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The student will be able to do the following: identify ta, ta-di, and ta–a rhythmic values visually, aurally, and kinesthetically. TEKS: Knowledge and Skills: (a) Distinguish among a variety of musical timbres; (b) Use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances.
The student will be able to do the following: identify ta, ta-di, and ta–a rhythmic values visually, aurally, and kinesthetically. TEKS: Knowledge and Skills: (a) Distinguish among a variety of musical timbres; (b) Use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances.
The student will be able to do the following: identify ta, ta-di, and ta–a rhythmic values visually, aurally, and kinesthetically. TEKS: Knowledge and Skills: (a) Distinguish among a variety of musical timbres; (b) Use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances.
Lesson Objectives: The student will be able to do the following: identify ta, ta-di, and ta-a rhythmic values visually, aurally, and kinesthetically. TEKS: Knowledge and Skills: (A) Distinguish among a variety of musical timbres; (B) Use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances. Historical/ Cultural Heritage: (A) Identify aurally presented excerpts of music representing diverse genres, styles, periods, and cultures; (B) Describe various music vocations and avocation (E) Identify concepts taught in the other fine arts and their relationships to music concepts Materials Needed The following items will be needed for this lesson: Computer Here comes a bluebird. Ppt Xylos arranged in D pentatonic, remainder bars excluded. Musical Compass Instruments: Xylos, pitched in D pentatonic, wood blocks, knockers, thunder cup, wood sounds, rhythm sticks, D & A Button Bells, and scarf. Procedure Warm Up/ Opening Activity
As students file in the classroom, have sit with
their teams S will pat & clap while singing Dinah S will sit, and sing through all 4 verses. T will divide the class in following ways: o Four lines: N & E, S & W o If numbers allow, then have separated b and g lines. T reviews words to audiate S play Dinah Audiation o Dinah o Me I know o Ol Banjo
Transition: T says, Whoohoo!
1st Teaching Activity
KNOWN ELEMENTPowerpoint
Now, lets really focus on that long sound
Follow below steps for Bluebird, Poor Little Kitty Cat, Frere Jacque slides T prompts, now lets sing the words and twofinger clap the syllables. T prompts: o Now lets SING on our Ta and Ta-Dis SHOW ME YOUR TA-A motion
Transition: T prompts students to say Too EASY, and makes the
siren sound effect to encourage students to stand. Now, lets make two circles out of our lines. 2nd Teaching Activity
TUNEFUL SINGING: Rocky Mountain
T begins singing Rocky Mountain, and S will
sing. T will lead the following: o T starts Pats & Claps o S sings verse 1 o Based off participation and pats, T picks a team to go to the Xylos o Now, we will ALL sing, and those at the xylos can play anything on their own xylo with gentle hands AS LONG AS THEYRE SINGING o T allows for two verses at a time, then switch teams to be at the xylos o All teams will play on xylo
Transition: T says: Yeah, man! and S echo.
3rd Teaching Activity
New SongBrass Wagon
Lets go back to our team spot
T picks team on their way from spots, and forms a circle. T guides, while other team sides are watching: o Left shoulders in, and get close o Look at the person in front of you ( to your R)
Grab their wrist
T asks, what shape is it? T sings Old Brass Wagon As group 1 spins, get another team working on it. o Now, lets all stand up and come together in one circle and make a LARGE wagon wheel. T, now sit in your spot o Clap the way your words go o Sing Old Brass Wagon o Pat your knees and keep the beat o Sing Old Brass Wagon o o o o
Transition: T says, Too Easy! Now lets find our team spots and look up at the board, T starts humming HCB 4th Teaching Activity
Focus Point: Hot Cross Buns
T says, now keep the beat, listen to me, and
see if you can figure out my motions o Head, Shoulder, Waist o T sings Hot Cross Buns o T, can someone raise a quiet hand and tell me what motions we did? o T puts dots up on the board for the focus phrase o Everyone get a pointer finger and point at the phrase when we sing it! o Sing twice o Call team to line up at the board, let S point to dots o Switch teams for extension.
Transition: T compliments a SPECIFIC positive attribute about recent
task. You did so well! Would you like to play a game? T uses stand up sound effect, and motions to have students in one large circle. Extension
Movement: Musical Compas
T reviews rules of game (1st time theyve played) Guide the first bells and needle. Prompts: o Lets be safe and sit criss cross.
o When choosing another student to be the
bell holder, make sure they have been singing and playing. o MAKE SURE WE SING AND PLAY o Instruments stay, S move to the left of the musical circle o Musical freedom to play anything with the instrument in front of them, as long as they are singing along. o Songs: Rocky Mountain, Old Brass Wagon, Ect.. Transition to Line-Formation: T says; now with quiet hands and feet, can I have my line leader and caboose find their spots to line up? Will the remaining S line up?