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    Music Lessons Yr 2 & 4

    Uploaded by

    Kim Louise Hartley
    The music lesson plan aims to develop students' aural skills through body percussion activities. In the first session, students will use body percussion to explore musical elements like rhythm, dynamics, and pitch. They will also improvise movements to familiar songs and imitate rhythmic patterns through echo clapping. The second session reviews body percussion and has students create and perform their own rhythmic patterns to accompany a song, recording their compositions using non-traditional notation.

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    Music Lessons Yr 2 & 4

    Uploaded by

    Kim Louise Hartley
    269 views9 pages
    The music lesson plan aims to develop students' aural skills through body percussion activities. In the first session, students will use body percussion to explore musical elements like rhythm, dynamics, and pitch. They will also improvise movements to familiar songs and imitate rhythmic patterns through echo clapping. The second session reviews body percussion and has students create and perform their own rhythmic patterns to accompany a song, recording their compositions using non-traditional notation.

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    Music relief teaching

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    The music lesson plan aims to develop students' aural skills through body percussion activities. In the first session, students will use body percussion to explore musical elements like rhythm, dynamics, and pitch. They will also improvise movements to familiar songs and imitate rhythmic patterns through echo clapping. The second session reviews body percussion and has students create and perform their own rhythmic patterns to accompany a song, recording their compositions using non-traditional notation.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    269 views9 pages

    Music Lessons Yr 2 & 4

    Uploaded by

    Kim Louise Hartley
    The music lesson plan aims to develop students' aural skills through body percussion activities. In the first session, students will use body percussion to explore musical elements like rhythm, dynamics, and pitch. They will also improvise movements to familiar songs and imitate rhythmic patterns through echo clapping. The second session reviews body percussion and has students create and perform their own rhythmic patterns to accompany a song, recording their compositions using non-traditional notation.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 9

    MUSIC LESSON PLAN

    Year 2 / Week 1
    Objectives

    Resources

    Prior
    Knowledg
    e
    Australian
    Curriculu
    m

    Students will use body percussion to experiment with musical elements;


    long/short, fast/slow, soft/loud, high/low.
    Students will improvise patterns of body movement to familiar music.
    Students will imitate patterns to develop aural recognition skills using echo
    clapping.
    Song Bingo
    Percussion Instruments worksheet
    Percussion Word Find
    Students should know what the word percussion means and what instruments
    belong to the percussion family.
    Students may have sung Bingo previously.
    (ACAMUM080) Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns
    using voice, movement and body percussion.
    (ACAMUM082) Create compositions and perform music to communicate ideas to an audience

    Comments
    Introducti
    on
    (10
    minutes)

    Greeting Knock Knock


    Students will enter the music room and sit down in a
    circle.
    Introduce myself and go over basic music room
    rules.
    Introduce students to the greeting knock knock
    starting with myself. Allow students to go around the
    circle introducing themselves.

    We do
    (15
    minutes)

    Brainstorm
    Ask student what the word Percussion means.
    Ask students what are percussion instruments.
    Introduce concept of body percussion.
    Have students Think/pair/share ways they can
    use their bodys as a percussion instrument.
    Play Simon Says using body percussion actions
    raised in brainstorm.

    You do
    (15
    minutes)

    Bingo
    Explain to students that we will be singing the song
    Bingo. Sing the song and have students clap during
    song.
    Sing the song a second time and change body
    percussion actions to include stomping, knee slap,
    clap, clicking. They can chose what body percussion
    action they wish to do while singing the song.
    If there is spare time sing BINGO again.

    Activity

    Worksheet

    Use different
    musical elements.
    High low
    Soft loud
    Fast slow

    Percussion Word Find


    for early finishers.

    (20
    minutes)

    Explain worksheet to students and ask for any


    questions.
    After providing efficient time for students to
    complete worksheet
    (15 minutes), mark as a class.

    Percussion
    Instruments
    Write the name
    for each

    1.
    instrument.
    2. Colour in the instruments.

    cymbals
    drum

    maracas
    tambourine

    drumsticks
    gong
    mallets

    triangle
    xylophone

    MUSIC LESSON PLAN


    Year 2 / Week 2
    Objectives

    Students will use body percussion to experiment with musical elements;


    long/short, fast/slow, soft/loud, high/low.
    Students will improvise patterns of body movement to familiar music.
    Students will imitate patterns to develop aural recognition skills using echo
    clapping

    Resources

    Body Percussion worksheet (class set)

    Prior
    Knowledg
    e
    Australian
    Curriculu
    m

    Students have completed the lesson the week before.


    Students know how to imitate different rhythms.

    Introducti
    on
    (10
    minutes)

    Greeting Copy Cat


    Students will enter the music room and sit down in a
    circle.
    Introduce myself and go over basic music room
    rules.
    Introduce students to the greeting Copy Cat
    starting with myself. Allow students to go around the
    circle introducing themselves.

    We do
    (10
    minutes)

    Johnny Works with One Hammer


    Sing the song with the class using the regular
    movements.
    Review some of the other body percussion
    movements that were discussed in previous lesson.

    You do
    (10
    minutes)

    Mirror Mirror (partner)


    Have students line up from tallest to shortest. Pair
    students with the person next to them. Have
    students sit down while instructions are given.
    Ask a student to assist and demonstrate activity.
    Provide students time to complete activity.

    (ACAMUM080) Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns
    using voice, movement and body percussion.
    (ACAMUM082) Create compositions and perform music to communicate ideas to an audience

    Comments

    (30
    minutes)

    Worksheet
    Explain worksheet to students and ask for any
    questions.
    After providing efficient time for students to
    complete worksheet

    Use body percussion


    for students to
    imitate

    Have students use a


    Kagan cheer after
    each presentation.

    (15 minutes)

    Each pair of students will present their body


    percussion composition and the class will mirror
    their performance of this.

    If there is spare time sing Johnny Works with One Hammer and have students use different body
    percussion movements.

    Cut out the pictures. Organise the pictures


    to create a piece of body percussion music.
    Glue the pictures in your chosen order onto
    a new piece of paper.

    MUSIC LESSON PLAN


    Year 4 / Week 1
    Objectives

    Resources
    Prior
    Knowledg
    e
    Australian
    Curriculu
    m

    Students will use body percussion to experiment with musical elements; rhythm
    Students will imitate patterns to develop aural recognition skills using echo
    clapping.
    Rhythm cards
    Students will have used body percussion previously. Students should know what
    percussion means.
    (ACAMUM084) Develop aural skills by exploring, imitating and recognising elements of music
    including dynamics, pitch and rhythm patterns.
    (ACAMUM085) Practise singing, playing instruments and improvising music, using elements of music
    including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local
    community

    Comments
    Introducti
    on
    (10
    minutes)

    Greeting Knock Knock


    Students will enter the music room and sit down in a
    circle.
    Introduce myself and go over basic music room
    rules.
    Introduce students to the greeting knock knock
    starting with myself. Allow students to go around the
    circle introducing themselves.

    We do
    (15
    minutes)

    Brainstorm
    Ask student what the word Percussion means.
    Ask students what are percussion instruments.
    Introduce concept of body percussion.
    Have students Think/pair/share ways they can
    use their bodys as a percussion instrument.
    Play Simon Says using body percussion actions
    raised in brainstorm.

    You do
    (25

    Rhythm Cards
    Review rhythm cards as a class ta, ta, ti-ti, ta
    Pair students up and have them practice using one

    Use different
    musical elements.
    High low
    Soft loud
    Fast slow

    minutes)

    Conclusio
    n
    (10
    minutes)

    of the shown body percussion actions and perform


    the rhythms shown on their card. Then they will
    repeat the rhythm using a different action and so on.
    Put students into pairs/ groups of three. Provide
    students time to complete the activity.

    Students to use a
    Kagan cheer after
    each performance.

    Perform piece
    Chose one of the rhythm cards. Have one group clap the
    rhythm, another stomp it, another click and so on. Allow
    the whole class to continue for a minute. Then start a
    different rhythm assigning groups different actions.

    MUSIC LESSON PLAN


    Year 4 / Week 2
    Objectives

    Students will record compositions they have created using non-traditional


    notation.
    Students will improvise patterns of body movement to familiar music.
    Students will imitate patterns to develop aural recognition skills using echo
    clapping.

    Resources

    Splish Splash print out (class set)


    Splish Splash CD
    Blank paper and lead pencils
    Students have reviewed body percussion in previous lesson.

    Prior
    Knowledg
    e
    Australian
    Curriculu
    m

    (ACAMUM084) Develop aural skills by exploring, imitating and recognising elements of music
    including dynamics, pitch and rhythm patterns.
    (ACAMUM085) Practise singing, playing instruments and improvising music, using elements of music
    including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local
    community.
    (ACAMUM086) Create, perform and record compositions by selecting and organising sounds, silence,
    tempo and volume

    Comments
    Introducti
    on
    (10
    minutes)

    Greeting Copy Cat


    Students will enter the music room and sit down in a
    circle.
    Introduce myself and go over basic music room
    rules.
    Introduce students to the greeting Copy Cat
    starting with myself. Allow students to go around the
    circle introducing themselves.

    We do

    Splish Splash

    Use body percussion


    for students to
    imitate.

    (10
    minutes)

    You do
    (30
    minutes)

    Hand out copies of the song and sing the song as a


    class.
    Practice the accompanying movements and sing the
    song again.

    Pair students up and have them create their own


    body percussion movements to accompany the
    chorus. Allow time for students to practice.
    As a class sing the song and perform actions.

    Blank paper and


    pencils.
    Conclusio
    n
    (10
    minutes)

    Explain what non-traditional note taking is and


    different ways students may record their creations.
    Students record their created movements using nontraditional note taking.

    ***Early finishers can write their notations on the board and explain to others
    who have also finished early. They can practice each others actions if they wish.

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