1st Grade: Question and Answer/ Tempo: Fast vs. Slow
NAfME STANDARDS achieved...
1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 6. Listening to, analyzing, and describing music. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture. OBJECTIVES: Students will... 1. Take attendance in call and response song 3. Echo rhythms played by teacher in allotted 4 beats 4. Improvise on metallophones in a two bar trade-off 5. Use their bodies in a creative percussive response 6. Read with their classmates from the big student book 7. Discuss freight trains and their importance 8. Identify animals/things that move fast/slow and speed up/slow down 9.Draw pictures that define fast, slow, going faster, slowing down 10. Move to music through song and game 11. Sing numbers 1, 2, and 3 in Russian 12. Treat students and instruments with respect MATERIALS 1. Piano 2. Shortnin’ Bread CD 1-2-14 3. Freight Train 1-1-51 4. Big Book p. 18-19 5. Drums for each student 6. Big Book p. 14-15 7. Paper, crayons, clip boards PROCEDURE Attendance 1. Ask children to respond as you verbally call the roll. 2. Encourage them to respond with answers other than “Here” or “Present” 3. Add some variety to verbal response by performing a nonlocomotor movement (tapping head, clapping, and so on) Big Book pg 18-19 Ask Children 1. Identify the movements on p. 18 (pat and clap) 2. Read the text with you 3. Perform the movements in call-and-response form 4. Teacher calls by patting four beats 5. children respond by clapping four beats a. Identify the movements shown on p. 19 (stamp, tap head, snap) b. Before leading the class in call-and-response body percussion patterns, help the children understand that the call and the response should have the same number of sounds, but the response should be made in a different way. Review with the children the several different ways body percussion could be performed. Encourage them to incorporate tap head, tap shoulder, stamp, or other movements in their improvisation 6.Partner C & R a.Have the children perform a C & R body percussion with a partner. Take turns being the caller Play Shortnin' Bread 1-2-14 1. Pat beat 2. Sing on the response Freight Train (Big Book p. 14-15) 1. Help students read title 2. Ask if anyone knows what kind of train it is (freight train) 3. Explain that a freight train doesn’t carry people; it carries cars, livestock, etc. 4. Help students read questions on 14 and 15 and identify pictures a. turtle, cheetah, bike racer, snail, race horse 5. Identify animals or things that move fast and then move fast like those things 6. Move to the beat as you play a fast hand drum 7. Identify animals or things that move slowly and then move slowly like those things 8. Move to the beat as you play a slow beat on a hand drum 9. Respond by moving as you play different tempos on the hand drum 10.Identify things that start slowly and gradually get faster. Move in that manner 11. Identify things that gradually get slower and then stop. Move in that manner Tempo- used to describe the speed of the beat of the music Play Freight Train- 1-1-51 1.What is the song about? (someone wanting to go somewhere on a freight train) 2. Point out where the Blue Ridge Mountains are located The mountain range is located in the eastern United States, starting at its southern-most portion in Georgia, then ending northward in Pennsylvania. To the west of the Blue Ridge, between it and the bulk of the Appalachians, lies the Great Appalachian Valley, bordered on the west by the Ridge and Valley province of the Appalachian range. 3. What happens to the tempo in the song? (starts slowly, gradually gets faster, then slows down at the end) 4. Ask how do trains move when they first start up? (start slowly and gradually speed up 5. What happens when the train when it is getting ready to stop (slows down) Write on board: TEMPO, FAST, SLOW, GETTING FASTER, GETTING SLOWER 1. Hand out paper/crayons divided into four sections 2. Students draw in each section pictures of things that move fast or slow and the things that get faster and slower 3. Label pictures Call and Response w/ Drums Have students play exact opposite of call a. i.e. Teacher plays/says quarter notes: low low high low b. Students say/play: high high low high Alternate between fast rhythms, slow rhythms, and rhythms that change tempo EVALUATION: Were students able to... Attendance- respond with body percussion Read text on big book Respond to call in same rhythm, different body per. Identify fast/slow Spell fast, slow, getting faster, getting slower Move to the beat Identify the tempo change Draw pictures corresponding to vocabulary Respond to call with response exactly opposite of call |
Sasha (Pictured Below)
1. Sasha’ is a nickname in Russian for Alexander or Alexandra. 2. Point to partner on Sasha and say Sasha! Sasha! Ras Dua Tre 3. Count with fingers on Ras Dva Tri
2. When you say “Hey” you do it with an upraised fist
Write on board:
TEMPO, FAST, SLOW, GETTING FASTER, GETTING SLOWER 1. Hand out paper/crayons divided into four sections 2. Students draw in each section pictures of things that move fast or slow and the things that get faster and slower 3. Label pictures |