Frog Lesson Plan #1 – 4th Grade – David Fonda

 

Curriculum Goal or Standard: Music – compose rhythms using sixteenth notes, Dance – locomotor-leap vs. hop

 

Lesson Outcomes: Students will develop an understanding of the concept of leap(s) in both music and dance, by experiencing them through movement and while playing an instrument, through group exploration and individual instrumental performance.

 

Musical Materials: Frog poem and Frog song           Equipment: Orff instruments, hand drum and recorders

 

I. Opening – Poem, A Frog Like Me by: Kevin Seales

                                                                                                      A Frog Like Me

            Tspeaks poem until S can join in                              Ribbit ribbit I’m a frog

            Pat the rhythm of the poem                                         As pretty as a frog can be

                                                                                                  I love to jump from log to log

                                                                                                  Come with me and you'll see

 

II. Presentation – Kinesthetic experience with the concept

 

            - What is the poem about?

            - How do frogs travel? Can you travel like a frog?

            - T plays SB on hand drum while students jump like a frog.

            - Difference between jump (frogs/2-2) and leap (people-1-1) *(hop is on same foot)

            - T plays SB on hand drum while students leap (from one foot to the other foot)

            - T plays various intervals on recorder - If you hear a leap, leap, if you hear a step, step.

           

III. Exploration - Use words from poem for rhythmic building blocks

            - Create rhythmic blocks from poem

           

                        Ribbit                    Frog                       Log to Log                            Pretty as a Frog

                                Ti  Ti  R                   Ta  R                      Ti   Ti   Ta                               Ti  Ki  Ti Ki   Ta 

 

            - T demonstrates some example patterns and then S’s repeat

            - Find a partner and share your pattern with them

            - Find a way to put your patterns together

            - Find another set of partners (Group of 4 now) and share the two ideas

            - S create a pattern with their group of four using the blocks. ____     ____              ____              ____

            - S put patterns on their bodies

                        - Group Rehearsal                   - Share            

- T – now add a Leap

                        - Group Rehearsal                   - Share

 

IV. Culmination – Combine Frog Poem with various Group Body Percussion patterns

            - S take turns sharing their body percussion within the context of the Frog Poem

            - Group BP is presented after the poem is complete

            - Possible extension – perform the Frog Poem at beginning and end, then the other times just use the

                 unison BP of the poem.

 

V. Next Step

            - Remember the Frog song and improvise on instruments and combine the two ideas

 

 

 

 

Frog Lesson Plan #2 – 4th Grade – David Fonda

 

Curriculum Goal or Standard: Music – Melody – improvise using steps and leaps, arpeggio,

                                                     Dance – Space – loco motor – leap, step

 

Lesson Outcomes:

1. Students will develop an understanding of the concept of leap(s) in both music and dance, by

     experiencing them through movement and while playing an instrument, through group exploration

     and individual instrumental performance.

2. Students will improvise on Orff instruments using steps and leaps.

 

Musical Materials: Frog song and Frog poem           Equipment: Orff instruments

 

I. Opening – Frog Song

                                    D       R     M    F   M      R   D     M  F   S     L   S   F    M

                                    Hear the frog he sings a song, it is such a happy song,

                                     D      D       D       D        DD       RR       MM      FF        M      R      D

                                    gwa, gwa, gwa, gwa, guero, guero, guero, guero, gwa, gwa, gwa

 

                        - Remember – Frog poem             A Frog Like Me

                                                                        Ribbit ribbit I’m a frog

                                                                        As pretty as a frog can be

                                                                        I love to jump from log to log

                                                                        Come with me and you'll see

 

II. Presentation - Use words from poem for rhythmic building blocks

            - Create rhythmic blocks from poem

           

            Ribbit               Frog                 Log to Log       Pretty as a Frog

            Ti  Ti  R            Ta  R                Ti   Ti   Ta        Ti  Ki  Ti Ki   Ta

 

            __________         __________         __________         __________ 

 

            - Get into groups and remember your 4 part pattern

 

            - Group practice, don’t forget to use a leap J

 

            - Sing the song and insert each group’s pattern during the “gwa” section

                                   

            - Frog Song - Group1 BP – Frog Song - Group2 BP – Frog Song - Group 3 BP…etc

                        **everyone comes back in singing on “guero” each time.

 

            - Bass XyloFrog, rest, Frog, rest, jump like a frog, rest

                                    D              D                D      D  D’   D

 

            -Transition to barred instruments – D HexatonicT sings Frog song as S’s travel to instruments

 

            - Play the Frog song on low D

 

            - Bass Metallophone – green, Frog, green, Frog, very, very, green, Frog

                                                  rest      A      rest       A           rest        rest       A

            - Add the ending – DD EE F#F# GG F# E D

 

 

 

III. Exploration – explore steps and leaps using the Frog song

 

            - That was all by step, now let’s go back to the beginning and add some leaps. Remind students what a

                leap would look like on their instrument. Music is a combination of steps and leaps. Let’s make music.

           

            - Improvise using the rhythm of the song, using the full pitch collection of D hexatonic

 

            - One of the most common ways to play a leap is called an arpeggio.

 

- T - During the “gwa” section play octave D rest octave F# rest octave A rest octave F# rest

 

IV. Culmination – play the Frog song using improve based on both steps and leaps

            - Have several students share their improve, everyone else continues to do arpeggios and ending

             - Choose 1 group to share their body percussion during the arpeggio section.

 

V. Next step

            - Turn this into a performance piece by combining the Frog poem and Frog song with some improved

                body percussion and improved melodic material

 

 

 

 

 

 

 

 

 

H.C.B. Lesson Plan #1 – 4th Grade – David Fonda

 

Curriculum Goal or Standard: Music – Rhythm – half note, Recorder fingering – G

 

Lesson Outcomes:

1. Students will reinforce the understanding of the half note, by experiencing them through movement and

     while playing an instrument.

2. Students will learn a new note on the recorder – G, through individual instrumental performance.

 

Musical Materials: Hot Cross Buns     Equipment: Soprano Recorder

 

I. Opening – Hot Cross Buns

     Melody   B        A         G           B         A        G         GG     GG         AA     AA          B         A        G   

     Rhythm  Ta      Ta       Toe        Ta       Ta      Toe      TiTi    TiTi        TiTi    TiTi        Ta       Ta      Toe

      Text      Hot Crossed Buns,    Hot Crossed Buns, One a Penny, Two a Penny, Hot Crossed Buns

         BP       C         C       C-slide,  C          C      C-slide,    P   P   P   P     P    P  P   P,      C        C       C-slide

 

- T performs BP for Hot Crossed Buns

- S join in when they feel like they know the pattern

- T asks, Does anyone recognize that pattern?

- S sings Hot Crossed Buns

- S sings Hot Crossed Buns and performs BP simultaneously

- S get recorders out

- T leads S through the usual recorder warm-up (approx. 5 minutes)

            - echo rhythms on B

            - echo rhythms on A

            - echo rhythms moving from B to A

            - echo rhythms moving from A to B

 

II. Presentation – New Note - G

- T teaches new fingering – G

- S echo rhythms on G

- S echo rhythms moving from A to G

- S echo rhythms moving from G to A

- S echo “down the steps” – B A G

- S echo “up the steps” – G A B

- T – Does Hot Crossed Buns use either one of those patterns?

- T – Where does the “down the steps” pattern occur? How many times?

- T plays Hot Crossed Buns, S – listen for pattern

- T – Where does the “down the steps” pattern occur? How many times?

- T – What is the Form of this melody?  AABA

- T asks S to play the A section, T plays B section

 

III. Exploration – Improvise during B section to explore and figure out the rest of the melody

- T ask S to use the B section rhythm to improve the missing part of the melody

- T – Who would like to share their Improvisations?

- S share their improvisations

- T plays the written B section

- T – Has anyone figured out the B section?

- T – When you think you have the B section figured out, please join me

- T shares with all S’s that the B section is GGGG AAAA

- T asks, What would happen if we “walked up the steps” instead of “down the steps” during the A section?

- S explore

- T asks, What happened to the melody? What should we do with the B section?

- Class plays Buns Crossed Hot – G A B, G A B, BBBB AAAA, G A B

- T asks, What would happen if we put them together

- S chose either Hot Crossed Buns or Buns Crossed Hot and play as a class

 

IV. Culmination

- First time - Students play Hot Crossed Buns as written

- Second time – Students chose to Play Hot Crossed Buns or Buns Crossed Hot

- Third time – Students improve during the B section

- Fourth time – Students play Hot Crossed Buns as written

 

V. Next step

            - Take Hot Crossed Buns to the Orff Instruments and explore

 

 

 

 

 

 

 

 

H.C.B. Lesson Plan #2 – 4th Grade – David Fonda

 

Curriculum Goal or Standard: Music – Harmony – exploration, transferring recorder melody to Orff instruments, rolls

 

Lesson Outcomes:

1. Students will reinforce the understanding of the half note, by experiencing them through movement and

     while playing an instrument.

2. Students will discover harmonic options for a given melody through individual instrumental performance.

 

Musical Materials: Hot Cross Buns     Equipment: Soprano Recorder, Orff instruments

 

I. Opening – Hot Cross Buns

     Melody   B        A         G           B         A        G         GG     GG         AA     AA          B         A        G   

     Rhythm  Ta      Ta       Toe        Ta       Ta      Toe      TiTi    TiTi        TiTi    TiTi        Ta       Ta      Toe

      Text      Hot Crossed Buns,    Hot Crossed Buns,  One a Penny, Two a Penny, Hot Crossed Buns

         BP       C         C       C-slide,  C          C      C-slide,    P   P   P   P     P    P  P   P,      C        C       C-slide

 

- T demonstrates the BP for Hot Crossed Buns

- S join in and perform BP to Hot Crossed Buns

- T sings Hot Crossed Buns

- S join in and sing Hot Crossed Buns

- T asks S to take out their recorders

- T asks S to show the new fingering we learned last time

- S demonstrate the recorder fingering for G

- T reviews new fingering – G

- S echo rhythms on G

- S echo rhythms moving from A to G

- S echo rhythms moving from G to A

- S echo “down the steps” – B A G

- S echo “up the steps” – G A B

 

II. Presentation – transferring Hot Crossed Buns recorder melody to Orff Instruments

- T performs Hot Crossed Buns on the recorder

- T asks S to recall/identify the form of the melody AABA

- T asks S to recall the pattern used in the A section – “down the steps”

- S perform A section of Hot Crossed Buns

- T performs the B section

- S perform the B section

- T and S play Hot Crossed Buns on the recorder 2x

- T plays Hot Crossed Buns while S transition to Orff Instruments – set up in G pentatonic

- T asks, What pitch did we start on?

- S find B on the instrument

- T asks, What pattern was used in the A section?

- S play “down the steps” starting on B

- T asks, what was our new note from recorder? What pitch does the B section start on?

- S play the B section

- T asks students to recall the form of Hot Crossed Buns AABA

- S perform Hot Crossed Buns – 2x

 

 

III. Exploration – students improvise using the rhythm of Hot Crossed Buns

- T asks S to improvise using the rhythm of Hot Crossed Buns on B, A, and G.

- T plays broken bordun on BX

- T adds high D to the pitch collection for their improvisations

- S improvise using B, A, G and high D

- T adds low D and E to the pitch collection for their improvisations

- S improvise using B, A, G, high D, low D and E

- T adds high C - you can’t start or end a measure on it but you may use it in passing

- S improvise using B, A, G, high D, low D, E and high C (for passing)

- T asks S to play original Hot Crossed Buns melody

- T asks S to use that same pattern but start on high D

- S play D C B  D C B  BBBB CCCC  D C B  - Variation 1

- T divides room in half – one side plays original melody the other side plays Variation 1

- S play Hot Crossed Buns melody + variation 1

- T asks, what happened? What was created? Harmony

 

IV. Culmination- students perform Hot Crossed Buns

- 1st time - Students play Hot Crossed Buns as written

- 2nd time – Students improvise the entire 4 measures using B, A, G, high D, low D, E and high C (for passing)

- 3rd time – Students chose to Play Hot Crossed Buns or Variation 1

- 4th time – Students improvise the entire 4 measures using B, A, G, high D, low D, E and high C (for passing)

- 5th time – Students play Hot Crossed Buns as written

 

V. Next Step

- Further develop Hot Crossed Buns into a performance piece by finishing teaching the 4 part arrangement,

   adding recorder on the melody, adding voices on the melody and/or Buns Crossed Hot

 

 

 

 

 

 

 

Bluebird Lesson Plan #1 – 2nd Grade – David Fonda

 

Curriculum Goal or Standard: MusicRhythm – half note, DanceEnergy – Free vs. Bound movement

 

Lesson Outcomes:

1. Students will experience half note duration in their bodies and with their speaking voice and singing voice.

2. Students will explore free and bound movements with their bodies.

 

Musical Materials: Bluebird, Bluebird                       Equipment: Alto recorder, hand drum

 

I. Opening – Bluebird, Bluebird

- T asks, please raise your hand if you recognize this melody

- T plays Bluebird, Bluebird melody on Alto Recorder

- T asks class to name the melody

- T plays melody again and asks S to join and sing

 

II. Presentation – Kinesthetic experience with the concept

- T asks, What is the song about?

- T asks, How do birds travel? Can you travel like a bird?

- T plays SB (half note length) on hand drum, S fly like a bird. (Free movement)

- T asks, Do birds only fly? Can all birds fly? How else can they travel?

- T plays SB (quarter note length) on hand drum, S walk/waddle – arms tight to body. (Bound movement)

- T plays various rhythms on hand drum - If you hear ta’s (ti’s) – walk/waddle, if you hear toes (ta’s) – fly.

 

III. Exploration - Use words based on bird actions for rhythmic building blocks

- Create Rhythmic Building blocks with bird actions

 

Build a nest     High Flying      Sit on Tree Branch      Birds

            Ti   Ti   Ta          Ta   Ti  Ti           TI   Ti    Ti      Ti                     Ta  rest

 

            _______          _______          _______          _______ :II

 

- T demonstrates some example patterns and then S’s repeat

- Add a repeat to your pattern of 4, making it a total of 8

- T asks, What kind of sounds do birds make?

- Add a “Kaa” sound to your pattern somewhere. “Kaa”=2 beats (half note)

- Find a partner and share your pattern with them

- Find a way to put your patterns together

- S create a pattern with their partner using the blocks.       ____     ____   ____     ____ :II

- S put patterns on their bodies

            - Group Rehearsal                                          

 

IV. Culmination – Combine Bluebird, Bluebird with various Partner Body Percussion patterns

            - S take turns sharing their body percussion during part B of Bluebird, Bluebird

               

V. Next Step

            - Play the Bluebird, Bluebird game from Kindergarten and during Part A have both partners flying

through the windows. During the first half of part B they are in the center of the circle doing their body

percussion while everyone in the circle is patting the steady beat softly on their knees. During the

second half of Part B, everyone sings “Choose a brand new team and tap them on the shoulder”, “Oh,

Johnny I am tired.” Then they switch spots just like in the original game.

 

 

 

 

 

 

Wee Willy Winky Lesson Plan #1 – 1st Grade (late) or 2nd Grade (early) – David Fonda

 

Curriculum Goal or Standard:  MusicMelody-sol, mi, la, high and low pitches, Rhythm

                      DanceSpace – pathways (running through town, negotiating space), levels (upstairs/downstairs)

Cross-Curricular Connections: telling time, Old English, deconstructing a story

Lesson Outcomes:

1. Students will create rhythms and improvise melodies.

2. Students will explore levels and negotiate general space with their bodies.

 

Musical Materials: Wee Willy Winky         Equipment: Alto recorder, glockenspiel, hand drum, Orff instruments

 

I. Opening – Wee Willy Winky

- T asks, please raise your hand if you recognize this melody (from Kindergarten)

- T plays Wee Willy Winky melody on Alto Recorder

- T asks class to name the melody

- T plays melody again and asks S to join and sing

 

II. Presentation – Kinesthetic experience with the concept

- T asks, Who is the song about? (Wee Willy Winky)

- T asks, What does Wee Willy Winky like to do? (Run through the town)

- T asks, Where does he run? (upstairs and downstairs)

- T asks, did you know that we can run up the steps and down the steps in Music?

- T demonstrates notes go from low to high (up the steps), then high to low (down the steps) on Glockenspiel

- T selects a student to come up and play up the steps and then another student to play down the steps

- T asks, What does he wear? (nightgown) Is he wearing a dress? (No, explain context)

 

III. Exploration - Use words based on places we find steps for rhythmic building blocks

 

             Ti  Ti    Ta                   Ti  Ti  Ti  Ti                 Ta  rest

            In my house                 On a sidewalk             Steps

            ________        ________        ________        ________ :II

 

- T demonstrates some example patterns and then S’s repeat

- S create their own 4 part pattern using at least two different blocks

- T asks, Would anyone like to share their pattern? (They share, I’m looking for TiTiTa  TiTiTa  TiTiTiTi  Ta)

- T asks S to say the pattern, then clap the pattern

- T asks S to put that pattern on a different part of their body (clap, pat then stomp)

- T sings Wee Willy Winky while students move to instruments set up in C pentatonic

- T asks S to recall the pattern they created together. (TiTiTa  TiTiTa  TiTiTiTi  Ta)

- T tells S to look on their instrument and notice that there are 2 notes beside each other, then 3 notes

- T tells S to play that pattern on the 2 notes - G and A

- T tells S to tell their hands to take turns (alternate)

- T then adds E to the available pitches

- T asks, Would anyone like to share their melody? (They share; I’m looking for GAG GAG GAEA G)

- T demonstrates pattern, S learn the pattern

 

IV. Culmination – Students perform Wee Willy Winky with Orff Instrument Interlude

- Combine Wee Willy Winky with our Melody on the Orff Instruments

- S sings Wee Willy Winky, T plays broken bordun on C, during chime section the S play the melody we

   created on the Orff Instruments. Then repeat.

 

 

 

 

 

Wee Willy Winky Lesson Plan #2 – 2nd Grade (late) – David Fonda

 

Curriculum Goal or Standard:  MusicMelody do, re, mi, sol, la, pentatonic, high & low pitches

                                                      DanceSpace – levels (high/low)

Lesson Outcomes:

1. Students will explore rhythms using their bodies and Orff instruments.

2. Students will combine their understanding of pitch and levels.

 

Musical Materials: Wee Willy Winky             Equipment: Alto recorder, hand drum, Orff instruments

 

I. Opening – Wee Willy Winky

- T asks, please raise your hand if you recognize this melody (from earlier in the year)

- T plays Wee Willy Winky melody on Alto Recorder

- T asks class to name the melody

- T plays melody again and asks S to join and sing

 

II. Presentation – Kinesthetic experience with the concept

- Briefly recall the details of the story

- T asks, Who is the song about? (Wee Willy Winky)

- T asks, Where does he run? (upstairs and downstairs)

- T asks S to listen and when they hear me play notes running up to reach for the sky, notes running down

     touch the ground

- T says, Running up the steps (TiTi TiTi Ta), Running down the steps (TiTi TiTi Ta), then asks S to echo

- T asks, “Can we use our hands to pat that rhythm?”

- T asks, “Can we run up our bodies with our hands while we pat?”

- T asks, “Can we run down our bodies with our hands while we pat?”

- T sings Wee Willy Winky while students move to instruments set up in C pentatonic

 

III. Exploration -

- T tells S to look on their instrument and notice that there are 2 notes beside each other, then 3 notes

- “Can you find the longest A on your instrument?”

- “Let’s play our running, running, running, running (8 Ti’s) rhythm on A

- “Do you see A’s next door neighbor Growling G, I wonder if he would mind if we ran over there too?”

       (Play it on G)

- “I wonder if we could take turns using A and G?” (alternate between and A and G-running 4x (8 Ti’s)

- S play running, running, running, running – AG AG AG AG

- “Well we have ran around quite a bit with A and G, maybe we should go down the street and see who else

     we can find to run around with”

- “Do you see that down the street is Energetic E?

- “Let’s run with Energetic E

- S play running, running, running, running on E

- “It looks like Energetic E has a neighbor also, let’s go run with Diatonic D

- S play running, running, running, running on D

- “Check it out, Diatonic D has a neighbor too named Composer C, let’s go run with them.

- S play running, running, running, running on C

- “I wonder if we could take turns using C and D?” (alternate between and C and D-running 4x (8 Ti’s)

- S play running, running, running, running – CD CD CD CD

- “I hate to leave Energetic E out, can we run with him too?”

- “We need a need pattern to include Energetic E” - T demonstrates Running Up TiTi Ta – claps then pats

- S play new pattern Running Up, TiTi Ta on CD E

- “Now that we can play running up, I wonder if we can play running down?”

- T demonstrates Running Down pattern ED C

- S play Running Down pattern on ED C

- “Now that we know how to run up and down, I wonder if we can take turns running up and down?”

- T demonstrates elongated pattern, Running Up R R, Running Down R R (CD E R R, ED C R R)

- S play elongated pattern once, then again with a repeat

- “Now that we know how to run through the whole neighborhood, I wonder if we can run down the steps like

     Wee Willy Winky did?

- T plays, Running Down the Steps (TiTi TiTi Ta R – AG ED C R)

- S play Running Down the Steps (TiTi TiTi Ta R – AG ED C R)

- “Did Wee Willy Winky only run down the steps?” “No, he also ran up the steps”

- T demonstrates the reverse pattern (TiTi TiTi Ta R – CD EG A R)

- S play the reverse pattern (TiTi TiTi Ta R – CD EG A R)

- “Wow, now that we can run down and up the steps, can we take turns? (alternate patterns- down then up)

- T demonstrates the elongated pattern, Down (TiTi TiTi Ta R – AG ED C R) Up (TiTi TiTi Ta R – CD EG A R)

- S play the elongated pattern, Down (TiTi TiTi Ta R – AG ED C R) Up (TiTi TiTi Ta R – CD EG A R)

 

IV. Culmination – put together entire melody

- the form of the melody is A A’ B A

- the A section is Running Down the Steps - (TiTi TiTi Ta R – AG ED C R)

- the A’ section is Running Up the Steps - (TiTi TiTi Ta R – CD EG A R)

- the B section is Running, Running, Running, Running on A and G – (TiTi TiTi TiTi TiTi - AG AG AG AG)

- the A section is Running Down the Steps - (TiTi TiTi Ta R – AG ED C R)

 

V. Next Step

- This melody was created to be the B section of Wee Willy Winky

- We could perform the entire piece as a class or use it in collaboration with the Kindergarten classes in a

   performance setting where the 2nd grade students are accompanying the Kindergarten classes. All it would

   need is to add some simple parts for accompaniment or teacher or older student could accompany on Bass

   while each group performs.

 

 

 

 

 

 

 

 

 

 

Spring Flowers Lesson Plan #1 – 3rd Grade – David Fonda

 

Curriculum Goal or Standard:  MusicMelody-F pentatonic, Counter-melody, 6/8

                                                      DanceTime – Meter (compound), Rhythm - locomotor-skip

Lesson Outcomes:

1. Students will create rhythms and improvise melodies.

2. Students will be able to accurately clap the basic “skipping” rhythm in 6/8.

 

Musical Materials: Spring is Coming              Equipment: Alto recorder, hand drum

 

I. Opening – Spring is Coming

- T asks, please raise your hand if you recognize this melody (from 2nd grade) (Play in F, instead of Bb)

- T plays Spring is Coming melody on Alto Recorder

- T asks class to name the melody

- T plays melody again and asks S to join and sing

 

II. Presentation – Kinesthetic experience with the concept

- T asks S to move to the melody (looking for skipping)

- T asks S to skip to the melody

- T asks S to put the “skip” in their hands, (Ta Ti  Ta Ti  Ta Ti  Ta Ti)

- T asks S to identify rhythmic pattern

- T asks S to put the Ta’s on their knees (pat) while they say the pattern

- T asks S to put the Ti’s in their hands (clap) while they say the pattern (pat clap, pat clap, pat clap, pat clap)

- T asks S to put every other Ta in their fingers (snap) (pat clap, snap clap, pat clap, snap clap)

- T divides the room into two groups, one group is doing pat clap, the other is doing pat clap, snap clap.

- T asks the S to switch parts, “We are listening to each other to make sure they line up”

- T sings the Spring is Coming melody while the S transition to the Orff Instruments set up in F pentatonic

 

III. Exploration – Students improvise a melody using the rhythm from measures 1-4

- T asks S to find C with their R hand and A with their L hand

- S play the rhythm from measures 1 & 2 alternating between C and A

                        C  C    A  A    C  C    A  A

                        TaTi   TaTi    TaTi   TaTi

- T tells S to reverse the pattern, starting on A instead of C

- S play the rhythm from measures 1 & 2 alternating between A and C

- T tells S to pick whichever one they like best and play it.

- S play whichever one they liked the best 3x

- T asks S, What happened? What did we create? (Harmony)

- T tells S to play the second one (AA CC AA CC)

- T tells S, now as we move onto measures 3 & 4 we can use all 5 pitches (FGACD)

- S explore the rhythm in measures 3 & 4 using all 5 pitches (FGACD)

                        TiTiTi   TaTi   Toe

- T tells S, since we end on C in measure 2, let’s start measure 3 on its upper neighbor D

- S explore the rhythm in measures 3 & 4 using all 5 pitches (FGACD) and starting on D

- T asks S to make sure they start measure 3 on D and end on F

- T asks, Would anyone like to share their melody?

- S share melodies, T asks, What did you notice? I’m looking for D C A   G A    F

                                                                                                        TiTiTi   TaTi   Toe

 

IV. Culmination – Students perform Spring is Coming with Orff Instrument Interlude

- Combine Spring is Coming with our Melody and their improvisations on the Orff Instruments

Sequence

- S sings Spring is Coming, T plays broken bordun on F

- S play their improvisations the next 8 counts

- S play the melody we created on the Orff Instruments during the second 8 counts

- S sings Spring is Coming, T plays broken bordun on F

 

 

 

 

 

 

 

 

 

Spring Flowers Lesson Plan #2 – 2nd Grade – David Fonda

 

Curriculum Goal or Standard:  MusicTimbre – creating a soundscape

                                                      DanceEnergy – Bound-Free, Space-Levels, Time – Meter, Tempo-Slow

Cross Curricular Connections: Science – Plant Life Cycle, Social Studies – Season-Spring

Lesson Outcomes:

1. Students will work independently and with others to create a dance that represents the Plant Life Cycle.

2. Students will explore and improvise on instruments to provide a soundscape for dance.

 

Musical Materials: Springtime                       Equipment: Alto recorder, hand drum, glockenspiel, rain stick,

streamer hoops, and whatever else the students decide

I. Opening – Springtime

- T asks, please raise your hand if you recognize this melody (from 2nd grade)

- T plays Springtime melody on Alto Recorder

- T asks class to name the melody

- T plays melody again and asks S to join and sing

- T asks, What is this song about? (Season-Spring)

- T asks, What happens during the Spring? (Looking for flowers grow/bloom)

 

II. Presentation – identify the steps of the plant cycle

- T asks, Who can raise their hand and tell me where flowers come from?

- Class discussion continues until we have identified the steps in the plant cycle.

- T writes the steps of the Plant cycle on the board for reference

- T reminds - Procedures for Dance; 1. Stand up, 2. Find your own space, 3. Keep your hands & feet to yourself

 

III. Exploration – explore the Plant cycle through dance

- T Using your body, show me what a seed looks like” – S react

- T – “Plant yourself in the Earth” – S react

- T – “Now I am going to add water” – S react

- T – “Then comes the sun” – S react

- T – “Then it rains” – S react

- T – “Out comes the sun again” – S react

- T – “Now I am going to add water” – S react

- T – “Then comes the sun” – S react

- T – “Then it rains” – S react

- T – “Out comes the sun again” – S react

- T – “Now you are finished blooming, what happens next?  S react

- T – “I bet this would be even cooler if we used instruments instead of my voice”

- T asks, “Does anyone have an idea of an instrument we could use and when we could use it?”

- T asks, What does each sound represent? How do we know when it is raining/being watered? Sun is shining?

- Continue adding instruments until the S are happy with the sound scape.

- T – “If you don’t have an instrument, I need you to be the seeds and do our Plant Cycle Dance.”

 

IV. Culmination – Sequence and perform the Plant Cycle dance for their teacher

- T and S talk through the sequence

- T will speak the words of the song

- S will improvise sounds on the instruments, improvise dance with their bodies and use props to portray the

     Plant Life Cycle