Lesson Plan | Socioemotional Learning | Musical Construction

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Social-Emotional Lesson Plan is to provide students with a clear and detailed understanding of the lesson objectives, establishing a solid foundation for the study of musical formation. This stage is crucial for aligning expectations and preparing students for active and engaging learning, allowing for a deeper connection with the content and facilitating the development of social-emotional skills such as self-awareness and social awareness.

Main Goals

1. Identify the main components of musical structure, including melody, harmony, and rhythm.

2. Understand how different musical elements combine to form a complete composition.

3. Explore the origin and evolution of rhythm in music, recognizing its importance in musical creation.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Musical Mindfulness

Mindfulness practice is a technique that helps focus attention on the present moment, promoting concentration and calmness. During the activity, students will be guided through a series of breathing and visualization steps to reduce anxiety and prepare the mind for learning. This technique not only improves attention but also develops self-awareness and self-control, essential skills for social-emotional development.

1. Ask students to sit comfortably in their chairs, with their feet on the floor and their hands resting on their knees.

2. Request that they close their eyes and take three deep breaths, inhaling through the nose and exhaling through the mouth.

3. Guide students to focus on their breath, observing the air entering and leaving their bodies. Continue for about a minute.

4. Ask them to imagine a soft melody, like the sound of classical music or birds singing. Let their minds focus on this melody for another minute.

5. Encourage students to pay attention to how their bodies feel while listening to this imaginary melody. They should observe how their muscles relax and their minds calm.

6. Conclude the activity by asking students to slowly open their eyes and return their attention to the classroom, maintaining the feeling of calm and focus.

Content Contextualization

Music plays a fundamental role in everyone's life, whether as a form of personal expression, entertainment, or even as a therapy tool. Each musical element, such as melody, harmony, and rhythm, contributes uniquely to the creation of a complete musical piece. Understanding how these elements interact can not only enhance musical appreciation but also develop social-emotional skills like empathy and collaboration. For example, when playing in a band or choir, students learn to listen to others, adjust their rhythm, and work in sync, skills that are transferable to various aspects of life.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (25 - 30 minutes)

1. Main Components of Music:

2. Melody: Melody is the sequence of musical notes that are perceived as a single entity. It is the part of the music that people typically remember. A classic example of melody is the vocal line of a popular song.

3. Harmony: Harmony is the support of the melody, made up of chords that accompany the melodic line. It adds depth and richness to the sound. An example is the combination of notes played simultaneously on a piano.

4. Rhythm: Rhythm is the pattern of duration of notes and silences in music. It is responsible for giving movement to the music. An example of rhythm is the steady beat of a drum in a dance song.

5. Timbre: Timbre is the quality of sound that allows us to distinguish different instruments or voices playing the same note. For example, the sound of a violin is distinct from that of a piano, even if both play the same note.

6. Dynamics: Dynamics refer to variations in volume during a music performance. They can indicate moments of greater intensity or softness. An example is the transition from a soft passage to a louder one in a symphony.

7. Structure: Structure is the organization of different parts of a musical composition, such as verses, choruses, and bridges. An example is the classic structure of a pop song: verse-chorus-verse-chorus-bridge-chorus.

8. Explain each of these components using everyday examples and simple analogies, like comparing melody to a story being told, and harmony to the settings that support the narrative.

Socioemotional Feedback Activity

Duration: (30 - 35 minutes)

Group Music Creation

Students will be divided into groups and will be tasked with creating a simple song using the main components learned. Each group should choose a melody, harmony, and rhythm for their composition. Additionally, they should think about timbre and dynamics to make the music more interesting.

1. Divide the class into groups of 4 to 5 students.

2. Each group should choose a theme for the song they will create.

3. Assign roles within the groups: who will be responsible for melody, harmony, rhythm, timbre, and dynamics.

4. Encourage groups to use available instruments in the classroom or create sounds with objects around them.

5. Ask each group to present their song to the class after creation.

Group Discussion

After the song presentations, start a group discussion using the RULER method. First, recognize the emotions expressed in the songs and presentations of the groups. Ask students how they felt while creating and presenting the music. Understand the causes of these emotions, exploring what motivated certain musical choices and how it influenced the final result. Label the emotions accurately, helping students identify feelings like joy, anxiety, or pride. Express emotions appropriately, encouraging students to talk about their experiences openly and respectfully. Finally, regulate emotions by discussing strategies for dealing with negative emotions that may have arisen during the activity, such as frustration or nervousness. This may include breathing techniques, assertive communication, or teamwork.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

To reflect on the challenges faced in the lesson and emotional management, ask students to write a brief paragraph or participate in a group discussion. They should reflect on the following points:

1. What were the biggest challenges in creating and presenting the song?
2. How did they feel during the process and at the end of the presentation?
3. What strategies did they use to deal with negative emotions, such as frustration or nervousness?
4. What did they learn about their own emotions and how might this be useful in the future?

For the group discussion, divide the class into small groups and ask them to share their responses. Then, gather everyone for a plenary discussion, encouraging participation from all.

Objective: The aim of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. This will allow students to develop greater self-awareness and self-control, essential skills for both the school environment and personal life.

Closure and A Look Into The Future

To conclude the lesson and set personal and academic goals, ask students to think of one or two goals related to the content learned. These goals can be written on paper and shared with the class or discussed in small groups. Examples of goals may include practicing a musical instrument, composing a new song, or participating in extracurricular musical activities.

Possible Goal Ideas:

1. Regularly practice a musical instrument.

2. Compose a new song using the components learned.

3. Participate in extracurricular musical activities, such as choirs or bands.

4. Develop the ability to listen to and appreciate different musical styles.

5. Improve collaboration and teamwork through musical projects. Objective: The purpose of this subsection is to strengthen students' autonomy and practical application of learning, aiming for continuity in academic and personal development. By setting personal and academic goals, students can apply the knowledge acquired and continue to develop their musical and social-emotional skills.