Lesson Plan SongBook - Outline Example

Lesson plan songbook affiliation HISTORY AND LESSON PLANNING The in this range from age two to four years. Music is appreciated as a fundamental element of developing students in my school. Most of them are talented in vocalization and responding to diverse sounds and rhythms. In this lesson, the students will be assisted to investigate how birds use songs as a communication tool. A love song by Debra Hall and Crystal Patillo is chosen for this lesson. The students will listen to the story Bird songs and then recognize the expressions in the calls and patterns in the songs (Greata, 2006). Learning outcomes The students are expected to: Discover that birds use vocalization to institute territory and draw mates. Foretell whether birds are male or female by listening to bird songs and through the pictures. To read and imitate the bird sounds through use of rhythmic notation To explain two ways that distinguishes male birds from the female ones. To listen to bird song’s recordings and categorize rhythmic and harmonious patterns TEACHER LESSON PLANNING Time: A 45-minute class period Required Materials Birdsongs by Betsy and Steve Bird sound recordings Pictures of both male and female birds, which include ducks and peacocks A set of flashcards created by a teacher based on Birdsongs with a bird’s call situated on one side, and its equivalent musical elucidation on the other side of the card. Activities Help the students to read the story Birdsongs by Betsy and Steve Converse the diverse calls and language we use to express them. For example Coo, coo, coo Dee, dee, dee Tat, tat, tat Listen to some calls and try to recognize words that would be equivalent to the songs. Inquire from the students whether the males or females birds are singing. Ascertain that male birds in most species are singers. Use the pictures to ask the students to identify the males and females birds Ascertain that males are bright and females are dull in color. Discover the musical and melodic patterns of each bird’s variety Form groups of five to emulate the vocal and musical calls of the birds in the Birdsongs. Assessment The class should discuss the following questions The purpose of birds’ vocalization Two ways in, which male birds are dissimilar from female ones Assess the students on group contribution Make a list of standards to meet goals and objectives for each age level. Make your own chart for the future reference. Music education is fundamental for young children since the experiences aid the children to bond psychologically and intellectually with other members of the society. A sound developmental program involves singing, listening, moving, creating, playing melody instruments and reacting to oral and image symbols of sound. age Experiences Content Standard: Singing and playing instruments Content Standard: Creating Music Content Standard: Responding to music Content Standard: Understanding Music Infants and toddlers Sing and chant to them. Use songs and rhymes to represent diverse tonalities Imitate the sounds made by the infants. Expose them to variety of vocal, instrumental and milieu sounds (Greata, 2006). - - - - K2-5 Expose them to a milieu with a variety of sounds Invent songs to escort their play activities. Sing a range of easy songs in diverse meters and genres. Improve the rhythm by singing in groups Try out with a range of instruments and other sources of sounds Play easy melodies and frills on instruments Invent songs to accompany their play actions Design short pieces of melodies. Voices or instruments can be used. Invent and use unique graphic to symbolize vocal, instrumental and musical thoughts Invent instruments frills to songs, stories and poems (Greata, 2006). Identify a variety of sound sources Contribute freely in music events or actions React through movement to melody dynamics and styles to elucidate what they hear and feel Use their own words and standard melody language to express voices, melody notation and melodies of diverse styles and cultures Sing, move, speak and play instruments to display awareness of the fundamentals of music and variance in their application Exhibit an awareness of music as a component of daily life (Greata, 2006). Read the three sections entitled Children with Disabilities on pages 136-7 and make a list of key points that would help you in the classroom. Incorporate the children with disabilities into the general learning classroom Greata argues that, if the activity involves complex movement, the visually impaired children should be allowed to sit down on carpet, while the rest continues. For the orthopedically challenged children, use a two-headed mallet (Greata, 2006). Make a list of activities to enhance music and movement for your school age children. List seven concrete activities and describe how these activities could benefit children. Singing Clapping Playing instruments such as drums Encourage students to use musical alarm watches. Learn through music computer software. Dancing Formation of a band of improvised instruments such as spoons Running and jumping Esther egg Maracas Singing It is advisable to change the daily talks and conversations to songs such that the children can learn them musically. Such nonsense songs are fundamental in helping the children to try out with the diverse sounds and lyrics (Greata, 2006). This aspect is critical in the development of the children’s ability to sing rhythmically. Encourage students to use musical alarm watches The timers for break, end of lesson and lunch can be set musically such that the songs can serve as cues for the children. The children will tune their mind to particular alarm for a particular event. As long as the alarm is musical, then the children will tune musically, when that event occurs. Clapping Clapping is fundamental in training the children the rhythmic pattern of music. Matching of claps with balanced beats of preferred rhymes and sounds enhance the children’s ability to grasp varied rhythmic patterns (Greata, 2006). In addition, the ability of imitating the rhythmic patterns enhances development of the bodily- kinesthetic, which is fundamental in nurturing the children’s movement to music. Learn through music computer software. This enables the children to lay down their own songs as if they are professionals. This aspect trains the child’s brain to certain tunes and tempos. Dancing The children’s’ body movements should match the rhythmical change in songs and sounds. For instance, the games played by raising and lowering the ands should match with high tempos and low tempos respectively (Greata, 2006). The children will imitate the movement and the subsequent music. Running and jumping Running and jumping is a traditional activity of training children musically. Songs and musical instruments sounds should accompany this activity. As the children run and jump, they should match with the songs and sounds (Greata, 2006). This enhances the children’s ability to respond to certain music rhythmical patterns. Esther egg Maracas The toddlers like taking the eggs in and out of the box and shaking them to hear diverse sounds. In addition, they can fill two eggs with substance, shake them and match them up the pairs by listening to the sounds produced. Write down why you think music nurturing is important in early childhood education Nurturing music in early childhood education is fundamental because all children are believed to be musical and music meets their needs. This study establishes that music immerses the children in language (Greata, 2006). Music is beneficial in evoking movement and this facilities body development. Conversely, music helps in stimulating the brain and enhances physical coordination. Universally, music offers holistic knowledge to children. Write down all of the ways in which you believe (based on your studies) children learn Experience Imitation Caregivers Exploration Asking questions Listening and responding Participating in two-way communication Through stories and songs (Greata, 2006) Describe the environment you want to provide for music nurturing This study establishes that, children and music are inseparable. Children love to move, play instruments, and sing familiar new and songs in all sorts of rhythms. Young children are open to all types of music and they stand to benefit from a rich musical environment (Greata, 2006). Consequently, the environment should be rich in musical experience such as well-equipped kindergarten schools. Such places provide the child with physical and social environment worthy for musical growth since children come from diverse music environments, and through sharing and imitation, they learn and grow musically. Write down all of the types of musical activities in which you believe (based on your studies) young children should be engaged. Singing Encourage students to use musical alarm watches. Formation of a band of improvised instruments such as spoons Dancing Playing instruments such as drums Learn through music computer software Running and jumping Esther egg Maracas Clapping Playing spoons Listening to recorded music (Greata, 2006) Write down your expectations for the children in terms of future growth and development Besides music and other aspects that shape a child’s development and growth, I believe guidance for young children is fundamental in supporting both social and emotional development. However, positive guidance is embraced in this study. My future expectations on growth and development of the children involve complete incorporation of parental guidance in nurturing the children. Some of the benefits attributed to guidance include increasing the child’s safety, trust, competence, reelection, self-regulation and respect. References Greata, J. (2006). An introduction to music in early childhood education. Clifton Park, NY: Thomson Delmar Learning. Read More