EDU80016 Literacy across the Curriculum. Tanja Hasan-Warner #100689289. TP1. 2017

Lesson Plan 1 for year 5-6 Music

Lesson plan 1:

Music

Year level:

5-6

Topic:

World Music

Duration of lesson:

60 minutes

Australian Curriculum links

Learning areas

Strands & sub-strands

Content descriptors and literacy information

The Arts

General Capabilities

Music

Literacy

Music: “Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music”, (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2017, ACAMUR091).

Literacy: “Compose spoken, written, visual and multimodal learning area texts”, (ACARA, 2017).

Additional literacy:

Learning objectives:

Students will-

· “Participate in and respond to music from a variety of contexts and cultures”, (ACARA, 2017).

· Appreciate the benefits of learning about different types of music and cultures.

· Apply prior learning: Recognize and link how elements of music are shared in different music styles, from diverse cultures, (ACARA, 2017).

· Identify traditional instruments from different cultures and their use.

Prior knowledge:

· Music terminology

· Elements of music.

· Pop and Rock genres.

· Discussions about personal music preferences from a range of contexts.

Learning environment/ resources:

· Video: A journey into world music, http://splash.abc.net.au/home#!/media/1647151/a-journey-into-world-music

· Interactive whiteboard

· Word wall

· Music samples

· Website: Musical instrument collection, http://www.neng.usu.edu/ece/faculty/wheeler/NIU/World.htm

· Musical instrument images

· Computers, iPads, internet access

· Scaffolded advertisement examples

· Extra: An instrument e.g. rango, xylophone, or sitar.

· Dictionaries

· Vocabulary

· Online music dictionary; https://www.classicsforkids.com/music/definition.asp?id=539

· Bubble map templates

Stage of lesson

Approx.

time

Teacher actions

Student actions

Stage 1

5 min

10 min

Re-cap prior learning: Elements quiz.

· Play music samples. Describe what it demonstrated e.g. high and low sounds. Students write down, matching element, i.e. Pitch. Complete for each element.

Figure 1: Teachers Pay Teachers (n.d). Elements

Explain: We will be exploring world music and instruments from different countries, then create advertisements to promote world music events/bands.

Discussion:

· Have you heard about world music? What do you think it sounds like? Have you heard music from different countries?

· Ask students to respond: “World music is….” (post-it notes/entrance tickets).

· Pin to music word wall.

Video: A journey into world music.

· Ask students to watch and list instruments/ countries/ music styles and relevant vocabulary described in the video.

· Supply vocabulary list.

· Provide access to iPads, dictionaries and online music dictionary https://www.classicsforkids.com/music/definition.asp?id=539

· Complete written quiz, individually.

· Share initial ideas/ written response to ‘world music is…’ task.

· Watch video. Take notes.

· Find meanings of unfamiliar words, write in books.

Stage 2

10 min

20 min

· Explain: Today you will explore world music instruments, on the musical instrument collection website, then choose one to research, before working in groups to create an advertisement.

· Show music festival and band posters. Discuss language and visual features of persuasive texts (advertisements).

· Scaffold with example:

· Provide link to musical instrument website: http://www.neng.usu.edu/ece/faculty/wheeler/NIU/World.htm

· Ask students to complete individual music instrument research.

· Instruct students to work in groups, to generate vocabulary for persuasive texts.

1. Provide bubble map thinking tool, for planning.

2. Provide self-check lists for students to generate music terminology and persuasive language, for advertisements.

· Listen to instructions, ask questions.

· Identify and discuss language features in persuasive texts.

Individual research

Groups. Self-check lists

· Brainstorm persuasive language lists

· List music terminology for adverts.

· Collaborate and plan

· Use bubble maps to compare individual research and identify links.

· Explain/ discuss/ apply learning.

Stage 3:

10 min

5 min

· Ask groups to share planning and ideas. Observe/ annotate.

· Play class basketball, using a soft ball:

· Throw ball to one student. Student says one main idea from the lesson, then passes the ball to another student, who says a different idea from today’s learning. (Student sits down once contributed).

· Explain: We will continue creating advertisements, next lesson.

· Groups share work so far.

· Participate in class game.

Contingency

· Genre: Persuasive

· Differentiation:

1. Students who complete tasks quickly, extra challenges provided.

2. Low literacy levels/ ESL: Turn on video captions, provide visual and aural online music dictionaries, vocabulary lists, individual or small group instruction. If available, bring in an instrument, so students can actively experience it.

· Assessment of literacy: Formative

1. Diagnostic quiz: Evaluate prior understanding of music terminology.

2. Entrance tickets: Assessment for learning: Comprehension.

3. Observations and anecdotal notes during student research and group work: Language for interaction. Music terminology.

4. Game: Find out what students learned, this lesson. (Informal data collection).

Formative assessments, throughout the teaching and learning cycle, teach, analyze and adapt learning as needed, (The Achievement Network, n.d.)

· Multiliteracies & ICT: Video, images/diagrams, group and class discussions, interactive whiteboard, internet research, game, writing tasks.

LP1-word count: (716- 68 Content descriptors) 648 Total

EDU80016. Tanja Hasan-Warner. A2: Lesson Plan Folio. TP1. 2017

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Page 1 of 27

Lesson Plan 2 for F-2 Music

Lesson plan 2

Year level

F-2

Topic

Music: Rhythm, volume & aural skills

Duration of lesson

45 minutes

Australian Curriculum links

Learning areas

Strands & sub-strands

Content descriptors and literacy information

Arts

General

capabilities

Music

Literacy

“Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion”, (ACARA, 2017, ACAMUM080).

Literacy: “Compose spoken, written, visual and multimodal learning area texts”, (ACARA, 2017).

Additional literacy:

Learning objectives:

Students will:

· Become aware of rhythm, beat and volume, as they listen to and move to music, (ACRA, 2017).

· Learn to keep a steady beat.

· Understand difference between beat and rhythm

· Listening skills: Learn to listen as performers and audience.

Learning environment and resources:

· iPads, internet access and individual headphones

· Loopesque Kids application: https://itunes.apple.com/us/app/loopseque-kids/id473718143?mt=8

· Classics for Kids dictionary and games: https://www.classicsforkids.com/music/definition.asp?id=539

· Video/Song: Stomp, stomp https://youtu.be/NFmu1y-TUhw

· A metronome

· Vocabulary list and pictures

· Hickory Dickory Dock rhythm and beat practice sheets

· Topic cards in a box and rhyming flash cards

Stage of lesson

Approx.

time

Teacher’s actions

Student actions

Stage 1

5 min

5 min

Introduce: Today we are learning about rhythm and beat. We’ll learn to keep a beat and the difference between beat and rhythm.

· Provide vocabulary list. Read out words. Show picture examples on IWB.

· Provide students access to iPads and ‘Classics for kids’ online dictionary.

· Guide use of online dictionaries, for definitions.

Warm up: Stomp, stomp, clap, sing and dance video.

Question: Who felt the beat? Who felt the rhythm? Re-play sections. Demonstrate examples.

· Glue vocabulary into books

· Use iPads and interactive dictionary.

· Repeat words out loud. Write meanings.

· Watch pictures on IWB

· Sing/ dance, follow video clip actions.

Stage 2

10 min

10 min

Help students identify rhythm and beat. Use poetry (nursery rhyme).

Practice sheet and IWB:

· Model the beat, then rhythm of Hickory dickory dock.

· Support students to practice both, with tick tock symbol (Beat), star symbol (Rhythm).

· Practice combining rhythm and beat. Guide ½ the class to clap beat and other ½ to click rhythm. (Use metronome for support).

Figure 2: Lets' play kids music. (2017)

Jointly constructed nursery rhyme.

· Pick a title out of topic card box (previously generated by students).

· Support brainstorming of rhyming words, for topic.

· Model writing process. Explain nursery rhyme language features.

· Guide students during writing in books.

· Class decides: Beat for nursery rhyme.

· Guide students during reading out. (Use metronome, or clap)

· Read nursery rhyme. Clap beat.

· Read nursery rhyme. Click rhythm

· ½ the class reads nursery rhyme; claps beat

· Other ½ reads nursery rhyme; clicks rhythm.

· Brainstorm words.

· Watch, then write class poem into books

Stage 3:

10 min

5 min

· Provide rhyming flash cards. Ask students to write a two (or more) sentence rhyme.

· Provide iPads and guide through Loopesque application,

· Model example for beat.

· Support low literacy level students.

· Instruct students: Work in pairs. Practice class nursery rhymes’ rhythm and beat, or their Loopesque beats.

(Continue practicing this at the start of next lesson, so students can perform to the class).

· Students create rhymes

· Use Loopesque to work out a beat.

· Work in pairs: Practice rhythm and beats.

Contingency

Text genres: Nursery Rhyme/ poetry (poetic device: rhyme).

Multiliteracies & ICT: Videos, songs, pictures, vocabulary list, iPads, iPad application, interactive dictionary, interactive whiteboard, singing and listening to music/ rhymes, movement to rhythm and beat.

Differentiation: Because the Australian music curriculum covers years F-2, making use of visual materials and active aural learning tasks, will support diverse learners. For students who grasp the simpler vocabulary and tasks, challenge tasks are provided. Additionally, during individual construction, it may be necessary, to support lower literacy levels in small groups and provide extra time in a follow up lesson.

Assessment of literacy: Formative

· Observe students’ ability to follow instructions and recognize beat. (Observations and notes).

· Ability to access online dictionary, find words and copy meanings. (Check students’ books).

· Written tasks: Class nursery rhyme is written in book. Ability to create a rhyme. Ability to identify beat, in a rhyme. Collect books at the end of lesson.

*Rhythm and beat: Teachers may first like to watch Let’s play kids music on https://youtu.be/U2462p5IF3A to support teaching strategies.

LP 2-word count: (669-54 Content descriptors) 615 Total

Rationale

Music can support the development of literacy, by drawing on what students already know and love, such as listening to music. A great way to promote this link, is though active listening experiences during music and literacy tasks, (Riley, 2012). This supports understanding of content and develops literacy skills. The music lessons I created, for years 5-6 and F-2, demonstrate my understanding of literacy across the curriculum, by clearly addressing literacy capabilities, within learning activities and aligning tasks to the literacy continuum. Each lesson addresses literacy, through sequenced content area learning, tiered vocabulary instruction and a genre approach.

For the year 5-6 lesson, I support students to use prior knowledge, to “identify and compare how the elements of music are used and combined in different music styles from different cultures”, (ACARA, 2017). The context is set, by assessing prior learning with a short quiz and entrance tickets. This enables collection of data about students’ shared knowledge. Learning experiences can then be modified appropriately. Throughout learning, I can conduct observations, support students’ self-assessment and use informal assessment, to assess if students are not achieving/achieving goals, or already have the skills, (Frame, 2016).

Activities combine visual, aural, whole class, small group tasks, discussions and individual activities, based on Gardner’s Multiple Intelligences and Blooms taxonomy. These provide multiple entry points to learning and therefore inclusion of all students, (Armstrong, 2000).

Using music samples and a video during stage 1, engages students with the music content and literacy, by creating shared experiences, (Mannins, 2001). This encourages students to share opinions and supports cultural dimensions of literacy learning, though less formal interactions with music. Throughout the lesson, students are supported to respond to music experiences, with a variety of thinking tools, such as bubble maps. These scaffold operational language and support students to respond to and create texts. Through responding and making, students learn that meanings can be created from different points of view, based on different world experiences, (ACARA, 2017).

Literacy development is further supported with joint deconstruction and construction tasks. These assist students’ understanding of music content, other cultures and literary genres. Creating advertisements, (i.e. persuasive texts) about world music, supports students to apply persuasive language features, address audience and purpose and demonstrate content knowledge, (Department of Education and Training, Victoria, 2014). Such tasks address all dimensions of literacy, i.e. operational, cultural and critical. As students use ICT, they must evaluate findings and apply visual literacy and knowledge of music terminology, to critically assess the information they find, (Galloway, 2012), before creating advertisements. Collaborative tasks, further support this, by encouraging them to share and compare knowledge of musical instruments, sounds and music styles, (Itc. Publications, 2016). This occurs simultaneously and ultimately, supports development of higher order thinking skills.

For the F-2 music lesson, I included strategies for multiple ability levels. For students with limited literacy, new vocabulary is repeated often and supported by pictures, diagrams and active learning tasks, such as use of call and response. Additionally, inclusion of singing and movement activities, (e.g. during the ‘Stomp, stomp, song’), provide opportunities for students to better understand, the meaning of rhythm and beat, through active and informal learning. This means that, rather than just listening to music in the background, students can personally interact with music, which supports development of different parts of the brain and the kinaesthetic senses and motor responses are activated, (Piper, 2009).

Joint construction of nursery rhymes, is supported by active learning tasks, that aid the learning of vocabulary, based on Marzano’s 6 step process. This includes descriptions, explanations, construction tasks, symbols and engaging activities that use relevant vocabulary, (Teach Thought, 2012). For example, music terminology is taught by exposing students to audiation in music. Audiation can be compared to thinking and finding meaning in speech and language, where the listener makes connections to prior experience, predicts what will come next and interacts intellectually with the music, (Piper, 2009). This occurs throughout the nursery rhyme, deconstruction and construction process.

Additional visual supports, such as symbols for beats and rhythms, assist visual decoding processes and therefore, literacy skills. Visual elements, such as symbols, letters, words and notation, are part of both literacy and music and engage visual memory and support students to make meaning of texts, (Tarbert, 2012). Furthermore, ICT is used to support students’ gradual learning of basic rhythm patterns, at audio-visual and tactile levels, (Casual playground, 2011). This is achieved with the Loopesque application,

Multiliteracies and ICT are embedded throughout both lesson plans, to support students’ ability to respond to literacy demands of the 21st century. These include responding to, creating, critiquing and the comprehending information from multiple sources and multiple perspectives, (Lowe, 2010). In the 21st century literate citizens are required, to not only decode the printed word, but possess visual and media literacy, to effectively understand the world around them, (Global Digital Citizen Foundation, 2017). Including moving images, visual aids, music samples, and iPad applications makes multimodal texts available to students and supports development of these 21st literacy skills.

Ultimately, whilst these strategies are focused on teaching of music curriculum, they are applicable to all subject areas. Through tiered vocabulary instruction, multimodal texts, ICT and genre teaching methods, literacy can be embedded throughout the teaching and learning cycle and improve students’ overall learning.

Word count: 876

Critical reflection

Based on my learning during Literacy across the Curriculum, I believe literacy development doesn’t occur in isolation, but within cultural frameworks. The University of South Australia, (n.d.), states that literacy development is closely linked to our interactions with the world and supported by the three dimensions of literacy simultaneously, i.e. operational, cultural and critical. This suggests, that personal experiences influence literacy development and that literacy instruction, should be embedded across all learning as formal and informal experiences, that consider all dimensions.

I have experienced the benefits of informal and formal learning first hand, first as an ESL student, during primary school and more recently during professional experiences. I recall the games, excursions and explicit instruction, that supported my grasp of the English language. More recently, postgraduate studies have helped me identify, how my ESL teachers had aligned learning with ‘four ways’ of effective literacy teaching, through balanced programs, explicit instruction and connections to learning, beyond school, (Department of Education and Training, Victoria, 2017). Doing so, supported my knowledge, skills and characteristics, that support me to use language confidently, for learning, communication and participation in society, (ACARA, 2013). As a new teacher, I can use these skills, to support students’ learning.

Additionally, the combination of theoretical and experiential learning, during postgraduate studies e.g. professional placements, scholarly documents, collaboration and feedback from peers, mentors/eLAs, have enhanced my grammar skills, knowledge of genre types and the ability to communicate effectively. Consequently, I have improved my use of verbal and non-verbal communication and my ability to apply skills, to the teaching areas, (Australian Institute for Teaching and School Leadership [AITSL], 2011). Therefore, I am equipped to support students’ literacy learning.

Similarly, I recognize the importance of continued professional learning and have identified areas of my literacy capabilities, to improve. These include my ability to clearly state learning intentions, to learners and to feel more confident when teaching grammar skills, such as adverbials, pronouns and adjective phrases. Improving these skills, will support me to guide students, to develop their metalanguage for questioning language in context, (Rossbridge & Rushton, 2016). I will achieve these goals, with weekly practice, using NAPLAN style tests and websites, such as Grammarly and Khan Academy, during my final semester of studies.

Overall, evidence suggests my literacy skills are of a high standard. Examples include, my professional portfolio, mentor comments on professional experience reports and feedback for English assessments. Focus area 2.5 of my professional standards portfolio, demonstrates my ability to support students’ literacy skills, with strategies that supported students to communicate complex ideas in various ways, as they applied language to different contexts, (ACARA, 2016). Additionally, mentor comments reflect on how I included literacy strategies across subject areas, HASS and Science. Two further examples include, feedback from my eLA, for a persuasive essay I wrote, for English in Primary Schools and the follow-up unit, I designed. This feedback, makes note of the high-quality writing I used, to express my understanding of the four-resource model (FRM), its appropriateness for teaching 21st century literacy skills and my ability to apply FRM to a sequenced unit of learning. These demonstrate my understanding of literacy demands and my ability, to embed literacy into teaching content and processes, (ACARA, 2013). I look forward to put these into practice, as I embark on my teaching career.

Word Count: 549

References

ABC Splash. (2011). A journey into world music [Video]. Retrieved from

http://splash.abc.net.au/home#!/media/1647151/a-journey-into-world-music

Achievement Network. (n.d.). The teaching and learning cycle [Image]. Retrieved from

http://www.achievementnetwork.org/school-leaders/

Armstrong, T. (2000). Multiple intelligences. Retrieved from

http://www.institute4learning.com/resources/articles/multiple-intelligences/

Australian Curriculum Assessment & Reporting Authority [ACARA]. (2017). F-10

curriculum, version 8.3: Literacy in the learning areas; Arts. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/literacy/introduction/in-the-learning-areas

Australian Curriculum Assessment & Reporting Authority [ACARA]. (2017). F-10

curriculum, version 8.3: Literacy learning continuum. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/literacy/continuum#layout=columns&page=8

Australian Curriculum Assessment & Reporting Authority [ACARA]. (2017). F-10

curriculum, version 8.3: The Arts- Music, f-2 (ACAMUM080). Retrieved from http://www.australiancurriculum.edu.au/the-arts/music/curriculum/f-10?layout=1#level5-6

Australian Curriculum Assessment & Reporting Authority [ACARA]. (2017). F-10

curriculum, version 8.3: The Arts- Music, year 5-6 (ACAMUR091). Retrieved from

http://www.australiancurriculum.edu.au/Browse?a=E&a=mu&y=5&y=6&c=1&layout=2&browseLayout=2

Australian Curriculum Assessment & Reporting Authority [ACARA]. (2013). General

capabilities in the Australian curriculum. Retrieved from www.australiancurriculum.edu.au/generalcapabilities/pdf/overview

Australian Institute for Teaching and School Leadership [AITSL]. (2011). National

professional standards. Graduate descriptors. Retrieved from www.aitsl.edu.au/

Casual Underground. (2011). Loopesque kids [Application]. Retrieved from

https://itunes.apple.com/us/app/loopseque-kids/id473718143?mt=8

Classics for Kids. (2017). Interactive music dictionary. Retrieved from

https://www.classicsforkids.com/music/definition.asp?id=469

Classics for Kids. (2017). Music explorers. Retrieved from

https://www.classicsforkids.com/music/explorer.asp

Department of Education and Training, Victoria. (2014). Genre teaching and learning cycle

for writing. Retrieved from http://www.education.vic.gov.au/school /teachers/teachingresources/

Department of Education and Training, Victoria. (2017). Overview of literacy learning.

Retrieved from http://www.education.vic.gov.au/school/teachers/ teachingresources/discipline/english/proflearn/Pages/litoview.aspx#6

Frame, J. (2016). What are the 4 questions of PLCs? [image]. Retrieved from

https://twitter.com/josh_frame/status/707750889117892608

Galloway, S. (2012). C21 literacy: What is it, how do we get it? A creative futures think tank.

Retrieved from www.gla.ac.uk/media/media_231168_en.pdf

Global Digital Citizen Foundation. (2017). 3 simple and smart ed-tech strategies for teaching

with technology. Retrieved from https://globaldigitalcitizen.org/3-smart-edtech-strategies

Hot Chalk Inc. (2017). Music and musical lesson plans. Retrieved from

http://lessonplanspage.com/music/

Itc. Publications. (2016). Thinking skills framework-scaffolding the verb. Retrieved from

www.itcpublications.com.au

Let’s play kids music. (2017). Using nursery rhymes to teach the difference between the

rhythm & beat. Retrieved from http://www.letsplaykidsmusic.com/rhythm-and-beat/

Lowe, K. (2010). Literacy learning and technology. Retrieved from

http://www.nlnw.nsw.edu.au/videos09/lo_Lowe_Technology/documents/KLowe_teacher.pdf

Mannins, S. (2001). Developing music literacy through original shared book experiences.

Journal of music-and movement-based learning, 7(3). Retrieved from http://www.vosa.org/paul/sales_folder/manins_art.htm

Piper, C. (2005). Lessons and activities: Rhythm everywhere. Retrieved from

http://www.soundpiper.com/lyrics21.html

Piper, C. (2009). Making connections with music and literacy. Retrieved from

http://www.soundpiper.com/

Riley, S. (2012). Integrating literacy and music. Retrieved from

https://educationcloset.com/2012/07/17/integrating-music-and-literacy/

Rossbridge, J. & Rushton, K. (2014). The critical conversation about text: Joint construction.

Retrieved from http://petaa.edu.au/imis_prod/w/Teaching_Resources/PETAA_ Papers/w/Teaching_Resources/PPs/PETAA_Paper_196___The_critical_conversation_.aspx

Tarbert, L. (2012). Learning literacy through music. Retrieved from

https://www.luther.edu/oneota-reading-journal/archive/2012/learning-literacy-through-music/

Teachers Pay Teachers. (n.d.). Music elements poster [Image]. Retrieved from

https://www.teacherspayteachers.com/Product/Musical-Elements-Poster-86369

Teach Thought. (2012). Vocabulary instructional strategies: Marzano’s 6-step process.

Retrieved from http://www.teachthought.com/pedagogy/literacy/vocabulary-instructiona-strategies-marzanos-6-step-process/

The Learning Station. (2011). Stomp, stomp, clap brain break [Video]. Retrieved from

https://youtu.be/NFmu1y-TUhw

University of South Australia. (n.d.). A critical literacy approach to intercultural language

teaching and learning. Retrieved from www.iltlp.unisa.edu.au/doclibmodules/ iltlp_module_self_access01.doc

Appendix 1

Personal literacy evidence

Figure 3: Focus area 2.5: Professional portfolio

Figure 4: Mentor comment regarding literacy integration. Final professional placement. May 2017

Figure 5: Mentor comments regarding communication skills.

Figure 6: eLA feedback for persuasive essay. English in Primary Schools. 2016

Figure 7: Persuasive essay feedback 2. FRM

Figure 8: Persuasive essay feedback 3. FRM

Figure 9: English folio. Week 1 lessons. FRM strategies

Figure 10: English folio. Week 2 lessons. FRM strategies

Appendix 2

Additional tasks and support material

Year 5-6

Advertisement task background information: The advertisement will promote a world music, band’s performance based on the instruments students have researched. Students will consider what the band might sound like, with their 3 instruments together and use their knowledge of musical elements to describe their sound. They will consider, who their audience will be and use persuasive language that will interest people to see the band.

Challenge task: Hot Chalk Inc. (2017). Music and musical lesson plans. Retrieved from http://lessonplanspage.com/music/

Narrative- Write a short story based on: “If this music was a day in the life of a person, what would their day look like? (Hot Chalk, 2017). On a separate sheet of paper, cite specific reasons for each part of your story (For example, they would wake up hysterically because of the tempo and fast woodwind runs at the beginning of the piece). This could be a writing-to-learn assignment, or it could turn into something that is peer-edited and reviewed for presentation.

Early finishers’: Matching game in small groups.

Provide students with sets of images, of different instruments, such as the ‘rango shaker’, related music vocabulary and instrument/country names. Ask them to match the words, sounds, music styles and countries, they think would match. Play 2 rounds and record results on scorecards.

F-2 Music. Beats & Rhythms

Vocabulary

Use the interactive musical dictionary on ‘Classics for kids” website. Find the word. Listen to the sound. Write or draw meaning. https://www.classicsforkids.com/music/musical_dictionary.asp

Metronome

Fast

Slow

Volume

Rhythm

Beat

Today’s challenge words:

Composer

Performer

Symphony

Tempo

Pianist

Genius

Pendulum

Woodwind

F-2 challenge activity 1.

Listen to Beethoven’s Symphony N.O. 8 on the Classics for Kids website.

What is ticking?

Can you hear ticking from the woodwind instruments?

To help students hear ticking explain the term, then play a section.

*To help students hear ticking, explain that it is “sometimes interrupted by a sudden loud jump of quick notes as if the musicians suddenly were surprised”, (Classics for Kids. 2017). The music is lively and goes from one extreme, to another: “Loud and soft, upper and lower strings, short and long phrases”, (Classics for Kids, 2017).

F-2 challenge activity 2.

Finding beats in the everyday:

The world is full of music. Let’s take time to hear it.

Music has a steady beat. The beat can be slow or fast.

The beat can change, but it must be there, so we don’t get lost in the music.

Name & draw five everyday things that have a steady beat.

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

4. ___________________________________________

5. ___________________________________________

Activity from Classics for Kids website: https://www.classicsforkids.com/music/explorer.asp