Ice Breaker Activities
General Music (Elementary)-
1. The Name Game 1) Ask students to start standing in a circle, a step’s distance apart. As a group, establish a steady beat by taking a step to the right, then closing with the left foot. Then, step to the left and close with the right. Repeat these 4 actions (step R – close – step L – close) continuously.
2) Once the group can maintain a steady beat, select a student to begin by speaking his or her name. The group will echo it back. Maintain the step-touch movement during the entire activity and encourage students to speak their names in tempo. Continue around the circle with all students speaking their name and the group repeating it.
3) Repeat the solo & group response a couple of times until students are comfortable with each other’s names. For a challenge, try to speak everyone’s names in order as a group (without the solos). Can you do it without any pauses?
4) Variation: Ask students to speak their name. Instead of repeating the name vocally, the group will respond by clapping the rhythm of the student’s name. (Ex. Student says “Em-i-ly” and group responds “clap-clap-clap”). After a few times around the circle, an advanced group can try clapping all of the names in a row without the spoken solos!
(http://www.pianimation.com/2010/06/09/ice-breaker-games/)
2. Ball Pass
This is a steady pulse activity that doubles as a great team-builder/ice-breaker game. You’ll need one or more tennis balls (or similarly-sized balls) for this game.
1) Have students start seated in a circle, close enough they can easily pass the ball. You (the teacher) will start with one ball in your left hand. Using a steady motion, pass the ball to your right hand and say “right.” Continue by passing it to the left hand of the student on your right and say “left.” He or she will then transfer the ball to their right hand and say “right.” The ball should continue in a steady motion around the circle, with each student grasping it with both their left and right hands.
2) Once students can maintain a steady tempo, try it with recorded music. Pause the music randomly, and instruct students to freeze the ball whenever they hear the music stop. When it starts again, they should resume passing the ball, but in the opposite direction.
3) Variation: For older students, you may explore different levels of pulses in this activity. Have students establish a moderate beat and specify that this is a quarter note pulse. If you yell out half note, they must pass the ball at half speed. If you yell eighth note they’ll double, etc. Try mixing different beat level commands (quarter, half, etc.) with the “Freeze” command (or pause music) and it really turns into a challenge!!
If you have a large group of students, you may choose to use multiple balls and space them evenly through the circle. (http://www.pianimation.com/2010/06/09/ice-breaker-games/)
3. The Giving Tree Activity
Read aloud Shel Silverstein's The Giving Tree, and involve students in a discussion of the types of gifts the tree gave the boy; none of those gifts cost a thing. Then talk about the types of cost-free "gifts" the students can contribute to the class. Prepare a bulletin board that has the silhouette of a tree trunk and branches. Give each student a cutout apple. Have students write on their apples the things they can "give" to the class. Put the apples on the tree. This bulletin board makes a nice display for open house.
(Lori Napoli, nae.ccps.k12.fl.us/Ice1.doc)
4. More Than Anything Else
Goal Setting With Booker T.
I like to share at least one read-aloud book on the opening day of school. Chrysanthemum by Kevin Henkes and First Day Jitters by Julie Danneberg are favorites. Most essential though, is More Than Anything Else by Marie Bradby. The biographical story of Booker T. Washington's youth uses beautiful language and illustrations to show how he learned to read as a young boy. After reading the book, we talk about his goals and how his determination to achieve them made them a reality. More Than Anything Else is an excellent tool for starting a discussion about students' goals for the school year.
(Heather Migdon, Dogwood Elementary School, Fairfax County, Virginia, nae.ccps.k12.fl.us/Ice1.doc)
5. Chain Gang Activity
Begin by asking students "Who can do something really well?" After a brief discussion about some of the students' talents, pass out paper and ask students to write down five things they do well. Then provide each student with five different-colored paper strips. Have each student write a different talent on each paper strip. Then create a mini paper chain by linking the five talent strips together. As students complete their mini chains, use extra strips of paper to link the mini chains together to create one long class chain. Have students stand and hold the growing chain as you link the pieces together. Once the entire chain is constructed and linked, lead a discussion about what the chain demonstrates. For example, it might illustrate that…
All students have talents.
The students in this class have many talents.
If the students in this class work together, they can accomplish anything.
Our class is stronger when students work together than when individual students work on their own.
Hang the chain in the room as a constant reminder to students of the talents they possess and the benefits that can result from teamwork.
(Kimberlee Woodward, substitute teacher, Waterford, Michigan, nae.ccps.k12.fl.us/Ice1.doc)
Vocal Music (Secondary)-
6. Music Box
This activity is a great vocal warm up for singing groups or kids involved in a musical production. Have the group stand shoulder to shoulder in a circle, eyes closed. Tap one student on the shoulder to begin the music box. That student should make a rhythmic sound such is "da dum, da dum, da dum". One by one, tap each student on the shoulder. As you tap, each student should add their own "music" to the group by snapping, whistling, or singing in rhythm. The game should continue until all students have had a chance to add their voice, at which point the last one to join will slowly fade out. Each student will slowly fade their sound until only the original "da dum, da dum, da dum" remains.
(http://www.ehow.com/info_7904065_music-icebreakers-kids.html#ixzz2MPj2soIf)
7. School Board Game
No. 100 in 101 Music Games for Children, by Jerry Storms
8. Resource: Ice Breakers-60 Fun Activities to Build a Better Choir by Valerie Lippoldt Mack
(http://www.jwpepper.com/10029617.item)
9. Singdown
Split into 3 or 4 large groups. Give everyone 5 minutes to come up with a song that has the word... (insert word here) in it (you can start with something simple like "love," and then get more obscure, even use categories, etc. Go around and each group sings a song (any group that has that song on their list has to cross it out, so each song can only be "sung" once) and continue until only one group has a song left.
(http://www.iowachoral.org/rs/jhms/energizers.pdf)
10. Nursery Rhyme Skits
Have each group pick out of a hat the names of 2 unrelated nursery rhymes/fairy tales/children's stories, and any number of lines from songs (perhaps even obscure famous quotes) and give them 5 minutes to encorporate these into a skit.
(http://www.iowachoral.org/rs/jhms/energizers.pdf)
11. Singing Contest
Break the group into three to four smaller groups. The teacher or leader will give the groups a word, theme or topic (such as "Blue"). The teams have three minutes to come up with as many song lines as they can that mention the topic word. When the three minutes is up, each team will sing their lines together to the leader. Continue until you have exhausted the possibilities of the topic word, or one team passes, or one team is not able to sing together as a team, then choose another topic word.
(http://www.ehow.com/info_7904065_music-icebreakers-kids.html#ixzz2MPkJqHts)
Instrumental Music (Secondary)-
12. Treasure Hunt Activity
Plan a treasure hunt to familiarize students with your classroom. List 20 to 30 items found in the classroom and have the students search the classroom for those items. This way they will know where to find the dictionaries, glue sticks, spelling lists, graphic organizers, and so on. As they find an item, have students check it off the list. Not only does this activity familiarize students with the classroom, it has them asking questions about the materials!
(Madeline McDougal, Pocantico Schools, Sleepy Hollow, New York, nae.ccps.k12.fl.us/Ice1.doc)
13. Live Board Game
No. 99 in 101 Music Games for Children, by Jerry Storms
14. Resource: Ice Breakers 2- 64 More Fun Games and Fun Activities,
by Valerie Lippoldt Mack (http://www.amazon.com/IceBreakers-Games-Activities-Shawnee-Press/dp/1592352472)
15. What Do We Have in Common?
Split the students into pairs. Each pair will have 30 seconds to find 5 things they have in common. At the end of the 30 seconds, put two pairs together and give the foursome a minute to find something all 4 students have in common. Finally, each group can present the list of things they have in common. (You can use this activity to form student groups.) *Another idea is to continue to have them extending the group (larger and larger) finding at least one thing in common, until everyone in the room is part of the large group and everyone has at least one thing in common. (http://mrc.spps.org/uploads/icebreakers.pdf)
16. M&Ms
Pass around a bag of M&M's. Tell the students to take as many as they want. Once all the students have M&M's, tell them that for each M&M they took they have to say one thing about themselves. For instance, if a student took 10 M&M's, they would have to say 10 things about themselves.
An option: Each color of candy represents a category students must speak about.
Example: orange = scary memories,
red =great vacations,
green = something about your family,
blue = favorite hobbies, etc. (You could use skittles, toilet paper, or other item as well)
(http://mrc.spps.org/uploads/icebreakers.pdf)
1. The Name Game 1) Ask students to start standing in a circle, a step’s distance apart. As a group, establish a steady beat by taking a step to the right, then closing with the left foot. Then, step to the left and close with the right. Repeat these 4 actions (step R – close – step L – close) continuously.
2) Once the group can maintain a steady beat, select a student to begin by speaking his or her name. The group will echo it back. Maintain the step-touch movement during the entire activity and encourage students to speak their names in tempo. Continue around the circle with all students speaking their name and the group repeating it.
3) Repeat the solo & group response a couple of times until students are comfortable with each other’s names. For a challenge, try to speak everyone’s names in order as a group (without the solos). Can you do it without any pauses?
4) Variation: Ask students to speak their name. Instead of repeating the name vocally, the group will respond by clapping the rhythm of the student’s name. (Ex. Student says “Em-i-ly” and group responds “clap-clap-clap”). After a few times around the circle, an advanced group can try clapping all of the names in a row without the spoken solos!
(http://www.pianimation.com/2010/06/09/ice-breaker-games/)
2. Ball Pass
This is a steady pulse activity that doubles as a great team-builder/ice-breaker game. You’ll need one or more tennis balls (or similarly-sized balls) for this game.
1) Have students start seated in a circle, close enough they can easily pass the ball. You (the teacher) will start with one ball in your left hand. Using a steady motion, pass the ball to your right hand and say “right.” Continue by passing it to the left hand of the student on your right and say “left.” He or she will then transfer the ball to their right hand and say “right.” The ball should continue in a steady motion around the circle, with each student grasping it with both their left and right hands.
2) Once students can maintain a steady tempo, try it with recorded music. Pause the music randomly, and instruct students to freeze the ball whenever they hear the music stop. When it starts again, they should resume passing the ball, but in the opposite direction.
3) Variation: For older students, you may explore different levels of pulses in this activity. Have students establish a moderate beat and specify that this is a quarter note pulse. If you yell out half note, they must pass the ball at half speed. If you yell eighth note they’ll double, etc. Try mixing different beat level commands (quarter, half, etc.) with the “Freeze” command (or pause music) and it really turns into a challenge!!
If you have a large group of students, you may choose to use multiple balls and space them evenly through the circle. (http://www.pianimation.com/2010/06/09/ice-breaker-games/)
3. The Giving Tree Activity
Read aloud Shel Silverstein's The Giving Tree, and involve students in a discussion of the types of gifts the tree gave the boy; none of those gifts cost a thing. Then talk about the types of cost-free "gifts" the students can contribute to the class. Prepare a bulletin board that has the silhouette of a tree trunk and branches. Give each student a cutout apple. Have students write on their apples the things they can "give" to the class. Put the apples on the tree. This bulletin board makes a nice display for open house.
(Lori Napoli, nae.ccps.k12.fl.us/Ice1.doc)
4. More Than Anything Else
Goal Setting With Booker T.
I like to share at least one read-aloud book on the opening day of school. Chrysanthemum by Kevin Henkes and First Day Jitters by Julie Danneberg are favorites. Most essential though, is More Than Anything Else by Marie Bradby. The biographical story of Booker T. Washington's youth uses beautiful language and illustrations to show how he learned to read as a young boy. After reading the book, we talk about his goals and how his determination to achieve them made them a reality. More Than Anything Else is an excellent tool for starting a discussion about students' goals for the school year.
(Heather Migdon, Dogwood Elementary School, Fairfax County, Virginia, nae.ccps.k12.fl.us/Ice1.doc)
5. Chain Gang Activity
Begin by asking students "Who can do something really well?" After a brief discussion about some of the students' talents, pass out paper and ask students to write down five things they do well. Then provide each student with five different-colored paper strips. Have each student write a different talent on each paper strip. Then create a mini paper chain by linking the five talent strips together. As students complete their mini chains, use extra strips of paper to link the mini chains together to create one long class chain. Have students stand and hold the growing chain as you link the pieces together. Once the entire chain is constructed and linked, lead a discussion about what the chain demonstrates. For example, it might illustrate that…
All students have talents.
The students in this class have many talents.
If the students in this class work together, they can accomplish anything.
Our class is stronger when students work together than when individual students work on their own.
Hang the chain in the room as a constant reminder to students of the talents they possess and the benefits that can result from teamwork.
(Kimberlee Woodward, substitute teacher, Waterford, Michigan, nae.ccps.k12.fl.us/Ice1.doc)
Vocal Music (Secondary)-
6. Music Box
This activity is a great vocal warm up for singing groups or kids involved in a musical production. Have the group stand shoulder to shoulder in a circle, eyes closed. Tap one student on the shoulder to begin the music box. That student should make a rhythmic sound such is "da dum, da dum, da dum". One by one, tap each student on the shoulder. As you tap, each student should add their own "music" to the group by snapping, whistling, or singing in rhythm. The game should continue until all students have had a chance to add their voice, at which point the last one to join will slowly fade out. Each student will slowly fade their sound until only the original "da dum, da dum, da dum" remains.
(http://www.ehow.com/info_7904065_music-icebreakers-kids.html#ixzz2MPj2soIf)
7. School Board Game
No. 100 in 101 Music Games for Children, by Jerry Storms
8. Resource: Ice Breakers-60 Fun Activities to Build a Better Choir by Valerie Lippoldt Mack
(http://www.jwpepper.com/10029617.item)
9. Singdown
Split into 3 or 4 large groups. Give everyone 5 minutes to come up with a song that has the word... (insert word here) in it (you can start with something simple like "love," and then get more obscure, even use categories, etc. Go around and each group sings a song (any group that has that song on their list has to cross it out, so each song can only be "sung" once) and continue until only one group has a song left.
(http://www.iowachoral.org/rs/jhms/energizers.pdf)
10. Nursery Rhyme Skits
Have each group pick out of a hat the names of 2 unrelated nursery rhymes/fairy tales/children's stories, and any number of lines from songs (perhaps even obscure famous quotes) and give them 5 minutes to encorporate these into a skit.
(http://www.iowachoral.org/rs/jhms/energizers.pdf)
11. Singing Contest
Break the group into three to four smaller groups. The teacher or leader will give the groups a word, theme or topic (such as "Blue"). The teams have three minutes to come up with as many song lines as they can that mention the topic word. When the three minutes is up, each team will sing their lines together to the leader. Continue until you have exhausted the possibilities of the topic word, or one team passes, or one team is not able to sing together as a team, then choose another topic word.
(http://www.ehow.com/info_7904065_music-icebreakers-kids.html#ixzz2MPkJqHts)
Instrumental Music (Secondary)-
12. Treasure Hunt Activity
Plan a treasure hunt to familiarize students with your classroom. List 20 to 30 items found in the classroom and have the students search the classroom for those items. This way they will know where to find the dictionaries, glue sticks, spelling lists, graphic organizers, and so on. As they find an item, have students check it off the list. Not only does this activity familiarize students with the classroom, it has them asking questions about the materials!
(Madeline McDougal, Pocantico Schools, Sleepy Hollow, New York, nae.ccps.k12.fl.us/Ice1.doc)
13. Live Board Game
No. 99 in 101 Music Games for Children, by Jerry Storms
14. Resource: Ice Breakers 2- 64 More Fun Games and Fun Activities,
by Valerie Lippoldt Mack (http://www.amazon.com/IceBreakers-Games-Activities-Shawnee-Press/dp/1592352472)
15. What Do We Have in Common?
Split the students into pairs. Each pair will have 30 seconds to find 5 things they have in common. At the end of the 30 seconds, put two pairs together and give the foursome a minute to find something all 4 students have in common. Finally, each group can present the list of things they have in common. (You can use this activity to form student groups.) *Another idea is to continue to have them extending the group (larger and larger) finding at least one thing in common, until everyone in the room is part of the large group and everyone has at least one thing in common. (http://mrc.spps.org/uploads/icebreakers.pdf)
16. M&Ms
Pass around a bag of M&M's. Tell the students to take as many as they want. Once all the students have M&M's, tell them that for each M&M they took they have to say one thing about themselves. For instance, if a student took 10 M&M's, they would have to say 10 things about themselves.
An option: Each color of candy represents a category students must speak about.
Example: orange = scary memories,
red =great vacations,
green = something about your family,
blue = favorite hobbies, etc. (You could use skittles, toilet paper, or other item as well)
(http://mrc.spps.org/uploads/icebreakers.pdf)
Big Ideas and Essential Questions (to build Units)
General Music (Elementary)-
1. In what ways does rhythm impact how we hear/feel music?
2. How does rhythm make you feel?
3. Where else can you find rhythm?
4. What is the relationship between melody and speech?
5. How does melody make you feel?
6. Why do we like the music we like?
7. How does music impact our lives?
8. Is all sound music?
9. Why do we listen to music?
10. In what ways does melody impact how we hear/feel music?
11. How does melody make you feel?
12. Is all music beautiful?
13. How does creating and performing music differ from listening to music?
14. When is music entertainment and when is it an art?
15. Why do we make music?
16. Why do we like the music we like?
17. How is music made?
18. How is music used to tell a story?
Vocal Music (Secondary)-
19. What role does my voice play within the choir?
20. Is all sound music?
21. How does creating and performing music differ from listening to music?
22. How does my individual behavior as a performer and/or an audience member affect the
musical performance?
23. How does my individual participation benefit the whole ensemble?
24. What defines music?
25. At what point does sound become music?
26. How can different voice timbres be combined to change the quality of sound?
27. How can music evoke emotion?
28. Does all melody have contour?
29. What makes a conversation musical?
30. How does singing allow me to express myself?
Instrumental Music (Secondary)-
31. When does playing an instrument move from mere repetition to artful performance?
32. What role does my instrument play within an ensemble?
33. Is all sound music?
34. How does creating and performing music differ from listening to music?
35. What is the role of music in my life?
36. How does my individual participation benefit the whole ensemble?
37. How does playing an instrument allow me to express myself?
38. How does my individual behavior as a performer and/or audience member affect the musical
performance?
39. What is acceptable audience behavior and how can that message best be conveyed to the
audience?
40. What do I need to do to improve my sound and my musicianship?
41. How do I practice correctly and what should I practice? How do I know what to practice?
42. How is music used to tell a story?
43. How does culture affect music?
44. What makes a significant and meaningful performance?
45. How do I properly critique music? How do I develop critical listening skills?
46. How does a composition affect the emotional state of the listener?
1. In what ways does rhythm impact how we hear/feel music?
2. How does rhythm make you feel?
3. Where else can you find rhythm?
4. What is the relationship between melody and speech?
5. How does melody make you feel?
6. Why do we like the music we like?
7. How does music impact our lives?
8. Is all sound music?
9. Why do we listen to music?
10. In what ways does melody impact how we hear/feel music?
11. How does melody make you feel?
12. Is all music beautiful?
13. How does creating and performing music differ from listening to music?
14. When is music entertainment and when is it an art?
15. Why do we make music?
16. Why do we like the music we like?
17. How is music made?
18. How is music used to tell a story?
Vocal Music (Secondary)-
19. What role does my voice play within the choir?
20. Is all sound music?
21. How does creating and performing music differ from listening to music?
22. How does my individual behavior as a performer and/or an audience member affect the
musical performance?
23. How does my individual participation benefit the whole ensemble?
24. What defines music?
25. At what point does sound become music?
26. How can different voice timbres be combined to change the quality of sound?
27. How can music evoke emotion?
28. Does all melody have contour?
29. What makes a conversation musical?
30. How does singing allow me to express myself?
Instrumental Music (Secondary)-
31. When does playing an instrument move from mere repetition to artful performance?
32. What role does my instrument play within an ensemble?
33. Is all sound music?
34. How does creating and performing music differ from listening to music?
35. What is the role of music in my life?
36. How does my individual participation benefit the whole ensemble?
37. How does playing an instrument allow me to express myself?
38. How does my individual behavior as a performer and/or audience member affect the musical
performance?
39. What is acceptable audience behavior and how can that message best be conveyed to the
audience?
40. What do I need to do to improve my sound and my musicianship?
41. How do I practice correctly and what should I practice? How do I know what to practice?
42. How is music used to tell a story?
43. How does culture affect music?
44. What makes a significant and meaningful performance?
45. How do I properly critique music? How do I develop critical listening skills?
46. How does a composition affect the emotional state of the listener?
To Lead Discussion, Assessment, Meta-cognitive
and Reflective Activities:
General Music-
Rhythm: (generally Elementary)
1. Asses the students’ ability to... Read, Perform, Create, Hear/Listen to Rhythm by asking them to perform rhythms at varying tempi using body percussion.
2. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Rhythm by asking them to perform rhythms at varying tempi using instruments.
3. Assess the students’ ability to …Read, Perform, Create, Hear/Listen to Rhythm by asking them to perform rhythms at varying tempi using “echoing.”
4. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Rhythm by asking them to notate rhythms at varying tempi.
5. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Rhythm by asking them to dictate rhythms at varying tempi.
6. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Rhythm by asking them to compose rhythms at varying tempi.
7. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Rhythm by asking them to speak rhythms at varying tempi.
8. Assess the students’ ability to… Read, Perform, Create, Hear/Listen to Rhythm by asking them to play ostinato on Orff instruments.
9. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Rhythm by asking them to read and listen to rhythmic patterns and detect errors in the
notation/performance.
Melody: (generally Elementary)
10. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to echo sing.
11. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to sing with and without accompaniment.
12. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to do “Student led” call and response.
13. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to sing alone and in groups.
14. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to sing with solfege syllables.
15. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to sing on text.
16. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to read basic patterns (playing on instruments).
17. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to improvise melodic patterns.
18. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to dictate a melody or melodies.
19. Assess the students’ ability to …Read, Perform, Create, Hear/Listen to Melody by asking them to perform “error detection” on a melody or melodies.
20. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to compose a melody or melodies.
21. Assess the students’ ability to ...Read, Perform, Create, Hear/Listen to Melody by asking them to notate a melody.
22. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to critique a melody.
23. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to compare and contrast two or more different melodies.
Aesthetic: (generally Secondary)
24. Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to compare and contrast different pieces of music.
25. Assess the students’ ability to…Discuss, Critique, and articulate opinions about music by asking them to discuss literature, feelings and opinions related to
the question: “How does creating and performing music differ from listening to music?”
26. Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to write a self-reflection response to the question:
“Why do we make music?”
27. Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to write a self-reflection response to the question:
“Why do we listen to music?”
28. Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to write a self-reflection response to the question:
“Why do we like the music we like?”
29.Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to write a self-reflection response to the question:
“How is music made?”
30. Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to write a self-reflection response to the question: “Is
all sound music?”
31. Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to write a self-reflection response to the question:
“How does music impact our lives?”
Vocal Music (Secondary)-
32. Formative Assessments: Individual and Group Rehearsals
33. Formative Assessments: Discussions and Critiques
34. Formative Assessments: Part Testing
35. Formative Assessments: Individual and Group reflection
36. Formative Assessments: Teacher Observations
37. Formative Assessments: Self-Assessments
38. Summative Assessments: Group Performances reflecting appropriate musical understandings and techniques.
39. Summative Assessments: Individual reflections on cultural and career learning.
Instrumental Music (Secondary)-
40. Formative Assessments: Playing Test (Performance Rubric Utilized)
41. Formative Assessments: Informal Discussion/Critique
42. Formative Assessments: Group Performance
43. Formative Assessments: Practice/Homework
44. Formative Assessments: Individual Performance
45. Formative Assessments: Technology
46. Formative Assessments: Teacher Observation
47. Formative Assessments: Blog Comments
48. Formative Assessments: Reflections on Group Recordings
49. Summative Assessments: Performance linked to unit.
50. Summative Assessments: A Group performance reflective of the work we have done on proper mature tone, intonation, legato phrasing, correct notes and
rhythms
51. Summative Assessments: Concert Band concert
52. Summative Assessments: Spring Festival
Rhythm: (generally Elementary)
1. Asses the students’ ability to... Read, Perform, Create, Hear/Listen to Rhythm by asking them to perform rhythms at varying tempi using body percussion.
2. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Rhythm by asking them to perform rhythms at varying tempi using instruments.
3. Assess the students’ ability to …Read, Perform, Create, Hear/Listen to Rhythm by asking them to perform rhythms at varying tempi using “echoing.”
4. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Rhythm by asking them to notate rhythms at varying tempi.
5. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Rhythm by asking them to dictate rhythms at varying tempi.
6. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Rhythm by asking them to compose rhythms at varying tempi.
7. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Rhythm by asking them to speak rhythms at varying tempi.
8. Assess the students’ ability to… Read, Perform, Create, Hear/Listen to Rhythm by asking them to play ostinato on Orff instruments.
9. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Rhythm by asking them to read and listen to rhythmic patterns and detect errors in the
notation/performance.
Melody: (generally Elementary)
10. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to echo sing.
11. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to sing with and without accompaniment.
12. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to do “Student led” call and response.
13. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to sing alone and in groups.
14. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to sing with solfege syllables.
15. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to sing on text.
16. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to read basic patterns (playing on instruments).
17. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to improvise melodic patterns.
18. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to dictate a melody or melodies.
19. Assess the students’ ability to …Read, Perform, Create, Hear/Listen to Melody by asking them to perform “error detection” on a melody or melodies.
20. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to compose a melody or melodies.
21. Assess the students’ ability to ...Read, Perform, Create, Hear/Listen to Melody by asking them to notate a melody.
22. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to critique a melody.
23. Assess the students’ ability to…Read, Perform, Create, Hear/Listen to Melody by asking them to compare and contrast two or more different melodies.
Aesthetic: (generally Secondary)
24. Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to compare and contrast different pieces of music.
25. Assess the students’ ability to…Discuss, Critique, and articulate opinions about music by asking them to discuss literature, feelings and opinions related to
the question: “How does creating and performing music differ from listening to music?”
26. Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to write a self-reflection response to the question:
“Why do we make music?”
27. Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to write a self-reflection response to the question:
“Why do we listen to music?”
28. Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to write a self-reflection response to the question:
“Why do we like the music we like?”
29.Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to write a self-reflection response to the question:
“How is music made?”
30. Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to write a self-reflection response to the question: “Is
all sound music?”
31. Assess the students’ ability to…Discuss, Critique, and Articulate opinions about music by asking them to write a self-reflection response to the question:
“How does music impact our lives?”
Vocal Music (Secondary)-
32. Formative Assessments: Individual and Group Rehearsals
33. Formative Assessments: Discussions and Critiques
34. Formative Assessments: Part Testing
35. Formative Assessments: Individual and Group reflection
36. Formative Assessments: Teacher Observations
37. Formative Assessments: Self-Assessments
38. Summative Assessments: Group Performances reflecting appropriate musical understandings and techniques.
39. Summative Assessments: Individual reflections on cultural and career learning.
Instrumental Music (Secondary)-
40. Formative Assessments: Playing Test (Performance Rubric Utilized)
41. Formative Assessments: Informal Discussion/Critique
42. Formative Assessments: Group Performance
43. Formative Assessments: Practice/Homework
44. Formative Assessments: Individual Performance
45. Formative Assessments: Technology
46. Formative Assessments: Teacher Observation
47. Formative Assessments: Blog Comments
48. Formative Assessments: Reflections on Group Recordings
49. Summative Assessments: Performance linked to unit.
50. Summative Assessments: A Group performance reflective of the work we have done on proper mature tone, intonation, legato phrasing, correct notes and
rhythms
51. Summative Assessments: Concert Band concert
52. Summative Assessments: Spring Festival
Anticipatory Sets/Readiness Activities:
General (Elementary):
1. Introduction of ¾ Time-Signature
As the students enter the music room they will see and hear a video of the Waltz Scene (Ten Minutes Ago) from the musical, Cinderella, by Mary Rodgers.
The teacher will lead the class in 3/4 variations: (extension of the Anticipatory set)
1. Pat-clap-clap, Pat-clap-clap (while seated)
2. Continue this 3-beat pat-clap-clap pattern while standing.
3. Begin to add small steps on each quarter note. (Right-left-right** left-right-left**)
4. Drop on beat one, rise on beats 2 and 3 (Repeat)
5. Rock to side on beat 1, hold a freeze on beats 2 and 3 (Reverse and repeat)
6. Conduct a three beat with the students; down, out, up (repeat)
(http://www.jamesfrankel.com/rawlings3.htm)
2. Introduction to Exploring African Music
Have music playing from the soundtrack "Power of One" as class begins. Introduce the lesson in the following way: "Many songs which you heard as a small child, such as 'Rockabye Baby,' 'Jingle Bells,' and 'Twinkle, Twinkle Little Star,' have been passed down by parents to children for many years. These songs become a part of our lives, and mark the events we remember in our lives. African people use music in their everyday activities as well. Their music marks important events in their lives just as it does in ours. Their songs can teach us not only about African music, but also about African culture."
(http://teacherlink.ed.usu.edu/tlresources/units/byrnes-africa/chrbra%20folder/index.html)
3. Introduction to Unit on Music and Emotions
Read My Many Colored Days by Dr. Seuss. Use as a tool for discussion of different emotions. Question how they were portrayed in the book. Present poster with colors and ask children to name an emotion for each color. Fill in poster with emotion children decide on.
(http://lessonplanspage.com/musicartlaomusicandemotionsunit4partk4-htm/)
4. A Music Lesson on Steady Beat
Ask the students, “Do you know how you can feel your heartbeat?” Some students may put their hand on their chest. Others may know how to find their pulse. Show the students how to feel their pulse at their carotid artery at their neck with their two fingers. Assist students. Ask if anyone knows another word for “heartbeat.” Define the word, “pulse.”
Direct the students to find their pulse again. Model how to pat the pulse on their leg. Ask if anyone can pat the pulse that they feel on their leg. Students volunteer. Ask if the pats were all the same or if they were different in length. Demonstrate a pulse and then a rhythm of various lengths on your leg while asking question. (The students answer, “The same.”) Ask the students what would happen to their heart if the beats were not all the same. (Answers: you might be sick, or you would have to go to the hospital.)
(http://www.thinkbright.org/teachers/viewresource.asp?contentid=4749)
5. A Music Lesson on Tempo
Ask the students why a composer would write a slow song or a fast song. Discuss answers.
(http://www.thinkbright.org/teachers/viewresource.asp?contentid=4750)
Vocal (Secondary):
6. Vocalization: Do favorite exercises like Yawn sighs and Lip trills
7. Vocalization: Top-down exercise (even and unified all the way)
8. Vocalization: Modulate exercises (go to the V of whatever the next key is)
9. Vocalization: Mix steps and leaps (M3, me, P4)
10. Vocalization: Use a pitch pipe instead of a piano as much as possible
11. Vocalizations: Major, minor and other modal key exercises
12. Vocalization: “Drone” (I sing drone- they sing something else). The drone is a fixed note around which we pivet.
13. Vocalization: Contrary motion exercises
14. Vocalization: Parallel motion exercises
15. Resource: (CD series): More Winning Warm-Ups for the Voice by Kathleen Van De Graaff
16. Resource: Evoking Sound- The Choral Warm-Up (Method, Procedures, Planning, and Core Vocal Exercise). by James Jordan, published by GIA.
17. Resource: Sing Legato by Kenneth James
18. Resource: The Perfect Blend: by Timothy Seelig
19. Resource: The Complete Choral Warm-Up Book, by Robinson and Althouse, Alfred Publishing
20. Vocalization: Breathing exercises
21. Vocalization: Rhythm vocalizes
22. Vocalization: Incorporate the body- march in place, walk throughout the room
23. Vocalization: Ask singers to come up with movements themselves
Instrumental (Secondary):
24. Warm-Ups (Orchestra): Reviewing Instrument Position
25. Warm-Ups (Orchestra): Method book scale exercises
26. Warm-Ups (Orchestra): Listening exercises (echo playing)
27. Warm-Ups (Orchestra): Method book technical exercises
28. Warm-Ups (Band): Reviewing Instrument Position
29. Warm-Ups (Band): Band Balance exercises
30. Warm-Ups (Band): Chromatic warm-ups
31. Warm-Ups (Band): Lip Flexibility exercises
32. Warm-Ups (Band): Scale exercises (including whole-tone and blues scales)
33. Warm-Ups (Band): Arpeggio exercises
34. Warm-Ups (Band): Breath Control exercises
35. Warm-Ups (Band): Rhythmic exercises
36. Warm-Ups (Band): Tuning Chorales
37. Warm-Ups (Band): Percussion Rudiment exercises
38. Warm-Ups (Band): Review method book exercises
1. Introduction of ¾ Time-Signature
As the students enter the music room they will see and hear a video of the Waltz Scene (Ten Minutes Ago) from the musical, Cinderella, by Mary Rodgers.
The teacher will lead the class in 3/4 variations: (extension of the Anticipatory set)
1. Pat-clap-clap, Pat-clap-clap (while seated)
2. Continue this 3-beat pat-clap-clap pattern while standing.
3. Begin to add small steps on each quarter note. (Right-left-right** left-right-left**)
4. Drop on beat one, rise on beats 2 and 3 (Repeat)
5. Rock to side on beat 1, hold a freeze on beats 2 and 3 (Reverse and repeat)
6. Conduct a three beat with the students; down, out, up (repeat)
(http://www.jamesfrankel.com/rawlings3.htm)
2. Introduction to Exploring African Music
Have music playing from the soundtrack "Power of One" as class begins. Introduce the lesson in the following way: "Many songs which you heard as a small child, such as 'Rockabye Baby,' 'Jingle Bells,' and 'Twinkle, Twinkle Little Star,' have been passed down by parents to children for many years. These songs become a part of our lives, and mark the events we remember in our lives. African people use music in their everyday activities as well. Their music marks important events in their lives just as it does in ours. Their songs can teach us not only about African music, but also about African culture."
(http://teacherlink.ed.usu.edu/tlresources/units/byrnes-africa/chrbra%20folder/index.html)
3. Introduction to Unit on Music and Emotions
Read My Many Colored Days by Dr. Seuss. Use as a tool for discussion of different emotions. Question how they were portrayed in the book. Present poster with colors and ask children to name an emotion for each color. Fill in poster with emotion children decide on.
(http://lessonplanspage.com/musicartlaomusicandemotionsunit4partk4-htm/)
4. A Music Lesson on Steady Beat
Ask the students, “Do you know how you can feel your heartbeat?” Some students may put their hand on their chest. Others may know how to find their pulse. Show the students how to feel their pulse at their carotid artery at their neck with their two fingers. Assist students. Ask if anyone knows another word for “heartbeat.” Define the word, “pulse.”
Direct the students to find their pulse again. Model how to pat the pulse on their leg. Ask if anyone can pat the pulse that they feel on their leg. Students volunteer. Ask if the pats were all the same or if they were different in length. Demonstrate a pulse and then a rhythm of various lengths on your leg while asking question. (The students answer, “The same.”) Ask the students what would happen to their heart if the beats were not all the same. (Answers: you might be sick, or you would have to go to the hospital.)
(http://www.thinkbright.org/teachers/viewresource.asp?contentid=4749)
5. A Music Lesson on Tempo
Ask the students why a composer would write a slow song or a fast song. Discuss answers.
(http://www.thinkbright.org/teachers/viewresource.asp?contentid=4750)
Vocal (Secondary):
6. Vocalization: Do favorite exercises like Yawn sighs and Lip trills
7. Vocalization: Top-down exercise (even and unified all the way)
8. Vocalization: Modulate exercises (go to the V of whatever the next key is)
9. Vocalization: Mix steps and leaps (M3, me, P4)
10. Vocalization: Use a pitch pipe instead of a piano as much as possible
11. Vocalizations: Major, minor and other modal key exercises
12. Vocalization: “Drone” (I sing drone- they sing something else). The drone is a fixed note around which we pivet.
13. Vocalization: Contrary motion exercises
14. Vocalization: Parallel motion exercises
15. Resource: (CD series): More Winning Warm-Ups for the Voice by Kathleen Van De Graaff
16. Resource: Evoking Sound- The Choral Warm-Up (Method, Procedures, Planning, and Core Vocal Exercise). by James Jordan, published by GIA.
17. Resource: Sing Legato by Kenneth James
18. Resource: The Perfect Blend: by Timothy Seelig
19. Resource: The Complete Choral Warm-Up Book, by Robinson and Althouse, Alfred Publishing
20. Vocalization: Breathing exercises
21. Vocalization: Rhythm vocalizes
22. Vocalization: Incorporate the body- march in place, walk throughout the room
23. Vocalization: Ask singers to come up with movements themselves
Instrumental (Secondary):
24. Warm-Ups (Orchestra): Reviewing Instrument Position
25. Warm-Ups (Orchestra): Method book scale exercises
26. Warm-Ups (Orchestra): Listening exercises (echo playing)
27. Warm-Ups (Orchestra): Method book technical exercises
28. Warm-Ups (Band): Reviewing Instrument Position
29. Warm-Ups (Band): Band Balance exercises
30. Warm-Ups (Band): Chromatic warm-ups
31. Warm-Ups (Band): Lip Flexibility exercises
32. Warm-Ups (Band): Scale exercises (including whole-tone and blues scales)
33. Warm-Ups (Band): Arpeggio exercises
34. Warm-Ups (Band): Breath Control exercises
35. Warm-Ups (Band): Rhythmic exercises
36. Warm-Ups (Band): Tuning Chorales
37. Warm-Ups (Band): Percussion Rudiment exercises
38. Warm-Ups (Band): Review method book exercises
Relationship Building and Classroom Community: (coming in August 2013)
General (Elementary):
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Vocal (Secondary):
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Instrumental (Secondary):
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Vocal (Secondary):
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Instrumental (Secondary):
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Closures: (coming August 2013)
General (Elementary):
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Vocal (Secondary):
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Instrumental (Secondary):
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Vocal (Secondary):
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Instrumental (Secondary):
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