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Subject: People and their beliefs |
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1. Topic-
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| My Girragundji is the story of a boy growing up between two worlds,
his childhood and adolescence, lost between his culture and his school
world. |
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2. Content-
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| Stage 2 HSIE Unit- People and their beliefs unites people of different
cultures. The key to this activity is for the children to think of
musical items that can be used or made to act/sing out the book and
their characters. For example, what can the students make to mimic
the sounds of the spirits? What musical instruments can be used to
retell the story musically. |
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3. Goals: Aims/Outcomes-
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1.The aim of this exercise is for the children to think about the
characters in the book, what they represent to the boy and how musically
they retell the story or the characters as the book is being read
aloud.
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 for each character.
For example, in the book there are good and bad spirits how can the
children use music to portray this?
4.Identify musical tone and pitch as representation of each character
of the book. |
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4. Objectives-
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1 Be creative, allow expression for the children
2 Understanding the books message, content and most of all the characters
and reproducing them in a musical format.
3 Identify and imitate the sounds that the characters would most represent,
for example the frog is a friendly character, so a soft instrument
would be something a child would want to pick up.
4 Have fun understanding and the music and connection to the book. |
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5. Materials and Aids-
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1 Copies of the book for all students.
2 A variety of materials for the children to use as instruments that
they feel best represents the characters (for example, a paper roll
to echo the the spirits, showing the class through breath, tone and
volume if the spirit is good or bad. |
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6. Procedures/Methods-
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A. Introduction-
1. The teacher will read the book to the students over a period
of a week, with the task explained ahead of the week.
2 The children will learn the book and the details of the characters,good
and bad.
3 The teacher will ask the children to think of retelling the story
through music and home made materials.
4 The first few pages are read and the students in groups will together
collect items they feel best represents those characters.
5. Once the children (group 1- chapter/pages 1-3)ect will retell the
chapter through using the chosen musical instruments and hand made
materials. T
6 All groups will have a go at their pages and expression. |
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Practice-
1 This activity is set of a period of a week. The children will
be read the book slowly allowing them to understand the story, the
boy and the characters.
2 The children will be given a dry run in groups, where each group
will be given a few pages of the book to retell through music or materials.
The teacher can guide as needed.
3 The end of the week each group will present their pages of the book
as individual musical representations of their characters.
4 After each group has presented, the teacher will conduct a open
question forum to find out what the children enjoyed. |
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Independent Practice-
1 Student can take copies of the book chapters home and work with
their parents on ideas to best represent their character.
2 Once every child has an individual instrument to use in the group
presentation,
the teacher will then direct the group through reading the book when
they can display their instrument/material to represent that character
in the book.
3 Once all the groups have completed their chapters/pages the teacher
can regroup then for an open forum to discuss which character and
instrument was achieved for each chapter. |
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Checking for understanding-
1. Do the children understand the different characters of the book?
2. Can they identify the tone of each character and what instrument
they need to use to best suit that character.
3. Can the children understand the books content and how music can
retell the story?
4. Can the children use their Imagination to bring the books theme
and characters alive. |
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Closure-
The idea of this exercise is to get the children think about what
the characters represent, e.g. good or bad, happy or sad. Once they
understand the book and its characters they can look at how they would
like to represent them through music or materials they make.
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7. Evaluation-
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| 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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