Scribd
Upload
110 views5 pages

Ipad/Tablet or Smartphone Notepad and Pencil For Notes

This lesson plan is for a 5th grade general music class about responding to music. The students will listen to different songs and associate images and colors with the moods portrayed in the music. They will choose images that represent how specific songs make them feel emotionally and edit the images on their devices. The goal is for students to understand how different elements in music convey different emotions and to make connections between music and other art forms.

Uploaded by

api-315346183
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
110 views5 pages

Ipad/Tablet or Smartphone Notepad and Pencil For Notes

This lesson plan is for a 5th grade general music class about responding to music. The students will listen to different songs and associate images and colors with the moods portrayed in the music. They will choose images that represent how specific songs make them feel emotionally and edit the images on their devices. The goal is for students to understand how different elements in music convey different emotions and to make connections between music and other art forms.

Uploaded by

api-315346183
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

Teaching Music with Technology

Spring 2016
GENERAL INFORMATION
ALL BOXES IN THIS LESSON PLAN WILL EXPAND AS IS NEEDED
FOR YOUR WRITING.
Name: Steven E. Chambers
Date lesson is to be taught: TBA
Grade level: 5th Grade
Course: General Music
Unit of Study: Responding to Music
Materials needed by the students (including any technology
that will be used: Box will expand
iPad/tablet or smartphone
Notepad and pencil for notes
Materials need by the teacher (including any technology that
will be used: Box will expand as needed.
Computer
Projector
Class Dynamics-special situations that might affect the class,
snow days, right before a holiday, returning from holiday, class
after recess, assembly or recess interruptions, scheduling
conflicts, etc. Box will expand as needed.
Jonah is often quiet, and doesnt participate.
Conner is interruptive, and talks during clas.
Student Accommodations go here. For any student having and
IEP, 504 plan, or any type of disability, you must show
accommodations or differentiated instruction. List the student
(first name only), the reason for the accommodation, and the
accommodation being made below. Box will expand as
needed.
None

State of Ohio Music Standards


Perceiving/
Knowing/
Creating (CE)

Producing/
Performing
(PR)

Responding/
Reflecting (RE)

5CE Identify
elements of
music
including
tonality,
dynamics,
tempo
and meter,
using music
vocabulary.

Assessment. Be
specific on how you will
assess the learning
outcomes.

Students will be
asked to describe
music using images.
The details they use
to describe should
reflect musical
terms like tempo
and dynamics, and
how it makes the
feel.
1RE Justify
personal
preferences for
certain musical
pieces,
performers,
composers
and musical g
enres both
orally and in
writing.
3RE Describe
how the
process of
learning in
music connects
to learning in
other arts and
other subject
areas.

Students will be
asked to choose
images that remind
them of the music
we are listening too.
They will proclaim
their preferences by
choosing a specific
image and
defending why they
feel that way orally
to the class.
When students
choose an image,
they will have to
discuss the
connections of the
images to the music
they hear, and why
they find them so
similar.

MENC Achievement
Standard: Put
number as well as
student activity
and teacher
strategies as listed
in appendix A

8.01 The student


learns
relationship
between music
and the arts and
other disciplines
using technology
assisted lessons
and multimedia.
8.09 The teacher
selects
appropriate
technologyassisted lessons
and multimedia
software that
teach the
relationships
between music
the arts, and
other disciplines.

TI:ME Area of
Technology: List
the full name of
the area, i.e.
"Productivity and
Management".
These are in
appendix A as
well.

Technology
assisted
Learning
Software

ISTE
StandardNET-S
standard,
page 24

ISTE StandardNETS-T standard,


page 24

Basic
Operations
and
Concepts
Technology
and
productivity
tools

Technology
assisted
Learning
Software

Technology
operations and
concepts
PLanning and
designing
Learning
Environments
and Exercises
and Experiences

The student will be able to: (State the education outcome).


The Student will be able to understand the difference in emotions
portrayed in various musical contexts, by associating them with
pictures.
Lesson Introduction-Gaining Attention, setting the stage,
stimulating recall of prerequisite learning:
How many of you listen to music? How many, when you listen to
music and form pictures, or scenes in your head about the music while
its playing? Dont the images have the same mood of
Items to be taught, i.e., pages in the text, concepts, etc. Box
will expand as needed.
Responding to Music
Associating Music/sounds with colors and images

Procedures-presenting material and providing guided practice


and feedback. Planned procedure and material information you
wish to cover.
1. Introduce topic with small questionnaire.
2. Explain how music can relate to images, giving examples of color
schemes that associate with moods.
3. Explain how different elements of music portray different moods.
4. Begin playing music with and giving examples of flat colors to compare
too.
5. Ask students to identify the color of a selected piece of music.
6. Students will listen to a familiar patriotic song (SSB or Stars & Stripes),
then asked why they think of the colors red, white and blue when
listening to the song.
7. Provide a song and allowing students to choose from a group of
pictures, the one that best fits the playing music.
8. Show Fantasia video of Claire De Lune, explain how the solid colors and
images relate to the music. (https://www.youtube.com/watch?
v=fLSzlBaU3jM)
9. Students will choose from a list of songs, and compare them to a
specific picture to see which piece fits the image best, which will be
displayed on the projector.
10.
The whole class will make a list of songs of any genre, that they
are somewhat familiar with. Then, the whole class will choose the same
song to work with in the next activity.
11.
Using their iPad/tablet or smartphone, the students will search
the internet (google images) for a picture that represents the emotion
the chosen song makes them feel.
12.
After choosing a picture, students will use the respective
program on their device to edit the picture. If their device doesnt have
such a program, they may use an iPad/tablet provided by the school.
They must alter the image to better fit what they see in their mind.
This must be done by editing the contrast, brightness (etc.) tools of
their program, no pre-downloaded settings are allowed.
13.
Students must save their image and then email it to me.
14.
(If time allows) We will project everyones image on the screen
while the song is playing to discuss how well the images represent the
music. Each student will have the option of explaining their work.
Closure-bring the lesson to an appropriate and timely closure:
All forms of art are connected. Everytime we listen to music, we
automatically think of pictures, images or scenes in our minds that

relate to the music. Art, and music share that emotional connection
within ourselves.
Extension activity, if applicable providing additional activities
for practice, investigation or further learning opportunities, or
advanced study of the topic addressed in a lesson:
(Note: An extension activity is normally what the student is
expected to do as homework or work outside of class.)
Students are to choose another song from the list created in
class, and follow the same procedure as the last activity. They will find
a completely new image that pertains the their emotional reaction the
chosen song. Students must alter the image in the same ways as done
in class with the same guidelines, and email me their result, which will
be displayed for the class the next day.
ReflectionsN/A- Never presented to a class.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy