Picture to Picture Cards: Musical!

Posted on Posted in Language Lessons
PICTURE TO PICTURE MATCHING OF MUSICAL NOTATION:
SYMBOLS & VOCABULARY 
MATERIALS:
  1.  Rug
  2.  Identical pairs of musical vocabulary cards (SIXTEENTH REST, EIGHTH REST, ALTO CLEF, QUARTER NOTE, FERMATA, STAFF, HALF NOTE, WHOLE NOTE, TREBLE CLEF, QUARTER REST, SHARP, BASS CLEF, EIGHTH NOTE, FLAT, TRIPLET, SIXTEENTH NOTE, WHOLE REST, and NATURAL) with the word and symbol on each; one set is the control set  
  3.  Tray
PRESENTATION:
  1.  Using two hands, place the tray in the lower right-hand corner of the rug.
  2.  With the sub-dominant hand, pick up and remove the control set of cards from the tray.
  3.  With the dominant hand, take off the rubber band and return the rubber band to the tray.
  4.  Continue holding cards in the sub-dominant hand to allow for placing the control set of cards from left to right at the top of the rug  (identify each musical picture card as it is placed on the rug).
  5.  With the sub-dominant hand, pick up and remove the matching set of cards from the tray.
  6.  With the dominant hand, take off the rubber band and return the rubber band to the tray.
  7.  Randomly place the matching set of cards on the bottom of the rug.
  8.  Pick up a card from the matching set and compare it to the first musical picture card.  If the card matches, shake your head “yes” and  say “yes”.  If the card does not match, shake your head “no” and say, “no”.  Continue comparing it to each of the cards at the top of the  rug until you find the matching musical picture card pair.
  9.  When you have found the correct card, lay it under the first one and say, “Yes, they match.”
  10.  Match one more card and then invite the child to finish matching the rest of the musical picture cards.
  11.  Read your work:  moving from left to right, point to each musical picture in the pair of cards and name the picture.  For example,  “quarter note, quarter note—they match”.
  12.  Remove the first row of pictures by asking the child to hand you a picture as you name it.  Here, if the child knows the names of the  musical picture cards, ask for the pictures in random order.  If the child needs to learn the names, ask for the pictures in order from  left to right.”
  13.  While holding the musical picture cards in the sub-dominant hand, secure the rubber band by using the dominant hand.
  14.  Return the musical picture cards to the tray.
  15.  Ask the child to give you all the musical picture cards from the bottom row that he can name.
  16.  Using three unidentified musical picture cards at a time do a ‘three period lesson’ to teach the child the names/vocabulary.
  17.  While holding all the musical picture cards in the sub-dominant hand, secure the rubber band by using the dominant hand.
  18.  Return the musical picture cards to the tray.
  19.  Return the tray to the shelf in the language area of the classroom.
CONTROL OF ERROR:
  1.  Seeing two musical picture cards that do not match
  2.  Another child
  3.  In the directress
POINTS OF INTEREST:
  1.  Seeing that each musical picture card has a match
  2.  Hearing that each musical picture (symbol) has a name
  3.  The musical pictures
PURPOSE:
Direct Aim:
  1.  Development of visual perception of similarities
  2.  Development of left to right progression’
  3.  Vocabulary enrichment
  4.  Development of abstract concepts
Indirect Aim:
  1.  Preparation for later exercises involving classification
AGE:
Age 3 and up