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MUSIC 3 Lesson Plan

1. The document outlines a music lesson on pitch that introduces students to the musical staff, Italian musical terms for dynamics and tempo, and the solfege syllables (Do Re Mi Fa So La Ti Do). 2. Students practice singing "Do Re Mi" and performing the corresponding Curwen hand signs. They identify the relative pitches of the solfege syllables and their placement on the musical staff. 3. The lesson evaluates students by having them draw and label the pitches on a musical staff and identify tones as low, moderate, or high. They are assigned to sing and interpret "Twinkle, Twinkle Little Star" using body movements.

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Leslyn Bangibang Diaz
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6K views

MUSIC 3 Lesson Plan

1. The document outlines a music lesson on pitch that introduces students to the musical staff, Italian musical terms for dynamics and tempo, and the solfege syllables (Do Re Mi Fa So La Ti Do). 2. Students practice singing "Do Re Mi" and performing the corresponding Curwen hand signs. They identify the relative pitches of the solfege syllables and their placement on the musical staff. 3. The lesson evaluates students by having them draw and label the pitches on a musical staff and identify tones as low, moderate, or high. They are assigned to sing and interpret "Twinkle, Twinkle Little Star" using body movements.

Uploaded by

Leslyn Bangibang Diaz
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MUSIC 3 Date

Objectives:
1.Know the musical staff
2. Identify the pitch of a tone as:
high -higher
moderately high -higher
moderately low lower
low lower
(DO RE MI FA SO LA TI DO)
3. Perform the Curwen hand signs
Subject Matter:
Pitch
Reference:
LM: _MU3ME-IIa-1 _ / MU3ME-IIa-2 /Enjoying Life Through Music & Art
LG: ______
CG: ____19_____
Learning Tasks
A. Preliminary Activities
1. Drill
Tell the meaning of the following words Italian Words.
Piano- Soft
Mezzo Piano – Moderately Soft
Mezzo Forte – Moderately Loud
Forte - Loud
Adagio – Slow
Moderato moderate
Allegro -Fast
2. Review
Answer the following.
__________ 1. The loudness and softness of sound.
A. Dynamics B. Tempo C. Timbre
__________ 2. This gives more meaning and feeling to a song.
A. Dynamics B. Tempo C. Timbre
__________ 3. It is how fast, slow, or moderate a song should be sung.
A. Dynamics B. Tempo C. Timbre
__________ 4. It is the quality of sound that we hear and produce.
A. Dynamics B. Tempo C. Timbre
__________ 5. The song that can be sung softly.
A. Happy Birthday B. Kung Ikaw ay Masaya
C. Rock-a-Bye Baby

3. Motivation
Have you observed that some things around us are found high above while some things are
on or under the ground? Look at the pictures below and group them into high and low. (Let
the pupils open their books on page 93.)

Sounds may also be high or low. Look at the pictures on age 94. Imagine how the
instruments sound. Group them into high and low by drawing them in the correct box.
(Ask the pupils to give more examples of other musical instruments or objects that produce high
and low sounds)
B. Developmental Activities
1. Presentation
Some sounds that we hear are high and some are low. In music there are also high and low
sounds that are arranged in a way that is pleasing to the ear.
(Let the pupils listen to the teacher sing “ Do Re Mi” and let them sing the song afterward
while moving their hands according to the tune of the song.)

2. Discussion
The high and low sounds in music are called pitches. These pitches are arranged to create
melodies. We will learn the pitches that are high and low

Now, see the pitches DO RE and MI on the staff. The pitches may be written as notes on the
lines and spaces of the staff. These notes will tell you if the melody is going up going down
or just the same.

FA is higher than MI but lower than SO. FA is just above MI and just below SO

The pitch TI is just above LA and high DO is just above the pitch TI.
TI is just a half step away from High DO and a whole step away from LA. Therefore TI is
closer to high DO than it is to LA.

(Introduce also to them the Curwen Hand Signals which may help them sing high and low
pitches.

3. Activity 1
Group Work. Divide the class into four groups. Let them fill in the staff with the correct
pitches from lower DO to higher DO.

Activity 2.
Let the pupils sing DO RE MI with the correct rhythm and pitch. Let them practice the hand
signs.

4.Generalization
Melody is the tune of a particular song.
It is that “singable” part of an instrumental or vocal piece.
Melody is made up of both rhythm and pitches. (rhythm + pitch = melody)
Pitch is the highness or lowness of sounds.
• Pitches are named using letters or so-fa syllables.
• Pitches are notated on a musical staff, a symbol made up of 5 lines and 4 spaces.
• A musical staff needs to be marked by a clef sign in order for you to know the identity of a
notated pitch.
5.Application
Group Work
Practice the hand signs of the song DO RE MI and perform it to the class.

Evaluation:
1. On a piece of paper draw a musical staff and label the pitches DO RE MI FA SO LA TI DO
using a circle.
2. Identify if the given tone is low, moderate, or high

Assignment:
Study the song “Twinkle, Twinkle Little Star”.
Sing/perform the melody of the song using body movements in Interpreting high, low and
moderate tones
Remarks:
Mastery Level:

Prepared by

ZIPPORAH A. ORTEGA
Adviser

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