In this lesson plan, Theresa Cocci uses her book "Harry's Horrible Hair" to guide students in identifying feelings and thoughts, expressing their own feelings and emotions through movement, and discussing empathy. They then explore and create musical responses using speech, rhythm, and instruments. In doing so, this lesson connects SEL competencies and literature to musical creation. You will need access to the book "Harry's Horrible Hair", various suggested musical repertoire, emoji visuals, Orff instruments, and a whiteboard. Flashcards for the lesson are provided in the PDF. The lesson is in two parts. In the first lesson, students respond to questions about the story and play a freeze game using the suggested repertoire and emoji cards. In the second lesson, students learn a song about Harry and create their own musical answers to the question using words and instruments. Students then perform their work as Rondo.
Students will define dynamic markings pianissimo, piano, forte, and fortissimo. They will compile a list of words and instrument sounds that reflect a season. They will compose a four-measure piece of music for their assigned season. They will perform their piece in a rondo with the other seasons. They will listen to Antonio Vivaldi's The Four Seasons and identify each season represented by the music.
The article explains how music is a language. The author compares spoken language to musical language. Improvisation is important to building musical language.
This article includes the components of improvisation - timing, choice, and framework. It includes examples of how to implement each component. This article is for improvising words only.
This article explores musical improvisation using movement, vocal exploration, the four voices, and comparatives. There are examples of using a slide whistle, scarves, paintbrushes, and voice.
This article explores improvisation in songs and stories. It includes two song activities and two for books.
This article explains the process of pre-rhythm and pre-melodic improvisation. There are two activities for each of the elements.
This article focuses on improvisation through question and answer. Students will improvise both melodically and rhythmically. The article includes guidelines on how to create questions and answers in music.
This article focuses on rhythm and melody improvisation games. It includes three rhythm games and one melody game for improvisation.
This article focuses on improvising with rhythm and melody simultaneously. It includes four activities, including one to improvise with harmony.
Students will demonstrate proper audience etiquette while listening to a story and music. They will discuss Evelyn Glennie and how her deafness might have affected her ability to make music. They will listen to her music while holding a balloon and feel the vibrations. They will make a percussion instrument from household objects. They will compose a rhythm pattern and play it for the class.
Students will discuss key details from the book Ten Little Rabbits by Virginia Grossman. They will compare Navajo blankets to the colors and patterns in the book. They will perform movements following a pattern from the book. Students will collaborate to create a movement pattern that relates to weaving.
Students will draw different shapes on the screen. The images will be transferred to sound by the website. This activity is inspired by Wassily Kandinsky, an artist who compared painting to making music.
Students will have sung conversations with the teacher. The teacher will sing a question and students will improvise a sung answer. Demonstration videos are provided.
Students will echo clap rhythm patterns including quarter notes, quarter rests and paired eighth notes. Students will compose four-beat rhythm patterns and perform them for the class. Demonstration videos are provided.
Students will trace a melodic contour with their finger as they sing the high and low sounds. Students will create their own melodic shape using yarn and perform the composition for the class. A video demonstration is provided.
Students will compose rhythms using long and short sounds. Students will use iconic notation to notate their rhythm pattern. Students can read their pattern, play the pattern on an instrument, or use body percussion. A worksheet is provided for students to notate their composition. A video is provided to demonstrate how to teach the activity.