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Girl at Aquarium

Gr 2: Carnival of the Animals: Aquarium

Lesson: Aquarium Form 

Grade Level: 2

Overall Objective: The purpose of this lesson is for student to learn AB form.

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Learning Outcome: Students will be able to recognize the AB form in “Carnival of the Animals: Aquarium”. This will be done by incorporating dance elements, and through listening.

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GLO’s:

  • M–C1 Students generate and use ideas from a variety of sources for creating music.

  • M–V1 Students demonstrate interest, curiosity, and engagement while making and experiencing music in a variety of contexts.

SLO’s:

  • Use movement to explore music concepts, enhance music making, and express ideas (e.g., use movement to show high and low, steady beat) (K–4 M–L1.8)

  • Respond appropriately to non-verbal cues and gestures when making music (K–8 M–L2.4)

  • Participate actively in music learning experiences (K–4 M–V1.1) 

Materials:

  • Book: The Carnival of the Animals by Jack Prelutsky

  • Recording: The Carnival of the Animals: Aquarium

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Procedures:

Prepare:

  • Read The Carnival of the Animals by Jack Prelutsky (read the section on The Aquarium)

  • Put music into context:

  • Ask students:
    What is an aquarium? (An aquarium is a place where fish and other animals that live in water are kept by humans)
    What kind of animals might you find? (Crabs, snails, anemones, jelly fish, sea stars, etc.)
    Where can you find an aquarium? (Zoo, at home, restaurants, etc.)

  • Show a PowerPoint that will display different images of aquatic animals.

  • With a list of the different animals the students came up with, students will be asked to find a movement for several of the animals. For example, “How does a sea turtle move?” Each student will come up with their own movement for the specific animal. The music will play in the background while the students move so that they can get familiar with the music.

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Make Conscious:

  • Listen to the piece and ask students to raise their hand when they hear something different in the music. They have experience with this concept in previous lessons.

  • As we listen to the piece, we will ask the students the following questions:
    Have we heard this before? (when A section returns)
    How could we label this section? (A, repeat this for section B)

  • How many different sections did we hear? 2

  • Identity and explain AB form.

  • Once again have students move to the piece and let them experiment with movement using the animals we previously discussed.This time ask them to change their movement when they hear the different section.

  • During this, help students come up with some ideas by asking the following questions: 
    For A section: Can you make your movement smooth, light, a different level, etc.
    For B section: Can you make your movement a different level, sharp, using a different direction, etc.

Reinforce:

  • Split into groups of 2. One student will be in charge of section A and the other section B.

  • While section A plays, section B students will be sitting acting as different plants found in aquariums. Student A will move around the room as the animal they chose.

  • While section B plays, the students sitting will get a chance to get up and move while the section A students sit and move like plants.

  • While students are sitting, they will have a chance to use scarves to represent their plant

  • Students will repeat this process throughout the entire piece.

  • We will play this again, but this time students will switch roles.

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Special Considerations for diversity/inclusion:

  • By using the book with visual images, students will be able to grasp the general concept of aquariums and animals.

  • Using images throughout the PowerPoint, students will be able to make a visual connection to the specific animals.

  • Throughout the experimentation of how the animals move, we will have flashcards with images of the animals so that students understand which animal to move like.

  • During the listening portion of the lesson, students will be given a circle flashcard to represent the A section and a square flashcard to represent the B section. The purpose of this is for students to be able to easily identify when the section changes. This allows EAL learners to have a visual aid while listening.

  • When choosing partners, we would make sure to assign an EAL student with an English native speaker.

  • EAL students will be clearly shown which role they will be moving to with the flashcards (A/B; circle/square).

  • During the final performance, we will be showing the flashcards that represent the section being played so that EAL learners can be more successful. (We will remove flashcard aids if we notice the students have grasped when to move).


References:

Curriculum:


Pictures:

Recorder Close-up

Gr 4: Kokoleoko (Technology Interactive)

Lesson: Kokoleoko

Grade: Grade 4

Overall Objective: The purpose of this lesson it to practice GABC on the recorder and    teach syncopation


Learning Outcomes: The students will be able to play the song “Kokoleoko” on the recorder. Students will also be able to write out the correct pitches and rhythm as well as recognize the syncopation rhythm. Students will be able to do this after having practiced the song several times on their recorder and having read the music score on the board.


GLO’s:

  • M–L3 Students demonstrate understanding of and facility with rhythm, melody, texture, and harmony in a variety of musical contexts. 


  • M–C2 Students develop ideas in music, creatively integrating music elements, techniques, and compositional tools.

  • M–U2 Students experience and develop awareness of a variety of music genres, styles, and traditions.

SLO’s:

  • Perform and demonstrate understanding of increasingly complex rhythmic and metric concepts (e.g., syncopation, compound meters) (4 M–L3.1)

  • Collaborate with others to develop and extend musical ideas (K–8 M–C2.5)

  • Demonstrate awareness that there are many different kinds of music (K–4 M–U2.1)


Materials:

  • Recorder

  • Kokoleoko Powerpoint Interaction

  • Staff paper (one per student)

  • Metal trays (one per student)

  • Magnets (a bag per student)


Procedures

Prepare:

  • I will begin the class by putting up the lyrics to the song on the power point and reminding the students the meaning of the lyrics.

    • Meaning: kokoleoko mama = cock-a-doodle doo mama

  • I will then get the students to sing the song through once (they have learned the song in a previous class)


Make Conscious:

  • I will proceed by getting students to take out their recorders

  • I will quickly ask students for the rules we use when playing recorder:

    • Rest position – recorder on laps or chin

    • Left hand on top

    • Gentle air

    • Cover the wholes completely

    • Think “du”

  • Then we will practice some echo patterns. The echo patterns will consist of the notes used in the song (GABC)

  • Once students feel comfortable with the notes and fingering I will proceed by teaching the students the song on the recorder using the rote method.

  • Once students have learned the song on the recorder I will put up the music score on the PowerPoint and we will practice playing the piece while reading the score.

    • I will ask students to play the piece all the way through once

    • I will then play several measures and ask students to figure out on which pitch I stopped – this will test students’ music literacy

  • I will then bring students awareness to the syncopa rhythm by pointing out on the score and asking the students where it happens again.


Reinforce:

  • I will hand each student a tray, staff paper and a bag of magnets.

  • I will then play one of the measures from the song on my recorder. Students will be asked to put the right pitches and rhythm that was played on their staff paper using the magnets. One student will get to come up and do it on the smartboard.

  • Students coming up to the smartboard will rotate each time new measure is played.

  • For advance students: I will allow the students to take my job and play a measure for the class. I will not pick someone, students may volunteer to do this.


Assessment:

  • I will split students into small groups or by row and ask them to play the song on their recorder. I will listen for their tone, and correct rhythms/pitches.

  • I will also walk around as students use the magnets to write out the rhythm and pitches they heard. I will assess their music literacy skills.

References:

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