Lesson Plan | Active Learning | Music: Introduction

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is crucial for establishing a solid foundation of understanding regarding what is expected to be achieved in the lesson. By clearly defining objectives, students can better direct their focus and efforts during practical activities in class, knowing what is expected for them to learn and develop. This clarity helps maximize the use of class time and ensures that students achieve the desired competencies.

Main Objectives:

1. Empower students to identify and describe the elements that make up a song, such as rhythm, melody, harmony, timbre, and lyrics, and understand how these combined elements can convey emotions and artistic expressions.

2. Encourage critical analysis of songs to recognize cultural and historical influences in different musical styles, promoting a broader and more appreciative understanding of musical diversity.

Side Objectives:

1. Develop critical and attentive listening skills, essential for understanding and appreciating different musical genres.

Introduction

Duration: (15 - 20 minutes)

The introduction serves to engage students and connect the prior knowledge gained with the lesson's objectives. By presenting problem situations, it stimulates reflection and the application of musical concepts in a practical and contextualized manner. The contextualization helps to show the relevance of music in the real world, increasing students' interest and understanding of how music is more than just sounds, but a deep cultural expression.

Problem-Based Situations

1. Imagine you are watching an adventure movie and the soundtrack suddenly changes. How do you think that would affect the emotion you are feeling? Discuss with your classmates how music can change the way we perceive a scene in cinema.

2. Think of a song that you really like. What elements of the song (rhythm, melody, harmony, timbre, lyrics) make you like it? How can these elements be compared to the tools a painter uses to create a painting?

Contextualization

Music is not just a sequence of sounds; it is a powerful form of cultural expression that crosses borders and generates emotions. For example, the 'Brazilian National Anthem' is not just a melody; it carries the history and identity of a people. Furthermore, songs from different regions of the world use specific instruments and scales that reflect local cultural traditions and values. These connections show how music is a vital part of the arts and everyday life.

Development

Duration: (75 - 85 minutes)

The development phase, in the flipped classroom methodology, is designed to allow students to actively apply the prior knowledge acquired at home. Through practical and collaborative activities, students have the opportunity to explore the elements of music in an engaging and contextualized manner, reinforcing their understanding and appreciation. This stage aims to solidify learning through direct practice, encouraging creativity, critical analysis, and collaboration among students.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Sound Detectives: The Mystery of Musical Elements

> Duration: (60 - 70 minutes)

- Objective: Develop the ability to analyze musical elements and their influence on artistic interpretation and expression.

- Description: In this playful activity, students will be divided into groups of up to 5 people to investigate a 'musical crime scene'. Each group will receive a short audio clip containing a mysterious musical excerpt and a 'detective kit' with toy musical instruments, sheet music prints, and information sheets about musical elements.

- Instructions:

• Organize students into groups of no more than 5 people.

• Distribute to each group a musical excerpt and a detective kit.

• Ask them to identify the musical elements present in the track: rhythm, melody, harmony, timbre, and possible message of the lyrics.

• Each group must create a small presentation explaining their findings and how each element contributes to the emotion or message of the music.

• After the presentations, discuss in class the different interpretations and cultural connections that the groups managed to establish.

Activity 2 - Emotion Builders: Creating the Soundtrack

> Duration: (60 - 70 minutes)

- Objective: Understand and apply musical elements to create a specific emotional atmosphere, in addition to promoting teamwork and creativity.

- Description: Students, in groups, will have the mission of creating a soundtrack for a silent film scene, using percussion instruments and everyday objects (such as boxes, cups, and pens). They must consider rhythm, melody, and harmony to express the emotions of the scene.

- Instructions:

• Divide the class into groups of up to 5 students.

• Show the silent film scene without a soundtrack.

• Distribute the percussion 'instruments' and everyday objects to each group.

• Students should discuss and plan how the music will fit the scene, expressing the correct emotions.

• Each group presents their soundtrack along with the scene and explains the musical choices made.

• Conduct a vote to choose the soundtrack deemed most suitable for the emotions of the scene.

Activity 3 - DJ Masters: Remixing Cultures

> Duration: (60 - 70 minutes)

- Objective: Explore cultural diversity in music and promote editing and musical creation skills.

- Description: In this challenge, students will explore how different musical styles and cultures can be combined to create a new sound. Each group will receive songs from different regions of the world to remix, using simple music editing software on the computer.

- Instructions:

• Form groups of no more than 5 students.

• Provide each group with songs from different styles and cultures.

• Guide students on the basic use of music editing software.

• Groups will remix the songs, focusing on maintaining the cultural integrity of each one while creating something new and innovative.

• Each group presents their remix and explains the choices made during the creation process.

• Discuss in class how combining different musical cultures can be a form of artistic and multicultural expression.

Feedback

Duration: (20 - 30 minutes)

The purpose of this stage is to consolidate learning through reflection and the exchange of experiences among students. The group discussion allows students to articulate and deepen their understanding of how musical elements influence perception and artistic expression. Moreover, by listening to their peers' perspectives, students can gain new insights and appreciation for the diversity of interpretations and musical styles.

Group Discussion

To start the group discussion, the teacher can ask each team to share their main findings and experiences during the activities. Suggest that they start by talking about the challenges they faced and how they overcame them, before delving into details about the musical creations and their interpretations. Encourage students to explain how the musical elements influenced their decisions and artistic expressions, and how this relates to the previous study of music. This stage of the discussion should last about 20 minutes.

Key Questions

1. What were the main challenges your group faced in analyzing and applying the musical elements in the proposed activities?

2. How did you connect the musical elements with the emotions or messages you wanted to convey in your musical creations?

3. In what way can understanding musical elements help in the appreciation and critique of different musical styles?

Conclusion

Duration: (10 - 15 minutes)

The purpose of the conclusion stage is to ensure that students have a clear and consolidated understanding of the concepts addressed during the lesson. This stage serves to reinforce learning, linking theory and practice, and to highlight the importance and applicability of the knowledge acquired. Furthermore, the conclusion helps prepare students for future applications of musical knowledge in their lives, both personally and academically.

Summary

In the conclusion, the teacher should summarize the main points discussed during the lesson, recalling how the musical elements (rhythm, melody, harmony, timbre, and lyrics) were explored in various practical activities. The discoveries made by students should be highlighted, including the cultural and historical connections identified and how these elements can influence emotions and artistic expression.

Theory Connection

The teacher should explain how today's lesson connected the musical theory studied previously with concrete practices, such as creating soundtracks and remixes, allowing students to directly apply prior knowledge. This connection helps to solidify students' understanding of how musical theory is applied in practice, reinforcing the importance of musical elements in artistic and cultural expression.

Closing

Finally, the teacher should emphasize the relevance of studying music in everyday life, highlighting how music not only entertains but also communicates emotions, stories, and cultures. This final reflection aims to consolidate the importance of music as a form of art that enriches our understanding of the world and the people around us.