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Listening Music Lesson Plan

This kindergarten music lesson plan uses the song "Pink Panther" to teach students about listening skills and identifying different parts of a song through movement. The lesson involves students pretending to be detectives searching for clues by tiptoeing around the classroom and stopping when they hear that part in the music. Magnifying glasses and scarves are used as props. The educational objective is for students to learn how to listen for specific parts of a song and demonstrate their understanding through movements.

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119 views3 pages

Listening Music Lesson Plan

This kindergarten music lesson plan uses the song "Pink Panther" to teach students about listening skills and identifying different parts of a song through movement. The lesson involves students pretending to be detectives searching for clues by tiptoeing around the classroom and stopping when they hear that part in the music. Magnifying glasses and scarves are used as props. The educational objective is for students to learn how to listen for specific parts of a song and demonstrate their understanding through movements.

Uploaded by

api-510351548
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Listening

Music Lesson Plan

Title: Pink Panther Grade Level: Kinder


Source: Dr. Michelle McConkey

Materials needed:
1) magnifying glasses
2) speaker
3) scarves

Procedure: ​Anticipatory Set, Instructional Input, Modeling, Checking for


Understanding, Practice, Closure

A.S: Has anyone ever seen a movie about a detective? What do they do? Why do
they use magnifying glasses?

1. Walk around circle showing students a picture of a detective looking for


clues
2. Ask students “Who or what is the detective looking for?”
3. “The detective is definitely looking for the Pink Panther”
4. Play music and that sounds like a detective is tipoeting
5. Ask students “Do you want to stomp?” “No, you have to be very sneaky”
6. Play music again and have the students listen for the tip toeing part
7. Have the students tap their knees when they hear the tip toeing part in the
song
8. “Could you hear where they stopped?”
9. When the tip toeing stops have the students put their hands in front of them
resembling a stop sign when the detective is looking for clues
10. “When you hear the stop wave your hands in the air too look like the clues
showing the detectives where we are”
11.Have students place their hands on their head for the tip toeing to pretend as
if they are hiding and hands out in front for stopping
12.Move onto game with half of the class being detectives and the other half are
the clues
13. Pass out magnifying glasses to the detectives and scarves to the clues
14. Have those who are the clues spread out on the floor and the detectives
lined up
15.Instruct the detectives to tiptoe around the clues and stop at the stopping part
16. The clues will raise their scarf and wave it above their head when the tip
toeing stops
17. Play music and practice the game
18. Have students switch roles and repeat the game one more time

Closure: What does a detective do? Could someone show me how you tiptoed?

Educational Objective: ​ ​By the end of this lesson, students will have learned . . . how to listen
and identify specific parts of a song and be able to demonstrate their understanding with
movements
Social/ Cognitive Physical Musical Non-Musical
Subjects
Emotional
Working in a Thinking of Tapping National Standards “Core” Music Content
group setting the different hands on Standards Standards
characteristics knees
1. ​Singing Creating MU:Pr4.3.Ka
Participation that a Imagine With guidance,
detective has Waving demonstrate
Plan and Make
Contributing hands in air/ awareness of
answers to Identifying placing 2. Play Instruments Evaluate & Refine expressive
qualities (such
questions the tiptoeing hands out in
Present as voice
being asked part of the front of you quality,
song 3. Improvising Performing dynamics, and
Having fun Tiptoeing Select tempo) that
Being able to support the
Analyze creators’
hear when the Active
4. Composing expressive
tiptoeing stop Involvement Interpret
intent.
s Rehearse,
Evaluate, & MU:Re7.2.Ka
Demonstratin 5. Reading & Refine With guidance,
g movements Notating demonstrate
Present how a specific
for each area music concept
accurately and Responding (such as beat
on time Select
6. ​Listening or melodic
Analyze direction) is
used in music.
Interpret
7. Evaluating
Evaluate

Connecting
Connect #10
8. Integration
(outside arts) Connect #11

9. History/Culture

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