ANNUAL TEACHING PLAN

Foundation Phase Grade 3 FOCUS LEARNING AREA: Performing Arts Dance, Drama, Music ALLOCATION OF TIME: 60 minutes per week

FIRST TERM 2014

WEEK

GENRE Music
Mo!ement

TEACHING RESOURCE 3 Assem"#$ songs %choo# song %choo# &$mn MUSIC ROOM BK3 Unit 1 Lesson 1 'e#coming %ong:
We!"o#in$ son$ We%&e $oin$ (#ass #isten to the song, then teach the words and c#ass sing with (D track) *+p#ain to the c#ass that some of the words in the song are ,made-up. words) /hese words are ca##ed scat' S"(t singing is common in 0a11 songs) Fo##ow me 2h$thms 3 %tudents stand in front of the c#ass, each with a percussion instrument) 2est of the c#ass a#so ha!e percussion instruments) 4n turn, 3 students p#a$ rh$thm patterns to the (D track Were going *!er$"od$ echoes) Fo##ow me Mo!es 3 %tudents stand in front of the c#ass) 4n turn, the 3 students create mo!ement patterns to the (D track Were going *!er$"od$ echoes) Fo##ow me Partner 5ne partner creates short mo!ement patterns, which are ,echoed. "$ the other partner) %wap *+p#ain to the c#ass the term musical break 'e6re going with "reaks Di!ide c#ass in two groups: P#a$ers and mo!ers 5ne group #ead the singing and the other group echo) During each "reak: 5ne student #eads the p#a$ers 5ne student #eads the mo!ers

REFLECTION 3 3S

Music

Assem"#$ %ongs MUSIC ROOM BK3 Unit 1 Lesson 2 /one co#our:

2e!ise: Were going A## our rh$thms %tudents sitting with instruments) P#a$ the (D track All our Rhythms) *ach rh$thm pattern is p#a$ed twice) %tudents #isten to and then echo each pattern) Teacher ask: These are our rhythms from last year, but now they look different. How are they different? Answer: /he rh$thms now ha!e ,"#o"s. on the "ottom) /hese ,"#o"s. are ca##ed note heads) 8sing the (D track) /eacher points at an$ rh$thm #ine on (hart no) and c#ass p#a$s) 2h$thm (harts /he c#ass se#ects 3 rh$thm patterns from chart no) ) /eacher writes them on the "oard) (#ass p#a$s the chart with and without the (D track) /he c#ass decide on a name for their ,composition.) 2h$thms ingredients Teacher ask: W)(t (&e t)e *i++e&ent ,(&ts -in$&e*ients. in o/& &)0t)#s1 Answer: /aa, ti-ti and 1aa Teacher ask:C(n 2e #(3e so#e *i++e&ent &)0t)# ,(tte&ns /sin$ o/& in$&e*ients1 /eacher draws a grid on the "oard and the c#ass creates 3 different rh$thm patterns, which the c#ass c#aps to the (D track) /one co#our (#ass di!ides the percussion instruments into 3 instrument fami#$ groups: %haking instruments %craping instruments /apping instruments 9anging instruments (#ass assigns a different instrument fami#$ to each rh$thm pattern) P#a$ the patterns to the (D track)

Music

Assem"#$ %ongs MUSIC ROOM BK3 Unit 1 Lesson 3 %ounds from found o"0ects
From the 8sefu# %ound 9o+ the teacher takes kitchen utensi#s such as: %aucepan and spoon, saucepan #ids, p#astic tu"s, wooden spoons, p#astic 0ar fi##ed with rice ect) (oo#ing rack /hese found o"0ects are p#aced in the centre of the circ#e) %tudents take turns making a sound with one of the o"0ects whi#e c#ass has e$es c#osed) %tudents tr$ to make the sound the$ heard) Kids in the kitchen /each the song to the c#ass) %tudents can p#a$ kitchen instruments in the instrumenta# "reaks) /he$ can use known rh$thm patterns) (omparing tone co#ours: /eacher ask: What kind of sound do the wooden s oon make? :(#ick, wooden etc); What classroom instruments make a similar sound? :c#a!es, tone "#ocks, castanets etc); (ompare the other kitchen instruments to c#assroom instruments) %tudents now sit in groups with matching c#assroom and kitchen instruments) %ing Kids in the kitchen. *ach group takes an instrumenta# "reak) *ach group wi## need to agree on the pattern the$ wi## p#a$ during the ,"reak.) A (#ass %ound <ist: 9egin a #ist of descripti!e words that show the wide range of sounds) Assignment for ne+t week)

Music

Assem"#$ %ongs MUSIC ROOM BK3 Unit 3 Lesson 4 Found o"0ects and home-made instruments
%tudents in a circ#e with the kitchen utensi#s the$ ha!e "rought a#ong) /he$ take turns p#a$ing and ta#king a"out their ,kitchen instruments.) /he c#ass sound #ist: Add some more sound-descripti!e words to the (#ass %ound <ist) (#assif$ing %ounds: %tudents now c#assif$ their found o"0ects into instrument groups: %haking instruments /apping instruments %craping instruments 9anging instruments =itchen %$mphon$: %tudents sit in groups with kitchen instruments) /eacher "rings out 2h$thm (ards :(harts > ? 0; 5ne person from each group se#ects a 2h$thm card) Groups practise their rh$thm patterns) %ing Kids in the Kitchen. *ach group takes an instrumenta# "reak) &ome-made instruments: /he shaker /eacher shows samp#e shakers to the c#ass) %tudents can p#a$ them)

Music

Assem"#$ %ongs MUSIC ROOM BK3 Unit 3 Lesson 4 &ome-made instruments: Making a shaker
%etting up: /eacher set out 3-6 different ,fi##ing stations. around the room) %ecret %ounds: /eacher shows the samp#e shakers) %tudents are chosen to tr$ the %amp#e %hakers and guess the contents in each) (#ass discusses the different sound Aua#ities of the different materia#s) Different !o#umes: 3 c#ear containers) fi##ing materia#) 3 students pour different amounts of the same materia# into simi#ar-si1ed containers "ut to different !o#umes) (#ass discusses the different sound Aua#ities of the different !o#umes) %haker makers: %tudents take containers the$ got to one of the ,fi##ing stations. and pour fi##ing materia# into their containers) /he$ can e+periment with different amounts unti# the$ get the sound the$ want) /he$ ma$ need some he#p from the teacher) %haker e+po: %tudents in a circ#e) *ach student makes a sound on their shaker) (#ass discuss the different sound properties of the different containers, fi##ing materia#s and !o#umes) D$namics: Which materials make a softer sound? Which materials make a louder sound? (#ass %ound <ist: Add an$ new sound-descripti!e words to the (#ass %ound <ist) %haker circ#e: %tudents sit in a circ#e with their shakers) Fi## the Gap: %tudents take turns to ,fi## the gap. on the (D track "$ p#a$ing a rh$thm pattern on their shakers)

Music

Assem"#$ %ongs MUSIC ROOM BK3 Unit 3 Lesson 5 &ome-made instruments: *+p#oring the shaker
2e!ise: Fi## the gap %ound groups: (#ass discusses possi"#e groups :categories; for their shakers) /he groups are written on the "oard) A## instruments wi## fa## into two categories) To which grou s does your instrument belong? /he shaker shake: /each the song to the c#ass) %tudents p#a$ their shakers when their categor$ is ca##ed on the (D track) Bow, to the (D track, perform the song with a conductor pointing to different categories throughout the song) %ound wa!es: %tudents in 3 groups) 8sing the shakers, a## p#a$ #ine of chart >, with teacher ,conducting. "$ mo!ing a pointer across from #eft to right) Bow a## p#a$ #ine 7, and then #ine 3) 'hen the c#ass has discussed the "est wa$ to p#a$ each #ine, each of the groups is gi!en one #ine to p#a$) !an we lay all three lines at the same time? (#ass sound #ist: Add an$ new sound- descripti!e words to the (#ass %ound <ist) *motiona# descriptors, such as peaceful, ma$ "e appropriate at this point) How does the sound make you feel?

Music

Assem"#$ %ongs MUSIC ROOM BK3 Unit 3 Lesson 6 %oundscape:

2e!ise: /he shaker shake %ound 'a!es %oundscape: /he ocean Picture %core /eacher shows c#ass chart 70- 5cean %oundscape What is ha ening in this icture"story? 9oat on a ca#m sea %torm 9oat on a c#am sea What sounds are in the story? 9oat, wa!es, wind, storm, seagu##s This story has # characters$ 9oat, wa!es, wind and weather, seagu##s %ach character can be re resented by a iece of music We call these ieces of music &themes' %tudents suggest sound for each character :theme;) P#a$ing the picture: %tudents in 3 groups: 'a!es, wind and weather, seagu##s 5ne student is the "oat) D$namics: *ach group practises their ,theme. as teacher mo!es pointer across the chart) How can we show the storm a roaching and dying down? Getting #ouder and softer Bow a## p#a$ the stor$ Graphic score: Bow show c#ass chart 7 Here is another way to lay our icture story( We will use a &)ra hic *core' /eacher ho#ds chart 70 a"o!e 7 to show how the pictures ha!e "een rep#aced "$ graphic s$m"o#s) 4n their groups, c#ass p#a$ %oundscape as teacher mo!es pointer o!er the chart)

Music

Assem"#$ %ongs MUSIC ROOM BK3 Unit 3 Lesson 7 %ound sorting:

+ama ,ont Allow /each the song to the c#ass) Di!ide c#ass into 3 groups) *ach group se#ects a categor$ :shaking sounds, tapping sounds, scraping sounds and "anging sounds; %tudents co##ect appropriate sound sources from c#assroom instruments, found o"0ects or home-made instruments) Perform the song) 5ther sound categories: %tudents remain in their 3 groups) %how the ,c#ass %ound <ist.) *ach group se#ects a word from the #ist) Discuss with c#ass which instrumentsEsound sources can "e used to make the sounds suggested "$ the words) Who can show us how to make a &ringing' sound? Groups choose appropriate instrumentsEsound sources for their word) (#ass performs +ama dont allow with the new words %ound A## Around: %tudents in a circ#e, each with a percussion instrument) 5ne student conducts from the centre) P#a$ the (D track *ound All Around) 4n the first part of the song, conductor points to a different student for each ,gap. and that students respons with a sound part of the song-e!er$one p#a$s)

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Music

Practise (hristmas (aro#s for (aro#s Assem"#$)