Introduce Basic Musical Terms, Such As High/Low, Fast/Slow, And Loud/Soft. Lesson Plan for 1st Grade Example Students

Topic: Introduce basic musical terms, such as high/low, fast/slow, and loud/soft

Objectives & Outcomes

• Students will be able to identify high/low, fast/slow, and loud/soft as basic musical terms.
• Students will be able to use high/low, fast/slow, and loud/soft to describe different aspects of music.

Materials

• Various types of music (e.g. classical, pop, country)
• Flashcards with high/low, fast/slow, and loud/soft written on them

Warm-Up

• Have students stand up and stretch.
• Play a short piece of music and have students listen for words or phrases that describe high or low pitches.
• Hold up a flashcard with the word high and ask students to raise their hand if the note they heard was high.
• Repeat with the words low and low.
• Play a short piece of music and have students listen for words or phrases that describe fast or slow rhythms.
• Hold up a flashcard with the word fast and ask students to raise their hand if the note they heard was fast.
• Repeat with the words slow and slow.
• Play a short piece of music and have students listen for words or phrases that describe loud or soft sounds.
• Hold up a flashcard with the word loud and ask students to raise their hand if the note they heard was loud.
• Repeat with the words soft and soft.

Direct Instruction

• Introduce the term musical term high and explain that it refers to a high pitch.
• Demonstrate how to raise your hand if you hear a high note.
• Introduce the term musical term low and explain that it refers to a low pitch.
• Demonstrate how to raise your hand if you hear a low note.
• Introduce the term musical term fast and explain that it refers to a fast rhythm.
• Demonstrate how to clap your hands if you hear a fast rhythm.
• Introduce the term musical term slow and explain that it refers to a slow rhythm.
• Demonstrate how to clap your hands slower if you hear a slow rhythm.
• Introduce the term musical term loud and explain that it refers to a loud sound.
• Demonstrate how to raise your hand if you hear a loud note.
• Introduce the term musical term soft and explain that it refers to a soft sound.
• Demonstrate how to raise your hand if you hear a soft note.

Guided Practice

• Have students work in pairs and give each pair a set of colored pencils.
• Ask students to match the colored pencils to the correct term on the handout (high, low, fast, slow, loud, soft).
• Have students show their work to the class and explain their reasoning.

Independent Practice

• Provide students with a variety of percussion instruments (such as tambourines, drums, and cymbals).
• Ask students to play the instruments quietly and softly (slow and soft).
• Ask students to play the instruments quickly and frequently (fast and high).
• Ask students to play the instruments loudly and deeply (loud and low).
• Have students share their experiences with the class. --------------------------- Independent Practice
• Provide students with a variety of instruments (such as drums, tambourines, and cymbals).
• Ask students to choose two instruments and play them together.
• Ask students to choose two instruments and play them in a different order.
• Have students share their experiences with the class.-----------------------Independent Practice
• Provide students with a variety of percussion instruments (such as tambourines, drums, and cymbals).
• Ask students to choose two instruments and play them quietly and softly (slow and soft).
• Ask students to choose two instruments and play them quickly and frequently (fast and high).
• Ask students to choose two instruments and play them loudly and deeply (loud and low).
• Have students share their experiences with the class. ---------------------------Independent Practice
• Provide students with a variety of instruments (such as drums, tambourines, and cymbals).
• Ask students to choose two instruments and play them together.
• Ask students to choose two instruments and play them in a different order.
• Have students share their experiences with the class.--------------Independent Practice
• Provide students with a variety of percussion instruments (such as tambourines, drums, and cymbals).
• Ask students to choose two instruments and play them quietly and softly (slow and soft).
• Ask students to choose two instruments and play them quickly and frequently (fast and high).
• Ask students to choose two instruments and play them loudly and deeply (loud and low).
• Have students share their experiences with the class. ---------------------------Independent Practice
• Provide students with a variety of instruments (such as drums, tambourines, and cymbals).
• Ask students to choose two instruments and play them together.
• Ask students to choose two instruments and play them in a different order.
• Have students share their experiences with the class.--------------Independent Practice
• Provide students with a variety of percussion instruments (such as tambourines, drums, and cymbals).
• Ask students to choose two instruments and play them quietly and softly (slow and soft).
• Ask students to choose two instruments and play them quickly and frequently (fast and high).
• Ask students to choose two instruments and play them loudly and deeply (loud and low).
• Have students share their experiences with the class.

Closure:

• Review the different elements of music that were discussed during the lesson.
• Ask students to share one thing they learned about music during the lesson.

Assessment:

• Observe students during the independent practice activity to see if they are able to accurately identify the different elements of music in the song.
• Collect and review the students' completed worksheets to assess their understanding of the different elements of music.