Lesson Plan #: AELP-MUS0212
Submitted by: S. Galentine
Date: July 20, 2003
Grade Level: 3
Duration: 25-30 minutes
Description: A sequencing lesson using an Italian, vocal duet.
National Standards for Art Education :
K-4 Music Content Standard 6 – Listening to, analyzing, and describing music.
- Students identify simple music forms when presented aurally
- Students demonstrate perceptual skills by answering questions about, and by describing aural examples of music of various styles representing diverse cultures
- Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances
- Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and voices from various cultures, as well as children’s voices and male and female adult voices
Texas Essential Knowledge and Skills (TEKS) :
Chapter 117.12. Music, Grade 3
(b) Knowledge and skills
- (1) Perception. The student describes and analyzes music sound and demonstrates musical artistry. The student is expected to:
- (A) categorize musical sounds, including children’s and adults’ voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments from various cultures
- (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:
- (A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures.
Texas Assessment of Knowledge and Skills (TAKS) :
Grade 3 Reading
Objective 3: The student will use a variety of strategies to analyze culturally diverse written texts. Objective: Students will demonstrate their aural understanding of female voice, male voice, and instrumental music by placing picture cards of the same, in the sequence (order) that they hear them.
- CD Romanza featuring Andrea Bocelli: Con te Patiro
- CD player
- for each student: a small plastic bag containing 8 cards (2 cards with a female singer each, 2 cards with a male singer each, 2 cards with male and female together singing a duet, 2 cards with instruments only)
Prior to the lesson, prepare enough plastic bags so that each student has one to use. In each bag place laminated pictures of a female singer (2), male singer (2), duet singers (2), and instruments only (2). The cards can be made by finding appropriate clip art and then printing, cutting, and laminating the pieces.
Anticipatory Set/Teacher Input:
Explain that each student will receive a bag with cards. Students are to place the cards in the correct order (sequence). How? By listening to the song for clues. Pass out the bags (or have a student helper pass out the bags).
Discuss the pictures on the cards and ask the students what they might expect to hear. Accept all answers. Provide a verbal example, If I hear a song that just plays instruments, and there is no singing, which card should I choose to put down first? Instruct the students to hold their cards in one hand.
Play the song in its entirety and guide students along verbally, while walking among them, helping those who need assistance. This activity is done best sitting on the floor. Ask the students what language the singer sang in. Most will say French or Spanish, yet the Hispanic speaking/bilingual students will admit they think it’s Spanish but they can’t understand the words. (Discuss as you see fit and are comfortable with). Assessment: Were students able to use the aural clues and sequence the cards correctly?
* ArtsEdge – The National Standards for Arts Education
* Chapter 117. Texas Essential Knowledge and Skills for Fine Arts
Subchapter A. Elementary
Special Comments: The multi-sensory (aural, visual, kinesthetic) nature of this lesson keeps the students interested and focused. This lesson was created by S. Galentine, who holds the copyright. Music teachers may use this lesson in their classrooms and lesson plans, but they may not sell it or represent it as their own.