Start the class with a Q & A greeting. Greet individual students with their name in the greeting. Sing different SO-MI questions to the pupils who were NOT CALLED last meeting, and encourage the pupils to improvise their SO-MI answers to your SO-MI questions.2. DEVELOPMENT OF THE LESSON Review the song “Are you Sleeping, Brother John?” Ask the children to choose actions to make the performance more interesting.3. APPLICATION Have the class sing the song again as one group but tell them that you will be doing something different. Divide the class into two groups. Tell them that the second and third group will start the song at different times and to watch the teacher for the signal to start. Tell them that they will sing this song in a different way. Ask the class to pay special attention to the sound of the song when the second group joined the singing. Did they hear the sound as different from the song when it was sung by one group? What happened with the addition of each musical line by the second group? Did the sound become Thick? Discuss the concept of the element of texture and have them differentiate the words THICK and THIN. Guide them in imagining a HUGE sandwich where each musical line added is like an additional topping/filling in the sandwich. The more LINES- the more filling, the THICKER the sandwich/SOUND. The lesser the LINES, the THINNER the sandwich/SOUND. Divide the class into 2 groups and ask them to do to sing the song with movements as two groups, starting at different times with your signal. Inform the class, that when one song is sung by two or more groups starting at different times according to a definite order or place in the song, musicians call this ROUND singing. Challenge the class to do the same song in 3 or 4 groups. Give each group enough time to practice before doing the challenge.4. SYNTHESIS Ask the children: 1. Did you enjoy the activity? 2. How did you find singing in a ROUND with the other groups? Why? As an advance assignment, have the pupils answer ACTIVITY 1 as a group activity for the next meeting. 50
Proceed to end the class with the Goodbye song and invite them to TOUCH their HEADS again when singing a HIGH sound and to touch their WAISTS when singing a LOW sound (as a review of the last LESSON).DAY 21. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students with their name in the greeting. Sing different questions to the pupils who were NOT CALLED last meeting in SO- MI, and encourage the pupils to improvise their SO-MI answers to your questions.2. DEVELOPMENT OF THE LESSON Recall the lesson on TEXTURE. Show them the OSTINATO you have made and have the pupils try it out with their chosen body movements. Divide the class into 2 big groups and have the 1st group do the OSTINATO and the 2nd group to perform their respective OSTINATO patterns on available classroom instruments. Exchange groups. Ask them about what happened to the Texture when two groups perform OSTINATO.3. APPLICATION Group the class into smaller groups of 10 to 15 each and have the pupils present the OSTINATO they have made by group. Have the groups choose one OSTINATO and have them try it out with half of the group playing or moving to the same OSTINATO. Have them exchange groups. Call on 1-2 groups to show their performance to the class. Ask the class how they found the activity and inform them that the TEXTURE of the music can be made THICKER with the addition of a second sound or instrument. Have them answer ACTIVITY 2 and encourage them to listen very well before answering each number. Check their answers using the CHECKLIST below. A. One Musical line – 1st colored note B. Two or More Musical lines – BOTH notes colored C. Two or More Musical lines – BOTH notes colored D. One Musical line – 1st colored note4. SYNTHESIS How did you find the LISTENING ACTIVITY? 51
Did you find it hard to identify the TEXTURE of the different selections? Why/Why not? What things do you need to remember to be able to identify the Texture of Music? Have them complete the sentences below in their books: We must listen very well to Musical ___________ that happen in the music, whether alone, or more than one, happening at the _________ time. Only after listening very well can we say if the Texture of the sound of Music is ___________ or ____________. Proceed to end the class with the Goodbye song.Summative Assessment Performance Standard Perform: Sing a melody accurately in relation to ROUND-SINGING. Create: Improvise simple patterns on classroom instruments or other sound sources to create different textures. Respond: Use visual images to show awareness of texture.Lesson 15: Review of AllTime Allotment: 2 meetings x 40 minutesOverview of the Lesson: The lesson aims to review ALL elements studied during the past four quarters and to prepare the pupils for a year-end assessment of ALL the skills or competencies expected for each element.Competencies/Objectives: The learner Demonstrates the Skills and Competencies expected in all the lessons specifically the SUMMATIVE ASSESSMENT STANDARDS found at the end of each Lesson.Prior Skills & Assessment: The learner must have acquired ALL skills in the previous level.Content/Topic: REVIEW of all ELEMENTS studied from Lesson 1 to Lesson 14. a. PROCEDURE DAY 1 1. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students with their names in the greeting. 52
Sing different SO-MI questions to the pupils who were NOT CALLED last meeting, and encourage the pupils to improvise their SO-MI answers to your SO-MI questions. 2. DEVELOPMENT OF THE LESSON Mention that the school year will soon come to a close and that it is the perfect time to review all the ELEMENTS they have taken the whole year. Ask some of the pupils to recall the ELEMENT and the ACTIVITY or SONG or GAME they did in the ELEMENT. Recall ALL activities and SONGS for each ELEMENT (Pls. look at the table below as reference).ELEMENT ACITIVITY/SONGDYNAMICS – Loudness and Softness of “Ang Susi Nakatago”soundTEMPO – Speed of music (FAST and “Jack and Jill”SLOW)TIMBRE- Sounds in the environment, “Doggie, Doggie” / The Circusvocal & instrumental sounds. (Sound Story)RHYTHM - organization of sound and “See Saw”/ “Pan de Sal”silence in time “Chimpoy Champoy” “Bounce High”/Pedro Penduko” - Beat and Ostinato “Twinkle, Twinkle” - Strong & Weak beats/Meter( 2-time meter, 3-time meter & 4-time “Kalesa”meter)FORM- Similarities and Differences of “Piko-Piko Angking”/”Rockythe parts of a musical whole Mountain”MELODY – High and Low sounds The Journey to the Moon (High and Low Story)TEXTURE – Thickness and Thinness of “Are You Sleeping, Brother John?”Music3. APPLICATION Help the pupils recall the SONGS or ACTIVITIES or GAMES. Divide the class according to the number of ELEMENTS and proceed to do ACTIVITY 2. Guide the pupils in each group and encourage them to perform the SONGS/ACTIVITIES from memory.53
3. SYNTHESIS Ask the children: After reviewing the ELEMENT you have picked together with the GAMES or SONGS or STORIES learned, how did your group prepare/practice your presentation? Did you have a hard/easy time? Why? DAY 2 1. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students with their names in the greeting. Sing different questions to the pupils which were NOT YET CALLED last meeting in SO-MI, and encourage the pupils to improvise their SO-MI answers to your questions. 2. DEVELOPMENT OF THE LESSON Recall the activity last meeting and call on representatives from each group to give an update about their groups’ performance. Review the SKILLS expected from each ELEMENT and ask the group if their performance will show it. 3. APPLICATION After checking the progress of all groups, devote the rest of the class time to the group’s last chance to practice. Closely monitor the groups having difficulty and offer them more help. 4. SYNTHESIS After your group’s last practice today, was there an improvement from last week’s performance to today’s practice? Can you name some of the improvements? Proceed to end the class with the goodbye song and wish them good luck on their group’s performance next meeting.Summative AssessmentPerformance Standard ALL SKILLS mentioned in the areas of PERFORM, CREATE and RESPOND must beDEMONSTRATED in the Performances of the Pupils. 54
Lesson 16: EvaluationTime Allotment: 2 meetings x 40 minutesOverview of the Lesson: The lesson aims to evaluate the children’s musical growth, resulting from theirexposure and active involvement in the musical elements presented in the Lessons 1 -14.Competencies/Objectives:The learner Demonstrates all the necessary competencies required in all the Units 1-4.Prior Skills & Assessment: The learner must have acquired the following skills in the previous level: Demonstrates basic understanding of simple steady beats through chanting, clapping, tapping, walking and playing simple percussion instruments. Imitates and replicates a simple series of rhythmic sounds (“echo clapping”).Content/Topic:a.EVALUATION - Evaluate concepts learned and skills acquired in all the units.b.PROCEDURE DAY 1 1. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students with their names in the greeting. Sing different SO-MI questions to the pupils who were NOT CALLED last meeting, and encourage the pupils to improvise their SO-MI answers to your SO-MI questions. 2. DEVELOPMENT OF THE LESSON Ask the children how they are and if they are ready for the day’s Class- Concert? Review proper decorum during concerts and how people are expected to behave in such gatherings: Talking is strictly not allowed while a performance is going on. Leaving your seats during a performance is also not good behaviour. You must give the performers your full attention as a sign of respect. 55
3. APPLICATION Call on each group representing an ELEMENT (seven Elements – Dynamics, Tempo, Timbre, Rhythm, Form, Melody, and Texture) and rate their performance according to the skills expected from the ELEMENT they are representing and showcasing. Congratulate all the groups for a job well done. As an assignment, have them read the rubric for their performance and think about their group’s performance.4. SYNTHESIS Ask the children: Did you enjoy the class-concert? Which group do you think had the best performance and why? Proceed to end the class with the Goodbye song.DAY 21. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students and use their name in the greeting. Sing different SO-MI questions to the pupils who were NOT CALLED in the previous meeting, and encourage the pupils to improvise SO-MI answers to your SO-MI questions.2. DEVELOPMENT OF THE LESSON Recall the performances in the previous meeting and review the necessary decorum of the class during the CLASS CONCERT. Discuss some points for improvement in terms of their behaviour during a performance. Ask them what they thought about their group’s performance and explain the rubric found in ACTIVITY 2.3. APPLICATION Have the pupils get together according to their respective groups to discuss their performance in relation to the RUBRIC in ACTIVITY 2. After the group evaluation, have the pupils go back to their seats and answer ACTIVITY 3 for their SELF EVALUATION. Discuss each group’s own ratings and the rating you gave as their teacher. Include the best points of each group and some of the points they can improve on as they move on to GRADE TWO.4. SYNTHESIS Ask the children if they enjoyed MUSIC CLASS this year and what things they would be looking forward to in MUSIC CLASS next year? 56
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