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Music Lesson on Rhythm (Tempo)
Kyle Yamnitz
Song: Any quality song that contains a slow pace and any
quality song that is fast-paced.
Possibilities include the slower parts of Beethoven's Symphony
Number 3 and the
fast-tempo portions of his Ninth Symphony.
Musical Element to Teach: Rhythm (Tempo)
Grade Level: Second to Fourth
Concept: The students will experience a fast and a slow
tempo in music and create
drawings the different tempos cause them to think of.
Objectives: The students will:
Listen to the two musical pieces.
Draw pictures of what the music causes them to think about.
Materials Needed:
Recordings of fast and slow-tempo music, crayons, paper, drawing(s)
the teacher
has done while listening to music to use as an example.
Preliminary Procedures:
The teacher will ask students if they think of anything when
they hear the music that accompanies a McDonald's commercial,
or other commercials, television shows, etc. Note that many songs
cause us to think of different things or make us feel different
ways.
Procedures:
1. First, present students with sample drawings that you as the
teacher have done while listening to music. This will give them
an idea of what is expected of them.
2. Tell the students that you are going to play some music for
them and that they need to listen carefully and create drawings
of anything that they think about when listening to the music.
Ask students to not start drawing until they have a good vision
in their head of what they want to draw.
3. Play the first, slow-tempo music and tell the students to
start drawing whenever the music causes them to think of something.
4. After they have done the slow-tempo music, play the fast-tempo
music and have students do similar drawings.
5. When the second piece is finished, have students finish up
their drawings, then ask what they noticed about the differences
between the two pieces of music.
6. Discuss these differences with the students and ask them if
the two pieces made them think of different things, and if so,
how? Describe these differences to be different tempos and discuss
how these different tempos are used in commercials, movies, etc.
to make us feel different ways.
Evaluation:
No evaluation is needed for this lesson since students will learn
through the activity itself.
Follow-Up/Extension:
Present students with movie clips of chase scenes, scary scenes,
relaxing scenes, and others in movies, and ask how the music is
different in each case. Does the different music make us feel
different ways or think differently? How?
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