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Diirreecctt IInnssttrruuccttiioonn
Name Christina Marotta
Date
8-5-05
Standard: Kindergarten- Music 4.0: Aesthetic Valuing, 5.0: Connection, Relationships, Applications
Objective: To introduce students to associating and expressing their feelings through music and color.
Syntax of the Model of
Teaching
Description of the Lesson
Motivation
To grab the students’ attention I am going to
make colorful masks that I will wear every day to
start the “feelings” lessons. Today I am going to
wear a mask that has a smiling face. Then I will
tell the students about the fun story I am going to
read them.
Input of Information
(how and why, what mode and with
what kind of aides)
To introduce the topic of feelings, first I am going
to read the book, “My Many Colored Days” by Dr.
Seuss. This book associates feelings with colors.
As I read the story I will point out when the
emotions appear and I will write those words on
the board to emphasize them. After I complete
the story I will present the words on the board,
discuss what they mean, and when you might
feel them. I think the colorful visual book will be
also helpful for language learners to learn the
names of colors. This is the first step in helping
the students understand that feelings can be
described and expressed using colors.
Checking Comprehension
(did they understand, do you need
to input in a new way?)
Structured Practice
(in a structured way to insure
success)
Guided Practice
(in a more difficult way to really
show you they are grasping the
concept)
OCT. 2002
Technological/Multi-Media
Enhancement
I will ask volunteers to share when they might
have felt a certain feeling, either in the emotion
or the color, to see if they understand the
feelings associated with the correct word.
I will have a poster board with different colors in
a column on the left hand side and have the
students name an emotion that they would
associate with each color. I will fill in the poster
board with the emotion they have chosen for
each color. This is an introduction into
associating emotion through color and
expressing themselves through art.
To extend their practice of conveying their
emotions through art, such as music, I am going
to use sound clips as a teaching tool in this
lesson. The musical clips will be of different
songs from upbeat melodies such as “It’s a small
world” to intense dramatic melodies, such as
“The Phantom”. The students will call out a
description of the music they hear in either an
emotion or a color. There is no right or wrong
answer for this. This lesson is intended to show
Garage band: sound clips of different
melodies- See attachment titled: Musical
Feelings.
students how music is another form of art, in
addition to color, that can be used to express
emotion as well. This is useful for English
Learners as well because a student does not
need to be able to understand what is said in the
songs, they just have to listen to the melody and
describe how it makes them feel. If needed, the
ELL students can point to the colorful pages in
the book to describe their emotions.
Closure
( how do you bring to a close and
sum up what learning was to take
place)
Assessment
(how do know the student learned
what you hoped to teach)
I will review with the class different emotions,
and colors that can reflect those emotions. I will
also ask students what songs they like to hear
and how those songs make them feel.
The assessment can be monitored through class
participation.
Independent Practice (reflection of degree some students reached the objective.)
I will give students a worksheet with different faces that are showing emotion and have the children color the faces
with the colors that they believe represent that emotion. For instance, if there is a sad face and the child associates
sad with blue than they would color that face blue. This assignment is intended to reinforce representing emotion
through color and leads them into the next lesson using emotion through visual arts.
OCT. 2002