Lesson Plan in Music

Orff Approach

GRADE LEVEL: Grade 2

CONTENT STANDARD: 

 Demonstrate basic understanding of music sound, silence and rhythm

 Demonstrate basic understanding of pitch and simple melodic patterns

PERFORMANCE STANDARD: 

 Respond appropriately to pulse of the sounds heard and performs with accuracy the
rhythmic patterns

LEARNING COMPETENCY/COMPETENCIES: 

 Plays simple ostinato patterns on classroom instruments

-Sticks, drums, triangles, nails, coconut shells, bamboo, empty boxes, orff instruments and
etc.

 Identifies the pitch of a tone as high or low

 Matches the correct pitch of tones with other sound sources.

LESSON OBJECTIVES
Students will be able to:
a. Read note/rest values (to dotted quarter notes) and identify symbols. Students will sing
rhythms (3/4 time) and solfege patterns accurately.
b. Students will improvise body movement to music.
c. Students will play rhythm and borduns accurately on Orff instruments.

SUBJECT MATTER
Topic: Rhythm, Note Values, Solfege, Notation, Movement, & Orff Instruments
References: textbooks, supplemental books, instruments, CD’s, MP3’s, computers, online
listening examples or videos, projector, SmartBoard, or Mimeo.
Materials: Song(s) or Orchestration, Visuals, Instruments

Procedure:
A. Devotional (IFLL) “The Power of Music” (Colossians 3:16)

Our God is singing God who loves music (Zephaniah 3:17, Mark 14:26). We are made in God’s
image, so we have a natural attraction to music. We can do ourselves much spiritual good by
listening to God-honoring music and by worshiping Him in song.

- This speaks of the great spiritual power in music.

- This speaks of the great power of giving our gifts to God.

-This speaks of the great strength of what seem to be small or unexpected things.

-This speaks of the great importance of worshipping God in song.

Make use of this great, wonderful, God-given, and God-blessed spiritual resource.

B. Drill- Riddle

Okay everybody for our energizer; let us stand up and follow what are the instructions in the
video clip. (Beet and cherry) clip by tapping it in your legs and if you see rests, no tapping.

C. Review

What was our previous topic? It’s all about the quality of Sound and Music.

How does sound help us appreciate the things around us?

What is the difference between noise and music?

What is the best important lesson that you learned from the previous topic?

D. Motivation- The pupils are singing with actions songs related to the new topic.

E. Lesson Proper

Orff Method for Music

1. Say

Orff combines speaking, singing, movement, and instruments in its teaching approach, teaching
through poems and stories. Students will speak the poem first, and then add creative movement
or instruments to make it musical. Using stories, read books to the learners where they can move
to the words of the book. Use stories that action words like “Jump”, “dance”, “skip”, “twirl”,
etc. by these students can add creative movement either as a class or in round form, and then
instrument parts either all together or in rotation format.

2. Sing

Students are taught songs by rote. Students will listen to the song first, whether on a recording or
by me singing it. Then, they echo sing a line at a time after the teacher. Then after they are
comforatbale with the song, student will proceed to adding movement or instruments.

3. Movement

Movement should be a huge part of the elementary music classroom. The way to teach dance and
movement is through folk songs and creative movement. Fun ways to incorporate dance is to use
scarves to have the kids paint high and low to the music, teach folk dances where they can pair
up with a partner or learn dances as class, have them create movement in their “bubble” of space.

Creativity is what matters here and allowing the students time and space to explore different
ways to move their bodies.

4. Play

Instruments are a large part of the Orff approach that comes in drums and xylophone. If no
instruments, kids can use body percussion. The body percussions are snap, clap, pat and stomp.
After using body percussion, transfer to the instruments. A goal work is to work towards is to
have a good variety of xylophones, glockenspiels, drums, rhythm instruments, and recorders.

Students/Teachers Activities:

 Lead rhythmic/solfege warm-ups

 Call on students to identify music symbols & note values.

 Write music vocabulary words & concepts covered in lesson on board & discuss.

 Discuss care & playing technique of Orff instruments

 Lead rhythmic patterns to song, “X” on Orff instruments-begin with non-pitched percussion-8
bars.
 Lead/add rhythmic patterns/borduns to song with bass bars, bass xylophones & metallophones.

 Lead/add rhythmic patterns/arpeggiated chords to song with soprano/alto

xylophones/metallophones.
 Lead/add melody to song with soprano & alto glockenspiels, recorders, & voices.

 Give worksheet on note/rest values, pitches, & song-related items-check understanding of

music concepts.

F. Application
Students will group into (3) three. First group are playing an instrument part. Second group are
singing/speaking and the last group creating movement. After 15 minutes, students will
combine their work in the class.

G. Generalization
The Orff approach is a method of teaching children about music that engages their mind and
body through a mixture of singing, dancing, acting and the use of percussion instruments. For
instance, the Orff method often uses instruments like xylophones, metallophones, and
glockenspiels.

Evaluate/Create
Students will complete worksheets 10 points (checked for accuracy-1 point each). Students will
complete a group playing exam by row & receive 5 points each for steady beat, accurate rhythms,
pitches, melody (singing), & attack/release together (20 points total).

Assignment/Agreement
Students will make a video presentation of their poem with adding a creative movement. This
will be submitted on next week.