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Music Unit Plan
Listening and Responding to Music
Name
School
Topic
Year
Listening and responding to music
Lesson 1
Resources
Strand(s) PK DI CI UC
Into Music 1
Pictures of orchestral instruments.
Class set of silk squares or ribbon.
(Optional)
Level(s) 1-2
Learning intentions
Cross-curricular links
We are learning to…
1. Listen and respond to sounds as
they get louder/softer, faster/slower,
and higher/lower. (PK, CI)
Drama - Exploring role
Dance – movement exploration
2. Share ideas about how the
composer tells a story through the
music. (PK, UC)
Activity description
Teaching Points/Questions
Intro/Warm up
‘Sound search’ Refer to Into Music 1
Pg 9
Main content
 ‘O le Pepe’ (Track15, Into Music1)  Explain that this is a song from
Play music through. Children
Samoa. Locate Samoa on the map
sitting or lying on the mat –
 Children will locate and identify
listening.
different tone colours
 Ask children what different voices  Go through words, meaning and
they heard singing in the song.
 Play music again. Children are to
imagine being a butterfly using
hands or soft silky material squares.
Children to move to the music
responding through movement to
the changes in the music.
(Louder/softer, slower/higher, faster
slower)
 The Hall of the Mountain King
Into Music 1 (Track 5)
 Responding through discussion
and movement
 Tell the children they are going to
be listening to an orchestra..
 Children to lie on the mat, close
eyes and listen to the music while
it plays through.
 Once they have listened to the
music, discuss with children what
they think is happening in the
music.
 Play music through again – This
time let the children move to the
music standing in one area.
 Discuss with children what
movements they could do to
interpret the sounds. Focussing on
the low/high, slow/fast, and
soft/loud. (Eg- standing tall,
jogging fast etc)
Conclusion/Review of
session
 Gather the children on the mat
for class discussion.
 Did you enjoy those pieces of
music/activities?
 What was your favourite piece
of music and why?
 What would you like to do
next time?
pronunciation of song with
children.

“A pepe is a butterfly. Imagine
being a butterfly,” Talk about
how a butterfly might move.

What instruments do you think
you might hear?

Have some pictures of orchestral
instruments to share with
children

Leave interpretation of the music
up to the children.

Discuss melody with children,
When does it change? (Changes
in tone colour, tempo, dynamics)

What does the composer do to
make the music exciting?
Feedback to learners
What will you give the
children feedback about?
How they moved to the music.
What they learned about how music
is made and changed using the
elements of music
 How well they…
Talked about the music. What they
heard the instruments doing.
(Identifying and describing sounds)
(PK) (CI)
 How well they…
Responded to the changes in the
elements of the music. Loud/soft,
fast/slow, high/low. (PK) (CI) (UC)
 How well they…
Described the different stories they
thought the music was telling. (DI)
(UC)
What could be the focus for
further sessions?
Evaluation
Next lesson plan included.
Name
School
Topic
Year
Listening and responding to music.
Lesson 2
Resources
Into Music 1
Class set of Claves
Stand(s) PK DI CI UC
Level(s) 1 -2
Classic Kids CD. Carl Davis.
(Show People, track 2)
A3 paper / crayons
Learning intentions – We are Cross-curricular links
learning to…
1. Respond to the structure and
mood of the music through
drawing. (CI, DI)
2 . Play an instrument in time with
the beat. (PK, CI)
Activity description
Teaching Points/Questions
Intro/Warm up
‘Follow me’
Children sitting in a circle. Leader
makes a body percussion pattern of
4 beats. (Example - clap clap, pat
knees) Class follows, going along
with the beat.
Main content
Recall work from previous lesson.
Re-play ‘ O le Pepe’ for children to
listen to the beat.
Children to then play to the beat
experimenting with claves.
Introduce piece of music ‘Show
People’ and leave the interpretation
of the piece to the children. Give
them an A3 piece of paper and
crayons. Get them to find a space
on the room and lie or sit down.
Play the music allowing the
children to draw their response to
the music. Children to write an
 Explore – What sounds do
claves make?
 How well can the children
control their instruments?
 Play the piece of music a
second time if required.
 How does the music make
you feel?
appropriate title for the music on
the paper or in their heads.
Meet back in circle and hold up the
pictures to show to the class.
Going around in the circle ask the
children to describe their
interpretation of the music from
their picture.
Talk about the changes in rhythm
and the tone colour of the music.
Talk with the children about the
different instruments they can hear.
 What did the composer do to
make the music exciting?
 What changes do you notice
in the music?
 What instruments does the
composer use?
Conclusion /Review of
session
Talk with the children about how
they enjoyed that session.
Optional – Tell the children what
the music ‘Show People’ is all
about. (Refer to Into Music 1)
Do you have a favourite piece of
music you would like to listen to
next time?
If time – Allow children to finish
pictures and display in the
classroom.
Feedback to learners
What will you give the
children feedback about?
 How well they…
Interpreted the music through their
drawing (CI, DI, UC)
Their use of music vocabulary in
discussing their response to the
 How well they…
music.
How they went maintaining the
Played the claves in time with the
beat with the claves, and talk about beat (PK, CI)
what kind of beat they were playing
(Eg, fast / slow)
What could be the focus for
further sessions?
 Explore singing and pitch.
Learning the words to ‘O le
pepe”
 Respond to a piece of music
of their choice.
 Continue to explore beat to
music with a faster tempo
 Look at beat patterns in
language. Example –names.
Evaluation
(Reflect on the effectiveness of
your planning, management,
organization, use of resources,
delivery)