Lesson Plan 8- Musical Instruments From Around the World
Age: 3-5 years.
Location: Indoor activity.
Lesson duration: 30 minutes.
Number of children: Group 2-8 children.
Rationale: Children love music and respond best to musical experiences when they actively experience them, which is a great reason to introduce children to a wide variety of musical instruments for them to explore and create music with. Musical instruments also come with their own cultural context, which children may not be aware of, which is a valuable opportunity to introduce children to the musical sounds of different cultures.
Objectives:
Lesson:
Introduction:
Gather a group of children and invite them to sit in a circle. Explain that this lesson is about introducing them to a variety of musical instruments in order for them to get acquainted with how the instruments work, how they can be played and the different sounds they produce. Explain that musical instruments also have cultural meaning as in different countries there are types of music that are traditionally played using certain instruments, which is a special feature of that country's culture.
Main Component of Lesson:
With the children sitting in a circle, pick an instrument out of the instrument basket. Demonstrate how the instrument can be played, the sounds it makes and discuss which country the instrument originates from. Then hand it to the child nearest to you and ask them to explore the instrument for themselves, passing it along after they are done (help with turn taking may be needed for very young children). Next select another instrument and repeat the above process until all the instruments have been introduced, discussed and explored.
The following is a description of the method of use, sound and cultural context of a variety of popular, and developmentally appropriate musical instruments for children aged between 3-5 years of age:
Conclusion:
At the end of the lesson debrief and reflect with the children on their experience and what they learned. Ask and discuss:
Resources:
Assessment:
Are children able to:
Extension Activity:
Ask children to pick their favourite instrument and create their own rhythm patterns. Play and teach children songs from different countries, including exposure to different languages.
Links to framework: (VEYLDF 2009).
Outcome 1: Identity- Respond to ideas and suggestions from others. Increasingly cooperate and work collaboratively with others.
Outcome 2: Community- Cooperate with others and negotiate roles and relationships in play episodes and group experiences. Broaden their understanding of the world in which they live.
Outcome 3: Children have a strong sense of wellbeing- Manipulate equipment and manage tools (instruments) with increasing competence and skill.
Outcome 4: Children are confident and involved learners- Manipulate objects and experiment with cause and effect, trial and error, and motion.
Outcome 5: Use the creative arts such as music to express ideas and make meaning. Experiment with ways of expressing ideas and meaning using a range of media.
Age: 3-5 years.
Location: Indoor activity.
Lesson duration: 30 minutes.
Number of children: Group 2-8 children.
Rationale: Children love music and respond best to musical experiences when they actively experience them, which is a great reason to introduce children to a wide variety of musical instruments for them to explore and create music with. Musical instruments also come with their own cultural context, which children may not be aware of, which is a valuable opportunity to introduce children to the musical sounds of different cultures.
Objectives:
- Encourage children to appreciate diverse musical sounds.
- Learn about music traditions from other cultures, gaining an understanding and appreciation for diversity.
- Teach children about belonging to a wider world.
- Gain musical aptitude, awareness and confidence.
Lesson:
Introduction:
Gather a group of children and invite them to sit in a circle. Explain that this lesson is about introducing them to a variety of musical instruments in order for them to get acquainted with how the instruments work, how they can be played and the different sounds they produce. Explain that musical instruments also have cultural meaning as in different countries there are types of music that are traditionally played using certain instruments, which is a special feature of that country's culture.
Main Component of Lesson:
With the children sitting in a circle, pick an instrument out of the instrument basket. Demonstrate how the instrument can be played, the sounds it makes and discuss which country the instrument originates from. Then hand it to the child nearest to you and ask them to explore the instrument for themselves, passing it along after they are done (help with turn taking may be needed for very young children). Next select another instrument and repeat the above process until all the instruments have been introduced, discussed and explored.
The following is a description of the method of use, sound and cultural context of a variety of popular, and developmentally appropriate musical instruments for children aged between 3-5 years of age:
- Xylophone: Consists of a series of bars of varying lengths. These bars are played by striking them with a mallet in order to make a sound, which can be metallic or wooden sounding depending on the material of the instrument. The xylophone originates from eastern Asia and Africa (Sachs 2012, p. 238).
- Tambourine: The tambourine's body is to be tapped in order to produce a jingling sound. Tambourines originated in Rome, Greece, The Middle East, and India (Sachs 2012, p. 33).
- Drum: The flat surface of the drum is hit to produce a banging sound. The drum originated in Africa (Sachs 2012, p. 196).
- Maraca: Hold the maraca and flick your wrist in a short, quick downward motion to produce a swishing sound. Maracas are a native instrument of Latin America (Anderson & Campbell 2009, p.81).
- Rhythm sticks: Hold two sticks together and hit them with one another to produce a clicking sound. Rhythm sticks have been found in various indigenous cultures, such as Native American culture (Anderson & Campbell 2009).
Conclusion:
At the end of the lesson debrief and reflect with the children on their experience and what they learned. Ask and discuss:
- Favourite instruments and why?
- Which instruments produced a loud or soft sound?
- How did you play (a particular instrument) ?
Resources:
- A cleared space indoors
- Basket of musical instruments such as xylophone, tambourine, drums, maracas, rhythm sticks etc.
Assessment:
Are children able to:
- Place their their instruments in resting positions when not directed to play and pass it along when done exploring the instrument?
- Engage in the activity and participates in exploring sound?
- Use the instrument appropriately as demonstrated but create their own interpretation in creative play?
- Able to produce different rhythms?
- Can name the country of origin representing their instrument?
Extension Activity:
Ask children to pick their favourite instrument and create their own rhythm patterns. Play and teach children songs from different countries, including exposure to different languages.
Links to framework: (VEYLDF 2009).
Outcome 1: Identity- Respond to ideas and suggestions from others. Increasingly cooperate and work collaboratively with others.
Outcome 2: Community- Cooperate with others and negotiate roles and relationships in play episodes and group experiences. Broaden their understanding of the world in which they live.
Outcome 3: Children have a strong sense of wellbeing- Manipulate equipment and manage tools (instruments) with increasing competence and skill.
Outcome 4: Children are confident and involved learners- Manipulate objects and experiment with cause and effect, trial and error, and motion.
Outcome 5: Use the creative arts such as music to express ideas and make meaning. Experiment with ways of expressing ideas and meaning using a range of media.