|TIMBRE/TONE COLORS||Classical Music Instruments||
Entrance Task/Check-In: (be sure to review virtual class norms)
Divide the class into four groups. Each group will watch each family's videos and answer the questions below. Note to teachers: Please carefully consider assigning students to different groups. Mixing students with talkers and non-talkers, high and low social IQs should be put into consideration.
Teacher-led Instruction (“I do”):
Teacher briefly introduces students to instruments that are included as a part of the classical orchestra. Explain that these instruments are classified into instrument families based on what they are made of and how they produce sound. Describe different tone colors: bright, light, thin, nasal versus dark, heavy, deep, thick.
Independent Practice (“You do”) or Group-work with deliverable:
Music & SEL - Relationship Skills & Responsible Decision-Making:
Divide students into four groups – one for each instrument family. They will watch the demonstration videos for their group,
Name the instruments and describe the tone colors of the instruments:
and fill out the Google Doc for their instrument family.
Guided/Collaborative Practice (“We Do”):
Discuss the results of the jigsaw. Have individuals from each group share. Ask students what their favorite instruments were based on timbre/tone color.
Allow SPED students to share verbally or to draw responses.
Students may sign with hand signs by modeling the teacher (no notation).
Depending on ability level, they may abstract just a chunk of the song using manipulatives.
They may also utilize a feelings chart when discussing musical style and feelings.
Summative - Unit Summative will come at the end of Lesson 3.