Music Lesson Plan
● Overview And Main Objectives:
Unit Theme:Music Dynamics
1. Illustrate blending vocal timbres.
2. Match dynamic levels.
3. Respond to the gestures of a conductor while singing in groups.
M.CR.1: Generate musical ideas through reading, notating, and/or interpreting music.
All objectives align with the Oklahoma state standards
( PK.M.CR.1.1, K.M.CR.1.1,1.M.CR.1.1, 2.M.CR.1.1, 3.M.CR.1.1, 4.M.CR.1.1)
● Objectives and plans will be altered for grades (pre-k to 4th), and adjusted as needed.
Phases Teacher guide Vocabulary
Objectives
At the end of Week 3, students will demonstrate their -Timbre
learning by performing their compositions and participating in
an ear training activity - Blend
- Dynamics
-Adaptations: Adjusting activities based on age and skill
level. For Pre-K, using more visuals and hands-on activities; - Conductor
for older grades, incorporate more complex patterns and
melodies. - Gesture
-Assessment: Throughout the lessons, assess students'
ability to: -Forte
-Recognize note values and accurately interpret rhythms. - Piano
-Maintain steady timing in 2/4, 3/4, and 4/4 meters.
-Compose and perform an ostinato with various rhythmic
values.
Material needed Time
Visuals showing vocal types (high, low, soft, loud), simple
songs, hand puppets for Pre-K.
Week 1:Introduction
to Group Singing and Day 1: Exploring Vocal Timbres
Conducting.
(December 2 to 6) ● Materials Needed: Visuals showing vocal types
(high, low, soft, loud), simple songs, hand puppets for
Pre-K.
● Vocabulary: Timbre, Blend, Dynamics, Conductor,
Gesture.
Lesson Activities:
-5 minutes
1. Warm-Up: Vocal exploration—have students echo
high, low, soft, and loud pitches. -10 minutes:
2. Introduction to Timbres: Explain timbre as the "color"
of sound. Practice blending by singing long vowels -15 minutes
(e.g., "ah") together softly.
3. Simple Song Practice:Teach a simple group song -10 minutes
(e.g., "Row, Row, Row Your Boat") and focus on
matching timbres.
4. Activity: Divide the class into two groups to alternate
between soft and strong singing.
Assessment: Observe students’ ability to blend their voices
and match group dynamics.
Day 2: Matching Dynamics
● Materials Needed: Dynamic signs (forte, piano),
conductor baton, drum for cues.
● Vocabulary: Forte, Piano, Dynamics, Crescendo,
Decrescendo.
Lesson Activities:
1. Warm-Up: Vocal exploration—have students echo
high, low, soft, and loud pitches. -5 minutes
2. Introduction to Timbres: Explain timbre as the "color"
of sound. Practice blending by singing long vowels -10 minutes:
(e.g., "ah") together softly.
3. Simple Song Practice: Teach a simple group song -15 minutes
(e.g., "Row, Row, Row Your Boat") and focus on
matching timbres. -10 minutes
4. Activity: Divide the class into two groups to alternate
between soft and strong singing..
Assessment: Check students’ ability to adjust dynamics in
response to teacher gestures.
Week 2: Building Day 1: Responding to Conducting Gestures
Conducting and
Group ● Materials Needed: Conductor baton, large dynamic
Responsiveness cards, group song visuals.
● Vocabulary: Gesture, Conductor, Cue.
(December 9 to 13)
Lesson Activities:
1. Warm-Up: Practice following simple hand gestures -5 minutes
(e.g., stop, go, louder, softer).
2. Conducting Practice: Teach simple conducting -10 minutes:
patterns (e.g., 4/4 beat). Students follow gestures
while clapping rhythms. -15 minutes
3. Song Practice: Sing the song from Week 1 with
conductor-led gestures. Alternate student leaders as -10 minutes
conductors.
4. Group Reflection: Discuss how gestures help unify
the group.
Assessment: Observe students’ ability to follow conducting
cues accurately.
Day 2:Combining Dynamics and Timbre
● Materials Needed: Song lyrics, dynamic cards, and
hand signs.
● Vocabulary: Blend, Crescendo, Decrescendo.
Lesson Activities:
1. Warm-Up Practice crescendo (gradually louder) and -5 minutes
decrescendo (gradually softer).
2. Group Singing: Divide the class into small groups.
Assign each group different dynamics or vocal -10 minutes:
timbres to sing in harmony.
3. Interactive Activity: Switch dynamics and timbres -15 minutes
within groups. Practice adjusting instantly in response
to conductor gestures. -10 minutes
4. Closure: Have groups reflect on what made their
sound blend well.
Assessment: Evaluate students’ ability to match timbres and
dynamics as a group.
Week 3: Culminating
Performance and Day 1: Final Rehearsal
Reflection.
(December 16 to 20) ● Materials Needed: Song lyrics, conductor baton,
group performance space.
● Vocabulary: Blend, Dynamics, Gesture, Ensemble.
Lesson Activities:
1. Warm-Up (5 minutes): Review all learned gestures -5 minutes
and dynamic changes.
2. Group Singing (10 minutes): Rehearse the group
song, focusing on blending timbres and matching -10 minutes:
dynamics.
3. Performance Practice (20 minutes): Assign student -15 minutes
conductors to lead sections. Practice responding to
their gestures. Rotate conductors for fairness. -10 minutes
4. Feedback Session (5 minutes): Provide
constructive feedback to student conductors and
singers.
Assessment: Observe students’ group cohesion and
responsiveness to conducting gestures.
Day 2: Combining Dynamics and Timbre
● Materials Needed: Song lyrics, dynamic cards, and
hand signs.
● Vocabulary: Blend, Crescendo, Decrescendo.
Lesson Activities:
1. Warm-Up: Practice crescendo (gradually louder) and
decrescendo (gradually softer).
2. Group Singing: Divide the class into small groups. -5 minutes
Assign each group different dynamics or vocal
-10 minutes:
timbres to sing in harmony.
3. Interactive Activity: Switch dynamics and timbres
-15 minutes
within groups. Practice adjusting instantly in response
to conductor gestures. -10 minutes
4. Closure: Have groups reflect on what made their
sound blend well.
Assessment: Evaluate students’ ability to match timbres
and dynamics as a group.
