Beacon Lesson Plan Library

Let's Play Again

Roberto Gonzalez-Trigo
Miami-Dade County Schools

Description

Expression is an important element in music. This lesson plan will enable students to familiarize themselves with basic variances in dynamics and tempo, and later perform them on instruments. The lesson will conclude with review activities.

Objectives

The student describes a wide variety of classification schemes and patterns related to physical characteristics and sensory attributes, such as rhythm, sound, shapes, colors, numbers, similar objects, similar events.

The student performs independently simple patterns and melodies on rhythmic and melodic classroom instruments (e.g., percussion instruments and barred instruments) and maintains a steady tempo.

The student performs expressively with appropriate dynamics and tempos on classroom and ethnic instruments.

Materials

- Two rhythm instruments per student
- Two melodic instruments per student
- One copy of the Student Score Sheet for each student
- Board (chalk or white)and writing instrument
- Sample patterns (from Let's Play--associated file--see Weblinks)

Preparations

Day 6
1. Obtain one rhythmic nonpitched instrument for each student.
2. Obtain one melodic nonpitched instrument for each student.
3. One copy of the Student Score Sheet in the associated file will be needed for each student. Put students' names on the sheets prior to class and arrange in alphabetical order or in the order students are seated. (Formative Assessment).

Day 7
1. Obtain one rhythmic nonpitched instrument for each student.
2. Obtain one melodic nonpitched instrument for each student.
3. One copy of the Student Score Sheet in the associated file will be needed for each student (from yesterday.) Put students' names on the sheets prior to class and arrange in alphabetical order or in the order students are seated. (Formative Assessment).

Day 8
1. Obtain two rhythmic nonpitched instruments for each student.
2. One copy of the Student Score Sheet in the associated file will be needed for each student (from yesterday.) Put students' names on the sheets prior to class and arrange in alphabetical order or in the order students are seated. (Formative Assessment).

Day 9
1. Obtain two melodic pitched instruments for each student.
2. One copy of the Student Score Sheet in the associated file will be needed for each student (from yesterday.) Put students' names on the sheets prior to class and arrange in alphabetical order or in the order students are seated. (Formative Assessment).

Procedures

Day 6
Introduce basic dynamic concepts such as soft/medium/loud. Students engage in clapping, as well as, instrumental patterns that have dynamic fluctuations. Choose and play on a stereo system, songs that include dynamic fluctuations. Students then copy the teacher’s body movements to the music.

1. Welcome the class and have the students sit down quietly.

2. Ask the students: “When you listen to music does it always stay at the same volume level?” You may need to explain volume.

3. Discuss this question as a class for 1-2 minutes.

4. After the discussion tell them that different volumes in music are called “dynamics.” Write the word on the board.

5. Instruct the students that they will learn three basic dynamic levels today: soft, medium, loud. Write these words under the word dynamic on the board.

6. Using any instrument of your liking demonstrate a simple short musical phrase for one of the 3 basic dynamic levels. Make sure to instruct the class to listen to the phrase attentively and to try to identify, in their heads, the correct dynamic level for the phrase.

7. Ask the class to raise their hands and pick one student to answer.

8. If the student answers correctly congratulate him/her. If the student answers incorrectly, pick one more student to answer. After 2 attempts, if neither student identifies the answer correctly, reveal the correct answer and discuss as a class.

9. Repeat steps 6-8 for the remaining 2 dynamic levels. Be sure to offer feedback and model outloud thinking so as to reach the correct answer.

10. Teach/review the appropriate playing technique for a rhythm instrument of your choice. Then give one to each student.

11. Make up a simple 4 beat pattern of your choice that contains only half notes and quarter notes and play it soflty. (Note pattern should be drawn on board. Reference it as you play.)

12. Have the students repeat the pattern softly as you point to the notes.

13. Repeat the same pattern but play it at a medium dynamic level.

14. Have the students repeat the pattern at a medium dynamic level.

15. Repeat the same pattern but play it at a loud dynamic level.

16. Have the students repeat the pattern at a loud dynamic level.

17. Pick up the instruments.

18. Repeat steps 10-17 but use a melodic instrument of your choice. Limit to only 3 pitches per pattern.

19. Randomly choose a simple 4 beat pattern that contains only half notes and quarter notes and clap it at a dynamic level of your choice. Draw the note pattern on the board. Ask the student closest to you to identify the dynamic level of the pattern he/she just heard. Remind the student that he/she has 3 choices: soft, medium, loud. Next, ask the student to perform the pattern by clapping it. Refer the student to the notes on the board.

20. Using the Student Score Sheet in the associated file, note whether or not the student was able to identify the dynamic level correctly, and whether or not he/she was able to perform it correctly. (Formative Assessment)

21. Repeat steps 19-20 for each student in your class.

22. Choose a song, of your liking, that contains various dynamic level changes.

23. Have the students quietly get up and push their chairs gently under their desks.

24. Play the song on your sound system and have the students copy your movements to the song as follows:
A. Loud dynamic sections = hands in the air
B. Moderate dynamic sections = hands on the hips
C. Soft dynamic sections = hands on the knees.

25. After listening and doing the movement activity once, you may allow one student to lead the class for a second round.

26. Review the concepts learned for the day.

Day 7
Introduce basic tempo concepts such as slow/average/fast. Students engage in clapping, as well as instrumental patterns that have tempo fluctuations. Choose and play on a stereo system, songs that include tempo fluctuations and have the students copy the teacher’s body movements to the music.

1. Welcome the class and have the students sit down quietly.

2. Ask the students: “When you listen to music does it always stay at the same speed?" You may need to define speed.

3. Discuss this question as a class for 1-2 minutes.

4. After the discussion tell them that speed in music is called “tempo.” Write this on the board.

5. Instruct the students that they will learn three basic tempi today: slow, moderate, fast. Write these under the word tempo on the board.

6. Using any instrument of your liking demonstrate a simple short musical phrase for one of the 3 basic tempi. Make sure to instruct the class to listen to the phrase attentively and to try to identify, in their heads, the correct tempo for the phrase.

7. Ask the class to raise their hands and pick one student to answer.

8. If the student answers correctly congratulate him/her. If the student answers incorrectly, pick one more student to answer. After 2 attempts, if neither student identifies the answer correctly, reveal the correct answer and discuss as a class.

9. Repeat steps 6-8 for the remaining 2 tempi.

10. Teach/review the appropriate playing technique for a rhythm instrument of your choice. Give the students an instrument.

11. Make up a simple 4 beat pattern of your choice that contains only half notes and quarter notes and play it slowly. Draw the note pattern on the board.

12. Have the students repeat the pattern slowly. Point to the notes on the board as students play.

13. Repeat the same pattern but play it at a moderate tempo.

14. Have the students repeat the pattern at a moderate tempo.

15. Repeat the same pattern but play it at a fast tempo.

16. Have the students repeat the pattern at a fast tempo.

17. Pick up the instruments.

18. Repeat steps 10-17 but use a melodic instrument of your choice. Limit to only 3 pitches per pattern.

19. Randomly choose a simple 4 beat pattern that contains only half notes and quarter notes and clap it at a tempo of your choice. Draw the note pattern on the board and then ask the first student closest to you to identify the tempo of the pattern he/she just heard. You may need to repeat it. Remind the student that he/she has 3 choices: slow, moderate, fast. Next, ask the student to perform the pattern by clapping it as you point to the notes on the board.

20. Using the Student Score Sheet in the associated file, note whether or not the student was able to identify the tempo correctly and whether or not he/she was able to perform it correctly. (Formative Assessment)

21. Repeat steps 19-20 for each student in your class.

22. Choose a song, of your liking, that contains various tempo changes.

23. Have the students quietly get up and push their chairs gently under their desks.

24. Play the song on your sound system and have the students copy your movements to the song as follows:
A. Fast tempo sections = run in place
B. Moderate tempo sections = march in place
C. Slow tempo sections = stand still and move hands gracefully from side to side.

25. After listening and doing the movement activity once, you may allow one student to lead the class for a second round.

26. Review the concepts learned for the day.

Day 8
Students will further their skills on pattern recognition and performance with concepts learned thus far (tempo/dynamic) and perform them with rhythmic instruments.

1. Welcome the class and have the students sit down quietly. Review meaning of the word dynamics and its 3 basic volume levels: soft, medium, loud. (Refer to them on the board.)

2. Using any instrument of your liking, demonstrate a simple short musical phrase for one of the 3 basic dynamic levels. Make sure to instruct the class to listen to the phrase attentively and to try to identify, in their heads, the correct dynamic level for the phrase.

3. Ask the class to raise their hands and pick one student to answer.

4. If the student answers correctly congratulate him/her. If the student answers incorrectly, pick one more student to answer. After 2 attempts, if neither student identifies the answer correctly, reveal the correct answer and discuss as a class.

5. Repeat steps 2-4 for the remaining 2 dynamic levels.

6. Teach/review the appropriate playing technique for a rhythm instrument of your choice. Give each student an instrument.

7. Make up a simple 4 beat pattern of your choice that contains only half notes and quarter notes and play it softly. Draw the pattern on the board.

8. Have the students repeat the pattern softly.

9. Repeat the same pattern but play it at a medium dynamic level.

10. Have the students repeat the pattern at a medium dynamic level.

11. Repeat the same pattern but play it at a loud dynamic level.

12. Have the students repeat the pattern at a loud dynamic level.

13. Randomly choose a simple 4 beat pattern that contains only half notes and quarter notes and play it, with the rhythm instrument, at a dynamic level of your choice. Draw the pattern on the board. Ask the class to identify the dynamic level of the pattern they just heard, by quietly doing the following:
(Remind the class that they have 3 choices: soft, medium, loud.)

A. If they believe the pattern is at a loud dynamic level, they must raise their hands in the air.

B. If they believe the pattern is at a medium dynamic level, they must place their hands on their hips.

C. If they believe the pattern is at a soft dynamic level, they must place their hands on their knees.

14. Using the student score sheet, note whether or not each student performed/identified the dynamic level of the pattern correctly.

15. Pick up the instruments.

16. Review the concept of tempo and its 3 basic speed variances: slow, moderate, fast. (These words should be on the board.)

17. Using any instrument of your liking, demonstrate a simple short musical phrase for one of the 3 basic tempi. Draw the notes on the board and point to them as you repeat. Make sure to instruct the class to listen to the phrase attentively and to try to identify,in their heads, the correct tempo for the phrase.

18. Ask the class to raise their hands and pick one student to answer.

19. If the student answers correctly congratulate him/her. If the student answers incorrectly, pick one more student to answer. After 2 attempts, if neither student identifies the answer correctly, reveal the correct answer and discuss as a class.

20. Repeat steps 15-17 for the remaining 2 tempi.

21. Teach/review the appropriate playing technique for another rhythm instrument of your choice.

22. Make up a simple 4 beat pattern of your choice that contains only half notes and quarter notes, draw it on the board and play it slowly.

23. Have the students repeat the pattern slowly as you point to the pattern on the board.

24. Repeat the same pattern but play it at a moderate tempo.

25. Have the students repeat the pattern at a moderate tempo.

26. Repeat the same pattern but play it at a fast tempo.

27. Have the students repeat the pattern at a fast tempo.

28. Pick up the instruments.

29. Review concepts and activities learned for the day.

Day 9
Students further their skills on pattern recognition and performance with concepts learned thus far (tempo/dynamic) and perform them with melodic instruments.

1. Welcome the class and have the students sit down quietly. Review meaning of the word dynamics and its 3 basic volume levels: soft, medium, loud. These should already be on the board.

2. Using any instrument of your liking, demonstrate a simple short musical phrase for one of the 3 basic dynamic levels. Make sure to instruct the class to listen to the phrase attentively and to try to identify, in their heads, the correct dynamic level for the phrase.

3. Ask the class to raise their hands and pick one student to answer.

4. If the student answers correctly congratulate him/her and continue on. If the student answers incorrectly, pick one more student to answer. After 2 attempts, if neither student identifies the answer correctly, reveal the correct answer and discuss as a class.

5. Repeat steps 2-4 for the remaining 2 dynamic levels.

6. Teach/review the appropriate playing technique for a melodic instrument of your choice. Distribute the instruments to students.

7. Make up a simple 4 beat pattern of your choice that contains only half notes and quarter notes and play it soflty. Draw the pattern with notes on the board. Limit the number of pitches used to only 3. You may need to repeat this.

8. Have the students repeat the pattern softly as you point to the pattern on the board.

9. Repeat the same pattern but play it at a medium dynamic level.

10. Have the students repeat the pattern at a medium dynamic level.

11. Repeat the same pattern but play it at a loud dynamic level.

12. Have the students repeat the pattern at a loud dynamic level.

13. Randomly choose a simple 4 beat pattern that contains only half notes and quarter notes and play it, over and over with the rhythm instrument, at a tempo of your choice. Ask the class to identify the tempo of the pattern they just heard, by quietly doing the following:
(Remind the class that they have 3 choices: soft, medium, loud.)
A. If they believe the pattern is at a fast tempo, they must run in place.
B. If they believe the pattern is at a moderate tempo, they must walk in place.
C. If they believe the pattern is at a slow tempo, they must stand and move their hands slowly from side to side.

14. Using the Student Score Sheet, note whether or not each student performed/identified the tempo of the pattern correctly.

15. Pick up the instruments.

16. Review the concept of tempo and its 3 basic speed variances: slow, moderate, fast.

17. Using any instrument of your liking, demonstrate a simple short musical phrase for one of the 3 basic tempi. Make sure to instruct the class to listen to the phrase attentively and to try to identify,in their heads, the correct tempo for the phrase.

18. Ask the class to raise their hands and pick one student to answer.

19. If the student answers correctly congratulate him/her. If the student answers incorrectly, pick one more student to answer. After 2 attempts, if neither student identifies the answer correctly, reveal the correct answer and discuss as a class.

20. Repeat steps 15-17 for the remaining 2 tempi.

21. Teach/review the appropriate playing technique for another melodic instrument of your choice.

22. Make up a simple 4 beat pattern of your choice that contains only half notes and quarter notes and play it slowly. Limit the number of pitches used to only 3.

23. Have the students repeat the pattern slowly.

24. Repeat the same pattern but play it at a moderate tempo.

25. Have the students repeat the pattern at a moderate tempo.

26. Repeat the same pattern but play it at a fast tempo.

27. Have the students repeat the pattern at a fast tempo.

28. Pick up the instruments.

29. Review concepts and activities learned for the day.

Day 10
Administer the summative assessment for the unit. See the extensions for a link.

Assessments

Use the Student Score Sheet in the associated file as a checklist for each day’s standards taught/reviewed. Students will need feedback and guidance, as well as much practice before being able to take the unit summative. (see extensions) Use a check to indicate mastery and a minus to indicate that the student needs another chance after practicing. Note those who have several minus marks before achieving success as they may need individual help beyond the normal classroom.

Web Links

This link will take you to the necessary documents and overview for the unit.
Performing on Instruments

Attached Files

Student Score Sheet for Let's Play Again     File Extension: pdf

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