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STANDARDS
OBJECTIVE(s)/SubObjectives
The students will demonstrate their ability to keep a steady beat while listening to a fast piece
of music.
The students will have a discussion about the qualities of the music and what they
represent.
The students will explore body movements in relation to the music.
MATERIALS AND
RESOURCES
2014
1 of 7
UT Martin
Recording of Flight of the Bumblebee: https://www.youtube.com/watch?v=SscLwofQJHo
Large space in room for movement
Paper and Crayons
Exit ticket Quiz
2014
2 of 7
UT Martin
MOTIVATING
STUDENTS/ANTICIPATORY
SET
Ask a handful of students if they know what an insect is and give examples
(If they dont know what an insect is, tell them and give them examples of insects)
Write the examples on the board (make sure bumblebee is on the board) and ask the
students to talk about words they think of when they think of each insect.
Tell the students you have a song for them to listen to and its about one of the insects on
the board
INSTRUCTIONAL
PROCEDURES
2014
3 of 7
UT Martin
Anticipatory Set
Play the Flight of the Bumblebee
Give them a piece of paper and a crayon and ask them to draw or write the name of what
insect they think this piece is about.
Play it once more for the students
Ask each student to share their thoughts.
Tell them the name of the piece is called The Flight of the Bumblebee
Have a short discussion on why they think the music represents the bumblebee.
Ask about tempo and the dynamic of the piece
Ask the students to get ready to keep a beat. Youre the leader and you will start tapping
the beat (half time) lightly on your thighs. While the piece plays, we are going to count to 8 with
our inside voices and every 8 counts the person to the left (have everyone hold up left hand) is
going to be the leader and has to keep the steady beat. Practice without the piece once and then
plays with the music. Everyone should have the chance to be the leader.
Ask students where bees like to fly to? (The answer is flowers)
Do they like to fly in a straight line or do they go all over the place?
Split up the class in two groups.
On one side of the room, they will be flowers and the other side will be the bees. The
flowers will strike a pose and have to stay super still. The bees will travel around the flowers
while the music is playing. While the music is playing ask them to show movements that
represent the different dynamics as well. They cant make any noise because the music is
making the buzzing noise for them. The bees cant touch the flowers or any of the other bees.
Everyone must freeze when the music stops playing. After a couple times of stopping music, the
students will switch roles.
Everyone will go sit down on the floor
Hand out a short quiz for them to complete before they leave.
2014
4 of 7
UT Martin
Balanced mix of question types. Utilizes Blooms
Taxonomy/Webbs Depth of Knowledge; high frequency; purposeful
& coherent; require active responses; balance based on
QUESTIONING/THINKING/P volunteers/non-volunteers, ability, & gender; lead to further inquiry
& self-directed learning. Implement four types of thinking
ROBLEM SOLVING
(Analytical, Practical, Creative, & Research-based) &
(embedded throughout)
Teach/Reinforce problem-solving types. Provide opportunities
for students to generate ideas & alternatives; analyze, evaluate &
explain information from multiple perspectives & viewpoints.
What is an insect? Describe words you associate with different types of insects. Describe the
tempo and dynamic of the piece. Describe how the piece represents a bumblebee.
GROUPING
ASSESSMENT
2014
5 of 7
UT Martin
Each student will demonstrate the ability to keep a steady beat during the steady beat circle
The students use body movement to demonstrate a understanding of the pieces quick
tempo and dynamics.
The drawing will demonstrate a students understanding of the music when they hear it.
A quiz will measure the students understanding of the music.
CLOSURE
The students will take a quiz about the piece to reinforce what they learned.
NOTES:
2014
6 of 7
UT Martin
2014
7 of 7