Lesson Plan for Kindergarten Age ≥Chorus≤

Exploring the Musical Shape of Student Names in a One-Computer Classroom

National Standard: 1. Singing, alone and with others, a varied repertoire of music.

4. Composing and arranging music within specific guidelines.

6. Listening to, analyzing, and describing music.

Objective: Students will demonstrate their ability to sing alone and physically demonstrate musical direction with others while reading visual representation of musical arcs. Student will identify and demonstrate given arcs and dips.

Purpose: To reinforce concept of musical direction via aural, visual, kinesthetic and gross loco-motor means.

Materials: Felt board and foot long pieces of yarn, one imac computer connected to a big screen television, access to Morton Subotnickπs http://www.creatingmusic.com , paper and markers.

Anticipatory Set: Students arrive to sit on a circular rug with a few pieces of yarn on the felt board formed into various arcs and dips. One shape is shaped in a steady incline, in order to represent steps 1-8 for hello song, ≥Itπs so good to see you≤.

Procedure:

• T and S sing ≥Itπs so good to see you≤ and demonstrate 1-8 with hand levels. Pianist accompanies. T asks which shape that they see might be part of ≥Itπs so good to see you≤? Would anyone like to trace the shape when it happens in the music? If no student volunteers, T may demonstrate.

• T asks if anyone would like to sing one of the other shapes on ≥loo≤. S demonstrates and traces shape with finger. T asks S to describe shape verses melodic direction. S sing it together with T acting as conductor.
• After having a few volunteers sing through shapes already placed on board, T asks if someone would like to create another shape using the felt for all to sing. S demonstrates and all vocalize together.
• T asks if anyone would like to combine two or more shapes in order to create a longer musical idea. S responds, sings, and class vocalizes together. Change vowel?
• Time to warm up our bodies! T chooses one shape and asks how we might show this musical shape in our bodies? T takes S suggestions. Collectively decide on how to physically combine elements of musical arc. Pianist may accompany movement.
• T hands out paper and markers and asks students to write the first letter of their name big enough for all to see. How can you make the shape of this letter in your body? Now how about by using your voice? I brought a surprise today- this computer is going to make music out of the letters in your name!
• T demonstrates with one student, how to use Subontnickπs Musical sketch Pad to choose instrumentation and write out name. T chooses slowest playback, and asks S to describe what they heard. Could they follow it? T may trace sounds on television screen to aide. S identify and describe melodic direction of name.
• T asks if we should have the computer play it slowly (click on the turtle), a bit faster (bunny), or super fast (running bunny). S chooses not only instrumentation, but tempo of playback. Did you like the sound of one instrument better than another?
• Each S has the opportunity to input a name into the computer, we listen and describe. Be thinking about which instruments you will use while youπre waiting for your turn! Anyone want to put the shapes in your body while we play this name a second time?
• Does this music tell you a story?

Check for Student Understanding:

• Would anyone like to sing an arc and we will guess which one you sang? (Choice of two shapes) Would anyone like to conduct by tracing the arc?

Closure:

• I wonder what shapes you will see on your way home that you might be able to sing. Will you see any circles? Stairs? Slides? Spirals? See saws, swings or a carousel? Elevators? What will you see? Letπs ride the musical elevator together in order to stand and gather at the door to leave today. Pianist accompanies.

Extensions:

• Future lessons may include allowing students to turn their names upside down, or listen to them backwards. Augmentation and diminution are also possibilities with this software. S may identify and describe difference in melodic direction.
• Do you think you could sing the shapes of your written name? How about your Mom or Dadπs?
• S may like to come next time with a musical picture/story to sing.
• Encourage parents to log on to http://www.creatingmusic.com with their kids. Share their experiences next time.