Technology Music Lesson Plan (this would really take several
Objective Question: How
can a composer express an idea or story through music?
lesson fits into the curriculum in several ways. It reinforces the dynamic terms as well as allows
students to use them. It
meets the composition requirements.
Students learn about the composers tools, including timbre, dynamic,
instrumentation, pitch, and rhythm in an active manner by having students
create with these musical elements.
and Sing Together≤ from Share the Music Grade Four
from Share the Music Grade Four
class starts with a routine warm up that begins with the students singing
a major scale on solfege with hand signs.
then sing following the hand sign patterns the teacher shows
then read rhythm cards to reinforce the rhythms they have learned
will sing ≥Come and Sing Together≤ for review.
will sing ≥Come and Sing Together≤ in canon.
will review the basic dynamic terms and symbols including piano, mezzo
piano, mezzo forte, forte, crescendo, and decrescendo.
will then sing ≥Come and Sing Together≤ following the dynamic symbols
written in the music.
will introduce the poem ≥Fire≤ and have the students read line by
will ask for specific word definitions of difficult words and lead
students in a discussion of what the poem is about and what is happening
sequentially in the poem.
will ask students for to think of sounds that they can make with their
voice or body that sound like fire.
will ask students how they could show the fire growing and dying down
using these sounds.
will then use the Garageband program
to compose a piece of music that expresses the poem ≥Fire≤. Students will be required to pick
the timbre of the instruments used as well as add dynamics to their
composition. As a part of the
composition, students will include a recording of at least one student
reading the poem.
students have completed their Garageband composition, they will use imovie to make a movie for the poem ≥Fire≤. Their movie will include their
composition and a still picture (or several, if it is possible) that were
saved from the Internet.
will present their imovie to the
class and briefly describe the thought process behind the composition,
including why they chose certain sounds, dynamics, etc.
closure will include a discussion that has students answer the original
will use the presentation, comments, and discussion as the check for
think it could be interesting to do the activity backwards by having
groups give their composition to another group and having the new group
come up with a new poem or story to fit the music.
activities could be done by having students listen and determine how a
composer has expressed their idea or story through music. This could lead to specific
composer or genre studies.
Students could then compose in the style of that composer or genre.