ARTS EDUCATION TEACHER HANDBOOK

ELEMENTARY LESSON PLAN

Submitted by Christi O Davis Cumberland County Schools

Lesson Title:
Introduction to Melodic Notation: Sol-Mi

Grade Level or Course:
Second Grade Music

Time Allotment:
35-40 minutes

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course
of Study and Grade Level Competencies, K-12:

• Goal 1: The learner will sing, alone and with others, a varied repertoire of music.
• 1.01 Sing phrases or simple songs with increased pitch accuracy.
• 1.02 Match pitch within a developmentally appropriate vocal range, using head tones.
• Goal 5: The learner will read and notate music.
• 5.02 Read simple melodic notation with increased accuracy.
• 5.04 Use symbols (icons) to notate simple musical patterns.
• 5.05: Show respect for the reading and notating efforts of others.
• Goal 6:The learner will listen to, analyze and describe music.
• 6.03 Discuss music using appropriate terminology.
• 6.06 Respond through purposeful movement to prominent music characteristics while listening to music.
• 6.07 Show respect while listening to and analyzing music.

Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade
Level Competencies, K-12 for other content areas:

• Dance:1.02 - Demonstrate and identify the element of space in dance, i.e. shape, level, and direction.
• Language Arts:2:08 - Interpret information from diagrams and charts.
• Mathematics: 2.05 - Use spatial visualization to solve problems;? demonstrate visual memory.
• Mathematics: 3.05 - Identify and correct errors in geometric patterns.

Lesson Objective(s):

Students will be introduced to the musical element of Melody by listening to melodies and simultaneously moving to, tracing icons to and ultimately reading symbols of melodies.

Materials/Equipment Needed:

Flashlight; transparency of iconic representation of a short piece of classical music e.g."Waltz of the Doll" as used in Silver Burdett Gr. 3 and recording of piece;? recorder or other melody instrument for teacher use;? chart or transparency of staff;? individual slates/dry erase boards with writing implement.

Lesson Procedure

Review melodic direction as up, down and same. Refer to song they are familiar with i.e.Fiddle-I-Fee. In this lesson we will focus on writing down our melodies.

Activity 1: Flashlight traces contours on board or wall.
As teacher shows up and down on wall with beam, students sing melody on nonsense syllables. Choose 2-3 other student leaders for more examples.

Activity 2: Tracing melodic contour from chart.
Display transparency of prepared contour of classical piece like "Waltz of the Doll" from Silver Burdett, The Music Connection, Grade 3. Students will trace contour in the air as the recording plays. As lights are turned back on, discuss if there is a record of what just occurred. How would a concrete visual representation help us?

Activity 3: Staff Activity showing specific high and low sounds.
Display chart of a music staff. Show how notes can be placed on lines or spaces. Name the higher pitch sol and the lower pitch mi. Choose 2-3 students to write mi after the teacher has written where sol is located. Pass out slates and chalk. Have students individually do problems where they copy sol and fill in mi then reverse. Teacher monitors student answers throughout.

Activity 4: Evaluate/Synthesize
Display transparency of sol-mi songs such as "Rain, Rain." Have students sing on pitch with proper head voice. Extend by having them make up words to sol-mi melodies.

Special Considerations:

Students should have had previous experience in melodic movement such as: higher, lower and repeating tones. These are then refined to upward and downward motions. This lesson focuses on iconic representations of melodies and then moves to basic symbolic notation of two pitches.

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