Friday, September 18, 2009
Assignment # 4 Lesson Plan
Activity: Children's song, "Clementine"Grade Level: 1stNational Standards:1. Singing, alone and with others, a varied repertoire of music.2. Performing with instruments, alone and with others, a varied repertoire of music.
3. Understanding relationships between music, the other arts and disciplines outside the arts. Concepts:Music- Rhythm, keeping a steady beat
Non-music- Multitasking, building of social skills, coordination
Skills:
Music-Singing
Non-music-Moving during the song, being social with classmates
Objectives:
The students will be able to:
. Sing the song "Clementine"while keeping a steady beat by clapping their hands and patting their legs.
. Sing the song "Clementine"while keeping up with the rhythm and steady beat of the song by passing a clementine to other classmates.
Materials:
.1 Clementine
.Open space in the classroom
Procedure:
1. Greet the students as they enter the classroom and have them form a circle around the teacher on the carpet.
2. The teacher will introduce the song "Clementine" by first showing the students the clementine fruit that will be used later on in the lesson, and will ask the students if any of them have ever heard the song "Clementine".
3. Once there is understanding on who has and has not sang this song before, the teacher will demonstrate the song for those who do not know it, by singing it through.
4. The teacher will then break the song lyrics into shorter phrases, and will have the students repeat the phrases after she sings them.
5. The teacher will then check for understanding of the lyrics, and will either go through them once more or will have the entire class sing with her the lyrics as a whole.
6. Once it is clear the students know the lyrics, the teacher will demonstrate to the students how to keep a steady beat going by tapping her hands to her knees to the rhythm of the song. The teacher will encourage the students to join in and imitate what she is doing by tapping their hands to their legs as well.
7. The teacher will go through the song once more with the children following her lead in keeping the steady beat and then will tell the students to pick their own method of keeping a steady beat with their hands. Once the students are able to keep a steady beat on their own the teacher will transition once more.
8. The teacher will now take out the clementine and give one to a student next to her. The teacher will instruct the students to pass the clementine to the next student but only on the beat, therefore the students will recognize the steady beat and keep it going with the passing of the clementine.
9. The teacher will then have the students pass the clementine on their own, while singing the song on their own and keeping the steady beat three times through without error.
Closure:
. Ask the students why it is important not to sing the song too fast or too slow and then ask what will happen if they do.
.Ask the students to give you examples of other ways they can move and keep a steady beat. For example, do the students have to be tapping on their legs while sitting down or can they do more with it.
.Ask the students if they know what a quarter note is and how it is related to a beat, and that will give us an introduction for what we will do in the next lesson.
Assessment:
.Aurally check to see if the students are able to learn the words to the song efficiently and successfully throughout the lesson.
.Visually check to see if the students can sing independently or if they need direction from yourself or the other students.
.Visually check to see if the students are able to keep a steady beat on their own while tapping their legs and passing the clementine to their classmates.
.Visually check if the students are able to come up with their own way of keeping a steady beat and did they go at the proper speed
.Verbally check to see if any of the students are able to recognize what a quarter note was and what it is.
Monday, September 28, 2009
Sunday, September 27, 2009
Revised lesson plan
Friday, September 18, 2009
Assignment # 4 Lesson Plan
Activity: Children's song, "Clementine"
Grade Level: 1st
National Standards:1. Singing, alone and with others, a varied repertoire of music.
2. Performing with instruments, alone and with others, a varied repertoire of music.
3. Understanding relationships between music, the other arts and disciplines outside the arts.
Concepts:Music- Rhythm, keeping a steady beat
Non-music- Multitasking, building of social skills, coordination
Skills:
Music-Singing
Non-music-Moving during the song, being social with classmates
Objectives:The students will be able to:
. Sing the song "Clementine"while keeping a steady beat by clapping their hands and patting their legs.
. Sing the song "Clementine"while keeping up with the rhythm and steady beat of the song by passing a clementine to other classmates.
Materials:
.2 Clementines
.Open space in the classroom
Procedure:
1. Greet the students as they enter the classroom and have them form a circle around the teacher on the carpet.
2. The teacher will introduce the song "Clementine" by first showing the students the two clementine fruits that will be used later on in the lesson, and will ask the students if any of them have ever heard the song "Clementine".
3. Once there is understanding on who has and has not sang this song before, the teacher will demonstrate the song for those who do not know it, by singing it through.
4. The teacher will then break the song lyrics into shorter phrases, and will have the students repeat the phrases after she sings them.
5. The teacher will then check for understanding of the lyrics, and will either go through them once more or will have the entire class sing with her the lyrics as a whole.
6. Once it is clear the students know the lyrics, the teacher will demonstrate to the students how to keep a steady beat going by tapping her hands to her knees to the rhythm of the song. The teacher will encourage the students to join in and imitate what she is doing by tapping their hands to their legs as well.
7. The teacher will go through the song once more with the children following her lead in keeping the steady beat and then will tell the students to pick their own method of keeping a steady beat with their hands. Once the students are able to keep a steady beat on their own the teacher will transition once more.
8. The teacher will now take out the two clementines and give one to a student on each side of her. The teacher will instruct the students to pass the clementine to the next student but only on the beat, therefore the students will recognize the steady beat and keep it going with the passing of the clementines.
9. The teacher will then have the students pass the clementines on their own, while singing the song on their own and keeping the steady beat three times through without error.
Closure:
. Ask the students to sing the song individually or with a partner while keeping a steady beat.
. Ask the students why it is important not to sing the song too fast or too slow and then ask what will happen if they do.
.Ask the students to give you examples of other ways they can move and keep a steady beat. For example, do the students have to be tapping on their legs while sitting down or can they do more with it.
.Ask the students if they know what a quarter note is and how it is related to a beat, and that will give us an introduction for what we will do in the next lesson.
Assessment:
.Aurally check to see if the students are able to learn the words to the song efficiently and successfully throughout the lesson.
.Visually check to see if the students can sing independently or if they need direction from yourself or the other students.
.Visually check to see if the students are able to keep a steady beat on their own while tapping their legs and passing the clementine to their classmates.
.Visually check if the students are able to come up with their own way of keeping a steady beat and did they go at the proper speed.
.Verbally check to see if any of the students are able to recognize what a quarter note is and what its relationship is to a steady beat.
Assignment # 4 Lesson Plan
Activity: Children's song, "Clementine"
Grade Level: 1st
National Standards:1. Singing, alone and with others, a varied repertoire of music.
2. Performing with instruments, alone and with others, a varied repertoire of music.
3. Understanding relationships between music, the other arts and disciplines outside the arts.
Concepts:Music- Rhythm, keeping a steady beat
Non-music- Multitasking, building of social skills, coordination
Skills:
Music-Singing
Non-music-Moving during the song, being social with classmates
Objectives:The students will be able to:
. Sing the song "Clementine"while keeping a steady beat by clapping their hands and patting their legs.
. Sing the song "Clementine"while keeping up with the rhythm and steady beat of the song by passing a clementine to other classmates.
Materials:
.2 Clementines
.Open space in the classroom
Procedure:
1. Greet the students as they enter the classroom and have them form a circle around the teacher on the carpet.
2. The teacher will introduce the song "Clementine" by first showing the students the two clementine fruits that will be used later on in the lesson, and will ask the students if any of them have ever heard the song "Clementine".
3. Once there is understanding on who has and has not sang this song before, the teacher will demonstrate the song for those who do not know it, by singing it through.
4. The teacher will then break the song lyrics into shorter phrases, and will have the students repeat the phrases after she sings them.
5. The teacher will then check for understanding of the lyrics, and will either go through them once more or will have the entire class sing with her the lyrics as a whole.
6. Once it is clear the students know the lyrics, the teacher will demonstrate to the students how to keep a steady beat going by tapping her hands to her knees to the rhythm of the song. The teacher will encourage the students to join in and imitate what she is doing by tapping their hands to their legs as well.
7. The teacher will go through the song once more with the children following her lead in keeping the steady beat and then will tell the students to pick their own method of keeping a steady beat with their hands. Once the students are able to keep a steady beat on their own the teacher will transition once more.
8. The teacher will now take out the two clementines and give one to a student on each side of her. The teacher will instruct the students to pass the clementine to the next student but only on the beat, therefore the students will recognize the steady beat and keep it going with the passing of the clementines.
9. The teacher will then have the students pass the clementines on their own, while singing the song on their own and keeping the steady beat three times through without error.
Closure:
. Ask the students to sing the song individually or with a partner while keeping a steady beat.
. Ask the students why it is important not to sing the song too fast or too slow and then ask what will happen if they do.
.Ask the students to give you examples of other ways they can move and keep a steady beat. For example, do the students have to be tapping on their legs while sitting down or can they do more with it.
.Ask the students if they know what a quarter note is and how it is related to a beat, and that will give us an introduction for what we will do in the next lesson.
Assessment:
.Aurally check to see if the students are able to learn the words to the song efficiently and successfully throughout the lesson.
.Visually check to see if the students can sing independently or if they need direction from yourself or the other students.
.Visually check to see if the students are able to keep a steady beat on their own while tapping their legs and passing the clementine to their classmates.
.Visually check if the students are able to come up with their own way of keeping a steady beat and did they go at the proper speed.
.Verbally check to see if any of the students are able to recognize what a quarter note is and what its relationship is to a steady beat.
Sunday, September 20, 2009
Journal # 1
Initially, I felt as if these first few weeks of class I would only be reviewing musical material that I felt I had already known, however I was wrong. In these first few weeks of class, I was able to review musical concepts I already knew, such as notes, their placement on the music staff and how to keept a steady beat. However, I was able to learn a great deal of new musical concepts such as how to play the recorder, make up children songs and put them with notes on a music staff, as well as what the true meaning of a time signature was. In addition to learning new musical concepts, I learned a wealth of knowledge on how to "teach" music to children and how to use music as a tool in the classroom. Specifically, I learned classroom management skills, how to keep children active in the classroom with warm up activities, and how to help children develope other skills outside of the musical ones, such as social skills.
I was able to learn new musical concepts like playing the recorder with one on one instruction help from my teacher and classmates, as well as having the teacher draw the finger placements on the board which helped me because I am a visual learner. Another way in which I was able to learn a new musical concept was when the teacher put musical notes to simple children songs and then had us perform them on our recorder. I was able to place myself in the situation of the student and learn how to teach the student in the best way by learning how to teach myself. We also used rhythm sticks to help us figure out what notes to put along with the words in the songs, and I would definitely use that technique in my classes. I also was instructed by the teacher on what the true meaning of a time signature is by explaining what the top and bottom numbers represented. I was able to learn other teaching skills by observing my teacher in the ways in which she directed our class. For example, my teacher keeps us engaged by having us students move around the room during warm ups, and she also teaches us social skills by making us students constantly work in partners.
It was very important for me to learn both musical and teaching concepts because I am not fully confident in music and I feel that when I have a classroom of my own, I will feel more comfortable using it in my classroom. This is especially important because it is good to have music in the classroom as a tool for learning, and this class has helped me to develope my musical skills more. It is also important for me to learn how to incorporate many skills into one activity to make my teaching more efficient and my teacher does this often in our classroom, and I would like to someday do this in mine.
It is important for children in elementary school to learn these musical concepts as well because it is important for them to become more comfortable around their peers socially, and musically, and all of the activites we do in class provide this experience for them. Singing songs, dancing and/or playing instruments all at once along with their fellow students will help children not just musically, but socially and will help them become great multitaskers. Performing songs like "Double Double Ice Cream" while singing, and dancing and working with partners is just one example of how a multiple level activity is efficient in teaching students a great deal of skills, both musical and non musical.
My experience so far within this class has shown me that music in the classroom is a very powerful tool and it brings togetherness in the class. I like being able to show my full creativity in this class, and I want this experience for my own students. It is important for children to have a personal, social and creative outlet especially at a young age, and having music in the classroom provides this. I am trying my best to take mental notes,(as well as written ones) on how my teacher instructs and leads our class because these are the tips that will benefit me the most when it comes to actual teaching and actual classroom management and experience.
I was able to learn new musical concepts like playing the recorder with one on one instruction help from my teacher and classmates, as well as having the teacher draw the finger placements on the board which helped me because I am a visual learner. Another way in which I was able to learn a new musical concept was when the teacher put musical notes to simple children songs and then had us perform them on our recorder. I was able to place myself in the situation of the student and learn how to teach the student in the best way by learning how to teach myself. We also used rhythm sticks to help us figure out what notes to put along with the words in the songs, and I would definitely use that technique in my classes. I also was instructed by the teacher on what the true meaning of a time signature is by explaining what the top and bottom numbers represented. I was able to learn other teaching skills by observing my teacher in the ways in which she directed our class. For example, my teacher keeps us engaged by having us students move around the room during warm ups, and she also teaches us social skills by making us students constantly work in partners.
It was very important for me to learn both musical and teaching concepts because I am not fully confident in music and I feel that when I have a classroom of my own, I will feel more comfortable using it in my classroom. This is especially important because it is good to have music in the classroom as a tool for learning, and this class has helped me to develope my musical skills more. It is also important for me to learn how to incorporate many skills into one activity to make my teaching more efficient and my teacher does this often in our classroom, and I would like to someday do this in mine.
It is important for children in elementary school to learn these musical concepts as well because it is important for them to become more comfortable around their peers socially, and musically, and all of the activites we do in class provide this experience for them. Singing songs, dancing and/or playing instruments all at once along with their fellow students will help children not just musically, but socially and will help them become great multitaskers. Performing songs like "Double Double Ice Cream" while singing, and dancing and working with partners is just one example of how a multiple level activity is efficient in teaching students a great deal of skills, both musical and non musical.
My experience so far within this class has shown me that music in the classroom is a very powerful tool and it brings togetherness in the class. I like being able to show my full creativity in this class, and I want this experience for my own students. It is important for children to have a personal, social and creative outlet especially at a young age, and having music in the classroom provides this. I am trying my best to take mental notes,(as well as written ones) on how my teacher instructs and leads our class because these are the tips that will benefit me the most when it comes to actual teaching and actual classroom management and experience.
Friday, September 18, 2009
Assignment # 4 Lesson Plan
Activity: Children's song, "Clementine"
Grade Level: 1st
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing with instruments, alone and with others, a varied repertoire of music
Concepts:
Music- Pitch, rhythm, keeping a steady beat
Non-music- Multitasking, building of social skills, coordination
Skills:
Music-Singing
Non-music-Moving during the song, being social with classmates
Objectives:
The students will be able to:
. Sing the song "Clementine"while singing in the proper pitch.
. Sing the song "Clementine"while keeping a steady beat by clapping their hands and patting their legs.
. Sing the song "Clementine"while keeping up with the rhythm and steady beat of the song by passing a clementine to other classmates.
Materials:
2 Clementines
Open space in the classroom
Procedure:
1. Greet the students as they enter the classroom and have them form a circle around them on the carpet.
2. The teacher will introduce the song "Clementine" by first showing the students the two clementine fruits that will be used later on in the lesson, and will will ask the students if any of them have ever heard the song "Clementine".
3. Once there is understanding on who has and has not sang this song before, the teacher will deomonstrate the song for those who do not know it, by singing it through.
4. The teacher will then break the song lyrics into shorter phrases, and will have the students repeat the phrases after she sings them.
5. The teacher will then check for understanding of the lyrics, and will either go through them once more or will have the entire class sing with her the lyrics as a whole.
6. Once it is clear the students know the lyrics, the teacher will demonstrate to the students how to keep a steady beat going by tapping her hands to her knees to the rhythm of the song. The teacher will encourage the students to join in and imitate what she is doin by tapping their hands to their legs as well.
7. The teacher will go through the song once more with the children following her lead in keeping the steady beat and then will tell the students to pick their own method of keeping a steady beat with their hands. Once the students are able to keep a steady beat on their own the teacher will transition once more.
8. The teacher will now take out the two clementines and give one to a student on each side of her. The teacher will instruct the students to pass the clementine to the next student but only on the beat, therefore the students will recognize the steady beat and keep it going with the passing of the clementines.
9. The teacher will then have the students pass the clementines on their own, while singing the song on their own and keeping the steady beat three times through without error.
Closure:
. Ask the students to sing the song individually or with a partner while keeping a steady beat.
. Ask the students why it is important not to sing the song too fast or too slow and then ask what will happen if they do.
.Ask the students to give you examples of other ways they can move and keep a steady beat. For example, just it just have to be tapping on their legs while sitting down or can they do more with it.
.Ask the students who knows what a quarter note is and how is it related to a beat, and that will give us an introduction for what we will do in the next lesson.
Assessment:
.Were the students able to learn the words to the song efficiently and successfully throughout the lesson.
.Were the students able to sing independently or your direction or other student's help.
.Were the students able to keep a steady beat on their own while tapping their legs and passing the clementine to their classmates.
.Were the students able to come up with their own way of keeping a steady beat and did they go at the proper speed?
.Were any of the students able to recognize what a quarter note was and what it's relationship to a beat is.
Grade Level: 1st
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing with instruments, alone and with others, a varied repertoire of music
Concepts:
Music- Pitch, rhythm, keeping a steady beat
Non-music- Multitasking, building of social skills, coordination
Skills:
Music-Singing
Non-music-Moving during the song, being social with classmates
Objectives:
The students will be able to:
. Sing the song "Clementine"while singing in the proper pitch.
. Sing the song "Clementine"while keeping a steady beat by clapping their hands and patting their legs.
. Sing the song "Clementine"while keeping up with the rhythm and steady beat of the song by passing a clementine to other classmates.
Materials:
2 Clementines
Open space in the classroom
Procedure:
1. Greet the students as they enter the classroom and have them form a circle around them on the carpet.
2. The teacher will introduce the song "Clementine" by first showing the students the two clementine fruits that will be used later on in the lesson, and will will ask the students if any of them have ever heard the song "Clementine".
3. Once there is understanding on who has and has not sang this song before, the teacher will deomonstrate the song for those who do not know it, by singing it through.
4. The teacher will then break the song lyrics into shorter phrases, and will have the students repeat the phrases after she sings them.
5. The teacher will then check for understanding of the lyrics, and will either go through them once more or will have the entire class sing with her the lyrics as a whole.
6. Once it is clear the students know the lyrics, the teacher will demonstrate to the students how to keep a steady beat going by tapping her hands to her knees to the rhythm of the song. The teacher will encourage the students to join in and imitate what she is doin by tapping their hands to their legs as well.
7. The teacher will go through the song once more with the children following her lead in keeping the steady beat and then will tell the students to pick their own method of keeping a steady beat with their hands. Once the students are able to keep a steady beat on their own the teacher will transition once more.
8. The teacher will now take out the two clementines and give one to a student on each side of her. The teacher will instruct the students to pass the clementine to the next student but only on the beat, therefore the students will recognize the steady beat and keep it going with the passing of the clementines.
9. The teacher will then have the students pass the clementines on their own, while singing the song on their own and keeping the steady beat three times through without error.
Closure:
. Ask the students to sing the song individually or with a partner while keeping a steady beat.
. Ask the students why it is important not to sing the song too fast or too slow and then ask what will happen if they do.
.Ask the students to give you examples of other ways they can move and keep a steady beat. For example, just it just have to be tapping on their legs while sitting down or can they do more with it.
.Ask the students who knows what a quarter note is and how is it related to a beat, and that will give us an introduction for what we will do in the next lesson.
Assessment:
.Were the students able to learn the words to the song efficiently and successfully throughout the lesson.
.Were the students able to sing independently or your direction or other student's help.
.Were the students able to keep a steady beat on their own while tapping their legs and passing the clementine to their classmates.
.Were the students able to come up with their own way of keeping a steady beat and did they go at the proper speed?
.Were any of the students able to recognize what a quarter note was and what it's relationship to a beat is.
Friday, September 11, 2009
assignment #3
1. A long term goal is what the teacher uses to help demonstrate what is to be accomplished in the learning environment by the end of semester or year. An example of a long term goal in a music class would be "students will understand the foundational musical concept of reading musical notes and providing the right pitches when singing them". A short term goal is similar in relation to the long term goal however, a short term goal helps the teacher address tasks to be accomplished within a specific and shorter period of time. An example of a short term goal would be " students will learn to sing their abc's using the proper pitch by the end of the class period". 2. A musical concept is a group of musical ideas that are combined based on common properties. Six musical concepts listed in the textbook are melody, texture, tone color, dynamics, rhythm, and form.
3. A musical skill is any action that a person does to make music. One example of a musical skill would be singing. Another example of a musical skills would be playing an instrument such as the flute. Lastly, an example of a musical skill would be keeping a steady beat by snapping your fingers.
4. The possible sequence of a lesson plan would being with describing what the musical activity involved in the lesson will be. The next step in the lesson plan would be to describe the age or grade level that the lesson plan is directed towards. The following step is to describe the concepts in which you want to teach your students in the lesson. The next step in writing the lesson plan is to write what materials you will need for your lesson. The following step is when you will write your objectives for the lesson or what you want the students to get accomplished during and from the lesson. Next in writing the lesson plan you will describe both the preliminary and main content procedures in which will help the students accomplish the objectives of the lesson plan. The next step of the lesson plan would be to provide closure and tie in all of the aspects of the lesson plan together. Finally, the last step in writing the lesson plan would be to assess the lesson itself, the effectiveness of it, how well you taught it and how well the students understood and performed their tasks involved in the lesson.
5. The nine national standards in music education include the following" 1. Singing, along 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 4.Composing and arranging music within specified guidelines 5.Reading and notating music 6.Listening to, analyzing, and describing music 7.Evaluating music and musical performances 8. Understanding relationships between music, the other arts, and disciplines outside the arts 9. Understanding music inrelation to history and culture.
6. Music is very important in a child's education for many reasons. One of the reasons music is so important in relation to a child's education is because it provides a creative outlet for students to express themselves, which can lead to higher learning. Also, music is important because it can keep a child's interest and attention longer by providing them with alternative ways of learning, which keeps things in the classroom more interesting. Music is needed because it can inspire, teach and bring out creativity in all children, and I feel that is the purpose of music.
3. A musical skill is any action that a person does to make music. One example of a musical skill would be singing. Another example of a musical skills would be playing an instrument such as the flute. Lastly, an example of a musical skill would be keeping a steady beat by snapping your fingers.
4. The possible sequence of a lesson plan would being with describing what the musical activity involved in the lesson will be. The next step in the lesson plan would be to describe the age or grade level that the lesson plan is directed towards. The following step is to describe the concepts in which you want to teach your students in the lesson. The next step in writing the lesson plan is to write what materials you will need for your lesson. The following step is when you will write your objectives for the lesson or what you want the students to get accomplished during and from the lesson. Next in writing the lesson plan you will describe both the preliminary and main content procedures in which will help the students accomplish the objectives of the lesson plan. The next step of the lesson plan would be to provide closure and tie in all of the aspects of the lesson plan together. Finally, the last step in writing the lesson plan would be to assess the lesson itself, the effectiveness of it, how well you taught it and how well the students understood and performed their tasks involved in the lesson.
5. The nine national standards in music education include the following" 1. Singing, along 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 4.Composing and arranging music within specified guidelines 5.Reading and notating music 6.Listening to, analyzing, and describing music 7.Evaluating music and musical performances 8. Understanding relationships between music, the other arts, and disciplines outside the arts 9. Understanding music inrelation to history and culture.
6. Music is very important in a child's education for many reasons. One of the reasons music is so important in relation to a child's education is because it provides a creative outlet for students to express themselves, which can lead to higher learning. Also, music is important because it can keep a child's interest and attention longer by providing them with alternative ways of learning, which keeps things in the classroom more interesting. Music is needed because it can inspire, teach and bring out creativity in all children, and I feel that is the purpose of music.
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