Lesson Plan
What Makes Music?
Students will be able to identify and describe basic elements of music such as rhythm, melody, and dynamics.
Understanding the building blocks of music helps students appreciate and create music more deeply, enhancing their listening skills and creative thinking. This lesson enhances listening skills and critical thinking.
Audience
2nd Grade
Time
30 minutes
Approach
Discussion, listening, activity
Materials
Smartboard or projector, What Makes Music? Slide Deck, Various musical instruments (or classroom objects that can make sounds), and Rhythm Explorers Activity Sheet
Prep
Prepare Materials
10 minutes
- Review the What Makes Music? Slide Deck and become familiar with the content.
* Gather various musical instruments (e.g., drum, tambourine, shaker) or classroom objects that can make distinct sounds (e.g., पेंसिल tapping, hand claps, stomps).
* Print copies of the Rhythm Explorers Activity Sheet, one for each student.
* Ensure audio equipment is working for playing music examples (if using).
Step 1
Warm-Up: Sound Detective
5 minutes
- Begin with the Sound Detective Warm-Up.
* Ask students to close their eyes and listen to different sounds the teacher makes (e.g., clapping, snapping, tapping a pencil).
* Have students guess the sound and then discuss if it's
Step 2
Introduction: What is Music?
5 minutes
- Display Slide 1: What Makes Music? and facilitate a brief discussion using the Teacher Script.
* Ask students: 'What do you think makes a sound into music?'
* Introduce the idea that music has special 'ingredients'.
Step 3
Exploring Musical Ingredients (Rhythm, Melody, Dynamics)
10 minutes
- Use Slides 2-5 to introduce rhythm, melody, and dynamics.
* Rhythm (Slide 2): Use clapping or body percussion to demonstrate simple rhythms. Ask students to copy. 'Can you feel the beat?'
* Melody (Slide 3): Play a simple tune on an instrument or sing a short phrase. 'Does this sound like a song? What makes it singable?'
* Dynamics (Slide 4): Play or sing the same note/phrase loud and soft. 'How did that sound different? Can music be quiet or loud?'
* Facilitate discussions using the Teacher Script.
Step 4
Rhythm Explorers Activity
5 minutes
- Distribute the Rhythm Explorers Activity Sheet.
* Explain the activity: Students will create their own simple rhythms using symbols.
* Guide them through an example. Circulate to provide support and encourage creativity.
Step 5
Cool-Down: Musical Reflections
5 minutes
- Conclude with the Musical Reflections Cool-Down.
* Ask students to share one new thing they learned about music or one musical ingredient they liked most.
* Reiterate that music is all around us and we can listen for its special ingredients.
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Slide Deck
What Makes Music?
Is it just sound? Or something more?
Let's be music detectives!
Welcome students and pose the opening question. Encourage initial thoughts and ideas, emphasizing that there are no wrong answers. Connect it to everyday sounds.
Rhythm: The Beat of Our Hearts
Rhythm is the pattern of sounds and silences.
It's the beat you can tap your foot to!
- Clap a simple rhythm together!
- Can you find a rhythm in your name?
Explain rhythm as the heartbeat of music. Demonstrate with clapping or stomping. Have students echo simple rhythms. Ask: 'Can you feel the pattern?'
Melody: Singing Stories
Melody is a series of notes that create a tune.
It's the part you hum or sing!
- Does the tune go up or down?
- How does it make you feel?
Introduce melody as the singing part. Use a simple, familiar tune. Ask students to hum along or identify if the tune goes up or down. Ask: 'What makes this sound like a song?'
Dynamics: Loud and Soft Secrets
Dynamics tell us how loud or soft music is.
- Forte (FOR-tay): LOUD!
- Piano (pee-AH-no): soft...
How do different sounds make you feel?
Explain dynamics as how loud or soft the music is. Demonstrate with your voice or an instrument. Have students show 'loud' and 'soft' with their hands. Ask: 'Why would a musician play loudly or softly?'
Your Turn to Create!
Now that we know some musical ingredients...
Let's become Rhythm Explorers!
Get ready to make your own musical patterns.
Transition to the activity. Explain that students will now get to create their own rhythms. Distribute the Rhythm Explorers Activity Sheet and give clear instructions.
Script
What Makes Music? Teacher Script
Warm-Up: Sound Detective (5 minutes)
Teacher: "Good morning, everyone! Today, we're going to become 'Sound Detectives.' Can you all find a comfortable spot and close your eyes for a moment? I'm going to make some sounds, and I want you to just listen. Try to figure out what you hear."
Teacher makes a few distinct sounds (e.g., clapping, snapping, tapping a pencil, rustling paper).
Teacher: "Okay, open your eyes! What did you hear?"
Allow students to share. Write their observations on the board.
Teacher: "Great listening, detectives! Now, a tricky question: Were any of those sounds music? What do you think makes a sound become music?"
Facilitate a brief discussion, encouraging different ideas.
Introduction: What is Music? (5 minutes)
Display Slide 1: What Makes Music?
Teacher: "That's a fantastic question, and one that musicians and listeners have thought about for a long, long time! Look at our first slide: 'What Makes Music?' Just like we talked about, not every sound is music. But what are those special ingredients that turn everyday sounds into something musical?"
"Today, we're going to uncover some of those secret ingredients that make music so special and exciting!"
Exploring Musical Ingredients (Rhythm, Melody, Dynamics) (10 minutes)
Display Slide 2: Rhythm: The Beat of Our Hearts
Teacher: "Our first secret ingredient is Rhythm! Say that with me: Rhythm. Rhythm is the pattern of sounds and silences. It's like the heartbeat of music, the beat you can tap your foot to! Let's try to clap a simple rhythm together. I'll clap, and then you echo me."
Teacher claps a simple 4-beat rhythm. Have students echo. Repeat with a few different simple rhythms.
Teacher: "Fantastic! Can you feel that steady beat, that pattern? Now, here's a fun challenge: Can you find a rhythm in your own name? My name is [Teacher's Name], and I can clap it like this: [clap out your name rhythm]. Try clapping your own name rhythm!"
Allow students to try. Circulate and listen.
Display Slide 3: Melody: Singing Stories
Teacher: "Our next special ingredient is Melody! Say it with me: Melody. Melody is a series of notes that create a tune. It's the part you hum or sing. Think about your favorite song – that catchy tune is the melody!"
"Listen to this simple tune. Does it sound like a song? Does it go up or down?"
*Teacher sings or plays a simple, familiar melody (e.g.,
Warm Up
Sound Detective Warm-Up
- Close your eyes and listen carefully to the sounds around you or the sounds your teacher makes.
- What do you hear?
- Is it music? Or just a sound?
My Sound Observations:
- Sound Heard:
Was it music? Yes/No - Sound Heard:
Was it music? Yes/No - Sound Heard:
Was it music? Yes/No
Activity
Rhythm Explorers Activity
Name: _____________________________
Instructions: Be a rhythm explorer! Create your own rhythms using these symbols. Each box is one beat.
- Clap = ✋
- Stomp = 👣
- Snap = 🤏
- Shh (Silence) = 🤫
My First Rhythm (4 beats)
| Beat 1 | Beat 2 | Beat 3 | Beat 4 |
|---|---|---|---|
My Second Rhythm (4 beats)
| Beat 1 | Beat 2 | Beat 3 | Beat 4 |
|---|---|---|---|
My Challenge Rhythm (8 beats)
| Beat 1 | Beat 2 | Beat 3 | Beat 4 | Beat 5 | Beat 6 | Beat 7 | Beat 8 |
|---|---|---|---|---|---|---|---|
Cool Down
Musical Reflections Cool-Down
Name: _____________________________
-
One new thing I learned about music today is...
-
My favorite musical ingredient (rhythm, melody, or dynamics) is...
-
I can listen for music in these places: