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Welcome to a lesson on timbre and culture!!! This page will contain the directions for how to properly complete this lesson and receive full credit for participation as well as the detailed lesson plan.

Below is a lesson plan that outlines the entire lesson. First, before starting the lesson be sure to go to Fun Sheet page and print out the fun-sheet. Link included here: Fun Sheet Next, after printing out fun sheet, go to class activities page and complete lesson. The lesson contains many internal and external links. Be sure to complete them all. ClassActivities Finally, after completing the coloring sheet, go to the discussion tab and type up all your answers from the fun sheet along with your name as the subject. Failure to do this will forfeit credit for this lesson and assignment.

Have Fun!

=Music Lesson= ** **__Grade__:** 2
 * __ Concept __**** : Timbre & Social Studies

**__ Objectives __**** : ** 1) Each student will identify aurally the differing timbres of differing musical instruments and demonstrate that recognition by discussing, naming, and describing differing timbres.

2) Each student will differentiate visually, on paper, different instruments that are represented on a worksheet handed out in class.

3) The class as a whole will observe a portion of the musical culture of Mexico and isolate that geographic area on a map.

4) The class as a whole will observe and explore the cultures, celebrations, and traditions of the Mexican nation.

5) The class as a whole will stroke (guitar), press (valves on trumpet) to demonstrate the aural identification of each instruments timbre through body movement.

6) The class will experiment with the properties of timbre and pitch by discussing and describing the rubber band’s changes throughout the demonstration.


 * N.S.M.E. ** #s 6, 7, 8, 9
 * AL CoS ** Grade 2 Social Studies #’s 4, 8, 11
 * AL CoS ** Greade 2 Science #’ 2
 * __ Previous __**
 * __ Knowledge __**** : ** Children will need to have heard diverse musical instruments and genres world and become aware of the many different countries that surround our nation and contribute to our country. Be familiar with observing and concluding about scientific experiments.

**__ Materials: __** CD, CD Player, Guitar, Markers, Posters, Fun Sheets, Clipboards, Pencils
 * __ Time __**** : ** 30 minutes

2) Hand out fun sheet and explain that a mariachi band performed this song. Discuss that this music is from Mexican nationalities and have children locate Mexico on map and fun sheet. Then ask students who has heard or seen a mariachi band and where. [Fairs, Festivals, Restaurants] Cover the components of a mariachi band on fun sheet two. 3) Tell them that mariachi bands perform at many special celebrations. Weddings, [|Quinceañera], other formal celebrations and gatherings. B. 1) Ask them to think back in their to the different numbers of instruments they heard. Next explain timbre and characteristics of concept. Timbre is the tone or quality of a sound distinctive to a particular singing voice or musical instrument. 2) Timbre is what defines the sound you hear a trumpet make not matching that of a guitar or violin. All timbres joined together creates the texture of a song or piece. 3) Rubber band experiment for how they make different sound based on thickness, length tension, pluck gently or hard.
 * __ Procedure __**** : ** A. Differing instruments make many different sounds. Advise class that we’ll be listen to a piece of music I have brought in with me. Tell them I would like them to listen to this song and take a tally of the different number of instruments they hear silently on their sheets.

D. a. 1) On mariachi worksheet explain and correctly pronounce each instrument in band. [Trome-pay-tah, gee-tar-rah, violin]. 2)Listen to portion of song again (trumpet portion) and direct student to point to each instrument as they hear it. Observe for proper feedback. 3) Ask what trumpet is made of, how you make a sound on it, and what is Spanish word for trumpet. (trompeta)

b. 1) Repeat steps B:1 and repeat for guitar. Note the rounded form and hole that houses a box that the guitarist strums over and how this amplifies sound.

E. 1)Cover the way each instrument is played if we were musicians on each particular instrument. Demonstrate behaviors and methods with children only performing these behaviors when called upon. 2) Lets join the band! We have just learned the mock behaviors for how We would play each instrument of the band, when you hear each mock the way we have learned to play it.

F. 1) Explian how mariachi bands wear charro costumes that are very colorful and include a jacket with lots of ornaments, pants, riding boots, and large charro hats. Instruct students that they may return to their seats to color the band’s outfits and hats in very colorful ways and fun ways.

**__ Assessment __**** : 1) Timbre ** ||  Developing  ||  Proficient  ||  Advanced  || || Identify 1 to 2 musical timbre changes in listening activity. || Identify 3 to 4 timbre changes in listening activity.  || Identify 7 to 8 timbre changes in listening activity. || Identify all timbre changes in listening activity. ||
 * Criteria || Beginning
 * AL CoS

**1) Timbre (through instrumental behavior)**
|| Developing || Proficient || Advanced || || Play 1 or 2 of the appropriate musical behaviors for different timbres aurally identified. || Play 3 to 4 of the appropriate musical behaviors for different timbres aurally identified. || Play 5 to 6 of the appropriate musical behaviors for different timbres aurally identified. || Play all of the appropriate musical behaviors for the different timbres aurally identified. ||
 * Criteria || Beginning
 * AL CoS

****2) Mexican Culture****
|| Developing || Proficient || Advanced || K-5 Overview || Color little to none of fun sheet with no colors or ornaments. || Include some vivid color and ornamentation to fun sheet. || Fun sheet is mostly vivid and bright colors with ornaments to reflect charro costumes properly. . || All of fun sheet is colored bright and colorfully with many decorations and ornaments to reflect charro costumes properly. || 3) Mexican Geography ** || Advanced  ||
 * Criteria || Beginning
 * AL CoS
 * Criteria ||  Beginning
 * N.S. 1, 6 || Attempt to identify proper location of Mexico on map of North America. || Properly identify the correct location of Mexico on map of North American.  ||

**__ Follow - Up __**** : ** -Students will perform musical gestures that coincide with timbre of each musical instrument they hear. -Students will identify timbre aurally through musical examples and take these lessons and apply them to other musical pieces they are exposed to. -Class will be aware of other countries, cultures, and traditions that exist outside our own American traditions.