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1. Topic-
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| Communicating Meaning or Feeling |
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2. Content-
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| "Low Sol" & a variety of movement description words created by the
students through musical improvisation. |
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3. Goals: Aims/Outcomes-
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Understand how we communicate the meaning of music through how we
move and how we sing a piece of music.
Maryland State Standards:
Standard 1.0: Perceiving, performing, and responding – aesthetic
education: students will demonstrate the ability to perceive, perform,
and respond to music.
Standard 2.0: Historical, Cultural, and Social Context: Students will
demonstrate an understanding of music as an essential aspect of history
and human experience.
Standard 3.0: Creative Expression and Production: Students will demonstrate
the ability to organize musical ideas and sounds creatively.
Standard 4.0: Aesthetics and Criticism: Students will demonstrate
the ability to make aesthetic judgments. |
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4. Objectives-
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Holistic Model
1. Cognitive: Students will be able to (SWBAT) describe movement to
a variety of music.
2. Physical: Students will be able to (SWBAT) create movement to a
variety of music.
3. Affective: Students will be able to (SWBAT) state the emotion of
music. |
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5. Materials and Aids-
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1. Entry Slip
2. Exit Slip
3. Pencils
4. Behavior Expectations Posters
5. Emotions Flashcards
6. A variety of Music Examples |
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6. Procedures/Methods-
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A. Introduction-
1. Entry Slip (Solfege & Low Sol Review). Students will silently
and efficiently complete their entry slip. After they are finished,
they will then place their entry slip in their respective class bin
and hold onto their pencil at their seat.
2. Review Behavior Expectations
3. Introduce the objective for today. |
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B. Development-
1. Listening Exposure. Teacher will play a variety of music examples
to the students. The students will be given the task to hold up a
card stating an emotion/feeling that they think the music is portraying
(Happy, Sad, Angry, Scary).
2. Movement and Music. Have 4 different areas on the board ready/posters
with happy, sad, angry, scary, written at the top. Discuss with students
various different movement we could use with each emotion. (Examples:
Happy = skip, smiling, jump, hop, frolic. Sad = crouch, frown, put
your head down, mope. Angry = stomp, glare, sharp, tight. Scared =
tip toe, slow, hide, freeze.
3. Teacher will model each movement. |
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C. Practice-
1. As students are giving suggestions for movement, students will
mimic teacher's demonstration.
2. Teacher will play the same piece used before. Instead of showing
Flashcards, students will choose a movement that best represents the
music being played. They may refer to the created list for ideas. |
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D. Independent Practice-
| Entry Slips/Exit Slips/Flashcards |
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E. Accommodations (Differentiated Instruction)-
Play music = Auditory Learners
Posters/Charts = Visual Learners
Movement = Kinesthetic Learners |
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F. Checking for understanding-
Formative Assessments
1. Entry Slip (Review the work we did last class)
2. Exit Slip (Identify if the students understand the material accomplished)
3. "Feelings Flashcards" |
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G. Closure-
1. Review Objective through discussion
2. Exit Slip (sudden and sustained) Students will silently and efficiently
complete their exit slip. After they are finished, they will then
place their exit slip in their respective class bin and return their
pencil in the basket.
3. M.U.S.I.C.I.A.N Reward
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7. Evaluation-
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| Grade Entry and Exit Slips - 5 points each. |
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