Lesson Plan in Music
Grade 5
Week 9 and 10
I. Objectives:
At the end of the lesson the pupils should be able:
A. To perceive simple 3-1 relationship within a rhythmic pattern.
B. To show enthusiasm and interest when participating in a performance.
C. To perform rhythmic patterns with dotted notes.
II. Learning talk:
A. Topic: Dotted Notes
B. Materials:
B.1 Flashcards of doted notes
B.2 Lyrics of Music Shall live by Unknown
B.3 Keyboards
C. Reference: Q. Jonathan, S. Nicanora, Y. Vanessa Lynne (2009)
Shine with MAPE5
Philippines: Jo-Es Publishing House, Inc.
pp.20-23
III. Teaching Strategies:
A. Introduction
A.1Daily Routines
-Greetings
-Attendance
A.2 Ask: do you know that sometimes in a certain song, you are asked to sound some words loner?
A.3 Sing the song “Music alone shall live, and find out the words that sound longer.
B. Interaction:
B.1 Let the class clap the beat of the song while singing.
B.2 Instruct the pupils to clap the rhythmic patterns.
B.3 Ask them to count and clap some rhythmic patterns using flashcards according to the time signatures.
B.4 Using the same pattern, you will clap in another way and instruct the pupils to echo clap.
C. Integration
C.1 Introduce to them tied notes and dotted notes.
C.2 Elicit from the pupils the values of dotted notes and tied notes with their equivalent note values.
C.3 Clap the dotted notes and say the rhythmic words.
D. Evaluation
Add the missing dotted note to complete the measures according to the given time signatures.
1.
2.
3.
4.
5.
E. Wrapping Up
Tell them: Everything on earth has its end.There is one thing that does not perish and that is music.
Ask them: How can you make the notes sound longer?
What is the value of a dot beside the note?
F. Assignment
What are the different melodic directions?
Saturday, August 21, 2010
Grade 5 week 8
Lesson Plan in Music
Intermediate Level
Week 7 and 8
I. Objectives:
At the end of the lesson the pupils should be able:
A. To showcase their talents through musical presentation.
B. To have a musical performance with their classmates and with audiences.
C.To retain and enhance their own, individual love of music.
II. Learning talk:
A. Topic: Musical Presentation
B. Materials:
B.1 Musical Instruments
B.2 Microphones
B.3 Rubrics for musical presentation
C. Reference: http://www.oneonta.edu/academics/music/goals.asp
http://www.rcampus.com/rubricshowc.cfm?code=B4334C&sp=yes&
III. Teaching Strategies:
A. Introduction
A.1Daily Routines
-Greetings
-Attendance
A.2 Do’s and don’ts during the perfrromance.
B. Motivation:
B.1 Words of encouragement
B.2 The teacher will do a sample performance.
C. Musical Presentation
Performances of the students.
D. Evaluation
Rubrics for singing and playing of musical instruments:
Musicianship - expressive elements, interpretation, dynamics - 25 pts
Articulation and Diction- accuracy and fluency of attacks and releases (instrumental), accuracy of pronunciation and releases (vocal) – 25 pts.
Tone Quality - resonance, control, clarity, focus, consistency, warmth, breathing and support -25 pts.
Rhythm - accuracy of values, duration, pulse, steadiness, meter – 25 pts.
Rubrics for dancing:
Knowledge movement/choreography – 25 pts.
Ability to execute the movements. Correct placement of hands, feet, legs.
Rhythm/Tempo – 25 pts.
Ability to stay in time with the music
Shows Energy/Attitude – 25 pts.
Involvement in the emotion or mood dance. (e.g. connecting with music instead of going through the motions.
Creativity and interpretation – 25 pts.
Ability to incorporate creative costumes and music that goes in accordance with the theme selection.
E. Wrapping Up
Ask: Did you enjoy the performance?
What is your favorite performance?
Intermediate Level
Week 7 and 8
I. Objectives:
At the end of the lesson the pupils should be able:
A. To showcase their talents through musical presentation.
B. To have a musical performance with their classmates and with audiences.
C.To retain and enhance their own, individual love of music.
II. Learning talk:
A. Topic: Musical Presentation
B. Materials:
B.1 Musical Instruments
B.2 Microphones
B.3 Rubrics for musical presentation
C. Reference: http://www.oneonta.edu/academics/music/goals.asp
http://www.rcampus.com/rubricshowc.cfm?code=B4334C&sp=yes&
III. Teaching Strategies:
A. Introduction
A.1Daily Routines
-Greetings
-Attendance
A.2 Do’s and don’ts during the perfrromance.
B. Motivation:
B.1 Words of encouragement
B.2 The teacher will do a sample performance.
C. Musical Presentation
Performances of the students.
D. Evaluation
Rubrics for singing and playing of musical instruments:
Musicianship - expressive elements, interpretation, dynamics - 25 pts
Articulation and Diction- accuracy and fluency of attacks and releases (instrumental), accuracy of pronunciation and releases (vocal) – 25 pts.
Tone Quality - resonance, control, clarity, focus, consistency, warmth, breathing and support -25 pts.
Rhythm - accuracy of values, duration, pulse, steadiness, meter – 25 pts.
Rubrics for dancing:
Knowledge movement/choreography – 25 pts.
Ability to execute the movements. Correct placement of hands, feet, legs.
Rhythm/Tempo – 25 pts.
Ability to stay in time with the music
Shows Energy/Attitude – 25 pts.
Involvement in the emotion or mood dance. (e.g. connecting with music instead of going through the motions.
Creativity and interpretation – 25 pts.
Ability to incorporate creative costumes and music that goes in accordance with the theme selection.
E. Wrapping Up
Ask: Did you enjoy the performance?
What is your favorite performance?
Grade 5 week 6 and 7
Lesson Plan in Music
Grade 5
Week 6 and 7
I. Objectives:
At the end of the lesson the pupils should be able:
A. To identify the rhythmic patterns used in the song.
B. To manifest self-discipline during the lesson by active participation.
C. To clap rhythmic patterns and say rhythmic syllables.
II. Learning talk:
A. Topic: Notes and Rests Values
B. Materials:
B.1 Flashcards of notes and rests
B.2 Notes and rests
B.3Visual Aids/Laptop
C. Reference: Q. Jonathan, S. Nicanora, Y. Vanessa Lynne 2009
Shine with MAPE5
Philippines: Jo-Es Publishing House, Inc.
pp.10-15
III. Teaching Strategies:
A. Introduction
A.1Daily Routines
-Greetings
-Attendance
A.2 Have you wondered why sometimes you move your body when you hear music?.
A.3 Review beat and quarter note as the beat that receives one count.
B. Interaction:
B.1 Let the pupils sing the song “Follow the rhythm” and ask the pupils to clap the beat while singing.
B.2 Let them clap the rhythm of the words while singing.
B.3 Divide the class into two groups. Let one group clap the beat and the other group to do rhythmic patterns..
Ask: What happened to the movements of some beats?
What beats move faster?
B.5 Elicit from the students the different kinds of notes and rests and their values.
C. Integration
C.1 Let the pupils clap some rhythmic patterns using flashcards while saying the rhythmic words.
ta-a-a-a
ta-a
ta
C.2 Let one group clap the beat while the other group the rhythmic pattern.
D. Evaluation
Add the missing note or rest to complete the measures according to the given time signature.
1.
2.
3.
4.
5.
E. Wrapping Up
Ask them: What is a note? Rest?
Give example of notes and rests.
F. Assignment
What is the value of a dot on a dotted notes?
Grade 5
Week 6 and 7
I. Objectives:
At the end of the lesson the pupils should be able:
A. To identify the rhythmic patterns used in the song.
B. To manifest self-discipline during the lesson by active participation.
C. To clap rhythmic patterns and say rhythmic syllables.
II. Learning talk:
A. Topic: Notes and Rests Values
B. Materials:
B.1 Flashcards of notes and rests
B.2 Notes and rests
B.3Visual Aids/Laptop
C. Reference: Q. Jonathan, S. Nicanora, Y. Vanessa Lynne 2009
Shine with MAPE5
Philippines: Jo-Es Publishing House, Inc.
pp.10-15
III. Teaching Strategies:
A. Introduction
A.1Daily Routines
-Greetings
-Attendance
A.2 Have you wondered why sometimes you move your body when you hear music?.
A.3 Review beat and quarter note as the beat that receives one count.
B. Interaction:
B.1 Let the pupils sing the song “Follow the rhythm” and ask the pupils to clap the beat while singing.
B.2 Let them clap the rhythm of the words while singing.
B.3 Divide the class into two groups. Let one group clap the beat and the other group to do rhythmic patterns..
Ask: What happened to the movements of some beats?
What beats move faster?
B.5 Elicit from the students the different kinds of notes and rests and their values.
C. Integration
C.1 Let the pupils clap some rhythmic patterns using flashcards while saying the rhythmic words.
ta-a-a-a
ta-a
ta
C.2 Let one group clap the beat while the other group the rhythmic pattern.
D. Evaluation
Add the missing note or rest to complete the measures according to the given time signature.
1.
2.
3.
4.
5.
E. Wrapping Up
Ask them: What is a note? Rest?
Give example of notes and rests.
F. Assignment
What is the value of a dot on a dotted notes?
Grade 5 week 4
Lesson Plan in Music
Grade 5
Week 4
I. Objectives:
At the end of the lesson the pupils should be able:
A. To identify the meter and time signatures of a certain composition.
B. To cooperate fully in classroom activity.
C. To listen to composition in duple, triple, and quadruple meters.
II. Learning talk:
A. Topic: Meter and Time Signature
B. Materials:
B.1 Lyrics of the song “Come Let’s Dance” by Anonymous
B.2Keyboards
B.3Visual Aids/Laptop
C. Reference: Quines Jonathan, Santiago Nicanora, Yance Vanessa Lynne
Philippine Copyright 2009
Shine with MAPE5
Jo-Es Publishing House, Inc.
#388 Mc Arthur Highway, Dalandanan, Valenzuela City
pp.6-9
III. Teaching Strategies:
A. Introduction
A.1Daily Routines
-Greetings
-Attendance
A.2 Ask the pupils who among them are good in singing.
A.3 Let them sing the song “Come Let’s Dance”.
B. Interaction:
B.1 Let the pupils clap the beat while singing.
B.2 Call a pupil to write the first sentence on the board and another another one to write the beats where they fall in each word.
B.3 Ask a pupil to put S or W where they can feel the strong and weak beats in the song.
B.4 Ask a pupil to put bar lines before the strong beats.
B.5 Review the meaning of “measures” in music.
Ask: How many beats are there in every measure?
What kind of note is the “Beat”?
What is the time signature?
B.6 Sing again “Like a King”. What is the meter and time signature?
C. Integration
C.1 Let the pupils sing the “Philippine National Anthem” and let them identify the meter and the time signature.
C.2 Let them conduct duple, triple, and quadruple meters.
D. Evaluation
Identify the meter of the following songs as duple, triple, or quadruple. Your teacher will clap the accented or strong beats.
_______________1. Leron , Leron Sinta
_______________2.I’ts a small world
_______________3. Atin Cu Pung Sing sing
_______________4. Philippine National Anthem
_______________5. One more gift
E. Wrapping Up
E.1 Ask the pupils if they can already execute conducting movements for duple, triple and quadruple meter.
E.2 Sing and conduct the following songs:
E.1.1 Lupang Hinirang
E.2.2 Cavite Hymn
E.2.3 CALABARZON Hymn
F. Assignment
What are the different kinds of notes and rests?
Grade 5
Week 4
I. Objectives:
At the end of the lesson the pupils should be able:
A. To identify the meter and time signatures of a certain composition.
B. To cooperate fully in classroom activity.
C. To listen to composition in duple, triple, and quadruple meters.
II. Learning talk:
A. Topic: Meter and Time Signature
B. Materials:
B.1 Lyrics of the song “Come Let’s Dance” by Anonymous
B.2Keyboards
B.3Visual Aids/Laptop
C. Reference: Quines Jonathan, Santiago Nicanora, Yance Vanessa Lynne
Philippine Copyright 2009
Shine with MAPE5
Jo-Es Publishing House, Inc.
#388 Mc Arthur Highway, Dalandanan, Valenzuela City
pp.6-9
III. Teaching Strategies:
A. Introduction
A.1Daily Routines
-Greetings
-Attendance
A.2 Ask the pupils who among them are good in singing.
A.3 Let them sing the song “Come Let’s Dance”.
B. Interaction:
B.1 Let the pupils clap the beat while singing.
B.2 Call a pupil to write the first sentence on the board and another another one to write the beats where they fall in each word.
B.3 Ask a pupil to put S or W where they can feel the strong and weak beats in the song.
B.4 Ask a pupil to put bar lines before the strong beats.
B.5 Review the meaning of “measures” in music.
Ask: How many beats are there in every measure?
What kind of note is the “Beat”?
What is the time signature?
B.6 Sing again “Like a King”. What is the meter and time signature?
C. Integration
C.1 Let the pupils sing the “Philippine National Anthem” and let them identify the meter and the time signature.
C.2 Let them conduct duple, triple, and quadruple meters.
D. Evaluation
Identify the meter of the following songs as duple, triple, or quadruple. Your teacher will clap the accented or strong beats.
_______________1. Leron , Leron Sinta
_______________2.I’ts a small world
_______________3. Atin Cu Pung Sing sing
_______________4. Philippine National Anthem
_______________5. One more gift
E. Wrapping Up
E.1 Ask the pupils if they can already execute conducting movements for duple, triple and quadruple meter.
E.2 Sing and conduct the following songs:
E.1.1 Lupang Hinirang
E.2.2 Cavite Hymn
E.2.3 CALABARZON Hymn
F. Assignment
What are the different kinds of notes and rests?
Grade 6 week 3
Lesson Plan in Music
Grade 5
Week 3
I. Objectives:
At the end of the lesson the pupils should be able to:
A. To identify the basic beats or pulse of a musical composition.
B. To enjoy performing the activity with discipline.
C. To tap, clap, or do actions on the beat.
II. Learning talk:
A. Topic: Beat
B. Materials:
B.1 Recordings of song: Like a king
B.2Mp3
B.3Keyboards
B.4 Drum
B.5Visual Aids/Laptop
C. Reference:
Shine with MAPE5 pp.3-5
III. Teaching Strategies:
A. Introduction
A.1Daily Routines
-Greetings
-Attendance
A.2 Ask the students to mention things around them that move. Have them imitate the sound of the drum played by the teacher. Let them mention things that sound like the drum, the clock, and many more.
B. Interaction:
B.1 Let the class imitate the sound of a clock and say “TICK-TOCK”, while clapping. Teacher will call this as beat in music.Ask them to say “Beat,beat”, instead of “Tick-tock” while clapping or tapping. Inform them that all music have beats.
B.2 Listen to some more music and ask them to tap, clap, or snap the beats while listening.
B.3 Tell them to give examples of things that move with the beat (ex. Heartbeat, windshield wiper, etc.).
B.4 .Let them sing the song “Like a king”, and clap the beat while singing. Sing the song with action on the beat.
C. Integration
C.1 Beat Sentence: Ask a pupil to write the first sentence on the board and write the beats where they fall in each word. Let another pupil do the same thing on the 2nd line while the class sings and claps.
C.2Explain the beats may be strong or weak.
C.3 Suggest any combination of actions showing strong and weak beats.
Ex. Clap and snap, stomp and nod, etc.
C.4 Call a pupil to put SW where they can feel the strong and weak beats in the song.
Ex.Like a king that has come in our midst
/ / / / / / / / /
S W S W S W S W S
D. Evaluation
Sing the following songs and tap or clap the beat while singing.
1. Bahay Kubo
2. Happy Birthday
3. Philippine National Anthem
Performance rating (Self Evaluation)
Beat O VS S NI
1. Did you clap or clap the beats of the song well?
2. Did you sing the songs in correct pitch and rhythm?
3. Did you enjoy performing the songs in both singing and with body movements?
Legend:
O –Outstanding
VS- Very Satisfactory
S- Satisfactory
NI- Needs Improvement
E. Wrapping Up
E.1 Ask the pupils if they feel the beats in their bodies? What happens when they tap or clap while singing?
E.2 Tell them: Beat is the steady movement in music.There is a regular recurrence of accented and unaccented beats.
F. Assignment
What are the different meter and time signatures? Give 3 examples.
Grade 5
Week 3
I. Objectives:
At the end of the lesson the pupils should be able to:
A. To identify the basic beats or pulse of a musical composition.
B. To enjoy performing the activity with discipline.
C. To tap, clap, or do actions on the beat.
II. Learning talk:
A. Topic: Beat
B. Materials:
B.1 Recordings of song: Like a king
B.2Mp3
B.3Keyboards
B.4 Drum
B.5Visual Aids/Laptop
C. Reference:
Shine with MAPE5 pp.3-5
III. Teaching Strategies:
A. Introduction
A.1Daily Routines
-Greetings
-Attendance
A.2 Ask the students to mention things around them that move. Have them imitate the sound of the drum played by the teacher. Let them mention things that sound like the drum, the clock, and many more.
B. Interaction:
B.1 Let the class imitate the sound of a clock and say “TICK-TOCK”, while clapping. Teacher will call this as beat in music.Ask them to say “Beat,beat”, instead of “Tick-tock” while clapping or tapping. Inform them that all music have beats.
B.2 Listen to some more music and ask them to tap, clap, or snap the beats while listening.
B.3 Tell them to give examples of things that move with the beat (ex. Heartbeat, windshield wiper, etc.).
B.4 .Let them sing the song “Like a king”, and clap the beat while singing. Sing the song with action on the beat.
C. Integration
C.1 Beat Sentence: Ask a pupil to write the first sentence on the board and write the beats where they fall in each word. Let another pupil do the same thing on the 2nd line while the class sings and claps.
C.2Explain the beats may be strong or weak.
C.3 Suggest any combination of actions showing strong and weak beats.
Ex. Clap and snap, stomp and nod, etc.
C.4 Call a pupil to put SW where they can feel the strong and weak beats in the song.
Ex.Like a king that has come in our midst
/ / / / / / / / /
S W S W S W S W S
D. Evaluation
Sing the following songs and tap or clap the beat while singing.
1. Bahay Kubo
2. Happy Birthday
3. Philippine National Anthem
Performance rating (Self Evaluation)
Beat O VS S NI
1. Did you clap or clap the beats of the song well?
2. Did you sing the songs in correct pitch and rhythm?
3. Did you enjoy performing the songs in both singing and with body movements?
Legend:
O –Outstanding
VS- Very Satisfactory
S- Satisfactory
NI- Needs Improvement
E. Wrapping Up
E.1 Ask the pupils if they feel the beats in their bodies? What happens when they tap or clap while singing?
E.2 Tell them: Beat is the steady movement in music.There is a regular recurrence of accented and unaccented beats.
F. Assignment
What are the different meter and time signatures? Give 3 examples.
Grade 6 week 9 and 10
Lesson Plan in Music
Grade 6
Week 9 and 10
I. Objectives:
At the end of the lesson the pupils should be able :
A. To identify the time signatures of different rhythmic patterns.
B. To differentiate the function of the upper number from the lower number of time signature.
C. To use the time signature as a guide in singing piece.
II. Learning talk:
A. Topic: Time Signature
B. Materials:
B.1 Notation and lyrics of New River Train by Unknown
B.2 Keyboards
B.3 Rhythmic pattern
C. Reference: Britanico Evan, Beltran Romina, Ambat Maila (2009)
Shine with MAPE6
Philippines:Jo-Es Publishing House, Inc.
Pp.19 - 22
III. Teaching Strategies:
A. Introduction
A.1Daily Routines
-Greetings
-Attendance
A.2 Let the pupils read the lyrics of the song “New River Train”.
A.3 Teach the song by rote method.
A.4 Ask: - What do you think is the meter of the song?
What do you call that set of numbers written after the clef?
B. Interaction:
B.1 Discuss the time Signature and the function of the upper and lower number in a time signature.
B.2 Let the pupils analyze the song “New river train”.
Ask: Was the time signature helpful in singing the song? Why?
B.3 Clap example of rhythmic pattern with different time signature.
C. Integration
C.1 Sing a new song with multiple time signature, entitled “Look out” by Doris Hays.
C.2 Let the pupils write the time signature on each measure of the piece.
C.3 Ask: Was the time signature helpful in singing the song?
What is the difference of singing a song with a single and multiple time signature?
D. Evaluation
Complete the rhythmic pattern by writing the bars that will justify the time signature written at the start of the pattern.
1.
2.
3.
4.
5.
E. Wrapping Up
E.1 Ask : What is the importance of knowing the time signature of a piece?
E.2 Tell them: Time signature guides us in reading a piece as it gives the type of note that has one beat and the number of beats per measure.
F. Assignment
What is a scale? Give example of scale.
Grade 6
Week 9 and 10
I. Objectives:
At the end of the lesson the pupils should be able :
A. To identify the time signatures of different rhythmic patterns.
B. To differentiate the function of the upper number from the lower number of time signature.
C. To use the time signature as a guide in singing piece.
II. Learning talk:
A. Topic: Time Signature
B. Materials:
B.1 Notation and lyrics of New River Train by Unknown
B.2 Keyboards
B.3 Rhythmic pattern
C. Reference: Britanico Evan, Beltran Romina, Ambat Maila (2009)
Shine with MAPE6
Philippines:Jo-Es Publishing House, Inc.
Pp.19 - 22
III. Teaching Strategies:
A. Introduction
A.1Daily Routines
-Greetings
-Attendance
A.2 Let the pupils read the lyrics of the song “New River Train”.
A.3 Teach the song by rote method.
A.4 Ask: - What do you think is the meter of the song?
What do you call that set of numbers written after the clef?
B. Interaction:
B.1 Discuss the time Signature and the function of the upper and lower number in a time signature.
B.2 Let the pupils analyze the song “New river train”.
Ask: Was the time signature helpful in singing the song? Why?
B.3 Clap example of rhythmic pattern with different time signature.
C. Integration
C.1 Sing a new song with multiple time signature, entitled “Look out” by Doris Hays.
C.2 Let the pupils write the time signature on each measure of the piece.
C.3 Ask: Was the time signature helpful in singing the song?
What is the difference of singing a song with a single and multiple time signature?
D. Evaluation
Complete the rhythmic pattern by writing the bars that will justify the time signature written at the start of the pattern.
1.
2.
3.
4.
5.
E. Wrapping Up
E.1 Ask : What is the importance of knowing the time signature of a piece?
E.2 Tell them: Time signature guides us in reading a piece as it gives the type of note that has one beat and the number of beats per measure.
F. Assignment
What is a scale? Give example of scale.
Grade 6 week 8
Lesson Plan in Music
Intermediate Level
Week 7 and 8
I. Objectives:
At the end of the lesson the pupils should be able:
A. To showcase their talents through musical presentation.
B. To have a musical performance with their classmates and with audiences.
C.To retain and enhance their own, individual love of music.
II. Learning talk:
A. Topic: Musical Presentation
B. Materials:
B.1 Musical Instruments
B.2 Microphones
B.3 Rubrics for musical presentation
C. Reference: http://www.oneonta.edu/academics/music/goals.asp
http://www.rcampus.com/rubricshowc.cfm?code=B4334C&sp=yes&
III. Teaching Strategies:
A. Introduction
A.1Daily Routines
-Greetings
-Attendance
A.2 Do’s and don’ts during the perfrromance.
B. Motivation:
B.1 Words of encouragement
B.2 The teacher will do a sample performance.
C. Musical Presentation
Performances of the students.
D. Evaluation
Rubrics for singing and playing of musical instruments:
Musicianship - expressive elements, interpretation, dynamics - 25 pts
Articulation and Diction- accuracy and fluency of attacks and releases (instrumental), accuracy of pronunciation and releases (vocal) – 25 pts.
Tone Quality - resonance, control, clarity, focus, consistency, warmth, breathing and support -25 pts.
Rhythm - accuracy of values, duration, pulse, steadiness, meter – 25 pts.
Rubrics for dancing:
Knowledge movement/choreography – 25 pts.
Ability to execute the movements. Correct placement of hands, feet, legs.
Rhythm/Tempo – 25 pts.
Ability to stay in time with the music
Shows Energy/Attitude – 25 pts.
Involvement in the emotion or mood dance. (e.g. connecting with music instead of going through the motions.
Creativity and interpretation – 25 pts.
Ability to incorporate creative costumes and music that goes in accordance with the theme selection.
E. Wrapping Up
Ask: Did you enjoy the performance?
What is your favorite performance?
Intermediate Level
Week 7 and 8
I. Objectives:
At the end of the lesson the pupils should be able:
A. To showcase their talents through musical presentation.
B. To have a musical performance with their classmates and with audiences.
C.To retain and enhance their own, individual love of music.
II. Learning talk:
A. Topic: Musical Presentation
B. Materials:
B.1 Musical Instruments
B.2 Microphones
B.3 Rubrics for musical presentation
C. Reference: http://www.oneonta.edu/academics/music/goals.asp
http://www.rcampus.com/rubricshowc.cfm?code=B4334C&sp=yes&
III. Teaching Strategies:
A. Introduction
A.1Daily Routines
-Greetings
-Attendance
A.2 Do’s and don’ts during the perfrromance.
B. Motivation:
B.1 Words of encouragement
B.2 The teacher will do a sample performance.
C. Musical Presentation
Performances of the students.
D. Evaluation
Rubrics for singing and playing of musical instruments:
Musicianship - expressive elements, interpretation, dynamics - 25 pts
Articulation and Diction- accuracy and fluency of attacks and releases (instrumental), accuracy of pronunciation and releases (vocal) – 25 pts.
Tone Quality - resonance, control, clarity, focus, consistency, warmth, breathing and support -25 pts.
Rhythm - accuracy of values, duration, pulse, steadiness, meter – 25 pts.
Rubrics for dancing:
Knowledge movement/choreography – 25 pts.
Ability to execute the movements. Correct placement of hands, feet, legs.
Rhythm/Tempo – 25 pts.
Ability to stay in time with the music
Shows Energy/Attitude – 25 pts.
Involvement in the emotion or mood dance. (e.g. connecting with music instead of going through the motions.
Creativity and interpretation – 25 pts.
Ability to incorporate creative costumes and music that goes in accordance with the theme selection.
E. Wrapping Up
Ask: Did you enjoy the performance?
What is your favorite performance?
Subscribe to:
Posts (Atom)