Introduction to Music Learning Session
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ScribdTranslationsIntroduction to Music Learning Session
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ScribdTranslationsLEARNING SESSION N°01
1.1. I. E. N° 138 PROTAGONISTS OF INDEPENDENCE 1.5 Teacher: Lic. Raúl E. Luciano Valverde
1.2. Director : Mg. Teófilo Obregón Calero 1.6. Hours 3 hours
1.3. SD. Nancy Sánchez Aliaga 1.7. Grade 2° ABCDE
1.4. Area Art and Culture 1.8. Bimester: I
1.9 Date 20 - March 24
Learning Experience 5: 'The Sound of My School'
III. TITLE OF THE SESSION
INTRODUCTION TO MUSIC
IV. EXPECTED LEARNINGS
COMPETITION CAPABILITIES PERFORMANCES
Perceives and interprets E
demonstrations Interpret the aesthetic qualities of artistic expressions
cultural arts. cultural from various backgrounds, using the language of the arts and
Contextualize their personal and social references.
Appreciate of Recognizes the fundamental characteristics of the language of the arts
demonstrations
critical way cultural arts. (principles, elements and codes present and links them with the
manifestations individuals, contexts, and periods in which they were produced.
Creative reflection and
artstco -
critically
cultural.
Explore and experiment with the
languages del art Explore ways in which the elements of art, the materials,
It means experiments, tools, techniques, and procedures can be combined and
improvise and develop manipulated to broaden their expressive possibilities and achieve their
skills in the use of specific intentions.
the media, materials,
Plan work independently or collaboratively.
tools and techniques
demonstrates an awareness of intention and based on various
of the various languages
of art. cultural and technological referents. Develop work using the
Apply processes arts in an integrated way to promote or communicate issues of
creators: It is supposed to generate social importance.
["ideas","investigate","take"]
decisions and put into
practice sus
knowledge for
develop a project
artstco individual o
collaborative in relation to
a specific intention.
Evaluate and socialize your
Create projects processes y projects:
since the It means to register your
languages experiencias, comunicar
artstcos his discoveries y
share your creations
with others, for
delve into them and
reflect on their
ideas and experiences.
Performances Learning evidence
Transversal competences
capabilities and others
related competencies
Manage your learning in a way Set learning goals Actively participate in the process of
autonomous associated variables its preparation
a of graphic organizers
Define learning goals potentialities, knowledge, about music.
Organizes strategic actions these of learning
to achieve their goals. skills limitations
Monitor and adjust your performance personalities and attitudes for the
during the learning process. achievement of the task, formulating
reflective questions.
Virtual environments are developed. Contrast collected information Organize the necessary actions to
generated by ICT from various sources and environments develop the learning process
Customize virtual environments. that respond to prompts and using ICT, to this end it provides evidence of it.
Management of environmental information research or learning needs in the activities
virtual. school tasks, and summarize the developed ones.
Interact in virtual environments information in a document with
Create virtual objects of various types pertinence and considering the
formats. authorship.
V. DIDACTIC SEQUENCE
Start: (20 minutes)
The teacher gives a warm welcome, asks how the students are, and
provide recommendations for taking care of your health.
The rules of coexistence in the classroom are indicated.
The teacher applies the time bomb dynamic, creating an atmosphere of trust and kindness.
The teacher poses questions to understand the emotional state of the students after their
vacation. Write down the students' answers and through a brainstorming session ask them about
what they know about music.
Then announces the purpose of the session:Recognize the importance of music in reality
actual.
.
The teacher presents a problematic situation and raises some questions.
SIGNIFICANT SITUATION:
Second grade students start a conversation about the problem of the lack of appreciation for the
traditions and customs of the villages of their parents or grandparents. Some of them commented on the little
interest of students in the various cultural manifestations, especially those related to
our music, one of the solutions to such a situation was to carry out musical artistic activities that would
allow to raise awareness of the situation, for this a musical rehearsal of a theme with zampoña is carried out and
percussion instruments like cajons or bass drums. The following questions are posed:
. They listen to a musical piece with various instruments.
. What sounds do these melodies produce?
. Do you recognize any particular instrument?
. Could we create our own sounds with the body? With what part of the body can we create?
sounds?
Development: (95 minutes)
Students share the posed problem and conduct a personal reading to solve the issue.
The teacher asks the students questions that allow them to remember the importance of music and its
relationship with the present.
Students share information, organize themselves, and structure solution strategies that allow them to
resolve the proposed situation. While the teacher monitors each of the students establishing
questions that allow them to evaluate the strategy applied and use their checklist.
The students interact with the problem by reviewing previously mentioned concepts and specifying some.
details about the importance of music in today's reality.
Students represent their solutions in their workbooks and answer the questions.
individual manner. They also socialize the results through a
talk about current music.
The teacher complements information about music and its importance.
The teacher indicates to the students that a useful way to learn music is to be consistent and disciplined in their practice.
learning.
Closure: (20 minutes)
The teacher concludes by reinforcing what was reviewed during the class through key ideas that are completed by the
students and feedback through answers posed by themselves.
The teacher proposes and indicates that the product to be presented will be the identification of musical instruments that
they were heard in the musical work.
VI. HOMEWORK
Graph the musical instruments that you identified in the musical composition that you listened to.
VII. MATERIALS OR RESOURCES TO BE USED
MINEDU Art Sheet Slides
Work sheet Internet
VIII. EVALUATION:
Formative Assessment: The checklist is used to record the evidence produced by the student.
Lic. Raúl E. Luciano Valverde
Area Teacher deputy director