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Date: 12/5/2015
6. Closing activity
Pacing
3 minutes
1. 3-5 minutes
2. 3-4 minutes
3. The Swan
i. Show a picture of a swan and ask students to demonstrate how a swan
moves while pivoting in place.
3. 6-8 minutes
ii. Ask students what articulation would best be suited to represent the
movement of a swan
iii. Start the music and demonstrate how you can interpret the music by
moving your body to follow the dynamics and the shape of the melody.
iii. Have students join in and move like a swan around the room
interpreting the music of Camille Saint-Saens Swan from The Carnival
of Animals
4. The Kangaroo
i. Show a picture of a Kangaroo and ask students to demonstrate how a
kangaroo moves safely standing in place.
4. 4-6
minutes
ii. Ask students what articulation would beset be suited to represent the
movement of a kangaroo
iii. Ask students to move like a kangaroo around the room interpreting the
music of Kangaroo from The Carnival of Animals
5. The Elephant
i. Show a picture of an Elephant and ask the students to demonstrate
how an elephant walks (no elephant sounds) while standing in place.
5. 4-6
minutes
ii. Ask the students why the marcato articulation suits the elephant
iii. Ask students to move like an elephant around the room, interpreting
the music of Elephant from The Carnival of Animals
6. Strauss Blue Danube
i. Tell students that they are about to listen to a piece, and that they
should be thinking about what animal they think it sounds like (can be any
animal)
ii. Listen to first minute of the main part of Blue Danube Waltz, ask
students to raise hands and share what animal they thought is sounded
like.
iii. Have students listen to the next 2 minutes of the piece while moving
around the room like their chosen animal, interpreting the music like in
the other activities
C. Assessment: (What evidence will show that the students understand?
Describe the assessment used formal and informal assessments based
on learning objectives)
Informal:
During Blue Danube take note of student responses to what animal
does this sound like? is the movement of the student and the animal they
4-6
minutes
Already
accounted
for in
sequence
Formal
Distribute paper with pictures of all three animals, play example (not
carnival), have children circle the one that it sounds like.
Repeat with other two animals.
4-6
minutes
2-3 minutes
E. Assignment:
Have kids collect a paper on their way out addressed to their parents that
says Ask me about Articulations and a youtube link to The Carnival of
Animals so that students can share with their parents what they are
learning in class.
7. Accommodations: (a. Special Needs, b. ELL etc. )
Betty has Down syndrome, she cannot participate in conventional ways, but does enjoy
dancing. The movement activities fit her very well, she can happily move in her space
and participate. During the assessment activity her assistant will be able to help her
select the animal that the music sounds like, and take down her answers when she
points at them.
8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include
student responses b. Rethink & Revise - what could you have done differently to
improve the outcome of this lesson)
Segment of lesson taught went very well. Well received by students, and my estimated
time line was right on. I feel I did a better job describing what I meant by interpreting the
music this time, demonstration is key to that. I should continue to take a more hands on
approach in the movement portions, joining the class as they move to the music, sitting
and observing is not great teaching, and I seem to illicit better responses from students
when I participate with them.
Overall though the lesson went very well though. Would definitely consider it a success.
9. National Standards: (Creating, Performing, Responding)
MU:Re7.2.1aWithlimitedguidance,demonstrateandidentifyhowspecificmusicconcepts(suchasbeat
orpitch)areusedinvariousstylesofmusicforapurpose
MU:Re8.1.1aWithlimitedguidance,demonstrateandidentifyexpressivequalities(suchasdynamicsand
tempo)thatreflectcreators/performersexpressiveintent.