{"id":568,"date":"2017-06-20T17:39:44","date_gmt":"2017-06-20T17:39:44","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-music-and-the-child\/chapter\/chapter-6-creative-activity-and-lesson-planning\/"},"modified":"2017-09-12T15:30:31","modified_gmt":"2017-09-12T15:30:31","slug":"chapter-6-creative-activity-and-lesson-planning","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-music-and-the-child\/chapter\/chapter-6-creative-activity-and-lesson-planning\/","title":{"raw":"Chapter 6: Creative Activity and Lesson Planning","rendered":"Chapter 6: Creative Activity and Lesson Planning"},"content":{"raw":"
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Chapter Summary<\/h3>\r\n

This chapter looks at creative ideas for approaching and planning a successful music lesson, including a guided outline, models of full lessons, and classroom management tips.<\/p>\r\n\r\n<\/div>\r\n \r\n

I. Lesson Plans as a Creative Activity<\/h1>\r\nAt some point or other, students in education programs are required to write lesson plans.Often, however, the meaning of writing a lesson plan becomes lost in the academic process, and the lesson\u2019s grade becomes the goal rather than the meaningful construction of the lesson and learning the technique of organizing your thoughts. Often students believe that writing a lesson plan is only used in a classroom setting. The reality is, however, that all<\/em> professions require the organization of a plan of action to be carried out, including an articulation of goals and objectives to reach them, followed by a reflection or assessment of the effectiveness. In other professions, you might be asked for a plan of action composed of three inherent questions: 1) What are you going to do? 2) How are you going to do it? and 3) How will you assess what you\u2019ve done? In education, a lesson plan is nothing more than a plan of action with the same three questions: 1) What are you going to teach? 2) How are you going to teach it? and 3) How will you assess what you have taught?\r\n

Lesson Plan Preparation: Start With (Musical) Inspiration!<\/h2>\r\nMuch of the time as a teacher, you will be required to teach a certain set curriculum in the classroom that conforms to the Common Core State Standards (see Chapter 3). However, this doesn\u2019t mean that the lesson has to be devoid of inspiration. Whatever your content area, there is probably an arts-related activity that can be applied or integrated (see Chapter 12 for Arts Integration information). It is much easier to create a good lesson plan if you are inspired. Your inspiration for a music or integrated lesson plan can be a song, an instrument, timbre, vocal sound, poem, story, rhythm, speech pattern, etc.\r\n\r\nCreative problem solving<\/em> requires that you be able to see and manipulate your lesson material in unique ways to reach all types of student learners. The music education methods of Orff, Dalcroze, Kod\u00e1ly, etc., offer easily implemented solutions to add layers of cognitively challenging musical activities to something as simple as a song. When developing your lesson, start by thinking outside of the box.\r\n
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activity 6a: Try this<\/h3>\r\n

How can I make the lesson interesting? Challenging? What might I be able to add to a lesson to increase its effectiveness for the learner\u2014e.g., movement? rhythm? instruments?<\/p>\r\n

Below are a few ways to challenge students physically, cognitively, and multi-modally just with a simple song. The first rule is not to be afraid of experimenting with sound, using either your own voice, various instruments, or maybe even the walls, doors, floors, chairs, and surroundings, all of which have their own unique timbres to explore!<\/p>\r\n\r\n<\/div>\r\n \r\n\r\n<\/div>\r\n<\/div>\r\n

Musically creative lesson planning<\/h1>\r\n<\/colgroup>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
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Musically Creative Lesson Planning<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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Begin with the list of music elements and vocabulary from Chapter 2. Select a song, then brainstorm different ways of performing the song using what you\u2019ve learned. For example:<\/p>\r\n<\/td>\r\n<\/tr>\r\n

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Vocal<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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  • Sing the song a capella<\/em> (without instrumental accompaniment)<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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  • Add a speech rhythm ostinato<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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  • Add a melodic ostinato using voices<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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  • Add a drone using voices<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Dynamics, Tempo, Form<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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  • Sing the song changing tempos on different sections, phrases, or measures<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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  • Sing the song changing dynamics on different sections, phrases, or measures<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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  • Sing the song alternating phrases or sections between two groups of singers<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Body Percussion<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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  • Add a beat or ostinato by clapping<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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  • Add a beat or ostinato by patsching<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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  • Add a beat or ostinato by tapping<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Instruments<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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  • Add a beat or ostinato on an unpitched percussion instrument<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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  • Add a bordun ostinato or drone on a pitched percussion instrument<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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  • Add more than one bordun on multiple instruments<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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  • Play only metal instruments, or wood instruments, etc.<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
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Conclusion<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

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