Teacher:
Subject: General Music
Grade Level(s): 9-12
Unit
Topic: Critical Thinking
in Music
Title of Lesson: How music sets the scene
Focus Q: How is music
descriptive?
Description: Students listen to
music and create their own scenes to match what is happening
Lesson Length: 20-30 minutes
*Remember the 5 questions: Why-What-To Whom-How-Results*
|
Goals (Òwhat do you want them to knowÉ) |
á
Music is subjective á
How music is able to
emphasize emotions or actions in scenes |
|
Objectives (Éand be able to doÓ) |
á
Using their own judgement, be able to create a scene
revolving around a piece of music á
Identify key elements in a piece of music which make
it descriptive |
|
National Standards addressed |
á
6 |
|
Prior Knowledge needed |
á
Listening skills |
|
Materials/Resources |
á
Pencil á
Paper á
Recording of Heart of Courage (http://www.youtube.com/watch?v=LRLdhFVzqt4 ) á
Recording of Flameheart (http://www.youtube.com/watch?v=BQMpRWuT6hk ) |
|
Lesson Procedures |
|
|
ø
Introduction (Hook) |
á I'd start the class by playing He's a Pirate (http://www.youtube.com/watch?v=mUnrWo6z9WY ) and have the students describe out loud what it makes them think of. |
|
ø
Instruction (Procedure) |
á
Explain that music is able to create scene in your
mind á
Play Heart of Courage and have the students listen
to it fully á
The students can either choose to draw a scene on
paper, or describe what they are imagining in their heads in a paragraph á
If the students finish quickly, then we would repeat
the process with Flameheart |
|
ø
Activities |
ø
Students create their own scenes |
|
ø
Closure |
ø
We will go over what the students created, have the
students explain why they thought of the scene they did |
|
Universal Design |
|
|
Universal Instruction Considerations Multiple means of
Representation/ Expression Engagement |
This is a very basic lesson and any student should be able to participate |
|
Differentiation Considerations (Adaptations for
different levels/unique needs) |
If a student is
incapable of drawing out a scene by just listening to music, then they can
describe how the music makes them feel |
|
Advanced Opportunities |
There will be higher expectations of
explanation for the scene or story they thought of
|
|
Student Assessment |
|
|
Formative Assessment (checking for
understanding) |
See if the students are able to express their own thoughts about the
music through the scenes they create. |
|
Summative Assessment (how will each objective be
assessed?) Include Rubric or other form of informal or formal assessment |
I believe you can't grade a student's interpretation of something, so they will be graded solely on participation. |
|
Review/Reflection Lesson/Teaching Evaluation (to think about during
the lesson and record after teaching) |
|
|
Overview – What occurred compared to the
plan? |
Completed after lesson |
|
Analysis – How well was the lesson
planned? |
Completed after lesson |
|
Reflection – What did you learn? |
Completed after lesson |
|
What would you do differently? |
Completed after lesson |