Ritmolandia's Rhythm Rescue: A Musical Adventure!

Session 1: The Missing Rhythm

Subject: Music

Student Age: 6

Once upon a time, in the vibrant town of Ritmolandia, lived three friends: Tito the trumpet, Rita the rattle, and Carlos the cymbal. Ritmolandia was famous for its grand Carnival, a celebration where every citizen expressed themselves through music and dance. However, this year, an unexpected silence fell upon the town. A mischievous sorcerer, Aburrimiento, stole the Carnival's rhythm, leaving everyone unable to play or dance. Tito, Rita, and Carlos, saddened by the silence, decided to embark on a quest to recover the rhythm. They ventured through the Forest of Forgotten Melodies, where they had to solve musical puzzles, and climbed the Mountain of Muted Sounds, where they faced Aburrimiento's challenges. Working together, using their unique sounds and understanding of rhythm, they overcame each obstacle. Finally, they confronted Aburrimiento, who, touched by their passion, returned the rhythm to Ritmolandia. The Carnival was revived, even more vibrant than before, with Tito, Rita, and Carlos leading the celebration, showing everyone the power of music and friendship.

Context: The session will focus on introducing the characters and the setting of Ritmolandia, highlighting the importance of music in their lives and the sudden disappearance of rhythm.

Duration: 55 minutes

Phase: Activation

Task 1. Introduction to Ritmolandia

Description: Teacher: Begins by asking students about their favorite types of music and what makes them want to dance. The teacher will then present the story of Ritmolandia and its missing rhythm, using expressive storytelling to capture the students' attention, using voices and gestures to represent the different characters and situations. After this, the teacher introduces the See, Think, Wonder thinking routine showing an image of a carnival (digital or printed). Students: Participate in the initial discussion, sharing their musical preferences, explaining what instruments they like the most or if they know of any musical style, and expressing how music makes them feel (happy, calm, energetic). They listen attentively to the story of Ritmolandia and engage with the image during the See, Think, Wonder activity, discussing what they observe, what they infer, and what questions arise.

Explanation: See, Think, Wonder routine: First, students observe the image and describe what they see (e.g., colors, people, instruments). Then, they reflect on what the observation suggests to them (Think) - What is happening in the image? What do you think the people are feeling? Finally, ask questions that arise (Wonder). This routine develops curiosity, critical thinking, and the ability to formulate meaningful questions. Use 'Think-Pair-Share' to encourage participation. Students initially reflect independently, then discuss with a partner, before sharing with the larger group.

Duration: 15 minutes

Resources: Resource 1: Guiding questions for the See, Think, Wonder routine (e.g., What colors do you see? What does this image make you think about? What questions do you have about this image?). Resource 2: Pictures of musical instruments to remember them. Resource 3: Storytelling script with expressive cues.

Materials: Image of a carnival, printed or digital, projector, computer.

Products: Verbal sharing of musical preferences and observations, inferences, and questions related to the image of the carnival. A visual board compiling the 'See, Think, Wonder' notes.

Groupings: GGRU

Tags: carnival, Ritmolandia

1. Share your favorite types of music and explain what makes you want to dance. 2. Listen attentively to the story of Ritmolandia, paying attention to the different characters and situations. 3. Participate in the 'See, Think, Wonder' activity using the provided image of a carnival. 4. Describe what you observe in the carnival image. 5. Reflect on what the observation suggests to you about what is happening in the image and how the people might be feeling. 6. Formulate questions that arise from the image. 7. Reflect independently first, then discuss your observations, inferences, and questions with a partner, and finally share with the group.

Let's start by talking about your favorite kinds of music. What makes you want to dance?

Now, I'm going to tell you a story about Ritmolandia and its missing rhythm. Listen carefully!

Here are some pictures of musical instruments to help you remember them.

Now, we will use the 'See, Think, Wonder' routine with this image of a carnival. First, what do you SEE?

Image of a carnival

Now, what do you THINK is happening in the image? What do you think the people are feeling?

Finally, what questions do you WONDER about this image?

Guiding questions for the See, Think, Wonder routine: What colors do you see? What does this image make you think about? What questions do you have about this image?

Template: See, Think, Wonder

Okay, everyone! We're going to use something called 'See, Think, Wonder' to explore a picture. 'See' means to look closely at the image and tell me what you *actually* see. Just describe what's there. Then, 'Think' means what ideas pop into your head when you look at the picture? What do you *think* is going on? Finally, 'Wonder' is all about questions. What does the picture make you *wonder* about? What do you want to know more about? See, Think, Wonder

Questionnaire

Question 1

Question Type: Multiple Choice

Question: How well did I share my favorite types of music and explain what makes me want to dance?

Options: Very well, Well, Somewhat well, Not well at all

Correct Answer: Very well

Question 2

Question Type: Single Choice

Question: Did I listen attentively to the story of Ritmolandia, paying attention to the different characters and situations?

Options: Yes, very attentively, Yes, somewhat attentively, Not really

Correct Answer: Yes, very attentively

Question 3

Question Type: Short answer

Question: List 3 things you observed in the carnival image.

Indications: Write three key observations.

Question 4

Question Type: True/False

Question: The 'See, Think, Wonder' routine helps to explore images in detail.

Correct Answer: True

Question 5

Question Type: Fill in the Blanks

Question: Ritmolandia is a story about _______ and the ________ rhythm.

Text: Ritmolandia is a story about _______ and the ________ rhythm.

Correct Answers: music, missing

Question 6

Question Type: Essay

Question: Reflect on your experience participating in the 'See, Think, Wonder' activity. What did you learn about your own observation skills and imaginative thinking?

Indications: Write a paragraph expressing your experience

Task 2. Meet the Characters

Description: Teacher: Divides the class into heterogeneous groups (4-5 students per group) and assigns each group one of the three main characters: Tito the trumpet, Rita the rattle, and Carlos the cymbal. Each group will then create a short sound representation of their character using their voices and available classroom objects. They should focus on mimicking the instrument's sound and reflecting the character's personality (e.g., Tito is joyful, Rita is energetic, Carlos is powerful). This activity will use the Pencils in the Center group dynamic. Students: In their assigned groups, students brainstorm and create a sound representation of their character. They must collaborate and agree on the sounds to use, placing their pencils in the center to ensure everyone participates equally. Suggest sounds such as desks, chairs, pencils, stomping, and clapping. They then perform their sound representation for the class. After the performances, each group explains their creative choices.

Explanation: Pencils in the Center group dynamic: All group members place their pencils in the center while they discuss and collaborate to solve a task. They only pick up their pencils to write once they have reached a consensus. This dynamic promotes equal participation and teamwork. Implement a 'Gallery Walk' where groups observe other groups' sound representations and provide constructive feedback using sticky notes.

Duration: 25 minutes

Resources: Resource 1: List of suggested sounds for each character (e.g., Tito the trumpet - 'toot toot', Rita the rattle - 'shh shh', Carlos the cymbal - 'ting'). Resource 2: Recording of each instrument, so students can hear its timbre. Resource 3: Guiding questions for sound design: What does your character sound like when they are happy? What objects can you use to make a similar sound?

Materials: Classroom objects that can be used to create sounds (desks, chairs, pencils, etc.).

Products: Short sound representation of each character performed by the groups. Sticky notes with feedback on the sound representations.

Groupings: GHET

Tags: musical instruments, character sounds

1. Teacher: Divide into groups of 4-5 students and assign each group a character: Tito the trumpet, Rita the rattle, or Carlos the cymbal. 2. With your group, use the 'Pencils in the Center' method: Place all pencils in the middle and brainstorm sound representations for your assigned character. Remember to collaborate and agree on the sounds to use. 3. Use classroom objects like desks, chairs, and pencils to create sounds, or try stomping and clapping. 4. Listen to the audio resources provided to understand the unique sound and timbre of each instrument (Tito the trumpet, Rita the rattle, Carlos the cymbal). 5. Consider the sounds you hear and how they represent your character's personality, guided by these questions: What does your character sound like when they are happy? What objects can you use to make a similar sound? 6. Refer to the list of suggested sounds for each character: Tito the trumpet - 'toot toot', Rita the rattle - 'shh shh', Carlos the cymbal - 'ting'. Use this as a starting point for your group's sound representation. 7. Practice and prepare your sound representation. 8. Perform your sound representation for the class. 9. Explain your creative choices to the class after your performance.

Teacher: Divides the class into heterogeneous groups (4-5 students per group) and assigns each group one of the three main characters: Tito the trumpet, Rita the rattle, and Carlos the cymbal.

In their assigned groups, students brainstorm and create a sound representation of their character. Suggest sounds such as desks, chairs, pencils, stomping, and clapping. Students then perform their sound representation for the class. After the performances, each group explains their creative choices.

Dynamic: Pencils in the Center group dynamic

Alright everyone, we're going to use a group activity called 'Pencils in the Center' to make sure everyone in your group gets a chance to share their ideas! Here's how it works: When you're discussing your character (Tito, Rita, or Carlos) and figuring out what sounds to make, everyone puts their pencil in the middle of the table. This means no one can write anything down yet. Only after you've spoken and shared your ideas can you take your pencil back and start writing or experimenting with sounds. This way, everyone gets a turn to contribute and we can all work together to create an awesome sound representation of your character!

List of suggested sounds for each character (e.g., Tito the trumpet - 'toot toot', Rita the rattle - 'shh shh', Carlos the cymbal - 'ting').

Recording of Tito the trumpet's timbre.

Recording of Rita the rattle's timbre.

Recording of Carlos the cymbal's timbre.

Guiding questions for sound design: What does your character sound like when they are happy? What objects can you use to make a similar sound?

Questionnaire

Question 1

Question Type: Multiple Choice

Question: Did your group actively listen to each member's ideas during the brainstorming session?

Options: Yes, always, Mostly yes, Sometimes, Not really, Not at all

Correct Answer:

Question 2

Question Type: Multiple Choice

Question: How well did your group collaborate to create the final sound representation?

Options: Very well, everyone contributed, Well, most people contributed, Okay, some people contributed, Not very well, only a few contributed, Poorly, almost no one contributed

Correct Answer:

Question 3

Question Type: Single Choice

Question: Was the sound you produced during your group performance representative of the sound of the instrument you were assigned?

Options: Yes, No

Correct Answer:

Question 4

Question Type: Short answer

Question: The instrument assigned to my group was:

Indications:

Question 5

Question Type: Essay

Question: We think that the sound of the instrument is similar to the sound of ____ when the instrument is happy because ____.

Indications: Provide a clear and concise explanation of why your group selected the sound.

Task 3. The Importance of Rhythm

Description: Teacher: Leads a class discussion on the importance of rhythm in music and daily life. The teacher introduces simple rhythmic patterns by clapping and asks the students to repeat them. Progress from simple patterns (e.g., clap-clap-pause) to more complex ones (e.g., clap-snap-clap-stomp). Then, the teacher introduces the K.W.L. routine. Students: Participate in the discussion, sharing examples of rhythm they observe in their daily lives (e.g., heartbeat, walking, ticking clock). They practice the rhythmic patterns by clapping along with the teacher and fill the K.W.L. routine individually. They then share with the class what they know and what they want to know. Fill the K.W.L. between the class and then the teacher shows a video about rhythm to reinforce their learning.

Explanation: Know, Want to Know, Learned (K.W.L.) routine: Students begin by identifying what they already know about a topic (Know), then express what they would like to learn (Want to Know). This routine guides learning from initial exploration. To finish the task, students will complete the learned section. This task finishes with a self-assessment questionnaire.

Duration: 15 minutes

Resources: Resource 1: Examples of rhythmic patterns to clap (e.g., short-long-short, long-short-short). Resource 2: Video about rhythm and its importance. Resource 3: Prepared K.W.L chart to save time.

Materials: None, whiteboard or chart paper to record K.W.L.

Products: Participation in rhythm clapping exercises and filling the K.W.L. routine about rhythm. A completed K.W.L chart displayed in the classroom.

Groupings: GGRU

Tags: rythm, musical rythm

1. Participate in the class discussion about rhythm in music and daily life. Share examples of rhythm you notice around you, like your heartbeat or a ticking clock. 2. Listen as your teacher claps simple rhythmic patterns. Then, clap along and repeat the patterns. 3. Fill out the 'Know' and 'Want to Know' sections of the K.W.L. chart individually. Share your ideas with the class. 4. Watch the video about rhythm to reinforce your learning. After the video, complete the 'Learned' section of the K.W.L. chart.

Let's start by discussing rhythm! What is rhythm? Where do you find rhythm in music and in your everyday life?

Examples of rhythmic patterns to clap

Here are some rhythmic patterns we'll clap together: short-long-short, long-short-short

Template: Know, Want to Know, Learned (K.W.L.)

Okay, class! We're going to use something called a K.W.L. chart to help us learn about rhythm. K.W.L. stands for Know, Want to Know, and Learned. First, under the 'Know' column, write down everything you already know about rhythm. What is it? Where do you hear it? Don't worry if you don't know much, just write what you do know! Next, in the 'Want to Know' column, write down all the questions you have about rhythm. What do you want to learn? What are you curious about? Finally, after we learn more about rhythm through the video, we'll fill in the 'Learned' column with all the new things we've discovered. So, 'Know' is what you already know, 'Want to Know' is your questions, and 'Learned' is what you discover! Let's get started! Know, Want to Know, Learned (K.W.L.)

Fill out the first two columns: What do you KNOW about rhythm? What do you WANT to know about rhythm?

Video about rhythm and its importance.

Now that you've watched the video, fill out the 'Learned' section of the K.W.L. chart. What new things did you learn about rhythm?

Rubric:

Product evaluated: Participation in rhythm clapping exercises

Selected criterion: Follow the rhythm

Dimension	Poor	Adequate	Good	Very Adequate	Excellent
Accuracy of Rhythm Reproduction	Struggles to reproduce even simple rhythmic patterns; frequent errors and inconsistent beat.	Reproduces simple rhythmic patterns with some errors and hesitations.	Reproduces most rhythmic patterns accurately with minor hesitations.	Reproduces rhythmic patterns accurately and confidently with a steady beat and demonstrates some stylistic flair.	Reproduces complex rhythmic patterns accurately and confidently, maintaining a steady beat.
Consistency and Beat Maintenance	Unable to maintain a consistent beat; frequently loses the rhythm.	Maintains a consistent beat for short periods, but sometimes loses the rhythm.	Maintains a mostly consistent beat throughout the exercises with occasional minor lapses.	Maintains a consistently accurate beat and demonstrates an understanding of tempo variations.	Maintains a consistent and steady beat throughout all exercises, demonstrating a strong sense of timing.
Active Listening and Responsiveness	Shows little attention to the rhythmic patterns and struggles to respond appropriately.	Listens to and responds to the rhythmic patterns with some delays or misunderstandings.	Listens attentively and responds to the rhythmic patterns promptly and accurately.	Demonstrates excellent listening skills and quickly adapts to complex rhythmic variations.	Listens attentively, anticipates changes in rhythmic patterns, and responds immediately and accurately.

Session 2: The Journey Begins

Subject: Music

Student Age: 6

Context: This session focuses on the journey of Tito, Rita, and Carlos through the Forest of Forgotten Melodies and the Mountain of Muted Sounds, emphasizing problem-solving and collaboration.

Duration: 55 minutes

Phase: Demonstration

Task 1. The Forest of Forgotten Melodies

Description: Teacher: Divides the class into heterogeneous groups. Each group receives a musical puzzle to solve (e.g., arranging a series of notes to create a melody, identifying the missing beat in a rhythmic pattern) inspired by the Forest of Forgotten Melodies. The groups will work together to solve the puzzle, using the 1-2-4 Structure group dynamic. Example of musical puzzle: provide a series of musical notes out of order and ask students to arrange them into a recognizable melody (e.g., 'Twinkle Twinkle Little Star'). Another puzzle could involve a rhythmic pattern with a missing beat, which students must identify and fill in. A third puzzle could be based on transposing a simple melody from one key to another. The puzzles should vary in difficulty to cater to different skill levels within the heterogeneous groups. Students: Work in their groups to solve the musical puzzle, starting individually, then with a partner, and finally as a group of four. They must collaborate and use their understanding of music and rhythm to find the solution.

Explanation: 1-2-4 Structure group dynamic: Methodology in which students first reflect individually, then share their thoughts with a partner, and finally discuss in a group of four people. This structure ensures that all participants contribute and benefit from each other's ideas. Each student spends 2 minutes individually reviewing the puzzle. Then, students pair up and discuss their solutions for 5 minutes. Finally, the groups of two join another pair to form a group of four and discuss for 8 minutes to reach a consensus. The remaining time is used to prepare and present their solution to the class.

Duration: 25 minutes

Resources: Resource 1: Collection of musical puzzles with varying difficulty levels. Resource 2: Sheet music examples for reference.

Materials: Printed musical puzzles, pencils, erasers, optional: musical instruments (e.g., xylophone, recorder) for testing solutions.

Products: Solved musical puzzles presented by each group. Each group will not only present the solution but also explain their problem-solving process: How did they approach the puzzle? What strategies did they use? How did they resolve disagreements within the group?

Groupings: GHET

Tags: musical puzzles, forest

Hello students! Today, you'll be working in groups to explore the Forest of Forgotten Melodies. Your mission is to solve musical puzzles together! Here’s how we’ll do it: 1. **Individual Reflection (2 minutes):** Each of you will start by reviewing the musical puzzle on your own. Think about possible solutions. 2. **Pair Discussion (5 minutes):** Pair up with a classmate. Share your initial ideas and work together to refine your solution. 3. **Group of Four (8 minutes):** Join another pair to form a group of four. Discuss your combined solutions and try to reach a consensus. 4. **Presentation:** Prepare to present your solution to the class. Explain your problem-solving process: How did you approach the puzzle? What strategies did you use? How did you resolve any disagreements? Remember to use the provided sheet music examples and musical instruments (if available) to help you solve the puzzles. Good luck, and have fun exploring the Forest of Forgotten Melodies!

Collection of musical puzzles with varying difficulty levels.

Sheet music examples for reference.

Dynamic: 1-2-4 Structure

Alright everyone, let's talk about how we'll be solving these musical puzzles as a team! We're going to use something called the '1-2-4 Structure'. This means we'll work through the puzzle in stages. First (1), you'll look at the puzzle *individually* for a few minutes. Think about the problem and try to come up with some ideas on your own. Next (2), you'll pair up with *one other person* in your group and share your ideas. Discuss what you think the solution might be and try to agree on a best approach. Finally (4), the *whole group of four* will come together. Share what you discussed with your partner, listen to everyone's ideas, and work together to find the final solution. Remember to listen respectfully to each other and build on each other's ideas. Good luck, and have fun rediscovering these forgotten melodies!

Questionnaire

Question 1

Question Type: Multiple Choice

Question: How well did you understand the musical puzzles?

Options: Very well, Somewhat well, Not very well, Not at all

Correct Answer: Very well

Question 2

Question Type: Multiple Choice

Question: Did you actively participate in your group's discussions?

Options: Yes, very actively, Yes, somewhat actively, Not really, Not at all

Correct Answer: Yes, very actively

Question 3

Question Type: True/False

Question: The 1-2-4 structure helped our group to reach a consensus.

Correct Answer: True

Question 4

Question Type: Short answer

Question: Describe one strategy your group used to solve the musical puzzles.

Indications: Please provide a brief description of the strategy.

Question 5

Question Type: Essay

Question: What was the most challenging aspect of solving the musical puzzles as a group?

Indications: Please explain what was the most challenging part.

Task 2. The Mountain of Muted Sounds

Description: Teacher: Divides the class into groups of experts. Each group becomes an expert on one aspect of overcoming a challenge on the Mountain of Muted Sounds (e.g., understanding tempo, identifying musical instruments, creating harmonies). The teacher assigns each group a specific challenge and provides resources for them to research and prepare a short presentation. For example, one group could focus on understanding tempo and how changing the tempo of a melody can affect its mood. Another group could specialize in identifying different musical instruments by their sound and characteristics. A third group could explore how harmonies are created and how they add depth to music. The teacher facilitates the research process by providing access to relevant materials and answering questions. The groups will use the Jigsaw Puzzle group dynamic. Students: Each group researches their assigned topic and prepares a short presentation to teach the other groups. After the presentations, the students integrate the knowledge learned from each group to understand how Tito, Rita, and Carlos overcame the challenges on the Mountain of Muted Sounds. The students will actively take notes during each presentation and participate in a Q&A session after each presentation. After all presentations are complete, the teacher leads a class discussion on how the different aspects of music (tempo, instruments, harmonies) relate to each other and how they contribute to the overall musical experience. The teacher will show a short video clip of an orchestra performance and challenge the students to identify the different instruments and musical elements that they have learned about.

Explanation: Jigsaw Puzzle group dynamic: Each group member becomes an expert on a portion of the assigned content and then teaches that part to the others. Finally, the group integrates everyone's knowledge to complete the task. This technique promotes specialization and positive interdependence. Each student spends 5 minutes reading the material individually. Each student spends 10 minutes teaching their part to the others in their group. Finally, the group spends 5 minutes to integrate everyone's knowledge to complete the task.

Duration: 20 minutes

Resources: Resource 1: List of research topics for each expert group. Resource 2: Websites and books related to music theory. Resource 3: Audio recordings of different musical instruments.

Materials: Research materials related to tempo, musical instruments, and harmonies (books, articles, websites, audio examples).

Products: Short presentations from each expert group and integrated understanding of the challenges on the Mountain of Muted Sounds. Each presentation should include visual aids (e.g., slides, diagrams, charts) and interactive elements (e.g., quizzes, demonstrations) to engage the audience. The presentations should not exceed 5 minutes to ensure that all groups have enough time to present.

Groupings: GEXP

Tags: expert groups, muted mountain

1. Form expert groups based on assigned topics: tempo, musical instruments, and harmonies. 2. Research your assigned topic using provided resources: Resource 1 (List of research topics), Resource 2 (Websites and books related to music theory), and Resource 3 (Audio recordings of different musical instruments). 3. Prepare a short, engaging presentation with visual aids (slides, diagrams, charts) and interactive elements (quizzes, demonstrations). Keep it under 5 minutes. 4. Teach your expert topic to other groups. Take notes during each presentation and participate in Q&A sessions. 5. Integrate all the new knowledge to understand how Tito, Rita, and Carlos overcame challenges on the Mountain of Muted Sounds. 6. Participate in a class discussion on how tempo, instruments, and harmonies relate and enhance music. 7. Watch the orchestra video clip and identify the instruments and elements you've learned about.

Template: Know, Want to Know, Learned (K.W.L.)

Hey everyone! We're going to use this list of research topics as our guide to becoming experts and helping Tito, Rita, and Carlos on their adventure! First, your teacher will divide you into expert groups, each focusing on one musical challenge from the Mountain of Muted Sounds. This list tells you exactly what each group needs to learn about. For example, if your group is 'Tempo Experts,' your list will have info on understanding tempo and how it changes the feeling of music. Use the resources your teacher gives you to become super knowledgeable about your topic. Then, work together to create a short, clear presentation to teach the other groups what you've learned. Think of yourselves as the teachers! Remember to keep your presentation simple and easy to understand. During each presentation, everyone else will be taking notes, so make sure your information is accurate. After each presentation, we'll have a Q&A session where you can ask the experts questions. After all the presentations, we'll put all our knowledge together to see how Tito, Rita, and Carlos solved the musical mysteries! This list helps you know exactly what information you need to gather to help everyone succeed. Know, Want to Know, Learned (K.W.L.)

Template: Know, Want to Know, Learned (K.W.L.)

Okay, class, here's how we're going to become experts and help Tito, Rita, and Carlos conquer the Mountain of Muted Sounds! First, you'll be split into groups. Each group will become SUPER knowledgeable about one specific music challenge – like understanding tempo, identifying instruments, or creating harmonies. Your teacher will give you websites and books to research your topic. Your job is to learn as much as you can about your assigned challenge. Then, your group will create a short presentation to TEACH the other groups what you've learned. Think of yourselves as the teachers for that topic! Make sure your presentation is clear and easy to understand. During the presentations, you'll all be taking notes, because after each presentation, there will be a Q&A session. So, listen carefully and come prepared with questions! Finally, after everyone has presented, we'll discuss how all these different musical ideas connect and how they helped Tito, Rita, and Carlos on their adventure. Get ready to become music experts! Know, Want to Know, Learned (K.W.L.)

Audio Recordings of Different Musical Instruments

Dynamic: Jigsaw Puzzle Group Dynamic

Alright class, we're going to use a method called the 'Jigsaw Puzzle' to become experts on different parts of music! Here's how it works: 1. **Expert Groups:** I've divided you into groups, and each group will become an expert on ONE specific musical topic related to overcoming challenges on the Mountain of Muted Sounds. For example, one group will be tempo experts, another will be instrument experts, and another harmonies experts. 2. **Research and Prepare:** Your expert group will research your topic and create a short presentation to teach everyone else what you've learned. Think of yourselves as teachers! Use the materials I've given you. 3. **Presentation Time!** Each expert group will present their topic to the rest of the class. Everyone else, while the expert group is presenting, you need to take careful notes. You'll be learning a lot! You can ask questions to the experts if anything is unclear. 4. **Putting it Together:** After all the expert groups have presented, we'll put all the pieces together, like a jigsaw puzzle! We'll discuss how each topic (tempo, instruments, harmonies) helped Tito, Rita, and Carlos on their adventure on the Mountain of Muted Sounds and how they all work together in music. Think of the groups as sharing the puzzle pieces of knowledge for the class to understand. We'll also watch a video and try to identify the different instruments and musical elements we've learned about. By working together like this, we'll all become music masters!

Tempo in Music

Musical Instruments Identification

Understanding Harmonies

Orchestra Performance Video Clip

Questionnaire

Question 1

Question Type: Multiple Choice

Question: How well did the 'Tempo Experts' explain how tempo affects the mood of a song?

Options: 1 - Not at all, 2 - Slightly well, 3 - Moderately well, 4 - Very well, 5 - Extremely well

Correct Answer: N/A

Question 2

Question Type: Single Choice

Question: Which instrument family was most represented in the orchestra performance video clip?

Options: Strings, Woodwinds, Brass, Percussion

Correct Answer: Strings

Question 3

Question Type: Short answer

Question: Briefly describe how tempo, instruments, and harmonies can work together to enhance a piece of music.

Indications: Keep your answer concise (1-2 sentences).

Question 4

Question Type: True/False

Question: The 'Instrument Experts' correctly identified all instruments in the audio recordings.

Correct Answer: True

Question 5

Question Type: Fill in the Blanks

Question: A chord is a combination of _______ notes played simultaneously, creating a ______ sound.

Text: A chord is a combination of _______ notes played simultaneously, creating a ______ sound.

Correct Answers: multiple, harmonic

Question 6

Question Type: Essay

Question: Explain how understanding tempo, instruments, and harmonies could help someone create their own music.

Indications: Write a short paragraph (5-7 sentences). Consider what kind of music you would compose.

Task 3. Collaboration and Problem-Solving

Description: Teacher: Leads a class discussion on the importance of collaboration and problem-solving. The teacher uses the Headline thinking routine to summarize the main learnings of the session. The teacher will facilitate a discussion about how the students' experiences working in groups mirrored the challenges and triumphs of Tito, Rita, and Carlos. Specifically, the teacher can ask: What did you find most challenging about working in a group? How did you overcome disagreements or conflicting ideas? What did you learn from your group members? What strategies did you use to solve the musical puzzles? The teacher should encourage students to share specific examples from their group work to illustrate their points. Students: Reflect on the challenges faced by Tito, Rita, and Carlos and discuss how they overcame them through collaboration and problem-solving. Then, the students create a headline that captures the essence of the topic. Each student individually writes down three different headlines that capture the main learnings. Then, in groups of four, they discuss their headlines and choose the best one to share with the class. Each group shares their headline and explains why they chose it.

Explanation: Headline Thinking Routine: Students create a headline that captures the essence of a topic. This routine helps synthesize ideas.

Duration: 10 minutes

Resources: Resource 1: Guiding questions for the discussion (e.g., How did Tito, Rita, and Carlos work together? What problems did they solve?).

Materials: None

Products: Participation in the discussion and verbal sharing of headlines summarizing the session's learnings.

Groupings: GGRU

Tags: collaboration, problem-solving

1. Reflect on the challenges Tito, Rita, and Carlos faced and how they overcame them through collaboration and problem-solving. 2. Individually, write down three different headlines that capture the main learnings from the discussion and the story. 3. Get into groups of four. Discuss your headlines and choose the best one to share with the class. 4. Share your group's headline with the class and explain why you chose it. 5. Consider the guiding questions provided to deepen your understanding of collaboration and problem-solving. (Resource 1)

Collaboration and Problem-Solving Discussion

Guiding questions for the discussion (e.g., How did Tito, Rita, and Carlos work together? What problems did they solve?)

Template: Headline

Alright everyone, let's use the "Headline" activity to wrap up our discussion. Think about what we've learned about collaboration, problem-solving, and how it connects to the story of Tito, Rita, and Carlos. Your task is to create a short, catchy headline – just like you'd see in a newspaper or online – that summarizes the most important takeaway from our lesson. First, *individually*, write down three different headlines that you think capture the main point. They can be serious, funny, or thought-provoking – whatever works best for you! Then, get into your groups. Share your three headlines with your group members and discuss which one you think is the strongest. Together, choose *one* headline that best represents your group's understanding. Be prepared to share your chosen headline with the class and explain *why* you selected it. Good luck!

Questionnaire

Question 1

Question Type: Multiple Choice

Question: How effectively did the group collaborate to choose the final headline?

Options: Very Effectively, Effectively, Somewhat Effectively, Not Effectively

Correct Answer: Very Effectively

Question 2

Question Type: Single Choice

Question: Did all members of the group contribute equally to the discussion?

Options: Yes, No, Partially

Correct Answer: Yes

Question 3

Question Type: Short answer

Question: Briefly describe the problem-solving process your group used to select the headline.

Indications:

Question 4

Question Type: True/False

Question: The chosen headline accurately reflects the main learnings from the story and discussion.

Correct Answer: True

Question 5

Question Type: Fill in the Blanks

Question: Collaboration requires active ____ and respectful ____.

Text: Collaboration requires active ____ and respectful ____.

Correct Answers: listening, communication

Question 6

Question Type: Essay

Question: Reflect on how this activity improved your understanding of collaboration and problem-solving. What did you learn?

Indications: Write a paragraph reflecting on your learning experience.

Rubric:

Product evaluated: Participation in the discussion and verbal sharing of headlines summarizing the session's learnings.

Selected criterion: Follow the rhythm

Dimension	Poor	Adequate	Good	Very Adequate	Excellent
Rhythmic Accuracy in Headline Delivery	Struggles to maintain a steady rhythm during headline delivery, frequently deviating from the beat.	Maintains a steady rhythm some of the time during headline delivery, with occasional deviations.	Generally maintains a steady rhythm during headline delivery, with few noticeable deviations.	Maintains a steady rhythm during headline delivery and demonstrates a good sense of timing and pulse.	Consistently maintains a precise and steady rhythm throughout headline delivery, enhancing the impact.
Synchronization with Group in Headline Creation	Creates headlines that do not align with the rhythmic structure of the session and shows a lack of synchronization with other members.	Generally creates headlines that align with the overall rhythmic structure, with some inconsistencies.	Creates headlines that consistently align with the overall rhythmic structure, demonstrating good awareness.	Creates headlines that align well with the overall rhythmic structure and demonstrates a strong sense of synchronization within the group.	Creates headlines that perfectly synchronize with the overall rhythmic structure, enhancing the collaborative impact.
Clarity and Conciseness of Rhythmic Headlines	Headlines are unclear, lengthy, and lack a discernible rhythmic element.	Headlines are somewhat clear and concise, conveying the main idea with some rhythmic elements.	Headlines are clear and concise, conveying the main idea effectively while maintaining a good rhythmic quality.	Headlines are clear, concise, and rhythmically engaging, effectively summarizing the session's learnings.	Headlines are exceptionally clear, concise, and rhythmically compelling, perfectly capturing the essence of the session.

Session 3: The Carnival is Revived!

Subject: Music

Student Age: 6

Context: This session culminates in the revival of the Carnival and the celebration of music and friendship, focusing on singing simple songs and following the rhythm.

Duration: 55 minutes

Phase: Application

Task 1. The Carnival Song

Description: Teacher: Introduces 'Ritmolandia's Anthem,' a simple song with a catchy rhythm related to the Carnival in Ritmolandia. The teacher sings the song, claps the rhythm, and demonstrates simple dance steps, encouraging students to follow along. The teacher utilizes the Shared Reading group dynamic, projecting the lyrics on a screen. Students: Listen to the song, practice singing, clapping, and dancing along with the teacher. They work as a team to master the song's rhythm, melody, and associated dance moves, focusing on synchronizing their movements. A 'Rhythm Circle' group dynamic is implemented where students take turns leading the rhythm with different body percussion.

Explanation: Shared Reading group dynamic: Activity in which students read a text together aloud or silently, pausing to discuss and analyze its content. This approach promotes collaborative understanding, clarification of doubts, and the exchange of ideas among participants. Rhythm Circle: Group dynamic where students sit in a circle and take turns creating and leading rhythmic patterns.

Duration: 20 minutes

Resources: Resource 1: Lyrics and sheet music of 'Ritmolandia's Anthem' - Resource 2: Audio recording of 'Ritmolandia's Anthem' with accompanying dance tutorial video.

Materials: Lyrics of 'Ritmolandia's Anthem' (printed and projected), audio recording of the song, a designated space for dancing, various body percussion resources.

Products: Class performance of 'Ritmolandia's Anthem' with correct rhythm, melody, and synchronized dance steps.

Groupings: GGRU

Tags: simple songs, carnival

1. Listen carefully to 'Ritmolandia's Anthem' as your teacher sings it. Pay attention to the rhythm, melody, and dance steps. 2. Practice singing, clapping, and dancing along with your teacher. Work together as a team to master the song. 3. Participate in the 'Rhythm Circle' activity. Take turns leading the rhythm using different body percussion. 4. Review the lyrics and sheet music of 'Ritmolandia's Anthem'. 5. Watch the tutorial video to improve your dance moves.

Let's learn about 'Ritmolandia's Anthem'! This is a fun song related to the Carnival in Ritmolandia. We'll sing, clap, and dance together.

Here are the lyrics and sheet music for 'Ritmolandia's Anthem'. Follow along as we sing!

Listen to the audio recording of 'Ritmolandia's Anthem'.

Watch this video tutorial to learn the dance moves for 'Ritmolandia's Anthem'. Practice the steps carefully!

Dynamic: Shared Reading

Hey everyone! Today, we're going to learn 'Ritmolandia's Anthem' together. We'll be using something called 'Shared Reading.' This means I'll show you the words on the screen, and we'll all read and sing them together. I'll sing it first, and you can follow along. We'll clap and dance too! We'll work together as a team to learn the rhythm, the words, and the dance moves. We'll try to move at the same time. Then, we'll do a 'Rhythm Circle,' which means each of you will get a chance to lead the rhythm with your body - like clapping, stomping, or snapping. It's all about working together and having fun with music!

In the Rhythm Circle, take turns leading the rhythm using different body percussion. Make sure everyone gets a chance to lead!

Questionnaire

Question 1

Question Type: Multiple Choice

Question: Did you enjoy learning 'Ritmolandia's Anthem'?

Options: Yes, very much, It was okay, Not really

Correct Answer: Yes, very much

Question 2

Question Type: Single Choice

Question: Were you able to follow the rhythm and melody of the song?

Options: Easily, With some difficulty, Not at all

Correct Answer: Easily

Question 3

Question Type: Short answer

Question: What was your favorite part of learning 'Ritmolandia's Anthem'?

Indications:

Question 4

Question Type: True/False

Question: The 'Rhythm Circle' activity helped me understand rhythm better.

Correct Answer: True

Question 5

Question Type: Fill in the Blanks

Question: In 'Ritmolandia's Anthem', we sing, clap, and ___ together.

Text: In 'Ritmolandia's Anthem', we sing, clap, and ___ together.

Correct Answers: dance

Question 6

Question Type: Essay

Question: Describe how you and your classmates worked together as a team to learn 'Ritmolandia's Anthem'.

Indications: Be specific about the strategies you used and how you supported each other.

Task 2. Musical Instrument Showcase

Description: Teacher: Divides the class into pairs and assigns each pair a different musical instrument relevant to the Ritmolandia Carnival (e.g., Tito's trumpet, Rita's rattle, Carlos's cymbal, and other percussion instruments). The pairs will then create a short digital essay about their instrument, including its sound, appearance, role in the Carnival, and historical or cultural significance. The students will make use of online devices and platforms (Google Slides, Canva) to generate digital essays, including images, audio samples, and short video clips. This activity implements Project-Based Learning with an added element of 'Expert Jigsaw'. Students: Research their assigned musical instrument and create a digital essay, including relevant multimedia elements. Each pair then presents their digital essay to the class, becoming 'experts' on their assigned instrument. Each pair must answer questions from the class, after the presentation.

Explanation: Project-Based Learning: A methodology centered around projects designed to address real-world problems or answer key questions. Students research, plan, and create a final product, developing skills in research, collaboration, critical thinking, and problem-solving. The learning process concludes with the presentation of the project to a relevant audience. Expert Jigsaw: Each group researches a different aspect of a topic, becoming 'experts' on that aspect. They then share their expertise with the class.

Duration: 25 minutes

Resources: Resource 1: List of websites and online resources for researching musical instruments - Resource 2: Template for the digital essay presentation.

Materials: Tablets or computers with internet access, access to presentation software (Google Slides, Canva), microphones (if available) for recording audio.

Products: Digital essay about the musical instrument, presentation to the class, and successful answering of questions.

Groupings: TPAR

Tags: musical instruments, digital presentations

1. Form pairs and receive your assigned musical instrument related to the Ritmolandia Carnival. Instruments include Tito's trumpet, Rita's rattle, Carlos's cymbal, and other percussion instruments. 2. Research your assigned musical instrument using the provided online resources (Resource 1). 3. Create a digital essay about your instrument, including its sound, appearance, role in the Carnival, and its historical or cultural significance. Use the provided presentation template (Resource 2) to guide your essay. 4. Include relevant multimedia elements in your digital essay, such as images, audio samples, and short video clips. 5. Prepare to present your digital essay to the class, becoming 'experts' on your assigned instrument. 6. During your presentation, be ready to answer questions from your classmates.

Let's explore the instruments of Ritmolandia Carnival!

List of websites and online resources for researching musical instruments

Template for the digital essay presentation. Use this to structure your research findings.

Questionnaire

Question 1

Question Type: Multiple Choice

Question: Did the presentation clearly explain the assigned instrument's sound and appearance?

Options: Yes, very clearly, Somewhat clearly, Not very clearly, Not at all

Correct Answer:

Question 2

Question Type: Single Choice

Question: Was the instrument's role in the Ritmolandia Carnival effectively described?

Options: Yes, No, Partially

Correct Answer:

Question 3

Question Type: Short answer

Question: Briefly describe one interesting fact you learned about the instrument from the presentation.

Indications:

Question 4

Question Type: True/False

Question: The presentation included relevant multimedia elements (images, audio, video).

Correct Answer: True

Question 5

Question Type: Fill in the Blanks

Question: The instrument presented was the ______ and it is a percussion instrument.

Text: The instrument presented was the ______ and it is a percussion instrument.

Correct Answers: cymbal, rattle

Question 6

Question Type: Essay

Question: In your own words, explain the historical or cultural significance of the presented instrument. How did the presentation enhance your understanding?

Indications: Consider the origin of the instrument and its impact on music or culture. Explain what specifically you have learned from the presentation.

Task 3. Revival of the Carnival

Description: Teacher: Concludes the session with a class celebration of the Carnival in Ritmolandia. The teacher plays a playlist of upbeat carnival music, and the students dance, sing along to 'Ritmolandia's Anthem,' and celebrate the power of music and friendship. They use the 'I Used to Think, Now I Think' routine to reflect on their learning throughout the three sessions. During the Carnival celebration, the 'Human Spectrogram' activity is used, where students physically position themselves based on their level of agreement or understanding of a statement about music and friendship (e.g., 'Music brings people together.'). Students: Participate in the Carnival celebration by dancing, singing, and playing their researched instruments (if possible). They reflect on how their understanding of music and rhythm has changed throughout the sessions, writing down their reflections using the 'I Used to Think, Now I Think' routine. They actively participate in the 'Human Spectrogram' activity, physically representing their opinions.

Explanation: I Used to Think, Now I Think routine: Students reflect on an idea or concept before and after exploring a topic. They compare how their understanding has changed, identifying new ideas, corrections, or expansions of their thinking. This routine is ideal for consolidating learning and assessing progress. Human Spectrogram: A physical representation of opinions, where students position themselves along a line or spectrum to indicate their agreement or understanding of a statement.

Duration: 10 minutes

Resources: Resource 1: Playlist of carnival music - Resource 2: Printed sheets for the 'I Used to Think, Now I Think' routine - Resource 3: List of statements for the 'Human Spectrogram' activity.

Materials: Carnival music playlist, printed sheets for the 'I Used to Think, Now I Think' routine, a designated space for dancing and movement.

Products: Participation in the Carnival celebration, written reflections on the 'I Used to Think, Now I Think' routine, active engagement in the 'Human Spectrogram' activity.

Groupings: GGRU

Tags: carnival celebration, music and friendship

1. Get ready to celebrate the Carnival in Ritmolandia! Your teacher will play upbeat carnival music, so dance and sing along, especially to 'Ritmolandia's Anthem'. 2. If you researched a musical instrument, play it (if possible) during the celebration. 3. Reflect on how your understanding of music and rhythm has changed throughout these sessions. Use the 'I Used to Think, Now I Think' routine. Write down your reflections on the provided sheet. 4. Participate in the 'Human Spectrogram' activity. When your teacher makes a statement about music and friendship (e.g., 'Music brings people together'), physically position yourself to show how much you agree or understand. Move closer if you agree more, and farther if you disagree.

Get ready to dance and celebrate the Carnival in Ritmolandia! Listen to the upbeat music and sing along!

Template: I Used to Think, Now I Think

Alright everyone, let's use the 'I Used to Think, Now I Think' routine to see how your ideas about music and rhythm have changed during our Ritmolandia adventure! Think back to the first day. What did you *used* to think about music, rhythm, or even how people connect through music? Write that down. Now, after all we've learned – the instruments, the rhythms, the Carnival – what do you *now* think? How have your ideas changed? Write that down too! This helps us see how much we've learned! During our Carnival celebration, we'll also do something called a 'Human Spectrogram'. I'll read a statement, like 'Music brings people together'. If you strongly agree, move to one side of the room. If you disagree, move to the other side. If you're somewhere in the middle, stand in the middle! It's a fun way to show what you think without even saying a word. So get ready to reflect, dance, and celebrate! I Used to Think, Now I Think

Template: I Used to Think, Now I Think

Okay everyone, let's think about how your ideas about music and friendship have changed during these sessions. We're going to use the 'I Used to Think, Now I Think' reflection sheet. In the first part, 'I Used to Think,' write down what you believed about music and friendship *before* we started these sessions. What were your initial thoughts? Then, in the 'Now I Think' section, write down what you believe *now*, after everything we've learned and experienced together. How have your ideas grown or changed? Be honest and think about specific examples from the activities we did. This isn't about right or wrong answers, it's about understanding how your perspective has evolved! I Used to Think, Now I Think

Participate in the Human Spectrogram activity. This is a fun way to share your opinions physically!

Statement for Human Spectrogram: Music brings people together. Position yourself along the line to show your agreement.

Questionnaire

Question 1

Question Type: Multiple Choice

Question: How well did you engage in the carnival music?

Options: I actively danced and sang along with enthusiasm., I participated, but with moderate enthusiasm., I listened to the music but didn't actively participate., I did not engage with the carnival music.

Correct Answer: I actively danced and sang along with enthusiasm.

Question 2

Question Type: Single Choice

Question: Did you play a musical instrument during the celebration?

Options: Yes, No

Correct Answer: Yes

Question 3

Question Type: Short answer

Question: Briefly describe how your understanding of music and rhythm has changed throughout these sessions. (Use 1-2 sentences).

Indications: Be concise and reflect on your learning journey.

Question 4

Question Type: True/False

Question: The 'Human Spectrogram' activity helped me understand different perspectives on music and friendship.

Correct Answer: True

Question 5

Question Type: Fill in the Blanks

Question: Complete the sentence: Throughout Ritmolandia, I learned that music can be a powerful tool for ___ and ___ .

Text: Throughout Ritmolandia, I learned that music can be a powerful tool for ___ and ___ .

Correct Answers: connection, celebration

Question 6

Question Type: Essay

Question: Reflect on the 'Human Spectrogram' activity. How did it feel to physically express your agreement or disagreement with statements about music and friendship? Did this activity change your perspective in any way? Explain your experience and what you learned.

Indications: Describe your experience in detail, focusing on your emotions, thoughts, and any shifts in understanding. Aim for at least 3-4 sentences.

Rubric:

Product evaluated: Participation in the Carnival celebration

Selected criterion: Follow the rhythm

Dimension	Poor	Adequate	Good	Very Adequate	Excellent
Accuracy of Rhythm Execution	Frequently loses the rhythm, struggles to maintain a consistent beat, and exhibits significant timing inaccuracies.	Maintains a steady rhythm but occasionally misses beats or has minor timing inaccuracies.	Consistently maintains a steady rhythm with only a few minor timing discrepancies.	Maintains a steady rhythm with consistent timing and only very occasional minor discrepancies.	Maintains a precise and consistent rhythm throughout the performance, demonstrating excellent timing and control.
Coordination and Body Movement	Displays minimal coordination and struggles to move their body in sync with the rhythm.	Demonstrates some coordination with body movements to the rhythm, but movements may appear somewhat stiff or hesitant.	Demonstrates good coordination, moving their body in sync with the rhythm with some fluidity.	Demonstrates very good coordination, moving their body fluidly and expressively in sync with the rhythm.	Exhibits excellent coordination and body movement, demonstrating a natural and fluid connection to the rhythm with expressive movements.
Engagement and Enthusiasm	Shows little to no engagement or enthusiasm during the Carnival celebration; appears disinterested or reluctant to participate.	Participates in the Carnival celebration with some enthusiasm, but may appear somewhat reserved or disengaged at times.	Participates actively and enthusiastically in the Carnival celebration, showing good engagement with the music and activity.	Participates with great enthusiasm, showing a high level of engagement and enjoyment in the Carnival celebration.	Demonstrates exceptional engagement and enthusiasm, fully immersing themselves in the Carnival celebration with energetic participation and joyful expression.

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