School Teaching 2 Lesson Plan
[click here to download Word document version]

Michael Thom and John Walker
MusEd 351 Section 001
April 21, 2006

Listening Project

Grade Level: 2nd grade

Length of Lesson: about 35 minutes (or as long as we have in the period)

Lesson Statement: The purpose of this lesson is for students to explore types of ensembles and musical picture painting through Rimsky-Korsakov’s famous Flight of the Bumblebee as well as for students to learn and sing Here Comes a Bluebird (p. 220).

Materials: textbook (The Music Connection 2), burned CD with examples

Objectives: The students will show their understanding of types of ensembles, composer background, and musical picture painting by listening and answering questions and their ability to learn a song and perform ostinati by singing Here Comes a Bluebird (p. 220).

National Standards used:

1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.

INTASC Principles:

1. Knowledge of Content
2. Development
4. Instructional Strategies
6. Communication
7. Planning for Instruction
8. Assessment
9. Professional Development and Reflection

Procedure:
JOHN

1. Tell students to decide what bug or insect this sounds like. Play recording (track 1).
2. Briefly introduce piece, title, composer, nation of origin.
3. Play recording again and ask students how the composer came up with musical ideas to portray a bumblebee.
4. Discuss.
5. Now, what kind of ensemble was that? Band? Choir? Right, orchestra.
6. Let’s listen to another recording, see if you can identify the types of instruments playing. (Play Canadian Brass version – track 2.)
7. Discuss.
8. One more – listen for type of ensemble. (Play Swingle Singers version – track 3.)
9. Discuss. This is interesting because even though Rimsky-Korsakov wrote it for orchestra, it can be played by many different kinds of instruments or even sung.

MICHAEL

10. Let’s sing now.
11. Go get books, by rows. Turn to page p. 220, Here Comes a Bluebird. [Do in D or C Major.]
12. Hand out percussion stuff to kids… (ask Mrs. Morris about this).
13. Have them look at the first of the two rhythms at bottom of page. Teach it by rote, if necessary.
14. Repeat with bottom of the two.
15. Split class in thirds, practice ostinati first separate, then together.
16. Add last third, singing.
17. IF TIME, have students create their own ostinato – by rote, just playing it.
18. Then have class repeat it.
19. Split in half, half ostinato, half singing.

Evaluation of Students: We will use several forms of informal evaluation. These will include listening to the students and making adjustments and corrections as we go.

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