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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)