Objectives (5 - 10 minutes)

1. Introduce students to the universe of music, highlighting that it is a form of art that expresses feelings and emotions, in addition to reflecting the culture of a people. The teacher should bring varied examples of musical genres (pop, classical, reggae, samba, etc.), showing the diversity in music.

2. Through practical activities, allow students to perceive the components that make up a song. The teacher should plan activities involving the different parts of a song: melody, rhythm, harmony, and lyrics.

3. Develop active listening skills and musical appreciation. Through music listening sessions, where students are encouraged to share their impressions about the songs heard, the teacher can help develop the students' critical ability regarding music.

Introduction (10 - 15 minutes)

1. The teacher should start the class by asking students if they like music and what their favorite music genres are. This initial conversation can serve to remind students of concepts related to music that have already been discussed in previous classes, such as the fact that music is a form of art that expresses feelings and emotions and reflects the culture of a people.

2. Next, the teacher can present two problem situations that will be explored during the class:

   • First situation: Ask students to imagine that they have been invited to compose a song to be performed at the school's end-of-year party. How would they start? What elements would they need to consider in composing the song?
   • Second situation: Ask students to imagine that they have been invited to be judges in a music contest. What criteria would they use to evaluate the songs presented in the contest?

3. The teacher can then contextualize the importance of the subject with real-life applications, talking about how music is used in various contexts in our society, such as in movies, games, parties, concerts, etc. He can also mention that many people make music their profession, working as musicians, composers, music producers, etc.

4. To capture the students' attention, the teacher can share some curiosities about the world of music:

   • First curiosity: Did you know that the oldest known music in the world is called the 'Hurrian Hymn No. 6' and was written over 3,400 years ago in the ancient city of Ugarit, in present-day Syria? The music was inscribed on clay tablets and was deciphered by archaeologists.
   • Second curiosity: Did you know that there are over 1,200 music genres in the world? They range from pop and rock, which are well-known, to more specific genres like 'chiptune', which is music made with the sounds of old video games.

At the end of this stage, students should be ready to delve into the world of music and explore its various components in a practical and fun way.

Development (20 - 25 minutes)

1. Game 'Music Composition Shuffle':

   • Divide the class into small groups of 4 to 5 students.
   • Distribute a sheet of paper and pens to each group.
   • Ask each group to write a simple phrase or verse that expresses an emotion or feeling. For example, 'When I wake up, the sun is shining'.
   • After all groups have finished writing their phrases, ask them to fold the sheets of paper and place them in a central container.
   • Then ask each group to pick a paper from the container, and their task will be to create a melody for the phrase they picked. Instruct them that they can use musical instruments available in the classroom, such as xylophones, tambourines, etc., or if not available, they can use their voices.
   • The result should be a fun collaboration where the lyrics originally created by one group will be presented with a new melody created by another group!

2. Game 'Musical Detective':

   • In this game, students will have to use their ears and become 'detectives' to perceive different components of the music.
   • The teacher will play a song and ask the students to identify a specific element, whether it's the rhythm, melody, harmony, or lyrics.
   • The role of detective will pass from student to student, giving everyone the chance to practice their musical perception.
   • The music can be paused after each turn of the detective for discussion of the elements pointed out and restarted from where it stopped for the next detective.

3. Game 'Drawn Music':

   • In this game, students will use music as inspiration to create drawings.
   • The teacher will play various songs from different genres and suggest that students listen carefully and try to visualize scenarios, colors, shapes, people, or any images that the music inspires.
   • After listening to each song, students will have a moment to draw what they visualized on a sheet of paper, using crayons or colored pencils.
   • At the end of the activity, students can share their drawings and explain how the music inspired their creations.

The teacher can choose one of the above activities to be carried out with the class, according to the students' preferences and needs. At this point, the important thing is for the students to interact actively with the principles of the music world in a playful and interesting way, thus allowing them to better understand the subject under discussion. The estimated time for each activity varies, and it will be necessary for the teacher to actively monitor and manage the time to ensure that the chosen activity is completed within the available class time.

Feedback (10 - 15 minutes)

1. Group Discussion: After the completion of the practical activities, the teacher should gather all students in a large circle for a group discussion. Each group should briefly present what they created, whether it's the music, the drawing, or the elements identified in the music. They should explain how they arrived at these results and what strategies they used. The teacher should encourage students to share their impressions about the music and the drawings and to comment on the presentations of the other groups, promoting an environment of respect and appreciation for the creations of their peers.

2. Connection with Theory: After all groups have presented, the teacher should recap the theory discussed at the beginning of the class, connecting it with the solutions and conclusions found by the students. For example, the teacher can recall the definition of melody, rhythm, harmony, and lyrics, and point out how these elements were used in the musical compositions created by the students. The teacher should also emphasize the importance of perceiving and appreciating these elements in music, and how this can enrich the experience of listening to music.

3. Final Reflection: To conclude the class, the teacher should propose that students reflect on what they learned in the lesson. Two simple questions can be used to guide this reflection:

   • First question: 'What was the music element that you found most interesting to explore and why?'
   • Second question: 'How did this lesson change the way you perceive and appreciate music?'

   The teacher can ask some students to share their reflections with the class, if they feel comfortable. The goal of this final reflection is to allow students to internalize what they learned and realize the relevance and applicability of this knowledge in their lives.

4. Teacher's Feedback: Finally, the teacher should provide feedback to the students on their participation and involvement in the activities. He should praise the students' effort and creativity, and encourage them to continue exploring and learning about music.

At the end of this stage, students should have a deeper understanding of the elements that make up a song and how music is a form of art that expresses feelings and emotions and reflects the culture of a people. Additionally, they should have developed active listening skills and musical appreciation, and feel more confident and motivated to continue learning about music.

Conclusion (5 - 10 minutes)

1. Recap of Contents: The teacher should highlight the main points covered during the lesson. This is the moment to emphasize the importance of music as an artistic and cultural expression, and the relevance of its components: melody, rhythm, harmony, and lyrics. It is also important to mention how these elements connect to create a song and how they can vary according to different music genres.

2. Connection between Theory and Practice: The teacher should emphasize how the practical activities carried out during the lesson helped students better understand the theory discussed. For example, through the 'Music Composition Shuffle' game, students had the opportunity to experience in practice how to compose a song, considering its different components. In the 'Musical Detective' game, students were able to exercise their active listening and perceive different elements in music. And in the 'Drawn Music' activity, students were able to explore the connection between music and emotions, expressing their perceptions through drawings.

3. Extra Materials: To complement learning, the teacher can suggest some materials for students to explore at home. This may include:

   • A list of songs from different genres for students to listen to and try to identify the elements discussed in class.
   • Children's books that talk about music, such as 'Zin! Zin! Zin! A Violin' by Lloyd Moss or 'M is for Melody: A Music Alphabet' by Kathy-jo Wargin.
   • Interactive websites or apps that allow students to explore more about the components of music, such as Chrome Music Lab.

4. Importance of the Subject: To conclude, the teacher should reinforce the importance of music in students' daily lives. Music is not only a form of entertainment, but also a way to express feelings and emotions, an important part of different cultures, and even a career possibility. Additionally, developing musical appreciation and active listening skills can contribute to students' overall well-being, helping them relax, focus, and better connect with others.

At the end of the class, the teacher should encourage students to continue exploring the world of music, reminding them that each of them is capable of appreciating, creating, and expressing themselves through music in their own unique way.