First, introduce the puppets to the children. Inform the children that “this is Forte Frog and this is Piano Penguin. Say hello to them! ” Let the children greet the puppets.
Else the puppets in hand and reply the children accordingly; loudly for Forte Frog and softly for Piano Penguin. Explain to the children that “Forte Frog is a very noisy frog that loves loud music. Now, can you say hello to Forte Frog again but loudly this time round” Reply the children loudly and proceed to introduce Piano Penguin. With the Piano Penguin puppet in your hand, pretend that he is whispering something to your ear and ask the children to be very quiet first. Then tell the children “Oh, this is Piano Penguin. He told me that he is very very very shy and he only likes quiet music.Order now
Now, let’s say hello to Piano penguin softly shall we? ‘ Again, reply to the children but softly this time round. Lesson Development: New Skills/Concepts: Attentive listening skills, move responsively to music- dynamics in music Process: Now that the children are aware of the two different puppets, put on a classical piece that changes its dynamics levels often. Hide the two puppets behind you. Play the music, when the music is quiet hold out Piano Penguin and ask the children to make themselves as small as they can when they see Piano Penguin.
When the music gets louder, hide Piano Penguin behind you and hold out Forte Frog. Ask the children to make themselves as big as they can. As the music continues, the children Will slowly have to recognize which dynamic the song is at when either Forte Frog or Piano Penguin appears and “grow” or “shrink” their bodies accordingly to the dynamics of the song. This will give them a sense of dynamics in the music. Remove the use of the puppets when the children are able to recognize and distinguished the dynamics of the song without looking at them.
This activity not only helps the children to appreciate and understand music but also aids in their physical development – gross motor skills which is most evident in this age group as they have just spent a good portion tooth developing gross and fine motor skills” (Walsh, 2009), a-year-olds are often described as “energetic” and Imaginative” (Ostriches, 1995) thus this activity touches on these two aspects to aid in their development as the children gets to express themselves via music by using their body as a creative expression.
Transition: When getting the children ready for their closure activity, you can use the puppets again to inform the children to settle down and get ready for the next activity. Poor example, you can use the Porte grog and speak loudly to he children “alright children, Piano Penguin have something to say now. Can we lower down our volume a little so that we can hear our friend? ” After the children has settle down, use Piano Penguin and say “Hello friends, I really enjoyed today hope you all feel the same way too.
Porte grog and I hue to go soon, shall we do this one more time before we say our goodbyes? ” Proceed on to the closure activity after this. Closure: NOW that the children have developed a sense Of dynamics in the music, let the children try it out again but with another song this mime round. Let the children pick the song themselves. This closure activity will help to reinforce what the children have learnt and also it helps the teacher to check at which level the children are at; fifthly have understood everything or are having some difficulties in certain aspects.
Follow up: Leave the puppets in the learning corner or the table tops. Children can play with the puppets and play around with their intonations when indulging in pretend play with the puppets. For example, the children will speak loudly when they are playing with Forte Frog ND they will whisper when they use Piano Penguins in their role play. Activity 2 “Cold and Hot Game” Activity Title: Cold and Hot Game I _ Children Will be able to recognize rhythm patterns in music 2.
Children Will be able to develop a sense of rhythm in music through creative movement Materials/Resources: Object to be hidden – Teddy Bear Introduction: As this activity is a continuation from their previous lesson on dynamics, it is good to Start Of the day by reiterating What they have learnt. Ask them if they remembered Forte Frog and Piano Penguin. Teach them a simple once movement to reinforce their lesson on dynamics and also to lead them to the main activity for the day.
You can ask the children to sing a simple tune that they are familiar with, egg: twinkle twinkle little star, ask them to stamp their feet rhythmically to this notating rhythm: xx xx xx X, xx xx xx X, xx xx xx X etc. (Horn, 2001). Demonstrate this with the children and go through this with them so that they will understand it. Lesson Development: New Skills/Concepts: Communicating through creative enactment, teamwork, using body percussion to perform rhythm patterns, process: For this activity, SE an item trot the classroom that is portable and easy to spot when hidden.
For example, you can use a teddy hear as the object to be hidden, Now, explain to the children the game that they are playing, explain the rules and what is expected of them during this game play. Pick one child to be the “Hider” and another child to be the “Seeker’. Ask the Seeker to stand in a corner far away where he/she is unable to see or hear vatu is going on the classroom. Now, ask the Hider to hide the Teddy Bear anaphora within the classroom As the Hider is hiding the Teddy Bear, the rest of the classmates are able to see this.
When the Hider is done, ensure with the rest of the class that they know where the Teddy Bear is hidden before you ask the Seeker to re-enters the classroom. Once the Seeker is back in the classroom, have the class starting singing a simple song, egg: baa baa black sheep, while stamping their feet to the rhythm of the song as they have done so during the introduction. DO this dance movement along With the children as a form of guidance for them to follow.
The children will have to tip toe softly and tap their feet lightly (Piano) if the Seeker is far away from the Object ND then the children will have to gradually stamp their feet hard and loudly (Forte) when the Seeker is close to the object. This activity not only touches on what the children have learn previously, Dynamics, but also allows the children to be expose to the rhythm of the song during their dance movement.
Children at this level are “interested in rhythms and rhythm instruments and should be able to play along with songs even though they might not be able to keep a steady beat yet,” (England, BIBB) 50 this activity caters to their interest as they uses their body as a percussion to make the rhythm. Transition: To settle the children down, you can clap your hands in a certain rhythm that indicates the children that is time to settle down and hurdle together. Most of the centers adopt this practice to easy manage the children during transitions and switch of activities.
Closure: Have the children sit down and ask them to sing another song, be star light star bright. After singing the song and familiarizing with the tune of the song, have the children to listen to the song and clap the rhythm onto their knees. This Veil show if the children are able to apply what they have learnt onto another song. Assist them if they are still having any difficulties in doing so. Googol up: As a follow up activity, you Can teach the children the notation rhythm to the song that they have learnt in this lesson.