 Combine the elements of music and principles of composition to express unified
musical ideas.
Students will:
a. Demonstrate understanding of how music elements and composition principles create
form and structure in music.
5. CP9.9 Compose and perform sound compositions to express perspectives and raise
awareness about a topic of concern to youth.
Students will:
a. Generate musical ideas from both internal and external sources, developing these
ideas to achieve meaning and expression.
Planned Learning Activities:
1. Students will consider the element of “chance” and apply it to the performance of
Experiences No. 2.
2. Students will consider how the element of “chance” applies to their own interaction with
one another and the environment that surrounds them.
Step-by-step Procedure:
1. Ask students how they felt about the performance last class. What are their thoughts?
2. Play the recording of Experiences No. 2 once again.
3. Explain how Cage would use the element of “chance” to create his compositions. For
example, he might throw all the papers down; however the performers pick them up
would be the order in which they were performed. Use:
http://www.oxfordmusiconline.com.libproxy.uregina.ca:2048/subscriber/article/grove/mu
sic/49908?q=Cage%2C+John&search=quick&pos=1&_start=1#S49908.4 if necessary
for background information regarding this subject.
4. Ask students to take out their handouts for Experiences No. 2 and a highlighter. Provide
highlighters if needed.
5. Students will now be asked to highlight any words or phrases or humming parts that they
wish to perform.

14. 6. Once completed the teacher will pick up all the papers.
7. The teacher will then shuffle them and hand them back to the students.
8. The students will then be asked to stand in a spot where they feel comfortable and can
still see the teacher.
9. Students will perform the composition.
10. The teacher will pick up the scores from the students, shuffle them once again and hand
them out.
11. Students will once again perform the composition.
12. Repeat steps 10 and 11.
13. Students will be asked to return to their seats and consider how “chance” has affected
their performance. What has occurred?
14. Teacher ask them to consider how chance affects their own lives and their interactions
with one another and the environment. Next class will involve a recorded performance of
this work followed by an in-class/take home essay regarding how “chance” affects us as a
society.
Music Education Learning Plan – Lesson 4 of 4

15. Lesson Time Required: 45 minutes
Required Resources and Materials:
Recording of Experiences No. 2 and device appropriate for playback
Internet available computer and projector
Audio/visual recording device that can be connected to the internet and the projected to the
screen (for playback of the student’s performance)
Handouts (students must bring their highlighted versions)
Additional Handouts of Vocal Score for Experiences No. 2 (just in case)
Handout containing Assignment for lesson 4
Handout of rubric for lesson 4
Grade Level & Conceptual Focus: Gr. 9: Taking Action
Key Inquiry Question: How does (or does it?) this element of “chance” apply to our interaction
with one another?
Arts Education Components Addressed:
Cultural/Historical, Critical/Responsive, Creative/Productive
Proposed Music Learning Outcomes & Indicators:
1. CR9.1 Respond to professional dance, drama, music, and visual art works through
individual or collaborative inquiry and the creation of own arts expressions.
Students will:
a. Use individual or collaborative inquiry to develop questions and learn about a
selected art expression.
b. Create own work in response to a selected professional arts expression, and describe
how the new work is inspired or influenced by the original.
2. CH9.3 Investigate diversity of artistic ideas, styles, and media in contemporary arts
expressions.
Students will:

16. a. Demonstrate an awareness of key historical developments in relation to contemporary
arts expressions (i.e., the term contemporary typically includes arts expressions of the
late 20th and 21st centuries).
b. Extend knowledge of artistic styles across a range of cultural contexts.
c. Investigate how function and purpose influence artistic decision making.
3. CH9.4 Create interdisciplinary arts expressions individually or through collaboration with
peers, and examine the work of artists who create interdisciplinary expressions (e.g.,
sound and poetry, performance art, audio visual installations).
Students will:
a. Examine a variety of new and non-traditional art forms that integrate disciplines.
b. Investigate connections that exist among the arts, and incorporate more than one art
form into own work or collaborative project.
4. CP 9.7 Use voice, instruments, and technologies to express musical ideas.
Students will:
a. Experiment with the voice and instruments by creating and imitating sounds.
5. CP9.8 Combine the elements of music and principles of composition to express unified
musical ideas.
Students will:
a. Demonstrate understanding of how music elements and composition principles create
form and structure in music.
6. CP9.9 Compose and perform sound compositions to express perspectives and raise
awareness about a topic of concern to youth.
Students will:
a. Generate musical ideas from both internal and external sources, developing these
ideas to achieve meaning and expression.
Planned Learning Activities:
1. Students will give a final performance of their “chance” versions of Experiences No. 2.
This will be recorded.

17. 2. Students will watch the recording of their performances and be encouraged to comment
on them.
3. Students will write an in-class/take home essay regarding their opinions about how the
element of “chance” may affect themselves and their environment. This will also include
reflecting on how they might better interact with one another knowing that events happen
to each of us that are beyond our control.
Step-by-step Procedure:
1. Tell students that we will once again be performing Experiences No. 2.
2. Ask the students to take out their highlighted handouts.
3. Play the recording of Experiences No. 2.
4. Ask the students to once again find a spot where they feel comfortable.
5. Perform the work (recording it).
6. The teacher will now collect the handouts, shuffle them and hand them back to the
students.
7. Perform the work once again (recording it).
8. Repeat steps 6 & 7.
9. Have the class return to their seats and watch the performances.
10. Ask the students to comment on the three performances. What did they see? How did
they differ from one another? How did the students feel?
11. Handout the final assignment and corresponding rubric. An in-class/take home essay.
12. Return assignment from lesson 1 to the students.

18. Assignment for Lesson 4
You have now experienced the music and musical philosophies of John Cage. What have
you learnt about the element of chance as it applies to music? What have you learned about the
element of chance as it applies to your life and the lives of those around you? Consider how you
might better interact with one another knowing that events happen to each of us that are beyond
our control.
Please reflect on this in a short three page essay.

19. 4 Lessons on The Vocal Music of John Cage
by Peter Bodnarchuk
Composers such as John Cage, stretched our concepts and beliefs about music. Cage in particular
challenged the audience with works such as 4’ 33’’. Here the performer makes no sound, rather, he or she walks
onto the stage and (other than adjusting the piano) remains still throughout the entire work. In this case the audience
becomes the music, it is the sounds they create within the silent framework that are the composition.
This group of 4 lessons is intended for my grade 9 students. The conceptual focus of this package is Taking
Action. I have chosen The Vocal Music of John Cage as my overall inquiry question to be based upon four sub-
inquiry questions.
Herein my students will learn what Cage’s style of music entails. This knowledge will in turn be utilized
for the purposes of performing (in-class) Experiences No. 2. This will be arranged in a pseudo antiphonal setting so
as to further enhance the musical purposes behind this work. The ultimate intention will be to perform this work and
place it onto www.youtube.com for the purposes of showcasing a choral version of this composition. The result will
be a fun, rewarding, educational experience for all involved.
Lesson #1: Who was John Cage and what was his musical philosophy?
Biography and Musical philosophy of John Cage
http://www.oxfordmusiconline.com.libproxy.uregina.ca:2048/subscriber/article/grove/music/49908?q=Cage
%2C+John&search=quick&pos=1&_start=1#firsthit
John Cage “About Silence” http://www.youtube.com/watch?v=pcHnL7aS64Y&feature=related
Imaginary Landscapes No. 4 http://www.youtube.com/watch?v=A0BNsBlzQII
4’ 33” http://www.youtube.com/watch?v=gN2zcLBr_VM&feature=related
The Wonderful Widow of Eighteen Springs http://www.youtube.com/watch?v=8MaUVTfHgF0 http://www.youtube.com/watch?
v=Wy2SNbm5aSY&feature=related
Lesson #2: How can we learn to sing Cage’s vocal work Experiences No. 2 as an vocal
ensemble?
Recording of Cage’s Experiences No. 2
Lesson #3: How can we use the element of chance to rehearse (and eventually perform)
Experiences No. 2?
Highlighting words in the score, then exchanging these scores with one another, then performing.
Concept of “Chance”
http://www.oxfordmusiconline.com.libproxy.uregina.ca:2048/subscriber/article/grove/music/49908?q=Cage
%2C+John&search=quick&pos=1&_start=1#S49908.4
Lesson #4: How does (or does it?) this element of “chance” apply to our interaction with one
another?
Final performance (3 versions using “chance”) all recorded followed by an in-class discussion.
Assigned essay on how the element of chance can affect you, your environment, and those around you.