Typing Lesson

I have to do a music/movement lesson plan and I need as many ideas as I can possibly get. An example would be like "Head, shoulders, knees and toes" but I can not do this one since someone else is already doing it. It is for a college class I am in.

Dear Stephanie,

The Learning Station, specializes in music and movement activities and will be perfect for what you’re looking for. This link goes to all of their FREE illustrated printable activity sheets. This will make it real easy for you and your assignment. Simply choose your favorite and print as many copies as you need. I print a copy of each movement song for each child to bring home and share with their family.: http://learningstationmusic.com/printablehandouts.html

Besides music and movement activities galore, there are activities for everything from simple sign language (ASL), math, language, science and much more! Even songs that promote positive behavior, healthy snack recipes and brain boosting music activities.

You will be a total HIT if for your lesson plan you do this really cool movement song, Tony Chestnut. This is the song our children perform at graduation and the families watching have a royal blast. The next day they post videos all over YouTube of their children performing Tony. This link goes to the songs lyrics and movement.

shttp://learningstationmusic.com/docs/TChesnutHOall%20pages.pdf

Tony Chestnut is by far my schools preschoolers and kinders favorite song. "Tony Chestnut" is on the CD, "Tony Chestnut & Fun Time Action Songs". It’s not a person’s names; it is a play on names. The tune invites active participation as it reveals new meaning, in the form of a movement to names. You point to your toe, knee, chest, nut (head), nose, eye and then who you love. It continues with other names including, Eileen (lean to the side), Neil (kneel), Pat (pat your shoulders), Bob (bob your head back and forth), Russell (move your legs back and forth and Skip (skip in place).

The catchy refrain starts out slowly, introducing each witty movement and then becomes more challenging as the speed picks up. And with the fast paced verses rapidly in motion, so ignites the explosion of fun and laughter!

Here’s a YouTube videos where you can see Tony Chestnut performed by the children:

http://www.youtube.com/watch?v=YTB5y4Y-hrY

Here’s a link to The Learning Station’s CD download of Tony Chestnut:

http://store.learningstationmusic.com/tonychestnut-download.aspx

I also came across this brand NEW release, The Book About Tony Chestnut! The children actually interact with the character in the story! And I LOVE the British story teller!!

http://www.youtube.com/watch?v=_jOf5jOMYcE

Smiles for a super lesson plan!
Sabrina

I am a first year teacher, and I am working on lesson plans for my music class. I am wanting to come up with a lesson plan for each letter of the alphabet. Example- For "A" I will teach about "a capella music", for "B" the "bass clef", for "C" I will teach about "conducting music", and so on. I am having trouble coming up with a music term/lesson plan for the letters E, G, H, J, K, N, U, W, X, Y, and Z. Any ideas? Please state as many ideas as possible for each letter. Best answers will get 10 points!

E
===
Ethnomusicology - There should be enough material here for at least ten lessons. And some fascinating stuff, at that.

Euphony

G
===
Gramophone - Lesson on recorded music, its invention, effects upon performance (weak voices getting heard), distribution, evolution of popular music across borders, musical preservation, etc. Wax cylinder device used by Alam Lomax to record, preserve and disseminate the words of early blues singers like Leadbelly. There’s a beautiful film about this process called Songcatcher, showing a musicologist staggering up and down muddy Appalachian hillsides with a wax cylinder recording device, and the soundtrack has won awards.

Griot - African storyteller. There is a long tradition of using music for storytelling, including in U.S. folk music, which itself is influenced by African music and traditions of storytelling therein

Gregorian Chant

H
===
Harmony - This seems like the obvious choice

Harmonics - But this is also interesting from a more technical standpoint

Harmonization - More of a class participation thing, I guess

Heterophony
Homophony
Hearing

J
===
Jazz - The original American music.

Jive

K
===
Key - Enough said!
Key Signature

N
===
Noise - Lesson exploring the question "What is music, and who gets to say what is and what isn’t?" Porgy and Bess - uses of common sounds considered to be noise in music. Modern tradition of sampling and how it compares to the folk tradition of adapting the musical work of others.

Non-music
Nonharmonic
Nonauditory
Noninstrumental music
Nonresonant

U
===
Unsounded - Lesson on things that are heard by the listener even though they are never actually sounded in the performance of a musical work, like a missing beat from a pattern that had been repeated, or a missing beat in a syncopated melody.

Unison - Lesson on when more is "more" and when it is "less." Recording technique of a single vocalist overlaying her own vocals to attain greater richness of tone. Expanding from unison to harmony and back into unison for effect.

Unharmonious - Lesson on uses of dissonance in music. Moving from dissonance to harmony as a form of resolution.

Unmusical - Lesson on how value systems relate to music. When are values organic? When are they imposed?

Unsoundable

W
===
Western Music - Lessons too plentiful for words - or even notes.

Waveforms - Lesson on sine wave, square wave, how they look, how they sound, how they are generated and combined in synthesizers, evelopes, etc.

X
===
This was a hard one. I think you may have to riff off of Xylophone, going from the particular instrument to more general
concepts, unless you can think of something I haven’t! This was the best I could find.

Xylophone

Xylophonic

Xylorimbas

Y
===

Yodeling - If nothing else, a lesson on this could be fun. Maybe also related to harmonics, as a tie-in to music theory.
How harmonies can be "heard" even though they occur over time rather than simultaneously. The persistence of sound in the mind, like the persistence of vision when viewing a zoetrope (the well-know spinning piece of cardboard with the bird on one side and the cage on the other, which, when spun, makes the bird appear to be in the cage).

Yu - Interval on the Chinese scale, as a segue to non-Western music

Yip Harburg - Music of the Great Depression. Music as social commentary.

Z
===

Zouk - Segue to African music.

Zauberflote - Mozart’s "Magic Flute" opera

Zingarelli, Niccolo Antonio - Italian composer. The official Italian Scrabble word list happens to be named Zingarelli, although I’m not certain why that is!

Zither - Possible lesson on folk instruments, how they evolve, how similar instruments vary from one culture to another (e.g., bagpipe vs. gaida)

Hope that at least some of these are helpful!

I need a lesson plan on Timbre/Tone Color please help!

There are many excellent pre-done lesson plans on line for the Benjamin Britten Young Person’s Guide to the Orchestra. Same melody (more or less) makes the rounds of all instruments and families. This way, you isolate timbre from other parameters - playing different solos, with different tempi, melodies, harmony, will confuse younger kids - and a lot of older ones, too.

I’ll be dealing with up to about 8 kids that are between the ages of 7 and 12. I really want to lead them through an activity that describes the evolution of rock. I was thinking of just playing some famous rock songs in chronological order until we reach songs from the present day (we’d talk about the differences between the songs of the different periods), but I don’t want to bore them. It’s really important that they have fun. Any suggestions for a lesson plan?

Something interesting might be this:

Play something like "Diana" by Paul Anka. Tell your students that songs like this were made the traditional way…the orchestration was all prearranged and rehearsed before the actual recording session. The singing came in, took his/her position, and everyone did there thing together….but it was all predetermined beforehand.
Then….play an early Elvis Presley song like "Trying To Get To You", "Just Because", or "Blue Moon of Kentucky". Have the class pay attention not only to the style of music, but to the musical arrangement. They should notice it sounds a little "raw"…and not very prearranged. This was because Presley was the first artist to be allowed to come into the studio and produce his recordings in an "ad hoc" fashion…where everything was tried and decided ‘on the spot’ in a spontaneous way that became the norm for all recording artists after. The style that emerged because of Presley’s early work became the dominant style for recording "pop" music for many successful artists such as The Beatles, The "Motown sound", and just about anyone who came after.

I’m a college student, majoring in elementary education. I’m currently working on a lesson plan incorporating music into basic content area. The lesson I created is a science lesson in which first graders listen to a classical music piece and decide which weather pattern the piece can be associated with. I NEED MUSIC!

I need a classical piece that can represent sunny weather, I was thinking of Boccherini string quartet in E minor for that one

A piece that represents hurricanes/tornadoes/harsh weather…..??? ANY SUGGESTIONS?

A piece that represents rain, something calm and slow….??? ANY SUGGESTIONS????

and something that represents an overcast day… maybe a little sun, maybe a little rain…. ANY SUGGESTIONS???

This lesson plan is due tomorrow so I need to find the songs ASAP

ANY SUGGESTIONS ARE GREATLY APPRECIATEDDDD
ahhh vivaldi= genius can’t believe i didn’t think of it THANK YOU!!!

Will enumerate your requests(not listing #-1, for "sunny" - the Vivaldi should be fine.

(2) http://www.youtube.com/watch?v=PSyoi0EGYBw

(3) http://www.youtube.com/watch?v=4Xe2Rft62Kg

(4) http://www.youtube.com/watch?v=cN7oFdFqtB4&feature=related

Good luck with your science lesson,

Alberich

I am writing a lesson plan for my dance class, and I realize I don’t know what music the kids are listening to these days. I remember what I use to listen to, but I am sure things have changed. Help Please!
Give me some Songs! keep in mind they have to be appropriate!

Hi!
fast songs:
elevator
love song (its kinda in between fast and slow so it didn’t work out to well)
break the ice
what time is it (HSM)

slow songs
innocence
we belong together

I’m planning on becoming a teacher and I am interested in "edutainment", or entertainment in lesson plans. Such as music, videos, games, singing, dancing, etc. BUT I am curious to know what some of the cons in this teaching method may be?

First and most obvious con, crazed and insane parents. If you are teaching grades 3-6 then using entertainment to often or even a few times a year can cause an uproar with parents.
Grades K-2 are a little different, using entertainment more then once within a short amount of time can cause the children to be distracted and/or loose interest in whatever you are trying to teach them. If they enjoy the entertainment too much then they will only focus on that one thing.
Slightly older grades such as 7-8 can be even more difficult. Doing to many entertainment based things causes loss of faith in the teacher from students. This is because they will believe you are too care free and they will get nothing productive done in your class. At the same time it will cause more serious and in larger quantities of uproar from parents.

But all-in-all it really depends on how you decide to use entertainment.
if you use entertainment that is too boring, nothing happens. If too entertaining, nothing gets done efficiently.

I’m really confused on what to get for the music lesson but my top 2 choice is a piano or a guitar. They said that guitar is better because it can be brought anywhere. But some said again that Piano is a lot more better because it fits for me as a girl and it can really help me

so any suggestions out there?

What’s your favourite song? What thrills you more, the guitar line or the piano line?

If you’re going to invest time it you may as well choose the one you like the most.

And whoever said piano because you’re a girl is a neanderthal.

For example:
Math: I’m having the children match up the numbers of a picture of a guitar which has adding or subtracting to a piture of a person which has the answers.

Art: Children listen to Elvis and create a painting based on how the music makes them feel.

Etc.

This site should answer nearly all of your teaching category questions:

http://www.blackstump.com.au/homework.htm

does anyone have a good lesson plane template for teachers? I’m taking a music class and we have to creat 2 lesson plans that have to do with children and music.

Any ideas?

This is the form I used in college and still use when I create a formal plan for observations by my principal. It is well thought-out and includes all crucial aspects of a meaningful lesson. I hope this helps!

Ashland University
Dwight Schar College of Education – Teacher Education Program - Office of Field Experience

Lesson Plan Form (B) (8/06)

Name of Instructor: ___________________________ Grade Level:___ Subject:___________________

Unit Title:_____________________ Time Length:_______Date of Lesson: ___/___/___

1. Learning Goal/Objective – a. What will the pupil be able to do as a result of the lesson? State your objective from the course of study or ODE Academic Content Standards; b. Prior knowledge/skills required by students?; c. Connection – how does the lesson objective connect with previous and future lessons/learning?
The student will…

2. Assessment (Pre & Post) - How and when will you evaluate the objective and student learning? Attach a copy of the assessment/rubric instrument you will use.
Type of assessment:When:

3. Methods/Strategies – a. What teaching methods will you use (e.g. teacher presentation, demonstration, simulation, role playing, peer teaching, laboratory activity, etc.); Type of learning: Inductive/inquiry questioning for student discovery or deductive/direct modeling)?; b. Accommodations – How will you accommodate for student differences?; c. Learning climate/environment – How might you establish a safe and an effective environment?

4. Grouping - Large/small group; cooperative groups (pairs, threes, etc.); Is this typical?

5. Equipment and Material - What instructional equipment and materials are required to help students reach the objectives (e.g. textbook, lab equipment, technology, activity sheet, CD-ROM, Web Site, etc.)?

Over
Page 2, Lesson Plan Form (B)

6. Instructional Delivery
a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic; Communicate expectations, procedures required for the lesson.)

b. Activity: What activities have you planned? What will you do? What will the students do? (e.g. small steps, examples, clues, feedback/checking for understanding. etc.)
ACTIVITYTIME ALLOTTED
The Instructor will:The students will:

c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future lesson.

d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor; Corrections, re-teach if necessary.

7.Teacher Reflection/Self-Evaluation - Answer the following questions on a separate paper: What pleased you? What would you do differently next time? Re-teaching or Intervention required? Did the assessment instrument measure intended student learning? If no, what are some alternatives?
Attachment (s):