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Kindergarten Music Lesson PlanFOCUS:Rhythm MelodySinging ListeningForm Steady BeatMoving High/Low Tempo VoicesLiterature DynamicsImprovisation Multi-CulturalPlaying InstrumentsOBJECTIVE: Students will develop their ability to use their voices in different ways. During the lesson, students will recall the four ways to use the voice, and name specific situations in which each voice is used. They will also investigate several instruments and describe how they are similar to one of the four voices.PROCEDURE:QUAVER - LESSON 4Whisper, Talk, Shout SingSinging Warm-UpMovement Warm-UpDifferent Voices - Introduce the whisper, talk, shout and sing icons by creating a movement to go with each voice type. Invite students to come and select a voice icon appropriate for each picture. Have students chant: "It's not cool, it's not cool, it's not cool to shout in school." Then, try it in a whispering voice. Invite students to name times when they should not use their voice at all as well as name a specific situation in which each voice type would be used. What Voice Am I?Whisper, Talk, Shout Sing Animated Song – Add movementsQUAVER – LESSON 5My Voice This Week - Point to the four icons and ask who whispered, sang, talked, and shouted this week. Invite a few students to share why they used their voice as they did to the class, and all to share with a neighbor.WTSS (4 Corners) – Post the words talk, sing, whisper, and shout in 4 corners in the room. Invite a student to press the button, and all to listen to the example and move to the correct corner that describes that voice. WTSS (Pattern Grid)Bean Bag Time - Demonstrate four sounds using the different voices, beginning each sound as you toss the bag up and stopping each sound when you catch it. Do each sound in one breath. (Whisper=SH, Talk=Mom, Shout=Goal, Sing=OOhh) Before having students toss their beanbags in the air, emphasize safety. Explain that the higher they toss their beanbag, the longer the sound and the bigger breath they will need to take. WTSS Instruments - Explain that instruments can do their own version of whisper, talk, shout and sing. Play a simple melody on a barred instrument and have students tell you which voice type you are demonstrating (sing). Play a simple rhythm on non-pitched percussion: medium dynamic (talk), a very soft rhythm (whisper), and a very loud rhythm (shout). Again, ask students which voice each sound represents. Invite students up to try and imitate using instruments to produce the different voices.This is My Speaking Voice PoemFour Voices Yum Yum PPT AssessmentI’m a Little Teapot Book – Alternate between voices, and have students demonstrate their recognition by performing the movements decided for each voice. MATERIALS/RESOURCES:Singing Warm-Up BucketMovement Warm-Up BucketQUAVER – LESSON 4 & 5Guiro, Woodblock, Drum, Egg Shaker, Xylophone, Triangle & Rain StickESSENTIAL QUESTIONS:What are four ways I can use my voice? What are specific situations in which each voice is used? What are the names of the instruments?Which voice is each instrument similar to?LANGUAGE/WORD WALL: Talking VoiceSinging VoiceWhisper VoiceShouting VoiceGuiroWoodblockDrumEgg ShakerXylophoneTriangleRain StickASSESSMENT: Students will be assessed on their ability to use their voices in different ways. Students will use SmartBoard assessments to demonstrate their ability to identify four different voices. STANDARDS:CREATINGCR.1.K.1 Improvise short melodic and rhythmic patternsCR.1.K.2 Experiment vocally and instrumentally, using a variety of simple songs alone and with others, with expressive elements of music (fast, slow, high, low, loud, soft, steady beat)CR.2.K.1 Identify iconic notation for high and low CR.2.K.2 Create sound effects for songs, poems, and/or storiesCR.2.K.3 Write using iconic or standard notation CR.2.K.4 Organize, with guidance, personal musical ideas, using iconic notation or recording technology CR.2.K.5 Explore music through movementCR.3.K.1 Experiment, with guidance, with personal musical ideas CR.3.K.2 Present, with guidance, a final composition of personal musical ideas to others PERFORMINGP.4.K.1 Investigate sounds (environmental sounds, voices, classroom instruments)P.4.K.2 Recognize musical form (same/different)P.4.K.4 Demonstrate, with guidance, personal interest in musical selections P.5.K.1 Sing or play a variety of simple songs using iconic notation P.5.K.3 Demonstrate during rehearsal, with guidance, correct techniques P.6.K.1 Identify the role of a conductor P.6.K.2 Apply correct techniques during performanceP.6.K.3 Identify, with guidance, appropriate etiquette as a performer and an observer RECORDINGR.7.K.1 List, with guidance, personal interests and experiences that influence musical listening preferences R.7.K.2 Describe the use of a musical concept R.7.K.3 Identify personal responses to a music R.8.K.1 Explore dynamics and tempo that reflect creators/performers expressive intentR.9.K.1 Explore personal preferences of musicCONNECTINGCN.11.K.1 Identify, with guidance, simple connections among music, other fine arts, and disciplines outside the artsCN.11.K.2 Connect to music from various cultures, historical periods, and/or events by listening, singing, moving or playing ................
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