Posters for Music Class (Resources for a Music Teacher)

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Aston-Teaching Instruments of the Orchestra for Music Teachers

Looking for a new, imaginative and fun way to teach your students about the instruments of the orchestra? Using the orchestra band called Aston you can now bring some new fun into your Music Classroom. Aston use up to date chart songs and rearrange them for orchestral instruments.

Identifying classic popular songs aurally

I will play 4 classic popular songs. Students will identify the name of the song and the artist who sung each song. The songs will be re-arranged for classical instruments.

Identifying Instruments playing each extract

Students will try identify any instrument they hear playing the re-arrangement of popular songs and what family they belong to.

1)    Violin

2)    Cello

3)    Classical Guitar

4)    Piano

5)    Timpani

6)    Gong

7)    Cymbals

8)   Chimes (Tubular Bells)

Video of Aston playing classical instruments.

I will ask the class can they name any instruments they see in the video. I will then provide a short definition and explanation of each instrument (what family they belong to, how they are played etc). Students will then continue watching the video and identify what song it is and answer questions on handout.

Biography

Students will read biography on the band ‘Aston’ from handout. I will provide a profile on each member in the band and what instrument they play. They will then answer questions on the handout about the band, allowing me to assess what they have leant throughout the lesson.

Videos:

Hanukkah Resources for RE Classroom

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Hanukkah is the Jewish Festival of Lights and is celebrated from sunset today Wednesday the 27th of November until sunset on Thursday the 5th of December 2013.

The story of Hanukkah taken from http://www.bbc.co.uk/schools/religion/judaism/hanukkah.shtml

The festival reminds Jews of a time over 2500 years ago when Antiochus, a Syrian king, tried to make the Jewish people worship Greek gods. A statue of Antiochus was erected in the Jewish temple and the Jews were ordered to bow down before him. The Ten Commandments forbid Jews to worship statues or idols and so they refused.

A small group of Jews called Maccabees rebelled, and after a three year war they recaptured Jerusalem from the Syrians. But the temple was all but destroyed.

The Jews had to clean and repair the Temple, and when they were finished they rededicated it to God. They did this by lighting the lamp (Menorah) – which was a symbol of God’s presence. Only one small jar of oil was found, enough for one day, but miraculously the lamp stayed alight for eight days.

Resources for your classroom:

http://myjewishlearning.com/hot_topics/ht/hanukkah-2013.shtml

https://www.truetube.co.uk/film/hanukkah

http://www.scholastic.com/teachers/collection/hanukkah-classroom

http://lessonplanspage.com/hanukkah-htm/

Human Rights Lesson Plan Part 2 (for CSPE and RE teachers)

Religious symbols (10 minutes)

Show students a cross, a crescent and moon, and a Star of David. Ask learners to identify each to determine their level of awareness. Ask them to find something all of these symbols have in common. They could make the connection to things visible in the northern night sky, symbols of religion, shapes etc. After learners have given some ideas, lead the class to agree on a common definition that all could work from during the lesson: that these are all religious symbols and represent a particular religion.

Problems of Planet (10 minutes)

Students will be presented with a number of problems arising on Planet X. Problems will relate to discrimination in school, at work and in society. Religious discrimination will be the main focus. I will explain that on Planet X we have three main religious movements: Jewish, Christian and Muslim.

Group Work (10 minutes)

Groups of three. Each student in the group will work individually to begin with. They will read and learn about their chosen religion. Students will then complete a worksheet as a group. The worksheet will allow them to find similarities and comparisons between Judaism, Christianity and Islam.

Venn Diagram (10 minutes)

Pull back together as a whole class. Have each group report the beliefs of each group. Discuss. Point out similarities and differences. 


Put a blank Venn diagram on the board or overhead projector. Give each student a copy of the Venn diagram. Together fill in the beliefs of each religion in the appropriate circles. 

Human Rights Lesson Plan Part 1 (for CSPE and RE teachers)

Prepare and Introduction (10 Minutes)

Flashcard containing words like shelter, water, food, television, music etc will be placed on the whiteboard. Students will arrange them into two categories: esstential and material. This idea of essential items will be developed further with the use of images. Images will show education, love, friendship, playing, home. Each student will examine the images and write down what they think each image represents. Class will discuss answers and come to an understanding that what we need like food and water we also have a right to.

Power point (10 minutes)

Begin by setting the scene as imaginatively as possible. The following paragraph might be a useful introduction.

‘A colony is to be established on Planet X, an ‘Earth-like’ planet in the Gamma quadrant. You are lucky to have been chosen for this exciting new life! Your colony has the initial task of drawing up a code of rights for everyone on the planet. This will be done in several stages.’

The journey through space

Explain to the pupils that they are on their way to Planet X and are now in hyper-isolation. Ask each pupil to draw up a personal list of ten essentials that they feel they need for their new life. These might be practical things they will need to survive, but they could also be ideas about how life on the new planet is to be organised. They should rank their list in order, with ‘1’ as the most important.

Writing List (10 minutes)

Students will compose list of 10 essentials they need on their journey. When they have completed their list they will discuss it with the person beside them.

  1. Why they chose these items?
  2. How important they are to them?
  3. Could they live without any of the items?
  4. Are any of the things on the list material possessions?

In planetary orbit

Whilst pupils circle Planet X they meet up with a fellow traveller. Ask each pupil to share her list of essentials with a partner and agree on a shared list of ten rights. They should note down their reasons for deciding what to include and what to leave out and keep these lists for later reference.

Group work (10 minutes)

On landing

Now that pupils have landed on the new planet, each pair should join together with another and agree a common list of ten rights.