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Lesson Plan : solfege ( Do - So )

Teacher
Name:
gladys

Grade: Grade 1

Subject: Music

Topic: Learning how to listen, write, and sing solfege.


Content: Introducing the (Do,Re,Mi,Fa,So) solfege to student
The student will be able to name the notes, to write the notes and
Goals: to sing the notes and the important thing is to memorizes the
notes.
begin with an introduction to Do,Re,Mi,Fa,So by piano, so the
Objectives: student will recognize the sound of each note. then follow by the
writing method and the singing.
Materials: keyboard/piano. pen. game sheet
introducing the student the sound of Do,re,mi,fa,so. introducing
Introduction: the writing for do,re,mi,fa,so. introducing the singing of
do,re,mi,fa,so.
first, the introduction of the do,re,mi,fa,so sounds. then play the
note for them, and ask if they can recognize it. explain to them
Development: how to write them as a note, then play couple of notes for them to
write. followed by sing the notes by recognize the note from
listening nor writing.
get the student to hear the do,re,mi,fa,so and to point each note
Practice: by listening from the piano. then,get the student to put each note
head on the whiteboard. then
go over the solfege with the student by playing games for
Checking For
Understanding:
listening,writing, and singing the solfege. and handout the sheet
for easy solfege to practice at home.
ask the student if they have any question and if they had a
problem make sure they are not scare to ask before leaving the
Closure:
class. and encourage them for more exciting things to learn next
week.
Lesson Plan : Basic Rhythmic Values

Teacher
Name:
Mr. Stilwell

Grade: Grade 9-10

Subject: Music

Topic: Note Values


Whole notes, Half notes, Quarter notes, Eight notes, (Sixteenth
Content: notes). Whole rest, Half rest, Quarter rest, Eight rest, (Sixteenth
rest).
To learn basic rhythmic note values, and confidently use these
Goals: terms for the values, along with the ability to retain and utilize the
rhythms.
To be able to clap each rhythmic division. When given a grade
Objectives:
appropriate music, is able to clap and comprehend the rhythms.
Materials: One's own hands and various hand percussion.
Rhythms are used to create music, and the feel of music is based
off of the rhythm. We use a combination of the 4 main durations of
beats to create rhythmic patterns which are put together creating
Introduction:
music! (play a very rhythmically centred percussion solo to
kickstart their minds and get them thinking about the future
possibilities)
Model in 4/4: -a whole note lasting 4 beats -a Half note lasting 2
beats -a Quarter note lasting 1 beat -an Eight note lasting 1/2 a
beat South Indian Rhythmic Syllables: Adi Tala (Ta Ka Di Me) -
Teach the syllables in relation to each beat breakdown of each bar
Development:
to increases comprehension of beat relation. Example: x=clap
_=held beat Beat Instrument 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Hand
drum x__ x x__ x x x x x x Triangle x__x__ x__x__ x x x x____x
Tambourine x x x x x x x x x
Beat Instrument 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 #
1_______________________________________________________ #
Practice: 2_______________________________________________________ #
3_______________________________________________________ #
4_______________________________________________________
Checking For Create your very own 4 part rhythm focused piece for the
Understanding: percussion instrumentation of your choice! Then be able to
preform your composition with your group. Or fuse all of the
members of your groups creations for rhythmic mayhem!
Now that we are almost finished the class, you can all read
rhythms and determine note duration/ value. As well as being able
Closure:
to create your own rhythms, composing for four rhythmic parts and
preform your compositions.

Lesson Plan : COMPOSING MUSIC

Teacher
Name:
MR.RAWSON

Grade: Grade 7-8

Subject: Music

Topic: HOW TO COMPOSE MUSIC IN 10 MINUTES.


Content: MAKING COMPOSITIONS WITH IN 10 MINUTES
YOUR GOALS ARE TO WRITE A 2 MINUTE SONG AT THE MOST WITH
A VARIETY OF NOTES AND RHYTHMS PUT INTO THE COMPOSITION.
Goals: THE OUTCOMES ARE YOUR SONG WILL BE PUBLISHED ONTO A CD
USING GARAGE BAND, AND THE TOP TWO SONGS WILL BE PUT
ONTO THE RADIO FOR EVERYBODY TO HEAR.
YOUR PERFORMANCE IN THIS PROJECT SHOULD BE LIKE
BEETHOVEN WRITING A NEW SYMPHONY. ANYBODY WHO ACTS OUT
CONTENT AND DISRESPECT THIS PROJECT WILL AUTO
Objectives:
MATHEMATICALLY GET A 0 AND AT THAT POINT YOU WILL HAVE TO
WORK YOURSELF BACK UP BY WRITING YOUR OWN SONG BY YOUR
SELF RATHER THAN WITH A PARTNER.
YOUR MATERIALS WILL BE AT LEAST 3 PIECES OF SHEET MUSIC
WITH A NUMBER 2 PENCIL WHICH I WILL PROVIDE YOU AND AT THE
END YOU WILL BE USING THE MAC COMPUTERS IN THE LIBRARY
Materials:
TWO TEAMS AT A TIME AND YOU WILL USE GARAGE BAND TO
COMPOSE YOUR MUSIC ONTO A CD ONLY USING THE PIANO
INSTRUMENT.
THIS IS YOUR END OF THE QUARTER PROJECT WHERE YOU WILL BE
MAKING YOUR OWN SONG USING COMPOSITION AND GARAGE BAND.
Introduction:
YOUR SONG WILL HAVE TO BE 2 MINUTES EXACTLY ON YOUR
COMPOSITION WITH THE RHYTHM AND ON GARAGE BAND.
YOU WILL ALSO HAVE TO WRITE A SHORT ESSAY TELLING ME HOW
YOU WROTE YOUR SONG WHO WAS YOUR PARTNER. IN YOUR
Development:
EXPLANATION AND DEMONSTRATION YOU WILL HAVE TO TELL AND
DEMONSTRATE YOUR MUSIC VERBALLY AND ON GARAGE BAND.
YOUR WHOLE PROJECT WILL BE DONE IN CLASS WITH THE TIME
ALLOTTED. EVERYTHING YOU DO WILL BE MONITORED BY THE
SUBSTITUTE IF I HAVE ONE DURING THE TWO WEEKS AND BY ME
Practice:
AND IF THE SUBSTITUTE SAYS YOU DID SOMETHING WRONG IN YOUR
MUSIC AND BACK LASHED AT HER YOU WILL DEAL WITH ME AND I
WILL LOOK AT YOUR SONG.
IN THE EVERYDAY CHECK UP THAT YOU HAVE ALREADY READ
Checking For ABOUT, IF I SEE SOMETHING WRONG WITH YOUR SONG I WILL TELL
Understanding: YOU WHAT TO FIX AND YOU WILL FIX THAT NIGHT BUT IF YOU
DON'T FIX IT THAT IS TWO POINTS OF YOUR PROJECT.
WHEN YOU WRAP UP YOUR SONG 'FINISH IT' YOUR ESSAY SHOULD
BE DONE YOUR SONG SHOULD DEFINITELY DONE AND THE GARAGE
BAND MUSIC SHOULD BE DONE AND THEN YOU WILL PRESENT YOUR
Closure:
PROJECT IN FRONT OF THE CLASS AND ME AND THAT IS WHEN YOU
WILL BE GRADED AND CRITIQUED AND IT WILL BE ALL DONE FROM
THERE.
WITH IN THE EVALUATION Y0U WILL BE GRADED ON THE
COMPOSITION AND COMPOSING OF YOUR SONG WHICH IS 50 PTS.
Evaluation:
AND THEN YOU WILL READ YOUR ESSAY 25 PTS. AND THEN YOU
WILL PLAY YOUR GARAGE BAND SONG 25 PTS. AND THAT'S IT.

Lesson Plan : Learning to read music through the Grand Staff

Teacher
Name:
SRA Staff

Grade: Grade 6

Subject: Music

Learning to read music through the Grand Staff, Chords, and


Topic:
combining the two by ear.
Understanding basic music theory and vocabulary. Learning to
Content: translate sheet music on paper to the instrument of choice and
music composition.
Goals: Giving the students at SRA the ability to read music and tune their
ear to play any desired piece of music. Learning the similarities
between types of sheet music as to how it relates to different
instruments. Recognizing all of the Major, Minor and 7th scales and
how to play them.
The students can put on a recital once a month for the other
students to showcase what they've learned. They can learn holiday
Objectives: appropriate music to share with the community (Christmas carols),
and can play and sing for special events; such as The Rose
Ceremony and Graduation.
The instruments currently in the Medina Lounge. Pencils and
Materials:
paper.
Reading the Grand Scale, Treble Cleft, and Bass Clef. Recognizing
Introduction:
and playing all the scales and triad chords.
Students will learn and improve their skills though Basic Theory,
Development:
Rhythm, pre-approved music selections, games and practice.
Music Club will take place during normal Clubs. The allotted time
Practice: frame will be broken down between Theory and practice and fun
learning games.
The Theory portion of the Music Club will be taken from Ricci
Adams' Music theory.net and therefore can be followed by any staff
member. Those students who have more experience than others
Accommodations:
are encouraged to assist their peers and could even tutor if a staff
member who doesn't play music is not available to run the Music
Club for that day.
Each student is only going to get out of the Music Club what they
Checking For put into it. I would encourage each student to take full advantage
Understanding: of the opportunity to learn, practice and participate as much as
possible.
The Save the Music Program has shown us how important music is
within our schools. It has been said that those involved in a music
Closure: program do better in Math and Science. These students also learn
social skills through working together and in closing, the love of
music is a gift that lasts a lifetime.
Lesson Plan : Getting to Know Instruments

Teacher
Name:
Rebecca Mangan

Grade: Grade 2

Subject: Music

Topic: Introducing the major instruments to children


Violin, Guitar, Chello, Trumpet, French Horn, Tuba, Flute,
Content:
Clairinet, Saxaphone, woodwinds, brass, strings
1. Students will be able to identify the three major instrument
groups: Stings, Woodwinds, Brass 2. Students will be able to
Goals:
visually recognize an instrument 3. Students will be able to
distingush the three instrument groups
1. Students will be able to sucessfully be able to idenfify the
instrument by name when shown a picture of it 2. Students willbe
Objectives:
able to decide what group of instruments are being demonstrated
when listening to an example
Example of string instrument music Example of woodwind
instrument music Example of brass instrument music Pictures of
Materials:
these each instrument:Violin, Guitar, Chello, Trumpet, French
Horn, Tuba, Flute, Clairinet, Saxaphone
I will explain to the class the three groups of instruments and
Introduction:
emphasize how different each group is.
I will show them how each group has a different instruments and
while I speak about each instrument I will hold up and pass around
the picture of that instrument. Then I will play a piece of music
Development:
from each group which will allow them to auditorly distingush the
music groups. We will have some of the band students in the school
come in and demonstrate their instrument.
I will have a classroom activity where they divide into groups of
four and each group has a sheet of paper and a pen. Then I will
Practice: play a different piece of music from the examples and ask them to
write down what group the piece is played by. I'll have two songs
for each group.
Visual challenged students will be not be given the mini quiz, and
Accommodations: instead I could have some of the instruments mentioned to be
brought into the classroom so that they can feel the difference
between the strings on a violin and the slide of a tuba. Hearing
impaired students play with the instruments brought in also during
the group activity instead of sitting in on a group.
I will glance over the quizzes to see if the student have a good
Checking For
Understanding:
idea of what the instruments look like. If not I will review them
again.
I will review the key words and then play the example pieces one
more time for the class. Their homework is to go home and draw a
Closure:
picture of parent/gardian's favorite instrument and be able to
write down in a few words what kind of sound it makes.