4A’s LESSON PLAN IN TEACHING MUSIC

I. CONTENT STANDARDS Explore the diverse approaches and activities in teaching

timbre for elementary students, fostering creative and
imaginative strategies for enhancing student
understanding and appreciation of teaching timbre
through oral participation.
II. PERFORMANCE Create infographic that effectively communicates the
STANDARDS concept of teaching timbre to elementary students that
showcases at least three different activities.
III. OBJECTIVES  Discover the approaches and activities to teach timbre to
Knowledge: elementary students through class discussion.
Skills:  Create infographic about the various ways to teach
Attitude: timbre integrating at least three different activities by
using Canva.
 Share their own opinion about effective ways of teaching
timbre to elementary students through oral participation.
IV. CONTENT Lesson 11: On Teaching timbre
V. LEARNING RESOURCES
A. REFERENCES  https://youtu.be/AIIj0mBX1jU?feature=shared
 https://youtube.com/shorts/Ensuj2HDsVQ?si=G3Z0_SlpKgu
Z1IB0
 https://youtube.com/shorts/Ensuj2HDsVQ?si=ahxWSbQY_V
6tG6Nd
 https://youtu.be/QS6KMx_0NDQ?si=PqfzQ2sOfPIBv_wG
B. LEARNING
MATERIALS
 Powerpoint Presentation, Youtube, Canva

C. VALUES
INTEGRATION  Cooperation and Collaboration in class discussion
VI. PROCEDURE  Greetings
 Prayer
 Checking of attendance
 Classroom Rules
 Review of the last topic

VII. ACTIVITY “What’s That Sound?”

Instruction: Teacher will play 5–7 video clips The students are task to
listen and identify the sound they heard.
https://youtu.be/jtHFghTnMkM?si=Qte0leh2xU21YG_e

VIII. ANALYSIS 5 minutes

These are the following questions:
1. What are the sound have you heard?
 2. Which sounds would be easiest or hardest for children to
describe? Why?
3.What will be our topic for today?

IX. ABSTRACTION Timbre is the quality of a sound that makes it different from others,
even if they have the same pitch or loudness.

The following are several questions that am elementary music

teachers has to think about before teaching lessons pertaining to
timbre:

1. How do I teach difference between speaking and singing? (For

Grade 1)

 Use a nursery rhyme like “Humpty Dumpty.”

https://youtu.be/AIIj0mBX1jU?feature=shared
 Let students say it like a poem first, then sing it.
 Ask them to describe how it’s different when spoken vs. when
sung (tone, rhythm, flow).

2. How do I teach different qualities of sound? (For Grades 1 to 3)

 Have students sing the same song one at a time.

 Let the class listen and describe how each voice sounds (e.g.,
soft, loud, bright, deep).
You can also:

 Play a recording of sound found in the environment (animals,

objects, people).
 Let students guess what they heard.
 Ask them to draw what they imagined from the sound.
 Let them act out sounds with movements (like pretending to
be animals or machines).
3. How do I present the topic with about different musical
instruments? (For Grades 4 to 6)

 Use audio clips and pictures of instruments.

 Let students hear and see what each instrument looks and
sounds like.
 This helps them connect the sound with the instrument and
recognize the different timbres each one has.
4. How do I teach them about the difference between SATB
(Soprano, Alto, Tenor, Bass) voices? (For Grade 5)
Soprano, Alto, Tenor, Bass voices are called vocal range. Vocal range
are pitches that someone can sing.
Four main voice types:

 Soprano - the highest voice type

 Alto
 Tenor
  Bass - the lowest voice type.

 Using recordings to distinguish between different voice types

(SATB).
https://youtube.com/shorts/Ensuj2HDsVQ?si=G3Z0_SlpKgu
Z1IB0
https://youtube.com/shorts/Ensuj2HDsVQ?si=ahxWSbQY_V
6tG6Nd
 A good example uses a duet to highlight the differences
between soprano and alto, then tenor and bass.
 Listening to a full SATB choir helps students appreciate the
combined effect of these different vocal timbres.
https://youtu.be/QS6KMx_0NDQ?si=PqfzQ2sOfPIBv_wG

X. APPLICATION Group Activity

Instruction: The class will be divided into 5 groups. In 10
minutes, each group will create an infographic that presents at
least three (3) creative and effective activities for teaching timbre
to elementary students using canva. The infographic should
include:
 A short title and clear layout
 A brief explanation of each activity
 Visual elements or icons to represent the activities
 Labels or captions that show how each activity helps
students understand timbre
After completing your infographic, each group will choose a
representative to present their infographic to the class.

Criteria for Infographic on Teaching Timbre (50 points)

- Accuracy of Information (10 points)
- Clarity and Organization (10 points)
- Visual Appeal and Creativity (10 points)
- Presentation (10 points)
- Teamwork (10 points)

XI. ASSESSMENT Read each question carefully. Write the correct answer on your
1/4 sheet of paper.

1. When teaching the difference between speaking and singing to

Grade 1 students, which of the following is a suggested
approach?
A. Use a nursery rhyme, first speaking it like a poem, then
singing it.
B. Introduce complex musical notation.
C. Immediately introduce the concept of vocal range (SATB).
D. Focus solely on the rhythm of the words.

2. To teach different qualities of sound in Grades 1-3, a teacher

might:
A. Require students to read musical scores.
B. Have students sing the same song individually, then describe
the differences in each voice.
C. Only use recordings of orchestral music.
D. Introduce abstract musical concepts like harmony.

3. Which activity would be MOST appropriate for teaching

about different musical instruments to Grades 4-6?
A. Playing only traditional Filipino folk music.
B. Using audio clips and pictures to connect sound with
instrument appearance.
C. Requiring students to build their own instruments.
D. Focusing exclusively on wind instruments.
4. The main concept to teach when introducing SATB voices is:
A. The history of choral music.
B. The different vocal ranges or pitches someone can sing.
C. The difficulty in singing bass notes.
D. The role of the conductor.

5. When teaching SATB voices, using a duet is a good way to

highlight the difference between:
A. Soprano and tenor voices.
B. Alto and bass voices.
C. Soprano and alto voices, and tenor and bass voices.
D. Tenor and soprano voices.

6. A teacher wanting to engage students in experiencing a range

of environmental sounds should:
A. Restrict them to listening only to classical music.
B. Play recordings of environmental sounds and ask students to
guess what they heard.
C. Focus only on sounds created by machines.
D. Have students create their sounds using only musical
instruments.

7. The purpose of asking students to draw what they imagine

based on environmental sounds is to:
A. Improve their artistic skills.
B. Encourage them to be quiet.
C. Test their knowledge of art history.
D. Develop their ability to connect sound with imagery.

8. Acting out sounds with movements, such as pretending to be

animals or machines, helps students:
A. Improve their reading comprehension.
B. Develop their kinesthetic understanding of sound.
C. Learn complex musical theory.
D. Memorize musical notation.

9. Which of the following is NOT directly related to teaching

timbre?
A. Differentiating between speaking and singing.
B. Identifying different qualities of sounds (soft, loud, bright,
deep).
C. Explaining the harmonic structure of a song.
D. Connecting sounds with different musical instruments.
 10. The most effective way to teach timbre at the elementary
level is:
A. Employing a variety of sensory-rich and age-appropriate
activities.
B. Using abstract and complex musical exercises.
C. Focusing solely on theory and terminology.
D. Restricting activities to listening passively to recordings.

Answer Key:
1: A
2: B
3: B
4: B
5: C
6: B
7: D
8: B
9: C
10:A

XII. ASSIGNMENT ( Instruction: Research and describe how you are going to teach
the following topics related to timbre. You may use the space
provided to illustrate your concept and procedures.