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Topic: First Day of Music Class: Lets Get to Know Each Other Subject: 6 Grade Music
SOLs:
6.4 The student will perform rhythmic patterns that include whole notes, half notes,
quarter notes, eighth notes, and corresponding rests.
6.6 The student will create music through a variety of sound and notational sources by
1. improvising four-measure melodic and rhythmic phrases;
6.7 The student will explore historical and cultural aspects of music by
1. identifying and describing the cultures, musical styles, composers, and historical periods associated
with the music literature being studied;
4.
identifying the relationship of music to the other fine arts and other fields of knowledge
6.10
The student will investigate aesthetic concepts related to music by
1. identifying reasons for preferences among works of music;
2. identifying ways in which music evokes sensory, emotional, and intellectual responses, including ways
in which music can be persuasive
Rationale:
This is the first day of music class for 6th graders, so this lesson is all about getting to know one another
as many of the students do not know each other or do not typically congregate with one another.
Furthermore, after today students will understand the procedures of music class and can begin to think
critically about why is music class so important.
Objectives:
SWBAT
1. Introduce themselves to the class and share important details about them by playing music and nonmusic games.
2. Compose a rhythm and perform it for the class using body percussion.
3. Offer one reason why we listen to music and/or why music class is important.
Content Outline:
paper
Instructional Strategies
As much as it takes Game (15 min)
As students walk in, they will hear this music and be instructed to think about what they like
and do not like about the song.
Quick discussion
TW pass a roll of toilet paper around to the students, only giving the instruction, Take as
much as it takes to get the job done. TW play a short song to act as a timer for when the roll
must have reached every student.
SW take as much or as little toilet paper as they want. After everyone has their toilet paper,
TW instruct students to tear off their sheets and count how many they have.
SW offer that many facts about themselves to the class by coming up to the front and sharing.
TW go first as a model.
All SW share their facts. If too much toilet paper has been taken, TW modify by having them
divide the amount by 2, or even 3 as needed. TW help students who cannot think of enough
facts with leading questions (name, family, color, food, favorite music, subject, sport, etc.)
Say my name in rhythm (5 min)
TW ask students what types of sounds can we make with our bodies only
SW perform each body percussion sound together. TW compose a short rhythm using body percussion,
SW echo.
TW pick a body percussion sound and create a rhythm to say My name is ____. SW echo.
SW each do this by picking a body percussion sound and creating a rhythm to say their name. SW
TW call on students to share why we listen to music, why should we take music class, what
types of music we listen to, and what is unique about music. TW write down every answer on
the board so everyone can see all the reasons.
What do I want from music class survey (5 min)
Students will be given a survey and told to answer it 100% honestly with the following
questions:
What are you most excited for in music class?
What are you least excited for in music class?
What questions do you have for Mrs. Niblett?
What do you really want to learn in music class?
Products:
Assessments:
facts during the toilet paper game, and offer their name in a
Closure:
Homework:
N/A
in music class.
Differentiation:
Materials Needed:
White Board/Markers
timer