Maggie, Robyn, Chantal, Allison, Rita, Catherine, and Barbara
Lesson Plan(Aquarium)
Grades 4 & 5
Global Objective (IRP):
TSWBAT apply the elements of rhythm, melody, and expression to demonstrate thoughts, images and feelings in classroom repertoire. (BCIRP, p. 48, Music Thoughts, Images and Feelings)
Drama Skills
TSWBAT select language and movement appropriate to different roles and characters. (BCIRP, p.96 Drama Skills)
Specific Objective(s):
TSWBAT express themselves in a role (a sea character) using movement and musical interpretation.
Other appropriate lessons:
1) Canon by Pachelbel
2) Monster Mash
3) Dracula
4) Butterfly by Emeralds
Materials:
1) Aquarium from the Carnival of Animals by Saint-Saens or any Weekly music CD with the Aquatic Music Theme.
2) Audio Player
Lesson Implementation:
Hook:
Discussion of the lesson that was previously done on aquatic life. Interactive discussion on what might you might find in the ocean. Pick things that you might think doesn’t breath, pinch, suck or other things that might interfere with others.
Procedure:
After the discussion, the students were divided into 2 parts of the sea life and were told that they would act out their part as the music was played.
1) The first part chosen was the seaweed and rocks, etc. on the ocean floor and they were asked to set the stage.
3) The second group of students were used as the moving life in the ocean. This group will be instructed to swim around the objects as they are moving on the ocean floor.
4) After the completion of this variation, the groups were switched and the people that were stationary will become the moving life and the others will become stationary.
Conclusion:
Discussion of the lesson and what happened in the lesson and connections to real life and other levels of the curriculum.
1) Could everyone recognize the aquatic life that they saw?
2) Ask students what happened and what they could change for next time.
3) Discussion on future variation and various materials that could be used to enhance the performance.
Assessment/Evaluation:
1) Check with students about what they did and how they did
2) Turns up music when it got noisier
3) Observes students
4) Assesses knowledge about specific things in the water/ocean.
5) Makes sure positions can be held for extended period of time.
6) Split group in half- decided she needed more students: asked more to join from other group.
7) Suggests set up of the ocean.
8) Repeats directions to ensure students follow them.
9) Asks for suggestions.
10)Asks students to bring scarves, etc., for an ocean.
11)Asks students why they were talking- knew they would be talking.
12)Assessing situation and setting rules.
13) Encouraging class
14) She turns down the music to ensure students are listening and asks them if they are.
Potential Problems:
1.What will students do when they were split up and waiting for turn? (group at side of wall) Perhaps remind them that they are to be quiet and listen. Transform themselves into a piece of seaweed and sway quietly to music.
2. So fun, kids will love this. Great for primary. Unit on sea life.
3. Maybe have new song when sea life comes in. Make lesson more exciting, avoid kids getting bored. However, it all depends on your focus – since this was focussed on the music –like the Canon we did in September – then it is not appropriate to change the music because the music strategy was that students would make up movements appropriate to the music selected.
4. Remind that fish are quiet. Perhaps talk about appropriate fish behavior and physically show demonstration of what fish do & not do ie. no bumping into each other.
5. Are you listening to the music? Our first interpretation was not focussed on any particular element of the music instead on the general mood it conveyed. You could explore this one if you continued to use the same music or even if you selected another piece of music – i.e. Are your movements appropriate to the dynamics, tempo, rhythm, etc.?
6. Remember that there will be chatter because students are excited and are just beginning character interpretations so as long as the dialogue is focussed – the first couple of times it may be noisy.
Justify why you chose this particular lesson to meet our objectives:
The purpose of the activity was to allow students to express themselves in new ways as they dramatize the roles of sea beings.
The students were given parameters and guidelines for the interpretations to aid them in discovery.
Students explored ways to move to the musical phrases of the music.
Classical music allows for students to be creative because they are not focussed on the language. Perfect for all learners (even E.S.L.)
Students were able to connect their current learning across the curriculum.