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Names: Funanya Uchemefuna, Anissa Villa, Linda Gutierrez

Professor Navarro
Date: November 1, 2018
Visual and Performing Arts Mini Lesson/Activity
Name of Activity The Ups and Downs of Sound

Grade Level(s​​) Kindergarten


Learning Objective Students will be able to identify specific instrument
Students will be able to… (trumpet, violin, and piano) and the sounds they make
by standing up when they hear the sound of a specific
instrument in a song.
California Standards Music-Artistic Perception

1.2 Identify and describe basic elements in music (e.g.,


high/low, fast/slow, loud/soft, beat).
Materials/Resources Needed -Video/sound of separate instruments
-Powerpoint with pictures and labels of instruments
-Worksheet with instrument pictures (assessment)
-Song with all instruments included
-3 instrument images with labels (trumpet, piano,
violin)

Summary of How Activity What is the teacher saying What are the students
Unfolds/ Instructional Sequence and doing? saying and doing?
(Be specific! Explain what the
teacher is saying and doing and T: Hello class! Today we
what you anticipate the students to will be talking about
say and do.) different kinds of
instruments and the
different sounds that they
make.

T: What do you think this


instrument sounds like?
(Student will give a
Teacher will play the 3 descriptor of the sound
different instrument they hear.)
sounds (trumpet, violin,
and piano) and ask the
student to describe the
sounds.

(Pulls up powerpoint and


displays an image of the
trumpet instrument and the
name of it. A link will be
attached to this slide with
the sound of the
instrument.)

T: This instrument is a
trumpet.

T: This is the sound that the


instrument makes. Let’s
listen.

(Plays instrument link) (Students will raise their


hand and wait to be
T: Does the instrument called on for an answer.)
sound loud or soft and high
or low?

(Descriptors of the
instruments sound will be
written down on the board
for the students to use as
reference.)

The instruments, violin and


piano will be displayed and
discussed in the same
manner.

T: Now let’s play a game.


Every time you hear an
instruments sound in the
song please raise up the 1
or multiple instrument’s
picture. (Students will raise up
the instrument picture or
(Each student will receive 3 pictures depending on if
papers, each with an the they recognize the sound
instrument image and label of the instrument in the
that has been discussed song.)
earlier. The Harry Potter
Orchestra soundtrack will
be playing.)

T: That’s great! It looks like


a lot of you know your
instruments.
  
T: Ok. I will be passing out a
worksheet called “Picture
Sound Match” with 3
questions. I will play the
sound of each instrument
that we discussed and you
will circle, which sound
matches the instrument.
(Students will circle the
T: Question 1, which sound instrument for question
matches the instrument 1 that they feel matches
picture on your worksheet? with the sound of the
instrument they hear.)
(The trumpet sound will be
played.)
(Students will circle the
T: Ok, question 2, which instrument for question
sound matches the 2 that they feel matches
instrument picture on your with the sound of the
worksheet? instrument they hear.)

(The piano sound will be


played.)
(Students will circle the
T: Question 3, which sound instrument for question
matches the instrument 3 that they feel matches
picture on your worksheet? with the sound of the
instrument they hear.)
(The violin sound will be
played.)
(Students will discuss
T: As I collect your with their elbow partner
worksheets please turn to the helpful components
your elbow partner and of the lesson.)
discuss what part of the
lesson you felt helped you
understand the differences
between instruments and
their sounds.

(The lesson will end with


students discussing with
their elbow partner to
reflect on what part of the
activity was helpful in
getting them to understand
different instruments and
the sounds they make.)

Checking for
Understanding/Assessment

How will you gauge students’ Since the students will be asked to hold up the image of
understanding the lesson? the instrument that they feel matches the sound they
are hearing, the teacher will be able to observe what
instrument sounds the students can recognize and
differentiate.
How will you check if students are
meeting the learning objective? The activity is primarily based on observation of the
Ups and Downs game. The fast motions of having the
These do not need to be formal students hold up the correct instrument image to
assessment but may be through identify the instrument’s sound in the song will allow
observation or through student the teacher to be able to assess the students’ immediate
work samples recognition of instrument sounds. The handout
worksheet at the end will be able to show the teacher
on paper whether or not the students are recognizing
different instrument sounds. The worksheet will be
individualized for students to complete on their own.
The individual assessment will allow the teacher to see
if the student can identify different instrument sounds
without having to base their answer on their friends or
neighbors.

Accommodations/Modifications:
Emergent Bilinguals
How will you meet the needs of Students who are emergent bilingual students can use
students who are learning English? the image of the instruments as a visual, instead of only
Accommodations must go beyond having the label to refer to. The pictures of the
‘translating’. instruments allow for emergent bilinguals to use word
association to develop their vocabulary. Another
accommodation made will be presenting the directions
and instructions orally as well as typed on the
powerpoint and “Picture Sound Match” worksheet.

Students with Disabilities The descriptors for the instruments sound that will be
How will you meet the needs of written on the board will work as a reference guide for
students with varying abilities? students to look back at if they have forgotten how an
Consider students with mild to instrument sounded. The guide will not only be helpful
moderate and students with for students with disabilities to reference back to, but
moderate to severe disabilities. for the entire class as a whole. We will also give
students with disabilities the option of pointing to the
picture they feel matches the sound, instead of holding
the image or images up.

The teacher can also continue to make modifications to


fulfill the needs of the students by:

For presentation:
● Using large print
● Providing a designated reader

Response:
● Allow for verbal responses
● Allow for answers to be dictated to a scribe
● Allow the use of a tape recorder to capture
responses
Timing:
● Allow mini breaks in between activities.

Setting:
● Provide preferential seating

Directions​​: With a small group, you will create a 10-15 mini-lesson/activity in one of the visual
and performing arts and present this to the class. You will complete this in the module area you
completed.
Name:________________________
Picture Sound Match

Directions:​​ Circle the picture of the instrument that matches the instrument sound.

1.

Piano Violin Trumpet


2.

Piano Violin Trumpet

3.

Piano Violin Trumpet


Piano
Violin
Trumpet

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