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33 views3 pages

KG wk23 1

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api-744958795
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Musical Opposites: Long and Short Sounds

Sound vs Silence and Long vs Short Assessment

Class and Time Allotment: Kindergarten (60 minutes)


Week of Instruction/Semester placement: Week 23
Materials of Instruction: blank full/half sheets of paper, crayons(put the crayons back from
last week), Full group parachutes (2), clipboards

Greeting and Warm-Up: Schedule, Musical Videos, and Dinosaur Movement (20 minutes)

1. Welcome students and sing Hello Song, dismiss to their spots.


a. They know it, just start them “Hello, hello…”
2. Play Musical Videos
3. Remind students that next year they have a musical, so they need to be good audience
members now so that hopefully others will be good audience members to them.
4. Play the dinosaur movement video

Steady Beat and Rhythm Review: Kindergarten students will perform their steady beat
song and other rhythms with consistent tempo and accuracy of rhythm. (5 minutes)

1. Ask students to sing their steady beat song.


a. Students know this song. Ask for a volunteer to start it for you.
b. Sing it once or twice.
2. Replace each beat ta, ti ti, or shh.
a. “What happens if we put one ta in each beat? Can we try that? Clap and count,
ready go” “ta ta ta ta”
b. Ask students to do these rhythms in different ways. On their nose, with a whisper,
with two fingers, etc.
c. Finish with a shhh on a whisper so we can transition to listening to the story.

Assessment: Informal assessment. Are students participating? Can they speak and clap the
rhythms (or do whatever action was requested).

Transition: “Friends, I want you to listen to my story about a student like you who was an
artist. After this we may get to do some art, but I need you to show me that you can handle
it so sit up straight, voices off, and pay attention while the video is going.”

Dots and Lines Story/Activity: Objective (10 minutes)

1. Play story video.


a. While students watch, you will set up their clipboards with a sheet of paper
and set out the crayon boxes on top if there is time.
2. Ask the students what the story was about, talk about how music (like art) is about
what you like and what makes you feel good so it doesn’t always have to look or
sound like your neighbors to be great!
a. Was her art different from others that she knew? Was it still amazing? Do you
think your music is like art? Can it be different and still be good? YES!
3. Play Long And Short Dance by Linda Worsley from the link on slide 7 for the
students while you pass out their clipboards.
a. Ask them to move their arms in flowing waves or poking dots while they
listen.
4. Students will listen to the song again, this time they draw what they hear on their
paper.
a. Name on paper first
b. Pick two colors, one for lines and one for dots
c. When students hear long sounds, they will draw lines. When they hear short
sounds, they will draw dots.
i. The lines can be all connected, they can overlap, they can cross,
anything
ii. Dots should be short, not drawing circles but literally making dots
iii. Their paper does not have to and should not look like their neighbors
d. The students will take this home with them, collect the papers and return to
the classroom teachers.
5. After papers are collected, play the piano as they move to the rug. Ask them to move
with long motions again or short motions as the piano music changes as they make
their way to the rug
a. Should not take long
b. Clarify that short doesn’t always mean fast and long doesn’t always mean slow.
6. Ask students to sort the words/sounds into long and short categories.

Assessment: Informal, as students turn in their papers, look for participation and variety in lines
and dots. Teacher can be walking around, giving compliments or encouragements, as students
listen and draw.
Transition: “Friends, I have something for us to play with today that I think you will like..”

Parachute Long and Short Sounds: Students in kindergarten will perform and identify
long and short sounds. (20 minutes)

1. Get out two parachutes (in the baskets by the piano) and lay them out while you chat
a. Talk to the students about what parachutes are, how to behave with them, and
what not to do.
b. Talk about making long(over our head) and short motions(right in front of us)
gently, that these moves should not hinder any other music maker at that time.
2. Split the kids into two groups as evenly as possible, one student per handle.
a. Have them sit in front of the handle but do not touch it until we can practice our
motions while sitting safely.
b. Once all students are seated, ask them to show you their long motion and short
motion.
3. Play the staccato legato song on the link again, or any other songs from the website.
a. This step can be a time filler, come back at the end if you need to fluff some time.
4. After they have played with the song, skip to slide 11. Have students read the words. Ask
them if it sounds like something they know, then skip to slide 12. Have students play that
rhythm on the parachute.
a. Do this back and forth for all the rhythms
b. You may need to haves students practice before they can pick the parachute up
each time.
c. Make it a back and forth thing between group 1 and group 2 to see who can do it
better!
5. Build your own class rhythms to perform
a. Same steps as before, drag and drop any cards to their spot.

Assessment: Informal assessment. Observe groups 1 and 2 separately as they perform


rhythms back and forth. Look for who is performing the rhythm, vs just playing with the
parachute. More formal assessment happens next week, use this assessment to see if they
could do it on instruments or if they will need to just be clapping/speaking for that
assessment.

Closer: “Friends today was so much fun! I hope you had fun too! I will see you all soon!”

Notes:

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