Music Lesson Plans Weeks 11 12

Transcription

1 Kindergarten Lets Learn Language Pt. 2 Materials Dry Erase Board, Dry Erase Markers, Computer, Speakers, Drums, Hand Percussion Instruments, Keyboard, Promethean Board Vocabulary Quarte Note, Half Note, Whole Note, Length, Crescendo, Decrescendo, Piano, Forte. Whole Rest, Half Rest, Quarter Rest Bell Ringer 1. The Students will perform their daily routine after they enter the room. a. This includes reciting the M.U.S.I.C. rules 2. The teacher will then have the students listen to the song of the week a. Monster Mash Bobby Pickett Anticipatory Set 1. After the listening example, the teacher will draw the students attention to the pictures on the board. a. There will be an apple, a watermelon, and a pie 2. The teacher will then encourage a group of students to perform the symbols that they learned in the last lesson. a. Depending on their progress the teacher may put an extended example on the board Objectives I can develop music reading skills for the treble clef I can perform rhythmic, melodic, and dynamic notation while reading and performing music I can recognize increasingly difficult music symbols that demonstrate rhythm notation (I.e. whole note, whole rest, time signature, meter, and quarter note) Procedures 1. At this point, if no student could properly perform the symbols, the teacher may recount the symbols for the students. a. During this time the teacher will have the students both say and clap the symbols with them b. They will also mix them up so that the students don t assume that they have to go in a certain order 2. Following this, the teacher will place a rhythm example on the board. a. The example will use the symbols that they have used previously 3. The teacher will then encourage the students to perform the rhythm a. Depending on the skill of the class, the teacher may want to guide the whole group though it at first, and then encourage volunteers b. The teacher could also have a separate slide with the symbols and notes so that the students see them working and make further connections. 4. Following this the teacher will begin talking in both and elevated, and then diminished, volume 5. The teacher will then inform the students about dynamics a. This lesson will focus on the extremities of crescendo and decrescendo 6. The teacher will then tell the story of how Preston and Felton like their music as well as how they get along so well, especially with them liking their music two different ways. 7. Now, the teacher will encourage the students to perform exercises that will allow them to gain a better understanding of how dynamics work 1

2 a. The exercise will focus on the students getting louder and softer in their sound production. 1. Properly clap the notes 2. Use the proper words for the proper notes 3. Properly clap, and speak, the rhythm examples that are on the board 4. Properly demonstrate the difference between piano and forte As the students leave the classroom, they will be asked to identify piano or forte by using the volume of their voice. 1 st Grade Lets Learn Language Pt. 2 Materials Dry Erase Board, Dry Erase Markers, Computer, Speakers, Drums, Hand Percussion Instruments, Keyboard, Promethean Board Vocabulary Quarte Note, Half Note, Whole Note, Length, Crescendo, Decrescendo, Piano, Forte. Whole Rest, Half Rest, Quarter Rest Bell Ringer 1. The Students will perform their daily routine after they enter the room. a. This includes reciting the M.U.S.I.C. rules 2. The teacher will then have the students listen to the song of the week a. Monster Mash Bobby Pickett Anticipatory Set 1. After the listening example, the teacher will draw the students attention to the pictures on the board. a. There will be an apple, a watermelon, and a pie 2. The teacher will then encourage a group of students to perform the symbols that they learned in the last lesson. a. Depending on their progress the teacher may put an extended example on the board Objectives I can develop music reading skills for the treble clef I can perform rhythmic, melodic, and dynamic notation while reading and performing music I can recognize increasingly difficult music symbols that demonstrate rhythm notation (I.e. whole note, whole rest, time signature, meter, and quarter note) Procedures 1. At this point, if no student could properly perform the symbols, the teacher may recount the symbols for the students. a. During this time the teacher will have the students both say and clap the symbols with them b. They will also mix them up so that the students don t assume that they have to go in a certain order 2. Following this, the teacher will place a rhythm example on the board. a. The example will use the symbols that they have used previously 3. The teacher will then encourage the students to perform the rhythm a. Depending on the skill of the class, the teacher may want to guide the whole group though it at first, and then encourage volunteers 2

3 b. The teacher could also have a separate slide with the symbols and notes so that the students see them working and make further connections. 4. Following this the teacher will begin talking in both and elevated, and then diminished, volume 5. The teacher will then inform the students about dynamics a. This lesson will focus on the extremities of crescendo and decrescendo 6. The teacher will then tell the story of how Preston and Felton like their music as well as how they get along so well, especially with them liking their music two different ways. 7. Now, the teacher will encourage the students to perform exercises that will allow them to gain a better understanding of how dynamics work a. The exercise will focus on the students getting louder and softer in their sound production. 1. Properly clap the notes 2. Use the proper words for the proper notes 3. Properly clap, and speak, the rhythm examples that are on the board 4. Properly demonstrate the difference between piano and forte As the students leave the classroom, they will be asked to identify piano or forte by using the volume of their voice. 2 nd Grade Christmas is Coming Materials Computer, CD Player, Christmas Program CD, Sheet Music, Dry-Erase Board, Dry- Erase Markers, Promethean Board, Keyboard Vocabulary Pattern, Fraction, Numerator, Denominator, Notes, Time Signature, Dynamics, Rhythm, Beat, Measure, Character, Setting, Event Bell Ringer 1. The students will perform their daily routine after they enter the room. a. This includes reciting the M.U.S.I.C. rules. 2. After this, the teacher will have the students participate in proper vocal warm up exercises. The teacher may also want to have the students stretch so as to warm up their bodies as well Anticipatory Set 1. Following the bell ringer, the teacher will engage the students in a discussion about what Christmas means to them. a. The teacher can also engage them in a more general discussion about the things they enjoy about the winter season. The teacher will then introduce the students to the songs they will be singing for the Christmas program. Objectives I can sing two and three-part rounds, echo songs, and countermelodies with a wider range, and play accompaniments using syncopated rhythm patterns on pitched, and un-pitched, instruments. I can sing with appropriate tone quality while increasing the vocal range. 3

4 Procedures I can sing, from memory, a repertoire that incorporates simple harmonies. I can sing in groups, focusing on blending, matching dynamics, and proper responding to the conductor. 1. After the class discussion, the students will listen to three songs from the Christmas Program. a. Blitzen s Boogie b. There s Someone in the Chimney c. Hip Hop Reindeer 2. Following the songs, the teacher will begin to recite the words of the chorus of Blitzen s Boogie. a. The teacher will have one group of students perform the chicken soup section while the others will perform the chicken squawk section. b. If they progress quickly the students will move to a call and response on the verses 3. Next, the teacher will work on a section of the song Hip Hop Reindeer. a. The students will work on the chorus first. They will learn repeated lines first and then move to the others. b. They will begin learning the second verse after the chorus and will then move to the first. 4. The teacher will then take a few minutes to go back to Blitzen s Boogie and recount what they learned. 5. Here, the students will begin working on There s Someone in the Chimney. a. The students will work on the chorus first. They will learn repeated lines first and then move to the others. b. They will begin learning the first verse after the chorus and will then move to the second. 6. After this, the students will recount what they learned in Hip Hop Reindeer followed by Blitzen s Boogie. If the students progress quickly they may begin work on the song Have a Happy Holiday. Sing using proper tone Sing using proper technique Sing using the proper pitches and rhythms Identify the proper meaning of the music symbols As the students leave the room they will be asked to recall one line of music that they learned during the rehearsal. 3 rd Grade Drumming the Counts Materials Promethean Board, Active Inspire, Dry-Erase Board, Dry-Erase Markers, Computer, Percussion Instruments, Percussion Instruments, Stand up Drums, Hand Drums, Paper, Pencils 4

5 Vocabulary Pattern, Fraction, Numerator, Denominator, Whole Notes, Half Notes, Quarter Notes, Eighth Notes, Rests, Time Signature, Dynamics, Rhythm, Beat, Measure Bell Ringer 1. The students will perform their daily routine after they enter the room. a. This includes reciting the M.U.S.I.C. rules. 2. Here, the teacher will have the four notes written on the board. a. Whole, half, quarter, and eighth 3. The teacher will have the students quickly identify the notes and place them in the proper order on a piece of paper. Anticipatory Set 1. The teacher will have the students look at the rhythm examples on the papers in their folders. 2. The teacher will give the students two to three minutes to discover the time signature and to then add the measure lines to their proper places as well as add the counts below the notes. Objectives I can develop music reading skills for the treble and bass clef I can perform basic rhythmic, melodic, and dynamic symbols, and notation, while reading and performing music I can recognize increasingly difficult music symbols that demonstrate rhythm notation (i.e. whole note, whole rest, key, time signature, meter, and tempo) Procedures 1. After this, the teacher will encourage a few students to perform one of the rhythms that is on their paper. a. If no students is able to properly perform one of the rhythms, the teacher may perform one and have the students repeat it afterwards. b. The teacher may then assign one to each group of students and allow them to try it as a group. 2. The teacher will then ask the students which note is worth the number that they call out. 3. Here, the teacher will call up a few students up and have them distribute hand drums to the rest of the class. a. The groups should have enough drums for half the group, so that half of them have to do it with their hands and then switch to the drums. 4. The teacher will then demonstrate how to properly play, and maintain, the drums. a. The teacher will have the students mimic them on the table before moving to the drums. 5. The students will then be encouraged to use their drums to play the first, and then the second rhythm. a. Students will switch between rhythms. 6. The teacher will then have each group come up with their own, five to eight measure rhythm example. 7. Here the teacher will encourage the students to share their examples with the class through performance, and then creating it on the board for the rest of the class. 1. Properly clap the notes 5

6 2. Use the proper words for the proper notes 3. Properly clap/speak the rhythm that is on the board 4. Sing the proper value and note pitch 5. Properly beat the rhythm on the drums As the students leave the classroom, the students will recount one rhythm that they learned during the lesson. 4 th Grade Thanksgiving Materials Computer, CD Player, Christmas Program CD, Sheet Music, Dry-Erase Board, Dry- Erase Markers, Promethean Board, Keyboard Vocabulary Pattern, Fraction, Numerator, Denominator, Notes, Time Signature, Dynamics, Rhythm, Beat, Measure, Character, Setting, Event Bell Ringer 1. The students will perform their daily routine after they enter the room. a. This includes reciting the M.U.S.I.C. rules. 2. After this, the teacher will have the students participate in proper vocal warm up exercises. 3. The teacher may also want to have the students stretch so as to warm up their bodies as well Anticipatory Set 1. Following the bell ringer, the teacher will engage the students in a discussion about what Thanksgiving means to them. a. The teacher can also engage them in a more general discussion about the things they enjoy about the fall season. 2. The teacher will then introduce the students to the songs they will be singing for the Thanksgiving program. Objectives I can sing two and three-part rounds, echo songs, and countermelodies with a wider range, and play accompaniments using syncopated rhythm patterns on pitched, and un-pitched, instruments. I can sing with appropriate tone quality while increasing the vocal range. I can sing, from memory, a repertoire that incorporates simple harmonies. I can sing in groups, focusing on blending, matching dynamics, and proper responding to the conductor. Procedures 1. After the class discussion, the students will begin to work on four songs from the Thanksgiving Program. a. Thanksgivingtime b. The Turkey Woogie c. Glad for their Thanksgiving d. A Turkey Followed me Home 2. Following the songs, the teacher will begin to recite the words of the chorus of Thanksgivingtime 3. Next, the teacher will work on a section of the song The Turkey Woogie. a. The students will work on the chorus first. They will learn repeated lines first and then move to the others. b. They will begin learning the second verse after the chorus and will then move to the first. 4. The teacher will then take a few minutes to go back to Thanksgivingtime and recount what they learned. 6

7 5. Here, the students will begin working on Glad for Their Thanksgiving a. The students will work on the chorus first. They will learn repeated lines first and then move to the others. b. They will begin learning the first verse after the chorus and will then move to the second. 6. After this, the students will recount what they learned in A Turkey Followed me Home 7. If the students progress quickly they may begin work on the song Hip Hop Turkey. 1. Sing using proper tone 2. Sing using proper technique 3. Sing using the proper pitches and rhythms 4. Identify the proper meaning of the music symbols As the students leave the room they will be asked to recall one line of music that they learned during the rehearsal. 5 th Grade Drumming the Counts Materials Promethean Board, Active Inspire, Dry-Erase Board, Dry-Erase Markers, Computer, Percussion Instruments, Percussion Instruments, Stand up Drums, Hand Drums, Paper, Pencils Vocabulary Pattern, Fraction, Numerator, Denominator, Whole Notes, Half Notes, Quarter Notes, Eighth Notes, Rests, Time Signature, Dynamics, Rhythm, Beat, Measure Bell Ringer 1. The students will perform their daily routine after they enter the room. a. This includes reciting the M.U.S.I.C. rules. 2. Here, the teacher will have the four notes written on the board. a. Whole, half, quarter, and eighth 3. The teacher will have the students quickly identify the notes and place them in the proper order on a piece of paper. Anticipatory Set 1. The teacher will have the students look at the rhythm examples on the papers in their folders. 2. The teacher will give the students two to three minutes to discover the time signature and to then add the measure lines to their proper places as well as add the counts below the notes. Objectives I can develop music reading skills for the treble and bass clef I can perform basic rhythmic, melodic, and dynamic symbols, and notation, while reading and performing music I can recognize increasingly difficult music symbols that demonstrate rhythm notation (i.e. whole note, whole rest, key, time signature, meter, and tempo) Procedures 1. After this, the teacher will encourage a few students to perform one of the rhythms that is on their paper. a. If no students is able to properly perform one of the rhythms, the teacher may perform one and have the students repeat it afterwards. 7

8 b. The teacher may then assign one to each group of students and allow them to try it as a group. 2. The teacher will then ask the students which note is worth the number that they call out. 3. Here, the teacher will call up a few students up and have them distribute hand drums to the rest of the class. a. The groups should have enough drums for half the group, so that half of them have to do it with their hands and then switch to the drums. 4. The teacher will then demonstrate how to properly play, and maintain, the drums. a. The teacher will have the students mimic them on the table before moving to the drums. 5. The students will then be encouraged to use their drums to play the first, and then the second rhythm. a. Students will switch between rhythms. 6. The teacher will then have each group come up with their own, five to eight measure rhythm example. 7. Here the teacher will encourage the students to share their examples with the class through performance, and then creating it on the board for the rest of the class. 1. Properly clap the notes 2. Use the proper words for the proper notes 3. Properly clap/speak the rhythm that is on the board 4. Sing the proper value and note pitch 5. Properly beat the rhythm on the drums As the students leave the classroom, the students will recount one rhythm that they learned during the lesson. 8