Making an Instrument
1 yard of vinyl fabric of any color
1 medium embroidery ring
Leather String or Yarn
Paint Pen (any color)
1. Cut 1 ½ foot square of vinyl fabric. Lay the cut fabric over the inside embriodery ring.
2. Place the outside embroidery ring over the fabric of the inside embroidery ring. Tighten with the screw until the fabric between the two rings is attached securely.
3. Use scissors to cut undesired fabric from the edges. Note: Make sure to leave at least an inch of fabric around the edges to attach the bells and feathers.
4. Use scissor to cut two tiny parallel lines to thread leather string to in order to attach the bells. Tie securely in the back.
5. Continue step 4 until the tambourine has anywhere between 15-20 bells attached.
6. Use the fabric glue to attach the feathers around the bells.
7. Finally, decorate your tambourine with the paint pen. Be creative!
Daily Lesson Plan:
Elementary Classroom Music
Day/Date: Monday, February 21, 2005 Grade/Class: First Grade
Concept/Concepts: Demonstrate slow and fast tempo through movement
Rationale: I want the children to understand the concept of slow and fast tempo
Goals and Objectives:
1. Instructional Goals: To teach the concept and understanding of slow and fast tempo through movement with a home-aid tambourine.
2. Objectives/Outcomes: Students will be able to effectively recognize and imitate slow and fast tempo through the songs that are being played by the teacher
GM.1.1.7 demonstrate slow and fast tempi through movement.
Explain to the students that they will be using home-aid instruments.
Before describing slow and fast tempo, the teacher would first demonstrate it to the students. After he or she has done this, ask the class to describe the difference in each time that the teacher played the tambourine. (Note: students should answer that the first time was faster and the second time was slower.)
Then, the teacher can begin to briefly introduce the concept of slow and fast tempo to the students.
1. Before passing out the home-aid instruments, the teacher will direct the students to sit in a circle.
2. Explain to the students that they will be listening to two different songs, each with a different tempo. Tell the students that you want them to listen to each song carefully to see if they can recognize the tempo song that is being played.
3. Teacher then will play the first song, Lullaby, while the students listen. After the song has played, ask the students to name the song. Then, ask the students to answer the question of whether the song had a slow or fast tempo.
4. Teacher will then play the second song, Yankee Doodle Dandy, while the students listen carefully. After the song has completed, ask the students to name the song. Then, ask the students to answer the question of whether the song had a slow or fast tempo.
5. Now, pass out the home-aid tambourines to each student. Assign two groups: group #1 and group #2.
6. Once every child has an instrument, the teacher will then direct group #1 to imitate his or her slow speed of tempo, matching the song Lullaby. Once group #1 has successfully completed this task, teacher can then add group #2. (Note: Time Signature is ¾)
7. Teacher will then play the first song, Lullaby, while the students imitate the slow tempo of the song under the direction of the teacher.
8. After the completion of Lullaby, the teacher should either teach more about the concept of slow tempo or listen to student feedback.
9. Teacher will then direct group #1 to imitate his or her fast tempo matching the song, Yankee Doodle Dandy. Once group #1 has successfully completed this task, the teacher can then add group #2. (Note: Time signature is 2/4)
10. Teacher will then play the second song, Yankee Doodle Dandy, while the students imitate the fast tempo of the song under the direction of the teacher.
11. Once the teacher feels that the class can recognize and understand slow and fast tempo, have the students stand up and march around in a circle on the beat while using movement with their tambourines to show slow and fast tempo.
See if the students can effectively perform the tempo of You're a Grand Old Flag (pg 473) with minor direction from the teacher of what to do and when to do it. Experiment with musical effects created by performing the song at different tempos (slow, medium, and fast).
Closure: Praise the children for their effort. Ask the students if there are any questions. Once all questions have been answered, encourage the students to listen to other types of music outside of class, focusing on the speed and tempo that is being played.
Textbook: Integrating Music into the Elementary Classroom with CD
Procedures for Assessment:
1. Listen to make sure that all of the children are imitating the correct speed of tempo.
2. Randomly select students throughout the lesson to make sure that they are paying attention and understand the concept that is being taught.
3. Watch the students to see if they are keeping a steady beat and tempo to the songs that are being played.
4. Listen to the feedback of the students.
Lullaby (pg. 56)
Yankee Doodle Dandy (pg. 462)
You're a Grand Old Flag (pg. 473)
Tracks: #19, #38, #39
Instruments: Home-aid tambourines
• Integrating Music Into the Elementary Classroom by Anderson Lawrence
Modifications for Diverse Learners:
• Hearing Challenged Student: Make sure that the child was sitting close enough to the front to see the directions. If possible, allow another student to assist the student with the slow or fast tempo. If the child is able to read, give them a hard copy of the words of the song to sing.
• Physically Challenged: The student should be able to understand this entire lesson. However, physically challenged student might have a problem with step #11 when the students march around in a circle on the beat while using their tambourines to either show the slow or fast tempo. If possible, either the teacher or another child can 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 the student did not understand the rate of tempo or movement section from my verbal directions, I would physically take their hands and do it with them. (Note: Teacher might need to assist this student on step #11 of this lesson.)
• Gifted Student: Definitely allow the child to perform for others. If the child excels faster than the other students, have the child assist others in the class that might be having difficulty.
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 difficulty multi tasking in this song, have them just focus on one thing at a time. Make it fun, everyone messes up!
If possible, have the gifted student help the mentally challenged student. Both might just learn more!