Trepak from the Nutcracker Suite

Trepak from the Nutcracker: Lesson Plan

Grade: K

Time: 30 minutes

Materials: Recording of Trepak

                  Map of Trepak*

Utah Music Standard:  K.M.R.1: Listen to and interact with a variety of contrasting music while recognizing steady beat, repeating patterns, and expressive elements.

Music Element: Form

Music Concept:  There are different sections in music.

Music Skill: Listening

Objectives:

Students will demonstrate through movement that they recognize the different sections of the Trepak from the Nutcracker Suite.

Students will be exposed to vocabulary associated with musical form.

Procedure:

·       Read/tell the story of the Nutcracker Ballet.

·       At the end of the story, bring the students attention to the pictures of the dancers from different countries. Explain: One of the dances Marie and the Prince watched was a Russian dance called the Trepak.  Can you say Tray-Pahk?

·       We're going to listen to this song and do our own dance with our hands.

o   This dance has three movements: jumping, tiptoeing, and swaying.

o   Will you make your hands follow mine while we listen close?

o   Play the song and "dance" with your hands.

·       Jump on the accented notes in the A section

·       Tiptoe during the rest of the A section

·       Sway during the B section.  Do big sways during the first half of the B section and smaller, faster sways during the second half.

·       Now we're going to use our whole bodies.

o   Jump and tiptoe with your feet, but the swaying is still with your hands and arms.

·       Put the map up on the board.

o   Explain: This is a map of the Trepak we were just listening to.  Can you see where we jump?  Can you see where we sway?

o   Allow a student to come and point to the jumps on the map and another to point to the sways on the map.

·       Watch very closely to what I do.  If you want, you may dance with your hands only, but only if you can dance a watch at the same time.

o   Play the Trepak and follow the map with your finger so that all the students can see.

·       Invite the students to follow with their finger in the air while you lead them on the board.

o   Listen to the Trepak again.

·       If appropriate, invite a student to lead the class in following the map and listen to the Trepak again.

·       Briefly introduce the form:

o   Let's call the beginning where we jump and tiptoe part A.

o   Where the music change?  Where is it different from the jumping and tiptoeing part.  (The Swaying.)

o   Let's call the swaying part B.

o   And, since the end also has some tiptoeing and jumping, let's call that A again.

·       Let's listen one more time and see if you can hear the different sections that make the ABA pattern.

*Map for this lesson was inspired by the Trepak map in Playing with the Classics Volume 1, by Peggy Bennett.

Kandinsky Part 2

Kandinsky Lesson Plan Part 2

Grade: K

Time: 30 minutes

Materials:

Kandinsky paintings

Found sound box

Musical Concept:  There are different sound sources, including environmental sounds.

Musical Element: Timbre

Musical Skills: Creating

Utah Music Standards:

Create: K.M.CR: Students will conceptualize, generate, and organize artistic ideas and work.  They will complete and refine musical works.

Perform K.M.P.4: Demonstrate appropriate practice and performance behavior.

Objectives:

Students will recognize connections between art disciplines of visual art and music.

Students will understand that artists are sometimes inspired by everyday experiences - found sounds in their environment.

Procedure:

1. Hello There
2. Read The Noisy Paint Box
1. Boys and girls, I know you have read this book before.  This time, notice the things that Kandinsky heard making sounds.  Listen really closely while I read.  At the end, I want you to raise your hand and tell me what you noticed.
2. The artist Kandinsky was inspired by the sounds he heard around him to make art.  We call those found sounds.
3. We are going to do the opposite!  We are going to compose music with the help of art!
3. Review last week's painting and add found sounds.
1. Pick a shape and when I count to three, let's make a sound that goes with the shape with our voices.
2. I'm going to hand out some found sounds.  When you get yours, I want you to find out how many different sounds you can make with that item.  Find a sound that you think matches a shape in the painting.  It can be any one you want.
3. When I go like this (cut off) it will be time to keep your found sound quiet.
4. Everyone make the sound for your shape with your found sound on the count of 3.
5. Let's try adding each of you in one at a time and you're going to make your sound over and over again.  Watch for when I cut you off!
6. Now let's do it when I conduct you.  When my arm is over your shape, you make your sound and stop when I get past your sound.
4. Group Compositions
1. At each table there is a new Kandinsky artwork.
2. In just a minute you're going to go back to your tables and work as a table to compose a piece of music with help from the painting at your table, just like we did as a class.
3. You may use any items in my found sound box, your voice, or your body.
4. Pick a shape and find a sound that goes with your shape.
5. Decide how to put your sounds together.
6. Your teacher will help you if you can't remember what to do next.
7. Green row go… etc.
8. Give them about 5 minutes to do their composition.
9. Have each group share with the class.
5. Literacy tie-in
1. By Shavon :)

Kandinsky Part 1

Hello, everyone!

The Kindergarten class has an art intern who comes and does art lessons with them on Fridays, so we decided to do an integrated lesson with art and music.  The students learned about Kandinsky and created Kandinsky-inspired art work with their art teacher, then I came and tied in music to art.  My Kandinsky lesson is in two parts, so look for part two in my next post.  Enjoy!

Lesson Plan: Kandinsky Part 1

Grade: K

Time: 20 minutes

Materials: Power point

Procedure:

1. Hello There
2. Today we're going to learn about the connection between art and music
1. We're going to use a piece of artwork by Kandinsky to help you compose a piece of music.
2. Raise your hand if you've heard the name Kandinsky before!
3. Raise your hand if it was in art class last week!
3. Music influencing art: Boogie Woogie
1. The artist of this painting was inspired when he heard a type of music called Boogie Woogie
2. Let's listen to the music and look at the painting.
3. Do you hear something in the music that matches the artwork?
1. Patterns in the art, repetition in the music
4. What about the large blocks?
1. Horns, dynamics, its louder
4. Art influencing music: Twittering Machine
1. Predictions.  Look at the painting.  Silently think about what this painting would sound like.  Raise you hand if you think it will be…
1. Dynamics - loud or quiet?
2. Tempo - fast or slow?
3. Articulation - short sounds or long sounds?
2. Listen and then do thumbs up
1. Give me a thumbs up if you heard…
1. Loud or soft
2. Fast or slow
3. Short or long sounds
5. Shape Exploration:
1. Have the make different shapes:
1. High, low, straight, curvy
2. Use drum for go/stop signals.
6. Kandinsky's Painting
1. Kandinsky was inspired by music
2. Look at this shape, let's make it with our bodies.
3. Let's make a sound to go with this shape.
4. One more example.
5. Everyone pick their own shape.  Make it with your body.
6. Now think of a sound to go with your shape.  Make just one time on the count of 3.
7. Do you want to change your sound?
1. Maybe it could be louder or softer?  Maybe it could be longer or shorter?
2. I'm going to make mine….because the line is….
8. Lets go back to our seats.
9. This time, instead of doing your sound only once, you're going to do it over and over again and until I cut you off like this.  To start, I'm going to point to you and add you one at a time.
10. Now we're going to try it a different way. I'm going to conduct you, when my arm is in line with your shape, you make the sound.  So start when I get to your shape, but stop when I get past your shape.
7. Wrap up:
1. How did you use the art to help you compose music?
2. We all composed music today.  I noticed… short, loud, etc. sounds
3. Sometimes composers use art to help them compose music, just like we did today.  And sometimes artists and painters use music to help them make their art.
4. Next week, we're going to read a story about Kandinsky and then you guys will use the artwork that you've made that's like Kandinsky's to create a piece of music.

Skin and Bones

This is another lesson to help teach the students the songs they will perform for their parents on October 31st during the shadow puppet show.

Lesson Plan: Skin and Bones

Grade: K

Time: 20 minutes

Materials:  Skin and Bones Icons

Musical Concept: A melody may have shape (melodic contour) moving up, down or remaining the same.

Musical Element: Pitch

Musical Skills: Singing

Utah Music Standards:

K.M.P.3.b: Sing a variety of simple songs in tune.

K.M.P.4: Demonstrate appropriate practice and performance behavior.

Objectives:

Students will be able to sing Skin and Bones accurately and with expression.

Procedure:

1. Hello Song 1x.  Remind students that at the end we sing all together.
2. Jack and Jill w/ thumbs:  Do it one time.
1. Then ask kids to do it with me.
2. I love how you made your voice sound just like mine.
3. Can you make your voice sound just like mine?
1. One note of "oo's"
2. Two notes
3. Listen close this is long: all the oo's
4. Use finger to trace melodic contour of oo's
4. We're going to learn a new song today about a funny old lady.  Look at her!
1. I need your help.  I'm going to sing one part, and then you're going to sing the little phrase we just learned.  Let's do it one more time: oo's
5. 1st listening: Do the song, with children singing oo's between each verse.
1. At the end, do a mildly-not scary version.
6. 2nd listening: Ok boys and girls, let's do it again. Next time you're going to put up the pictures, so pay really close attention to what order they are in this time.
1. JUST PUT DOOR and BOO on the board!! This time, so they can do that next time.
7. 3rd listening: Take down pictures: boys and girls, if I touch your head, I want you to come up and put up the next picture.  I'm looking for someone who is singing your part and using your finger to follow your voice.
1. Touch a child's head and put up the first picture, sing first verse.
2. Touch a child's head during oo's and have them put up the 2nd picture. Pause while they do that, then sing the 2nd verse.
8. Do you know the word to all the verses?  Can you sing the whole song with me?
1. One more time.
9. We're going to sing this for your parents next week, so I think we could make our BOO at the end more startling.  Can we try it?  Let me show you one time.
1. Start with Door verse, demonstrate.
2. Can you help me do it scary?
10. One more time, with the scary BOO at the end.

The Pumpkin in the Dark

Hello!   When I began Arts Bridge, the Kindergarten class was learning about pumpkins in science class and preparing for a shadow puppet show they would perform for their parents on October 31st.  My classroom teacher asked if I would help out  by teaching them a few of the songs they will sing for the puppet show.  The next two posts are my lesson plans for helping them learn th

Lesson Plan

Grade: K

Time: 20 minutes

Materials: N/A

Musical Concept: Timbre

Musical Element:  One instrument may make many different sounds

Musical Concept: Duration

Musical Element: Beat

Musical Skills: Singing, Movement

Utah Music Standards:

K.M.P.3.a: Explore the range and various qualities of the voice.

K.M.P.3.e: Perform steady beat with body percussion or un-pitched percussion.

Objectives:

1. Students will explore the range of their voice through vocal play.
2. Students will practice using their four voices - talking, singing, yelling, and whispering.
3. Students will practice keeping the steady beat through various movement activities.

Procedure:

1. Hello There
1. Introduce myself to the students.  I'm going to come and play music with you guys!
2. To start, I'm going to teach you a Hello Song that we'll sing when I come.
3. First I'm going to sing, then it will be your turn to sing.
4. Sing through the whole song once, with the call and response.
5. Now we're going to do the same thing again.  This time, listen for what the song says we're going to do together when I come.
6. Did you here what the song said?  "Sing and be happy."
7. This time when we sing, we're going to sing the last part together.  It goes….  Let's try it one time together.
8. Then sing the whole song again, singing the last phrase all together.
2. 4 types of voices:
1. There are many different kinds of sounds our voice can make. Some of these voices are a speaking voice, a yelling voice, a whisper voice, and a singing voice.
2. Let's practice the first line of our hello song in all 4 of those voices.  I'll have a turn and them you'll have a turn.
1. Speaking
2. Yelling
3. Whisper
4. Singing
3. Vocal Play:
1. Boys and girls, can you make your voice sound just like mine?
2. Do a series of vocal play exercises.
3. Can anyone raise their hand and tell me what type of voice you think we're using when we gooo way up high?
4. The Pumpkin in the Dark:
1. We're going to learn a new song about pumpkins!
2. Sing and place icons on the board.  On "high-ho on halloween" swing finger in the air.  Gesture with palm open on the last phrase.
3. This time, help me keep the beat while I sing the song. Patchen.
4. Let's march!  Stand up!
5. This time, do you think you can help me sing "High-ho on halloween."
5. Play the game:
1. Get into math position.  Boys and girls, watch closely.  If you can, march to the beat while I sing.
2. The pumpkin has until the end of the verse to find a friend to be the ghost.  The pumpkin takes the ghost's spot in the circle.  Then the ghost has until the end of the ghost verse to find a friend to be the witch.
3. Demonstrate:  I'll be the pumpkin.
6. Briefly show students the lap mat and let them know that it will in a center for them this week.

The Little Old Lady Who Was Not Afraid of Anything

During this lesson, we added instruments to various characters in The Little Old Lady Who Was Not Afraid of Anything.  And by characters, I mean the shoes, the pants, etc. :) 

Lesson Plan:  The Little Old Lady Who Was Not Afraid of Anything

Grade: K

Time: 20-25

Materials: Book: The Little Old Lady Who Was Not Afraid of Anything

Musical Concept: Instruments make different sounds

Musical Element: Timbre

Musical Skills: Playing

Utah Music Standards:

K.M.P.1: Explore the effects of various timbres, dynamic levels, and tempos using voice, movement, and simple instruments.

K.M.P.4: Demonstrate appropriate practice and performance behavior.

Objectives:

1. Students will play instruments to accompany and enhance a picture book.
2. Students will demonstrate respect for instruments.

Procedure:

1. Hello Song (1x)
2. Today we're going to read a fun story, and then end by playing our Pumpkin in the Dark game from last time.
3. Read: The Little Old Lady Who Was Not Afraid of Anything - This activity is to prepare students to add instruments to Skin and Bones
1. Read 1x through, being very expressive with voices.
2. Invite students to help on the sounds the clothes make.  Read again.
3. This time I have a few special instruments to add to the book:
1. Clop - hand drums
2. Wiggle - guiros
3. Shake - egg shakers/small maracas
4. Clap - everyone clap hands
5. Nod - tone blocks
6. Boo - everyone help say "boo" in vocal play
4. Boys and girls, it is very important that when we have instruments we treat them with special care.  When it isn't your turn to play, I need you to set your instrument down in front of you and put your hands in your lap.  Please don't touch your instrument when its not your turn.
5. Pass out instruments: I'm going to pass your instruments out and you may play them and see how they sound.  Remember to be gentle.  When I count down from 5, that means I need everyone to put their instrument in front of them and be ready to start the story.
6. Read 1x more, then collect instruments.
4. Review: Get into math position in 5….
1. Start singing the pumpkin in the dark. "High ho on halloween movement"
2. Point out that the song picks the ghost, not me!  It's whoever I'm in front of after "high ho on halloween"
3. Continue singing verses.
4. After picking moon: boys and girls, I'm going to show you what happens now.  I'm going to sing the "The pumpkin goes away" and go back to my spot in math position.
5. Now what happens? The Ghost goes away!
6. Continue with other verses.
7. End with "The moon shines all night."

About Me

Hi, everyone!

I am so excited to share my experiences as a BYU Arts Bridge Scholar!  It is an opportunity like no other - to work with a classroom teacher, helping them learn how to implement the arts in their classroom and helping me become a better teacher.  I am so excited to another semester with Arts Bridge!

A little about me:  I am a student at Brigham Young University and I am majoring in Elementary Music Education.  I will also be certified to teach in a regular elementary classroom when I graduate.  For this reason, including the arts in a regular classroom is very important to me.  I'm not sure if I'll be teaching in a regular classroom or a music classroom, but, either way, I hope that I am able to integrate learning across many fields in my teaching.  I was so excited when I learned about the BYU Arts Bridge program, where the goal is to integrate the arts into daily learning of core curriculum.  I hope that by participating in Arts Bridge, I can empower the classroom teacher I work with to confidently integrate music in her classroom on her own and that she will increase in her musical and music-teaching abilities.  I also hope that I can learn more about the core curriculum, gain experience teaching, and specifically work on my classroom management skills.

I look forward to working with my classroom teacher this semester and sharing all about it with you!