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Subject: TAMBOURINE BEAT (SLOW
AND Steady) |
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1. Topic-
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| Demonstrate slow and fast tempo through the beat and movement of
a Tambourine. |
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2. Content-
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The subject matter is Music, tempo, identifying rests in music and
allowing the children to make their own Tambourines.
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3. Goals: Aims/Outcomes-
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1.The aim is for the learner to be free to experiment with the Tambourine
as a musical instrument.
2.Encourage group participation.
3.Understand the change of tempo of the music and the rests between
each verse of the song.
4.Identify fast and slow tempo music and adjust their tambourines
to suit the change in tempo. |
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4. Objectives-
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1.Demonstrate slow and fast tempo through movement.
2 Identify and imitate slow and fast tempo through the songs that
are being played.
3 Understand the changes to the music beat when the tempo changes,
understand rests in the beats (within this activity children will
count the notes, in the form of noises, beats and pauses in the music).
4 Recognise the tempo changes and discuss why they changed their style
of beat on the tambourine. |
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5. Materials and Aids-
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1 Homemade Tambourines (children will look at the Tambourine and
make their own one in class) Task- Making their own Tambourine- children
will use paper plates, glue, hold puncher, bottle caps or bells, wool,
tape and color paint.
2 variety of real tambourines- ranging in size and shape. |
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6. Procedures/Methods-
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A. Introduction-
1. Get the children to make their home-aid instruments ( see material
notes)
2 students to sit in a circle facing each other
3 Get the children to hold up their own tambourine.
4 The teacher is to start the children off by using the real tambourine,
beating to the fast and show songs.
5 Each student is to start beating to the music that is being played.
6 Some students can elect to dance to the beat of the students playing,
changing tempo of the music and their dance. |
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B. Development-
1 The student is expected to beat the tambourine for as long as
the tempo and music verse is playing.
2 The student will change tempo of playing as the songs change from
fast tempo to slow tempo.
3 The teacher will begin to pause the music to show the students rests
in the music, then will play the music again to see if they understand
the rests and tempo playing.
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C. Practice-
1 Teacher will play the first song, hot potato, by the wiggles,
while the students listen. After the song has played, ask the students
to identify the music as fast pace or slow? Then, ask the students
to answer the question of whether the song has rests in the music��
Teacher will then play the second song, incy wincy spider, while the
students listen carefully. After the teachers will ask the students
the question of whether the song had a slow or fast tempo.
2 Once the students can identify the fast and slow temp songs they
will then begin to beat the tambourine to the beat of the song.
3 Students will work in pairs to identify the rests/breaks in the
songs and will then be given opportunity to express their own musical
beats. |
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D. Independent Practice-
1 Student can get out their home-aid tambourines
Assign three individual groups.
2 Once every child has an individual instrument, including the tambourines,
the teacher will then direct group 1 to imitate the slow tempo from
the song and match its pace. Once group 1 have successfully completed
this task the teacher can then add group 2.
3 Once step 2 is completed, bring all the students together to explain
their role and how tempo, rests in music changes how they play. |
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E. Accommodations (Differentiated Instruction)-
| 1.Now, pass out the home-aid tambourines to each student. Assign
two groups: group #1 and group #2. Once every child has an instrument,
the teacher will then direct group #1 to imitate his or her slow speed
of tempo, matching the song Lullaby. Once group #1 has successfully
completed this task, teacher can then add group #2. (Note: Time Signature
is "7. Teacher will then play the first song, Lullaby, while
the students imitate the slow tempo of the song under the direction
of the teacher." |
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F. Checking for understanding-
1. Do the children understand the different tempos?
2. Can they mimic the tempo of both the fast and slow pace songs.
3. Can the children use rests between verses to listen for the tempo
of the next verse? |
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G. Closure-
The idea of this exercise is to get the children to understand about
music, tempo, rests and interpret this as individuals. Ask the students
if they understand the music tempo changes in the songs?
Ask for feedback from the students and encourage them to listen to
music in the car or at home and identify to mum and dad what tempo
the music is. |
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7. Evaluation-
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| 1.See if the students can effectively perform the tempo of You're
a Grand Old Flag with minor direction from the teacher of what to
do and when to do it. Experiment with musical effects created by performing
the song at different tempos (slow, medium, and fast). |
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