The more you experiment and grow in the classroom, the more you learn to direct children’s audiation as well as children’s energy, and the more “predictable” lesson planning can become. For example, you might decide that a particular type of activity focuses audiation effectively, while another serves well to break the intensity of audiation. You might discover that one type of activity is particularly effective at a particular point in the class, or following another particular type of activity. The design of your class can become as effective as a good play, weaving a musical journey from start to finish, aesthetically building and releasing energy and audiation through various types of activities and techniques. A well designed class can be like a delightful train ride for children—one in which they get on board at the beginning, get transported through a variety of interesting paths, and returned at the end of class. Each adventure feels new and different to the children, with an occasional anchor they can count on, and new experiences that excite the musical imagination.
Reaching this level of artistry in design and execution of lesson plans starts with content for music learning. Meters, tonalities, immersion, interaction can all be laid out so that you know where you have been and where you are going with content for music learning. Then your own unique brand of creativity can take over and make it come alive in the classroom.
A chart, or table provides an effective framework for lesson plans. The left column can identify the type of activity, while the weeks or lessons note the content, allowing the teacher to see where the children have been and where they need to go. The numeric titles in the Songbooks on Bookshelf 5 of the SONG LIBRARY, (see Rhythm and Tonal Materials) aid in lesson planning before even going to the notation, as you can put in the desired number to represent content and then find and print the appropriate notation. Here, for example, is a layout for two sets with rhythm activity, tonal activity, and song, in which each lesson introduces one meter and one tonality, and reviews the one introduced the week before with different content. You can see at a glance the sequence of meters and of tonalities just by the numbers. Song titles can be added to the weekly lessons and as many additional activities and sets as class time allows.
|
Week/Lesson
|
1
|
2
|
3
|
4
|
|
|
|
|
|
|
|
Rhythm
|
100
|
201
|
301
|
101
|
|
|
|
|
|
|
|
Tonal
|
1100
|
2200
|
3200
|
4200
|
|
|
|
|
|
|
|
Song
|
|
|
|
|
|
|
|
|
|
|
|
Rhythm
|
200
|
300
|
400
|
302
|
|
|
|
|
|
|
|
Tonal
|
2100
|
3100
|
4100
|
5100
|
|
|
|
|
|
|
|
Song
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Lesson plans can be organized by sets of rhythm, tonal, and song, as above, by type of activity, by techniques, or whatever other means—as long as rhythm and tonal content progresses appropriately for music learning. You may choose to write a different type of lesson plan for each different group, but each has to represent a progression through the difficulty sequence of rhythm and of tonal (Rhythm and Tonal Sequencing), and the advancement from immersion to the various types of interaction at each step of the way.
Here is an example laid out by type of activity. The first two weeks are laid out simply to show options of focusing on rhythm one week and tonal the next with a series of two or more activities in a tonality or meter, while including shorter activities with a contrasting tonality and meter. Weeks 3 & 4 include specific content and techniques. Week 3 goes from immersion to interaction in one tonality and in one meter. Week 4 focuses on one tonality, while including a shorter activity in a contrasting tonality and a single rhythm activity. Songs and other activities and sets can be added to fill out the lesson plan. You can see at a glance the activity level with props and might decide, for example, that using scarves following pom pons in Week 4 might be too active for a particular group of children and choose to use the same content with less activity.
|
Week/Lesson
|
1
|
2
|
3
|
4
|
|
|
|
|
|
|
|
Immersion/Movement
|
Tonal
|
Rhythm
|
*4100—Recorder
|
5200 sitting;
Upper body movement
|
|
|
|
|
|
|
|
Interaction
|
Rhythm
|
Tonal
|
RT 4100-Puppet
|
MM 110
Pom Pons
|
|
|
|
|
|
|
|
Immersion/Movement
|
Tonal
|
Rhythm
|
210 Hoops
|
3200
Scarves
|
|
|
|
|
|
|
|
Interaction
|
Tonal
|
Rhythm
|
RD 210; Microphone
|
TD 3200
Telephone
|
A suitable lesson plan includes at least two sets with rhythm activity, tonal activity, and song, with at least two different tonalities and two different meters within a class session. Three or four different meters and tonalities is best with beginners. Focusing on one meter or one tonality through successive activities is appropriate with more developed children, as long as somewhere in the class there is at least a short rhythm activity with a contrasting meter and a short tonal activity with a contrasting tonality.
Additional songs and activities, of course, can be written into the chart. In a 30 minute class, for example, you might plan two sets with rhythm activity, tonal activity, and song, and then spend the additional 10 minutes on whatever other activities. Or, you might intersperse folk songs, play parties, or holiday songs between the sets of activities for music learning. Each four-week plan can be customized to the group or context, sketching out rhythm and tonal content several weeks at a time, or generating a lesson plan each week.
Here is an example that might be suitable for a children’s chorus, using the initial rhythm activity, tonal activity, and little art song (from Songbook Cherry Blossoms) as warm-ups, with a contrasting meter and tonality presented later as a break from the choral repertoire. Shading boxes can aid in seeing all at a glance.
|
Week/Lesson
|
1
|
2
|
3
|
4
|
|
Rhythm
|
|
|
|
|
|
Tonal
|
|
|
|
|
|
Little Art Song
|
|
|
|
|
|
Song 1
|
|
|
|
|
|
Song 2
|
|
|
|
|
|
Rhythm
|
|
|
|
|
|
Tonal
|
|
|
|
|
|
Song 3
|
|
|
|
|
|
Song 4
|
|
|
|
|
The Curriculum Model in Miniature provides yet another lesson plan layout. The chart framework provides a concrete form for curriculum/lesson planning. It can accommodate however many weeks in your term and however many activities you have time to include. The chart provides for you to see at a glance the progression of music content, when you used particular props, techniques, or songs, guiding repetition and contrast. It also enables you to see at a glance what you might have done in previous semesters and with different levels of development. Lesson plan charts can be created with the table function of a word processor, and customized for each different class. Particularly effective designs for a particular level might evolve into lesson plan templates.
Cumulative lesson plans for music learning become a map and a record to guide you in meeting the musical needs of your children, and in creating fresh and interesting class sessions. They can assure you that no matter what your strengths, your style in the classroom, your preferences, or the context in which you teach, that you are adequately providing for your children’s music learning, whatever their age or developmental levels.
|
