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Grade: Elementary
Subject: Music

#3770. Music and Dance Celebration

Music, level: Elementary
Posted Wed May 24 18:56:18 PDT 2006 by Meghan ().
Materials Required: in lesson plan
Activity Time: varies
Concepts Taught: Demonstrate effective use of a Venn Diagram Graphic Organizer by comparing and contrasting music and

Daily Lesson Plan:
Elementary Classroom Music
Literature Lesson

Day/Date: March 27, 2005 Grade/Class: Third Grade

Concept/Concepts:
Demonstrate effective use of a Venn Diagram Graphic Organizer by comparing and contrasting music and dance around the world.


Rationale: I want the children to learn about other cultures and how they celebrate music and dance.

Goals and Objectives:

1. Instructional Goals:
• To learn about how different cultures around the world celebrate music and dance
• To introduce the famous composer Aaron Copland by reading the book Aaron Copland (Getting to know the World’s Greatest Composers) by Mike Venezia

2. Objectives/Outcomes: Students will be able to effectively compare/contrast how different cultures celebrate music and dance around the world with Venn diagrams.

3. WVCSO:
RLA.3.1.6 use graphic organizers and visualization techniques to interpret information (e.g., charts; graphs; diagrams).


Strategies/Procedures:

Lesson Intro:
To start off the unit, the entire class will learn a dance to the piece Hoe-Down from Rodeo composed by Aaron Copland. This introductory activity should be led by the instructor who will teach the dance to the children.


Note: Before doing this introductory activity, the teacher should give the children a brief outline of the composer and the piece that they will be listening to.


Example Introduction:

Teacher, “Rodeo composed by Aaron Copland is a ballet with a story that centers on a rodeo in the American West. In this piece, the dancers portray cowboys and cowgirls. In one scene of the ballet a champion roper performs his roping talents to the crowd. In another scene the cowboys and cowgirls attend a square dance.”
Note: For sample dances refer to the book Rhythms and Dances for School Age Kids by Susan Kramer

Development:


Part 1

1. After the lesson music/dance intro, each student will be given a copy of the book, Music and Dance (Discovering World Cultures)
by Neil Morris, Gian Paolo Faleschini (Illustrator), Antonella Pastorelli (Illustrator), Paola Ravaglia (Illustrator), Studio Stalio (Illustrator), Ivan Stalio (Illustrator)
2. Allow the students 15-20 minutes to silently read this book to themselves before it will be read aloud by the teacher in the class. (If the students are well behaved, the teacher can softly play relaxing music while the children are reading.)
3. After the completion of the read aloud sections of this lesson, ask the students to explain how music and dance is celebrated in Mexico. Then have them compare it to music and dance in the United States.
4. Prompt the students to come up with other things that might differ between countries. For example: decorations, gift giving, food, presents, etc.
5. Once the discussion has been completed, announce to the class that they will be comparing music and dance customs from the different countries mentioned in the book. Teacher may then assign each student a number and divide the class up into groups. Once the children are situated, explain to them that they will be assigned a country to research and compare with the United States.
6. Remind that groups that they will be working together and that each person should put forth effort in the work to receive full credit for this assignment.
7. The teacher will then assign one member of each group to copy the Venn diagram (on the chalkboard) for their group. Instruct the students to label the top of one circle “United States” and the other circle according to their country.
8. Allow the students to work in their assigned groups for a couple of minutes in order to compare and contrast music and dance customs in the United States and music and dance customs in their assigned country. Note: Students should be encouraged to both write and draw pictures
9. After the students have finished their Venn diagram, have each group present their similarities and differences between celebrating music and dance in the United States and music and dance in their assigned country.


Part II

10. Allow the students to learn more about the famous composer Aaron Copland by reading Aaron Copland (Getting to know the World’s Greatest Composers) by Mike Venezia.
11. Teacher may choose to: (1) read the book aloud while the class follows (2) allow the children to read individually (3) assign reading buddies.
12. After all the children have finished reading the book have the students draw another Venn diagram that both compares and contrasts their life to the life of Aaron Copland.

Reinforcement:

A reinforcement activity for this lesson could include allowing the students to use encyclopedias, additional books, or the internet to search for interesting facts about music and dance.


Closure:
Praise the children for their effort. As a follow up to this lesson, the students could discuss some of the interesting things that they found out about music and dance from other countries. For example: What was alike? What was different? How do you like to dance? What is your favorite type of music? Do you like the piece Hoe-Down from Rodeo composed by Aaron Copland? Do you like Aaron Copland?


Assessment:

Materials:

• Music and Dance (Discovering World Cultures)
by Neil Morris, Gian Paolo Faleschini (Illustrator), Antonella Pastorelli (Illustrator), Paola Ravaglia (Illustrator), Studio Stalio (Illustrator), Ivan Stalio (Illustrator)
• Rhythms and Dances for School Age Kids by Susan Kramer
• Aaron Copland (Getting to know the World’s Greatest Composers) by Mike Venezia


Paper, Pencils, Crayons, and Markers
CD player with Classical Music CD’s

Procedures for Assessment:

1. Randomly select students throughout the lesson to answer questions while reading the book aloud. Teacher needs to make sure that the students are paying attention and comprehend the content of the book.
2. Listen and Watch the students while the read both silently and out loud. This is great opportunity to assess how reading fluency is developing.
3. Watch and assist and the students during all parts of this lesson.
4. Challenge each child to reach their fullest potential.
5. Listen to the feedback of the students.
6. Assign homework to assess individual learning

Materials:

Recordings:
The music for this lesson may vary and is at the discretion of the teacher.

Suggested Recordings:
Hoe Down from Rodeo composed by Aaron Copland

Instruments: none

Resources:
• Integrating Music Into the Elementary Classroom by Anderson Lawrence
• Music and Dance (Discovering World Cultures)
by Neil Morris, Gian Paolo Faleschini (Illustrator), Antonella Pastorelli (Illustrator), Paola Ravaglia (Illustrator), Studio Stalio (Illustrator), Ivan Stalio (Illustrator)
• Rhythms and Dances for School Age Kids by Susan Kramer
• Classical Music (May Vary)
• Aaron Copland (Getting to know the World’s Greatest Composers) by Mike Venezia


Useful Websites:
www.teachers.net
www.classsicsforkids.com
http://loralee.net/shari/copland.htm
www.ajkids.com
http://www.childrensmusic.org

Other:
Venn Diagrams
CD player/classical music

Modifications for Diverse Learners:

• Hearing Challenged Student: Make sure that the child is sitting close enough to the front of the class in order to see and hear the read aloud and to understand all the questions and directions that are being given by the teacher. If needed, allow another student to assist the student during this lesson.

• Physically Challenged: The student should be able to understand this entire lesson. However, a physically challenged student might have a problem with the intro activity depending on the severity of the disability. If possible, a teacher or another child could assist the physically challenged student during the activity.


• Visually Challenged: The child should be able to perform and understand this entire lesson with very little assistance from others. If possible, provide the student with a brail copy of the book for both silent reading and aloud reading.

• Gifted Student: Definitely encourage and motivate this child to learn. If the child excels faster than the other students, have the child assist others during the reading and research portion.

Note: A gifted student could assist the teacher if he or she needed peer assistance during this lesson. The gifted student could assist a visually or physically challenged student.


• Mentally Challenged: If the child is having difficulties completing this lesson assure them that it is okay. Teacher may want to simplify the work to the students level of learning.

If possible, have the gifted student help the mentally challenged student. Both might learn more!


Reflections and Revisions:
(To complete After Lesson)

Did the lesson proceed smoothly or are changes needed?

Would you re-use this lesson plan?

Did you need other resources or equipment?

Was the length of the activities appropriate for the group?

Changes:


WVCSO:
RLA.3.1.6 use graphic organizers and visualization techniques to interpret information (e.g., charts; graphs; diagrams).