Plato and Beethoven - Lesson plan PDF

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Plato and Beethoven Lesson Plan Deductive Method - Teacher Centered Use to teach facts, concepts, and skills 1. Descriptive Data Teacher: Cristian Zavala _________ Subject: Music__________________

Date: November 16, 2016_______ Unit/Lesson Topic: Music and Literature

2. TEKS/SE, ELPS & Objectives:  117.310 (5D)- Identify and explore the relationship between music and other academic principles  2H- understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations.  The relationships will explore relationships between music and literature 3. TExES PPR Competencies:  (002.E)- Knows how to plan and adapt lessons to address students’ varied backgrounds, skills, interests and learning needs, including the needs of English-language learners and students with disabilities.  (002. G)- Understandstheinstructionalsignificanceofvariedstudentlearningneedsand preferences.  (003.F)- Plans lessons and structures units so that activities progress in a logical sequence and support stated instructional goals.  (004.E)- Stimulates reflection, critical thinking and inquiry among students (e.g., supports the concept of play as a valid vehicle for young children’s learning; provides opportunities for young children to manipulate materials and to test ideas and hypotheses; engages students in structured, hands-on problem-solving activities that are challenging; encourages exploration and risk-taking; creates a learning community that promotes positive contributions, effective communication and the respectful exchange of ideas). 4. Focusing Activity: 10 points Prior to the lesson starting I will have the all of the student sit Indian style in a circle in the middle of the class. They will all be asked to take out a pencil and a sheet of paper. They will be asked to close their eyes. The teacher will then play a piece of any music. The music does not have to be a classical piece. The students will be asked to listen to the song, and to think of anything comes to mind. At the conclusion of the song the students will be asked to write down on their piece of paper what they were thinking of. They will not have to share this is for their eyes only. This activity acts as a warm up on a much less restrictive practice to the lesson. 5. Plan/Procedure: 40 points total. Be sure to write out the phase number and descriptor for each.  Phase 1: Introduction – Explain how you will: o The students will be given an excerpt of literature written by Plato. They will be asked to read the excerpt and interpret Plato’s view of beauty. They will then listen to the 4th movement of Beethoven’s Fifth Symphony. o The students will be asked to make connections of Plato’s view on beauty and Beethoven’s music. Their prior knowledge will be their understanding of form in music. They will make connections with their prior knowledge of structure in music to literature. o The values of the content is their development in active listening. The students will be able to make connections between different art and life experiences rather than just listening to a song.  Phase 2: Presentation o The teacher will guide the students on making these connections between literature and music. o The teacher will model by making a connection of their own and presenting it to class, showcasing the teacher’s expectations in their own work. o The students will each have their own work, but rather than attempting to do it on their own they will be put into groups and the group will have the same material.  Phase 3: Guided Practice – Practice with teacher support. o The students will each have a recorder with pre recorded audio and an except of literature from Plato. Each group will listen to the same piece of music and have the same excerpt of literature. o The teacher will support the students by walking around in the class room and providing guidance to each of the groups. The teacher should encourage full participation from each member. o When the teacher is walking around the room and encouraging participation, he/she will ask each of the members in the group what connection they made to the music. The student is unable to answer the teacher will provide and answer to their own.  Phase 4: Independent Practice – Promote retention and transfer by having students practice on their own. o The students can take their favorite song on the radio and apply these steps to that piece of music. o The teacher will pick up each of the students papers and asses their connections

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The teacher will ask the student to come by after school and listen to a separate song and asks to student a series of questions. What color does this make you think of? What memories jump into your head? Can you feel a texture? Can you taste a food when listening to this? The students who have already mastered this concept will be asked to listen to another orchestral work and be asked to analyze the form and relate it to a piece of literature that they have read, and relate it to a moment in history that the song took place in. They will be asked to interpret the inspiration of the piece.

6. Closing Activity: At the conclusion of the lesson the class will be told that one student from each of the groups will present what they interpreted. Once one from each member from the group presents the students will be allowed to leave for their next class. 7. Assessment of student learning:  The students will turn in their work they did in their groups, and will be given a small quiz on the form of the music.

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Beethoven’s Fourth Movement from his 5th Symphony o https://youtu.be/BSWdsrIu9io

Name:___________________

Date:_____________________

Period:___________________

Form of Beethoven’s Fifth Symphony, Fourth Movement

1. In one paragraph explain the form of the fourth movement in Beethoven’s Fifth....