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Lesson Plan 1

This 5th grade music lesson focuses on group improvisation. Students will be split into groups of 5 and each group will pick an animal picture to improvise about for 30 seconds to 1 minute. The goal is for students to group improvise a short song expressing elements of the chosen picture using their instruments or voices. Prior to this, the teacher will model improvising about an animal picture as an example. Students will then practice in their groups and perform their improvisations for the class. The teacher will assess students' understanding of how their improvised music related to elements in the picture.

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47 views4 pages

Lesson Plan 1

This 5th grade music lesson focuses on group improvisation. Students will be split into groups of 5 and each group will pick an animal picture to improvise about for 30 seconds to 1 minute. The goal is for students to group improvise a short song expressing elements of the chosen picture using their instruments or voices. Prior to this, the teacher will model improvising about an animal picture as an example. Students will then practice in their groups and perform their improvisations for the class. The teacher will assess students' understanding of how their improvised music related to elements in the picture.

Uploaded by

api-532598438
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Young Improvisation

Central Focus Improvisation


Grade Level 5th Grade
Class Size 20 students
Time 30 minutes
Class Demographics Varied races, no special needs students.

National Core Arts Standards in Music

MU:Cr1.1.E.5a Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of
music or text(s) studied in rehearsal.

Common Core State Standards Addressed

LESSON OVERVIEW
Students will form into 4 groups of 5 and pick a picture of an animal of their choice to improvise for 30 sec-
onds-1 minute about. Students will not need to notate any of the music, as each instrument/voice will most
likely be a repeating idea.

Student Prior Knowledge and Conceptions


Rhythm, tone, improvisation
Common Errors or Misunderstandings
Rhythm and tempo, “correct way to improvise”
Interdisciplinary Connections
Visual art and music

LESSON LEARNING OBJECTIVES


As a result of this lesson, students will be able to:
Group improvise a short song about a picture of an animal of their choice that reflects elements of the picture.

THEORETICAL PRINCIPLES AND/OR RESEARCH-BASED BEST PRACTICES


Why are the learning tasks for this Beginning improvisation, nothing has to be a certain way, up to the
lesson appropriate for your students? young student’s creativity.
(Cite specific, theoretical principles
and/or research-based best practices in
your answer.)

STUDENT INTERACTIONS
How will you structure opportunities Students working in 4 groups of 5 to group improvise.
for students to work with partners or in
groups?
What criteria will you use when forming Balanced instrument/voice groups so all groups are diverse.
groups?

TEACHER MATERIALS STUDENT MATERIALS


Pictures of animals Instrument
Instrument to give example on Creativity

MUSIC IN CONTEXT
Key Critical Questions How do musicians generate creative ideas?

VOCABULARY AND LANGUAGE ACQUISITION


Vocabulary Improvisation, ostinato, rhythm
Language Functions

Language Modes

Language Demands

Language Tasks and


Activities
Language Supports

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS


Students with IEPs or 504s

Adaptations and Accommodations

Enrichment and Extensions


Videos/examples of other player’s improvisation
Activity for Early Finishers
N/A

OBJECTIVE-DRIVEN ASSESSMENTS
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objectives.
Attach/paste a copy of the assessment and evaluation criteria/rubric at the end of the lesson where the assessment will take
place.

Objective Informal or Description of Modifications to Evaluation Criteria


# Formal? Assessment Accommodate All Students
1 Formal Perform a group im- No specific guidelines, up to Alignment with Objectives:
provisation in which students’ creativity Performs the improvised work for
other students to show their
expresses elements creativity and how they reflected
of a specific picture the picture in the music.

Evidence of Student
Understanding: Students will be
improvising and understanding
that anything can happen under
certain guidelines, these
guidelines being their chosen
picture.

Student Feedback: Ask students


as a class which elements of the
picture were performed in the
improvisation, help class
understand the student’s decisions
or how it could be further
developed.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS


Opening Instruction Methods
Pick a picture of an animal and on instrument, improvise an element Modeling
of the picture.
Instruction Procedures Instruction Methods
Allow students to get into 4 groups of 5 and create a group improvisation idea to Partners/group playing
perform for the class.

Structured Practice and Application


How will you give students the While students are discussing their group improvisation, they will have a
opportunity to practice so you can chance to practice in their group to become better prepared for the perfor-
provide feedback? mance.
How will students apply what they Performing their group improvisation for the rest of the class.
have learned?
How will you determine if students Students explain their decision making in the group improvisation and how
are meeting your intended learning it relates to elements of the picture.
objectives?

Closure
Explain that improvisation can be performed in many ways, and the guidelines for each improvisation can
change, whether it is a picture, a harmony, or idea that comes to mind while performing.

REFERENCES

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