Musik, Serious Gaming und Konzentrationsfähigkeit – mit der App entdecken die Kinder die Magie der klassischen Musik mit interaktiven Spielen.
Activity 1
Music history
Independently
25 min.
M10 printout
M10: Features of the Baroque period (hand out to each pupil)
1. Ask children what they can see in the pictures.
2. Teacher: "On your worksheet, you’ll have noticed that there are pictures representing opposite things. I’m going to read you a story inspired by the Baroque period. As I read it to you, tick the pictures you think fit the story best."
3. Read the story inspired by the Baroque period to the class.
4. At the end, discuss the solutions with the class.
[Sound] story inspired by the Baroque period (17th & 18th centuries)
It was a beautiful day during the Baroque period. The sun was shining and the birds were chirping. For the first time, Mary was invited to a big party at a magnificent castle. She was so happy that she couldn’t stand still! She kept jumping around with excitement. Mary only ever saw a castle from afar before, and she had heard all about their magnificent columns and ornaments.
Which picture do you think fits the Baroque period best? (line 1)
In the evening, Mary and her mother set off for the castle by Horse and Carriage. When they arrived, they had to go up a long flight of stairs before reaching the large ballroom. Mary was amazed at all the women wearing magnificent dresses with frills and bows.
Which picture do you think fits the Baroque period best? (line 2)
There was beautiful music too of course. Musicians played their harps, cellos and lutes. Their sounds reminded Mary of the crackling of the open fire in winter. It was beautiful and full of emotions.
Which picture do you think fits the Baroque period best? (line 3)
At the centre of the ballroom, people danced happily, spinning around to the beat of the music. Dresses rustled like leaves in the wind. Mary danced too and felt a bit dizzy from all the spinning around. She went outside to get some fresh air. The warm wind blew around her. Mary strolled around the gardens with its many flower beds and small fountains. She admired the plants and heard frogs croaking in the distance.
Which picture do you think fits the Baroque period best? (line 4)
The party carried on all night. Mary was a bit tired and yawned loudly. People loved the music and the food. At the end of the night, everyone applauded! People talked about this enchanting party for a long time…
Bold font - where children need to select the appropriate picture.
Activity 2
Discover musical instruments
Whole class
15 min.
Percussion instruments (e.g. Orff instruments)
Hand out different types of percussion instruments (e.g. Orff instruments). If possible, there should be enough instruments so that each pupil gets one.
As a class, agree on a start and a stop signal (e.g. clapping 3 times, hands on the head, etc.).
Teacher:
"We’re going to play a game called 'Let's Change, Little Tree'. When the leader shows the start signal, everyone picks up their instrument and starts playing using different techniques (shacking, tapping, etc.). Keep playing until the leader shows the stop signal. When the leader says "Let's change, little tree", everyone should put their instrument down, stand up and find a new instrument. The leader will then pick someone else to stand in the middle and we will start a new round."
Designate one student to stand in the middle of the class to lead the first round. Play a few rounds so that children get a chance to try out different instruments.
Optional
If there aren’t enough percussion instruments available, children can play the game in pairs or small groups.
Activity 3
Z-fold
Independently
5 min.
If there's still time...
… ask questions about the content of the last lesson. Students can refer to their Z-fold to answer.
… children can take a physical break (e.g. 15 jumping jacks, 10 squats, etc.).
Skills learned in this lesson:
Students…
… learn about some of the features of the Baroque period.
… are introduced to different ways of playing percussion instruments.