1. Topic-
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2. Content-
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Pitch in Music
Recognizing High and Low Pitch |
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3. Goals: Aims/Outcomes-
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1.Students should be aware that the term for high and low sound
is pitch and that music, voices, and the "sounds that surround
the children every day are all made up of varying pitches.
2.The students should also "be able to classify a sound as having
a high or low pitch after listening to an excerpt. |
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4. Objectives-
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1.Distinguish a high pitch from a low pitch
2.Demonstrate high/low pitch recognition by creating contrasting movements
to high and low music
3.Use instruments to represent the characters and their voice pitches
in Relatives and parents . |
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5. Materials and Aids-
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| Pictures of objects that illustrate high (sun, cloud, airplane...)
and low (grass, flowers, worm...). "Boadicea" by Enya |
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6. Procedures/Methods-
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A. Introduction-
1.Display the high and low pictures and ask the students if they
can find any similarities between -any of the pictures.
2.Discuss that the pictures show some objects that are found high
up in the air and -some that are found down low to the ground.
3.Explain that in music there are high and low sounds and -they
are called the pitch of music.
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B. Development-
1. Ask the students to come up with ways that they could use their
whole body to show the -high and low sounds in music.
2.Lead them to stand tall on tiptoe and reach for the sky for high
and to -squat down low to the ground for low.
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C. Practice-
1. Tell the students that they are going to listen to four different
excerpts of music and that when they think the pitch is high they
should stand on tiptoe and when they think it is low they should crouch
down to the ground
2.The whole class could do the movements together or the students
could do them in groups
3.Compliment the student's success with their contrasting movements
for the high and low -music. |
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D. Independent Practice-
1.Check with yourself different characters
2.Imagine and draw them in activities time |
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E. Accommodations (Differentiated Instruction)-
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F. Checking for understanding-
1.Raise hands when portraying Baby's voice
2.Look larger and taller when portraying Papa's voice
3. |
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G. Closure-
1.Introduce the students to the story of your family.
2. Discuss -with the students the differences between Papa , Mama
, and Little baby's voices.-Read the story to the class, emphasizing
the different pitched voices of the characters. Invite -the students
to repeat certain lines with you, giving them the opportunity to use
high, medium, and low -pitched voices
The students would choose instrument -based on their knowledge of
the high and low sounds of the character's voices and of the instruments.
An -example would be to use a triangle for Little baby a tambourine
for Mama, and a drum for Papa. The students would play the instrument
for one beat each time they spoke in the story. |
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7. Evaluation-
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1.The students would be informally evaluated on their ability to
distinguish between high and low pitches and to create body movements
to represent each.
2. They will also be evaluated on their participation during the book
activity |
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