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. 7. Evaluating music and music performances. 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. Move to music demonstrating recognition of high vs. low sounds 2. Describe music by answering questions about it 3. Identify ways music relates to language arts and science 4. While listening to music, move to show a prominent feature 5. Play instruments expressively on a variety of pieces PROCEDURE Mozart: The Magic Flute Singspiel Opera- both singing and spoken dialogue The Revenge Aria (k-2-21) 1. Raise hand when you think you hear the highest sound 2. Invite children to describe song and share what feeling it gives 3. How would you hold your body and move if you felt this way In These Bright Halls (k-2-22) 1. Raise hand when you think you hear the lowest sound 2. Invite children to describe song and share what feeling it gives 3. How would you hold your body and move if you felt this way (p.46) Andy Pandy (k-2-20) (Game) 1. Andy Pandy Fine and Dandy all pop down 2. Spin around in circle holding hands 3. When you say “All pop down” everyone goes to the ground a. All pop up- hands in the air and jump up b. All pop in- jump in towards center c. All pop out- jump out 4. Ask students: a. Which word is higher, ALL or DOWN? 5. Replace words: All pop down= high high low Humpty Dumpty (p. 47) (k-1-32) 1. Read Humpty Dumpty and Old King Cole to children 2. Listen to the track (k-1-32) 3.Notice that high and low singing voices are used to tell the story 4. Create movements to suggest the highs and lows in the music |
(p128) Mister Rabbit (k-4-39)
1st Listen 1.Listen for words that describe what he looks like 2. Ask what do the words tell you about Mister Rabbit a. long ears, a red foot, a gray coat, a white tail 3.Follow the shape of the melody with your hands one pattern at a time i.e. Mister Rabbit mister rabbit...then...your ears mighty long 2nd Listen- students do a pat clap 1. Mister rabbit is having a conversation with someone. What are they talking about? (What mister rabbit looks like) 3rd Listen-Sing along 1. Invite students to sing along with refrain 2. Encourage students to sing the refrain solo 3. Close eyes- Have children move hand in the air to show the melody's contour. Take note of children's accuracy in showing the direction in which the pitches move Cuckoo Cuckoo 1. Echo sing with students 2. Clap on call 3. pat knees on response 4. Bring out 3 metallophones and give to 3 students to use for call & response (notes: G & E) 5. The other students clap on the call and pat knees on response If you finish early... 1. I’m tall, I’m small 2. Turkey in the Straw |