2nd GRADE
Title: The Winding
Road of Music (Experiencing all of the classroom instruments with joy and
responsibility)
Project Description:
Brainstorm extravaganza that can be used with all
grade levels and a great way to start the year and introduce music and the
instrumentatrium. Students will travel
around the room and experience each of the instruments, identifying the
differences and similarities of each instrument through observation and by
mimicking beats and patterns.
Procedure:
Line the instruments (about 24 different stations
depending on class size) in a winding road around the room. Have the students walk along the path,
observing and naming each of the instruments with the help of name cards (and pictures
of instruments and instrument families on the board, if available). Demonstrate each instrument, teach/ review
unifying transition song (“I’m Gonna Sing”).
Have each student enter the winding road (students can pass a “toll
gate” to enter the road by being on task and singing the song). As students reach each station, the teacher
demonstrates several rhythm patterns for the students to copy. Patterns are presented vocally,
instrumentally (cowbell) and visually (watch the cowbell being played on a
phase-related arc). Have students pass
through each station and discuss the skills, sounds, categories, varieties,
colors, rhythms, challenges and fun they experienced at each station.
If time is allotted play short excerpts of music and
present questions to the students to see if they can identify similarities and
differences to the sounds they were making on the instruments experienced on
the “winding road”.
Objectives:
·
Explore
and identify different instruments and instrument families by sight and sounds.
·
Beat
and rhythm echoing, patterns.
·
Strong/
weak beats in metric groupings.
·
Experience
how different sounds (levels and patterns) can represent mood.
·
Have
students think of what music can represent (celebration, set tone for a story,
etc.).
Vocabulary: Ensemble, woodblock, woods, metals, strings,
percussion (instrument names, including “voice” and “dance”), pattern, rhythm,
loud, soft, steady beat, echo
Visual and Performing Arts
Content Standards for California Public Schools:
1.0 Artistic Perception -
1.3
Identify ascending/ descending melody and
even/ uneven rhythm patterns.
1.5 Identify visually and aurally individual
wind, string, brass and percussion instruments used in a variety of music.
2.0 Creative Expression -
2.1
Sing
with accuracy in a developmentally, appropriate age range.
2.2
Sing
age- appropriate songs from memory.
2.3
Play
rhythmic ostinatos on classroom instruments.
3.0 Historical and Cultural
Context -
3.3
Describe music from various cultures.
4.0 Aesthetic Valuing -
4.3
Identify
how musical elements communicate ideas and moods.
5.0 Connections, Relationships and Applications
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