Instruments

INSTRUMENTS

https://drive.google.com/file/d/12Gy0ZhVPbijQe7nsUAAQ34eTABwdQLHA/view?usp=sharing

 

 

Teacher: María Prada

Course: First grade/Primary

Subject: Music

Title of the unit: Instruments

  

1.-OBJECTIVES

·      Distinguish string, wind and percussion instruments.

·      Know the name and parts of the basic instruments from each family.

·      Learn how to use some instruments correctly.

·      Enjoy playing some instruments.

·      Recognize the sound of some instruments.

 

 

2.-CONTENTS

·      Instrument families.

·      Materials used in each family.

·      Way of playing and the sound of some of them.

 

3.- LANGUAGE CONTENT:

         3.1.- Vocabulary:

Nouns, adjetives, verbs

Familias de instrumentos	Instrument families
Instrumentos de cuerda, viento y percusión	String, wind/brass and percussion instruments
Violín, viola, cello y contrabajo. Guitarra. Piano.	Violin or fiddle, viola, cello and double bass. Guitar. Piano
Clarinete, trompeta, oboe, saxo, flauta.	Clarinet, trumpet, oboe, sax, flute, recorder.
Claves, maracas, tambor, platillos, …	Claves, maracas, drums, cymbals…
Tamaño (grande, pequeño)	Size (big, small)
Fuerte, suave. Agradable, desagradable.	Loud, soft. Nice, nasty.
De madera, metálico, de plástico, dorado.	Wooden, metalic, plastic, gold.
Golpear, frotar, soplar, tocar, pellizcar…	Hitting, rubbing, blowing, playing, pinching,…

 

       3.2.- Structures:

·       Routines: Welcome song.

§  Have you ever been in a concert?

§  What is your favorite instrument?

§  Do you play/know someone who plays an instrument?

·       Grammar: What's this? This is…

§  Is this a…? Yes, it is/No, it isn´t

§  I like/I don't like

·       Classroom management: please, can I…?, today´s helper, listen in silence.

 

3.3.- Discourse Type:

·       Exposition

·       Description

·       Dialogue

 

3.4.- Language skills:

·       Listening

·       Speaking

·       Writing

4. Contextual (cultural) elements

     Instruments will be present in our pupils' lives from their birth. Some of them will study music and some will not. However, all of them have the opportunity to express themselves through music, using body percussion, small percussion instruments in the classroom, …

 

5. Cognitive (thinking) processes

       Creativity, recognition, expression, play, emotional intelligence, explanation, thinking…

Expositive, experiential model.

 

6.-Tasks/activities

     6a.- Tasks:

·       Make a poster of each family.

·       Active listening of some instruments to distinguish them.

·       Play body percussion.

·       Play instruments.

·       Interpret musicograms.

 

6b.-Activities:

·       Activity 1: presentation of the instruments. Watching videos. Drawings to color, cut and glue.

 

https://www.symbaloo.com/home/mix/13ePC27g9i

 

 

https://www.papertraildesign.com/i-spy-music-activity/

 

 

http://sarahmccune.blogspot.com/2007/10/concept-maps.html

 

·       Activity 2: we play "I spy with my little eye something beggining with…" and "hangman".

 

·       Activity 3: analize some characteristics of the instruments from each family.

 

https://www.dallassymphony.org/community-education/dso-kids/listen-watch/instruments/

 

 

 

·       Activity 4: presentation of the quarter note. Play with instruments some patterns.

https://didacmusic.com/const2/09quarterandrest/game.html

·       Activity 5: explain how the metronome works. We are going to use it every time we play a music sheet.

https://www.imusic-school.com/es/herramientas/metronomo-en-linea/

 

·       Activity 6: Musicogram "Clap, clap, sound" with body percussion (https://youtu.be/6UYnHJqo7_4). We´ll change our bodies for instruments.

                      Musicogram "Savage love" with body percussion:  https://www.youtube.com/watch?v=qwbNvOHzZ_s&t=12s

We finish freely dancing the song.

 

 

 

7.- METHODOLOGY

Active and participatory. Cooperative learning. Student-centered.

 

7.1.- ORGANIZATION AND CLASS DISTRIBUTION/TIMING

Big group. Work in pairs.

Four sessions (50 minutes):

·       Session 1: activity 1

·       Session 2: finish activity 1 and star number 2 and 3.

·       Session 3: activities 4 and 5.

·       Session 4: activity 6.

 

7.2.- RESOURCES/MATERIALS

Digital board with internet conection.

Drawings, cardstocks, feltpens, crayons, scissor, glue.

Instruments.

Flashcards.

 

      7.3.- KEY COMPETENCES

Digital, social and civic, learning to learn, comunicating in a foreing language.

 

8.- EVALUATION

      8.1.- CRITERIA:

·       Identifies instrument families and recognizes their sound.

·       Discover the sound possibilities of your own body.

·       Interpret the proposed rhythms.

·       Shows interest and respect in playing the instruments correctly.

·       Follow the instructions given for the correct execution of the tasks.

·       Proper interest and attitude.

 

8.2.- INSTRUMENTS:

·       Direct observation.

·       Materials created by students.

·      Register of tasks and behavior.

MARÍA PRADA CONEJERO