This lesson will enable Year 2 learners to construct an understanding of instruments in Program music and to immerse them aurally and visually in music appreciation. ACARA (2013) assert that developing aural skills is a necessity for all listening, composition and performing activities. This is the first lesson in a sequence focusing on Peter and The Wolf as authentic learning occurs over time. Exposing children early to complex music contributes to their cognitive development.
The lesson is predicated on guided music appreciation. Students will have reflection time to construct new knowledge and add to existing schema. Mixed ability groups is designed to enable peer scaffolding and co-construct dialogue, which Vygtoksy theorised leads to independent thinking. The inclusion of ICT, for both viewing and listening to the story, is designed to cater for students’ with visual-spatial, linguistic and musical intelligences.
Australian Curriculum Links:
Year 2 Music:
- 2.4.1 – Identifying where they might find music in their lives and communities, for example, considering how music sustains and communicates cultural knowledge.
- 2.4.2 – Identifying the roles of an active performer and a reflective listener.
- 2.4.3 – Sharing constructive observations about music from a range of cultures as performer and audience member.
- 2.4.4 – Describing shapes, patterns, form or mood of pieces of music using their own words and learnt music terminology.
- 2.4.5 – Listening to and talking about music and musical instruments from different contexts and cultures.
Teacher stands in front of the music wall, leads students through instrument pictures, students imitate sounds verbally, catering for linguistic, visual-spatial and musical intelligences (5mins).
- Brain gym (Appendix D) (5mins)
- Teacher concisely explain the lesson, repeating and writing key words, catering for auditory processing issues and ESL students
- Remind students of behaviour requirements (10mins)
- Provide handout (Appendix C) asking students to aurally match instruments to characters in Peter and The Wolf. (Appendix B) (15mins)
- Students into mixed-ability pairs to complete handout and answer if they think the instruments matched the characters (10mins)
- Regroup on mat, ask for volunteers to share (5mins)
- Students listen to the narration (Appendix B) (includes answers). Teacher scribes, catering for visual-spatial intelligences (5mins)
- Teacher-led reflection asking: name another instrument that represents characters from the story?
- Following lesson will lead on from here (10mins)
- Formative notes during the lesson
- Lesson successful if the handouts are correct and students are engaged
- Next lesson inquiry-based learning with students’ testing other instruments to replicate the mood of characters (creative expression and sensory development)
- Teacher’s laptop and interactive whiteboard
- Youtube link and audio link (Appendix B)
- Peter and the Wolf – Character and Instrument Match (DOC)
- Brain gym: Cross Crawl (DOC)
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