Nutcracker
Materials:
Materials:
o Rhythm sticks
o Scarves
Primary Objectives:
-The students will demonstrate
their ability to respond to a cultural story experience.
-The students will demonstrate their ability to
listen to and recognize story elements in a familiar story.
Secondary Objectives:
-The students will experiment
with hearing and tapping the beat to music.
-The students will experience
listening to classical music.
-The students will move in
response to music.
-The students will recognize
that the music from the Nutcracker Ballet is associated with the holiday season
and is originally presented in the form of a ballet.
-The students will be exposed
to music in a cultural context.
Scope and Sequence:
This lesson can be spread out
over a 2 week period in order to create anticipation and excitement as well as
familiarity with the music.
Days 1and 2
Play Nutcracker music in the background while children are
doing their independent work to allow students to become familiar with the
music from the Nutcracker Ballet. This also allows you an opportunity to know
which students are already familiar with the music.
Day 3
Read the Story entitled The
Nutcracker by Vladimir Vagin. Stop periodically and check for
understanding. Also take your time, to create a level of anticipation.
To create the right mood, play Nutcracker CD in the
background quietly while you are reading. (I have a condensed version which
plays parts of most of the pieces.)
Introduce a classroom Nutcracker and Mouse King Nutcracker
for students to look at.
Day 4
Read another version of another version of the Nutcracker
story. Compare similarities and differences.
Day 5
-During centers today work with students in small groups and
give them a musical experience by allowing them to listen to The Sugar Plum
Fairy Suite. Provide each child with rhythm sticks and have them follow along
with the very pronounced beat that they can hear in this piece.
-After all students have had an opportunity to practice the
song in a small group setting, allow them to try keeping the beat using the
rhythm sticks with the whole group.
Day 6
-Allow the students to express themselves through a free
directed movement activity by again playing the Sugar Plum Fairy music and
providing each child with a scarf encouraging them to move with the music
thinking about the beat we have been working on yesterday.
Follow-up Activities
-have students write a response in their journals about the
Nutcracker story.
-Provide students with a toilet paper role and a nutcracker
pattern that they can color and glue on to make their own individual
nutcracker.
-Watch The Barbie
Nutcracker which is an excellent interpretation of the story that does not
only highlight the beautiful music of Tchaikovsky but it also allows all
students to get a full grasp of the story so that if they saw it in the true
ballet format they would understand the story quite well.
Assessment
Assessment for the language arts objectives will be based on
the students ability and desire to respond in their journals to the experience
of hearing and learning about the Nutcracker story.
Assessment for the music portion will be to notice which
students are able to hear and keep a beat during the small group instruction. A
further assessment will be performed with anecdotal records by noting which
students are able to keep the beat in a whole group setting.
A final assessment piece will be noticing how students
respond to the movement activity and see whether or not they use the beat when
moving with their scarves as a way of “feeling” the music.
Language Arts Standards
2.2 Use pictures and context to make predictions about story
content.
2.4 Retell familiar stories.
2.5 Ask and answer questions about essential elements of a
text.
3.1 Distinguish fantasy from realistic text.
3.3 Identify characters, settings, and important events
3.3 Identify characters, settings, and important events
1.1 Use letters and phonetically spelled words to write
about experiences, stories, people, objects, or events
Music Standards
Listen to, Analyze, and Describe Music
1.2 Identify and describe basic elements in music (e.g., high/low, fast/slow, loud/soft, beat).
1.2 Identify and describe basic elements in music (e.g., high/low, fast/slow, loud/soft, beat).
2.3 Play instruments and move or verbalize to demonstrate
awareness of beat, tempo, dynamics, and melodic direction.
3.4 Use developmentally appropriate movements in responding
to music from various genres and styles (rhythm, melody).
5.1 Use music, together with dance, theatre, and the visual
arts, for storytelling.
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