This project contains a three day detailed unit design for my unit on how to teach the song, "El Barquito."
El Barquito Unit DesignMoving and Grooving to ME
The task was to create an experience design focused on a movement-centric based activity using a song of our choosing that we felt fit for a 4th grade class of students. We are going to share a 5-8 minute segment of our activity in our class. In the class, I will begin by having them walk/march in to the beat of a drum they hear. Then, I will do a quick call and response welcome song, some melodic solfegge patterns, and a couple of rhythmic pattern echoes. We will shake out our bodies to warm them up and then I will teach them the movements to the chorus of Taylor Swift's "Me" using Weikarts say, say and do, whisper and do, and think and do method. If we have enough time, I will ask the students to create their own movement for a part of this song. Then we will debrief the experience by discussing how the activity made them feel and what it tells them so far about a song, which will lead us next class to discussing further elements of a song. Afterwards, we will finish our time by singing a goodbye song and moving out of the classroom space.
Identifying a Goal
The main music goal I am focusing on is that the student will create a different pattern of movements for each different section of the song (i.e. verse, pre-chorus, chorus, bridge, instrumental interlude) by the end of the class period. The music I selected was the song, "Me", by Taylor Swift because it is a fun, upbeat, and current song that I believe 4th graders would enjoy. The beat is also not too fast, so it will be easy to grasp the pattern of movements.
For this experience, I would begin by having them listen to the song and me saying the moves aloud for the first verse and chorus (ex. point both thumbs to self) and then have them say the moves aloud for the second verse and chorus. Then I would play the song again and have me say the moves and do them for the first verse and chorus and then have then say the moves and do them with me for the second verse and chorus. The next step would be to do the same thing as the second step, except they would whisper and do all the moves for the first and second verse, and chorus with me. Lastly, we would play the whole song and do the movements with it without saying the moves aloud at all. Once the students have done this activity, I would have them discuss what they did and eventually lead them into a conversation about the elements of a song and how our movements related to those sections and phrases. If there is extra time, a fun challenge would to have one student be the leader/conductor and make one thing different about the motions that the other students have to notice and copy.
Experience DesignVideoReflection
In what ways did you involve learners in musical decisions and music-making?
For this assignment, I had to choose a children's book and create an experience where students could engage in creating the sound of the book. The emphasis of this assignment was to focus on a concept to teach the students, rather than just a fun activity. Experience DesignVideo:ReflectionIn what ways did you involve learners in musical decisions and music-making?
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Davina MiawOn this page, I will present examples of my leadership through videos, lesson plans, and reflections. Archives
December 2019
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