Many variables can influence lesson planning—the ages, mix, number, temperament, and development of the children; the context, length and frequency of classes, space for movement, time of year, etc. Whatever the parameters, it is imperative that we advance children sequentially both rhythmically and tonally, whatever their ages and developmental levels, and engage them in Art Songs, Gem Songs, and Play Songs. The process of music learning determines the what, why, and when of curriculum/lesson planning. Your own preferences and creativity determine the how. You can use any number of classroom techniques to accomplish the goals of music learning.
A good rule of thumb in designing lesson plans is to create activity sets of approximately ten minutes that include a rhythm activity, a tonal activity, and a song. You can then include as many sets as practical within a class, alternating and balancing meters, tonalities, and types of songs within a class and across classes. For example, one set might include a rhythm activity in duple meter, a tonal activity in Dorian tonality, and a Playsong. The second set might include a rhythm activity in triple meter, a tonal activity in Mixolydian tonality, and an Art Song in Mixolydian tonality. A third set might include a rhythm activity in unusual paired meter, a tonal activity in Phrygian tonality, and a Gem Song in Phrygian Tonality. A fourth might include a rhythm activity in duple meter, a tonal activity in Lydian tonality, and a Play Song. Whether these four sets span one class period or two consecutive classes, they immerse children in contrasting meters, contrasting tonalities, and a variety of types of songs.
The sets of rhythm activity, tonal activity, and song can accommodate every group of children at every level of development. Children may be ready for immersion in the unusual meters, Macro/Micro Beat Activities in Duple Meter and Rhythm Dialogue in Triple meter. They might need greater immersion in Lydian tonality, while being ready for Resting Tone Activities in some tonalities and Tonal Dialogue in others. As children move into rhythm and tonal syllables, and even music reading, the same “rule of thumb” for lesson planning applies.
The “generic lesson plan” sets of rhythm activity, tonal activity, song can expand to longer segments within a set to accommodate increasing attention to meter and tonality. This provides for layering activities within rhythm and within tonal. For example, an extended rhythm activity in triple meter might include immersion in very difficult patterns, Macro/Micro Beat Activities in moderately difficult patterns, and Rhythm Dialogue in difficult patterns. An extended tonal activity might include immersion, Resting Tone Activities, and Tonal Dialogue all in the same tonality and meter. Or, you might engage children in a series of activities in one meter or one tonality at a particular level of difficulty—perhaps engagement in a circle dance, followed by an activity with a prop, then dialogue, extending the immersion and engagement with the meter or tonality.
Age appropriate Art Songs and Gem Songs serve music learning at all ages and developmental levels, while Play Songs can include anything from holiday activities with younger children to choreographed show tunes with middle school children. You can design lesson plans to accommodate the inclusion of desired song repertoire. For example, if particular Art Songs or Gem Songs are favored for whatever reasons, each can be introduced within the context of its own tonality through a preceding tonal activity in that tonality, and in contrast to the previous and subsequent tonal activities. Similarly, you might engage children in a rhythm activity in unusual unpaired meter before introducing an Art Song or Gem Song in that meter, in contrast to the previous and subsequent rhythm activities. Favorite seasonal songs can be balanced by Art Songs and Gem Songs, and preceded by rhythm activities and tonal activities that keep the variety of meters and tonalities in the “sound environment” of the children.
Sets of rhythm activity, tonal activity, song, are the structural backbone of lesson planning. The more sets in one class session, the greater the music learning. You can always add activities or repertoire between sets, break up sets, as long as set content is included, reorder the activities in a set or focus more on rhythm one day and tonal the next, use sets as “warm-ups,” or fit sets into existing class structures. It can be effective to include occasional “anchors” between sets—predictable elements that appear in every class. Anchors with young children might include an opening and closing song, perhaps a song used in each lesson to pass out "musical instruments," or one that uses each child's name, or a favorite song or type of activity that appears in every class, each time with a new twist. Anchors with middle school youngsters might include songs or activities that enhance vocal production, expression, or energy, or favorite songs from earlier lessons.
The core content can be delivered in as many ways as there are teachers. Your own unique brand of creativity, your rapport with your children, and your ability to engage children in music and movement can lead children to ongoing musical growth and development in the delight of your own style throughout your tenure with the children.
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