Beacon Lesson Plan LibraryMusic's Speed ZoneElizabeth RoedererDescriptionStudents relate tempo in music to the story of the Tortoise and The Hare.StandardsFlorida Sunshine State StandardsMU.D.1.1.3 The student knows a simple music vocabulary (e.g., fast, slow, loud, and soft) to describe what is heard in a variety of music styles. Florida Process Standards Information Managers 01 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment. Critical and Creative Thinkers 04 Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning. Materials-The Tortoise and The Hare story-Plain white paper -Crayons -Select recorded music of varied tempos from your library, set up the computer to play four selections given in the Weblinks (see page 2 of attached file), or gather written music to play on the piano -CD player, tape player, computer, or piano -Tempo assessment sheet, one per student (See Attached Files) -Stickers (optional) Preparations1. Download and copy the Tempo assessment sheet. (See Attached Files)2. Set out crayons. 3. Choose recordings of songs with fast and slow tempos. Procedures1. Greet students as they enter.2. Tell students that for the next couple of weeks they will be learning special music words. 3. Tell students today's word is tempo and that you will be reading them a story. When the story is finished, they will surely know what the word tempo means in music. 4. Read the Tortoise and The Hare. 5. Ask what tempo means in music. (Responses may vary: speed or how fast/slow something is.) 6. Restate that tempo means the speed of music. 7. Ask if students can think of a song we sing in class that is pretty fast. (If students are able to name songs that have a fast tempo, reward them with a sticker or compliment for being such brilliant musicians.) 8. Next, ask about a slow tempo as you did in #7. 9. Read the story again and ask that this time students run in place when the hare says something and move in slow motion when the tortoise says something. 10. Distribute the Tempo assessment sheet (See Attached Files) and a crayon to each child. Read the directions and answer any questions students may have before beginning the assessment. 11. When students are ready to begin say, Number 1. Listen. Play the recording for the first selection and then say, Circle the picture of the animal that best shows the tempo of the music you just heard. Repeat directions for each number. 12. Ask students to make sure they have written their name on the name line of their papers. 13. Collect papers and crayons and assure students they will get their papers back the next time they come to music class. AssessmentsStudents are formatively assessed based on their ability to identify examples of fast and slow tempos. (See Tempo assessment in Attached Files) Students need practice if they are not successful the first time they are assessed.ExtensionsIf time permits, art paper could be distributed and students could draw something that has a fast tempo on one side of the paper and something that has a slow tempo on the other side. These could be shared with the class.Web LinksThe Classical Piano Song Titles listed on page 2 of the attached file can be accessed at this Website.Classical Piano Return to the Beacon Lesson Plan Library. |