Developing a Lesson Plan Design
Based on
Based on the Teaching Strategiesthe Teaching Strategies
Te goal of this section is to show how our model of instruction and learning incorporates information for developing musical literacy into the preparation/practice and presentation lesson plan designs.
In the cognitive phase of learning, students explore a music concept moving through three stages of learning. In stage 1, they learn to internalize music and con- struct kinesthetic awareness. In stage 2, they learn to describe the characteristics of the new concept by constructing aural awareness. In stage 3, they construct a repre- sentation of the new concept. he stages of learning in this phase are explored in three lesson plans.
In the associative phase of learning, students learn how to describe the sounds of music with rhythm or solfège syllables and how to translate these sounds into music notation. Stage 1 is aural presentation of the new rhythmic or melodic syllables and hand signs using known song material that contains the target pattern (the most frequent pat- tern that contains the new element) and related patterns . Stage 2 is visual presentatio n of the target pattern using traditional notation. Each stage of learning here is explored in a lesson plan.
In the assimilative phase of learning, students practice and gain uency in integrating the new element into their vocabulary of other known rhythmic and melodic elements. In stage 1, students aurally practice the rhythm or solfège syllables and hand signs for the new ele- ment with music skills. In stage 2, students visually practice the new element with musical skills. Aural practice should take place independently from visual practice, but visual prac- tice should never take place without recourse to aural practice. Tese stages of learning take place in a concentrated manner over three lessons and may be practiced independently or combined.
Figure 3.14 demonstrates how the phases of learning are reected in dierent types of lessons.
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Fig.
Fig. 3.14 3.14 Connecting Connecting Lesson Lesson Plans Plans to to Phases Phases of of LearningLearning and Instruction
and Instruction
PHASE ONE: HE COGNIIVE PHASE PREPARAION PHASE ONE: HE COGNIIVE PHASE PREPARAION
Lesson 1
Stage 1: internalizing music through kinesthetic activities; constructing kinesthetic awareness
Ss
Ss listen to sing the new song.
Ss
Ss perform the new song with movement.
Rationale: to match patterns of experience to patterns of music. Lesson 2
Stage 2: describe what you hear; constructing aural awareness by responding to questions
Ss
Ss aurally analyze the characteristics of the new musical element with the help of the teacher.
Ss
Ss describe the characteristics of the new element. Rationale: to verbalize what they perceive. Lesson 3
Stage 3: constructing a representation from memory: constructing visual awareness
Ss
Ss create a visual representation based on their aural understanding. Rationale: to visually represent what they have heard and verbalized.
PHASE WO: HE ASSOCIAIVE PHASE PRESENAION PHASE WO: HE ASSOCIAIVE PHASE PRESENAION
Lesson 4
Stage 1: associate the sound of the new element with solfège or rhythmic syllables. Lesson 5
Stage 2: associate traditional notation with the sound of the new musical element. Aer lesson 5, the new element is now referred to as a known element.
PHASE HREE: ASSIMIL
PHASE HREE: ASSIMIL AIVE PHASAIVE PHAS E PRACICEE PRACICE
Aer the h lesson, begins with the introduction of another new element in preparation/ practice and presentation lesson plan cycle. During the practice segments of these lessons,
assimilates the known element.
Stage 1:SsSs aurally practice music skills, assimilating the new element, in familiar and new songs.
Stage 2:SsSs visually practice music skills, assimilating the new element, in familiar and new songs.
Teaching Strategies Teaching Strategies
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Te lesson plan designs and lesson plans below represent how students begin the process of understanding the sounds of a new element before learning how to notate it. Tese plans show where the various phases and stages of learning take place. We will include aer each plan design a lesson plan segment from an actual lesson plan so you can see how these ideas translate into practical applications in the classroom. For the purposes of showing you examples of lesson plans, we use these elements:
Lesson 1: Kinesthetic
Lesson 1: Kinesthetic
Table 3.8 shows the lesson plan design for developing a preparation/practice lesson plan framework for the cognitive phase of learning, stage 1.
Table 3.8
Table 3.8
Outcome Outcome
INRODUCOR
INRODUCOR Y ACIVIIESY ACIVIIES Warm-up
Warm-up Sing known songs Sing known songs Develop tuneful singing Develop tuneful singing one production one production Diction Diction Expression Expression
Review known songs and elements Review known songs and elements
CORE ACIVIIES CORE ACIVIIES each a new song
each a new song Preparation of new concept Preparation of new concept
Develop knowledge of music literacy concepts
Internalize music through kinesthetic activities
Cognitive Phase, Stage 1 Cognitive Phase, Stage 1 Ss
Ss listen to the instructor sing the focus song.
Ss
Ss perform the focus song with a movement that demonstrates the concept.
Rationale: o match patterns of experience to patterns of music.
(Continued ) New element Grade 3, Unit 3, low la
Known element Grade 3, Unit 3, eighth note followed by two sixteenth notes New element Grade 3, Unit 4, teaching two sixteenth notes followed
by an eighth note Known element Grade 3, Unit 4, low la
KODÁLY IN THE THIRD GRADE CLASSROOM
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Creative movement Creative movement
Practice music performance and Practice music performance and literacy skills
literacy skills
Reading and listening
SUMMARY ACIVIIES SUMMARY ACIVIIES Review lesson outcomes
Review lesson outcomes
Review the new song
Table 3.9 shows a lesson plan for developing a preparation/practice lesson plan frame - work for the cognitive phase of learning, stage 1.