Running head: LESSON PLAN CRITIQUE: ACTIVE LISTENING 1

Lesson Plan Critique Active Listening: Introduction to Carnival of the Animals

Jessica Holder

University of British Columbia

LESSON PLAN CRITIQUE: ACTIVE LISTENING 2

Lesson Plan Critique Active Listening

Introduction to Camille Saint Sanss Carnival of the Animals

This lesson plan critique focuses on the introduction lesson plan designed by

Sharon Diskin and Beth Sussman as part of a curriculum unit based on Camille Saint

Sanss Carnival of the Animals for the 2011 Institute for Educators Arts Integration

Partnership (AIP). This lesson plans critique will focus on the following three learning

theories: behaviouralism, information processing (IP) model and social constructivism

and their presence and absence within the original lesson plan. It will address how

simple additions in a revised lesson plan can aid these learning theories in becoming

more prevalent to enhance the teaching experience for the teacher and the learning

experience for the student. Throughout the lesson plan critique, the original lesson plan

will be referred to as the OLP (Appendix 1) and the revised lesson plan will be referred to

as the RLP (Appendix 2).

Analysis

Behaviouralist Theory Applications

The behaviouralist theory focuses on observable and measurable aspects of

human behaviour and is usually a result from stimulus-response associations made by

the learner (Standridge, 2002). For an educator, this theory is commonly drawn upon in

developing classroom management strategies, but can also be used in the input-output

application of learned content in which the teacher inputs information through direct

teaching and the student outputs information through a direct response of imitation.

Within the OLP, behaviourism is evident in both classroom management activities and in

the input-output of direct teaching and the response of learning by the students.
LESSON PLAN CRITIQUE: ACTIVE LISTENING 3

We first see behaviouralism incorporated when students are taught about keeping

the beat. Students are asked to imitate the teaching by counting and clapping a steady

beat. Later when introduced to the concept of tempo and high and low pitches, students

are asked to demonstrate through movement (i.e. slow and fast rolling of arms, fingers

wiggling up high and down low) while listening to selected pieces of music. However in

both instances, imitation is not promoted within the lesson plan, although it can be

assumed that the teacher will be participating in the movement activities simultaneously

with the students. In the RLP, additions have been made to ensure that the teacher

demonstrates the concept through examples and movement prior to engaging students in

the listening activity.

As a classroom management strategy behaviourism is incorporated in instilling

appropriate body position and thinking habits for listening activities. The OLP instructs

students to hold their hands behind their ears gently pushing their ears forward and

prompts the instructor to tell the students to think about what they are listening to. The

expectation for the remainder of the lesson is for students to respond to the teachers

instruction for listening by placing their hands behind their ears and thinking about

what they are listening to. In the RLP, a listening cue card is shown when listening

position is required to provide both a visual and an audio cue to which the students can

respond. Furthermore neutral position and starting position cue cards are added in the

RLP to use as visual cues for students when expected to sit quietly, but not necessarily in

the listening position, and when preparing for a movement activity. Cue cards are

displayed in Appendix 4.

Information Processing (IP) Theory Applications

LESSON PLAN CRITIQUE: ACTIVE LISTENING 4

The sensory register is the most evident of the three components of the IP model

within the OLP. Because information processed in the sensory register begins to decay

within seconds if not transferred to either the short-term or long-term memory stage, it is

imperative that the auditory stimuli presented throughout much of the lesson plan is

supported by activities of repetition and review to move it first to the short-term memory

and then to the long-term memory through activities of categorizing and declaration.

Throughout the OLP, students receive information through auditory stimuli i.e.

listening to direct teaching, listening to musical selections. The OLP covers an extensive

amount of auditory information with some preparation in applying possible background

knowledge to new learning and in preparing each new listening experience. Because of

the extensive amount of content, the RLP divides this lesson plan into two individual

sections, Part A and Part B, to allow for more repetition of learning and more opportunity

for students to engage in each new learning experience in a variety of ways. In the OLP

each new listening experience consists of the teacher verbalizing information about the

what the student will be listening to, followed by the student maintaining a listening

position and listening for the feature that the teacher has verbally taught. In the RLP, the

listening activity format of the OLP remains the same with the addition of immediate

follow-up activities to enhance the students long-term memory retention. The follow-

up activities include: categorizing the new learning on individual student charts

(Appendix 3) and physically moving or creating an accompanying sound to the music

during a second listening to provide an episodic learning experience. During the

Reflection and Assess section of the OLP, students do participate in a declarative memory

activity through guided discussion. This final activity is maintained within the RLP with
LESSON PLAN CRITIQUE: ACTIVE LISTENING 5

the addition of students using visual cards from the categorizing activity to include with

their response to help further the making of connections. Curriculum Connections also

are available through the OLP, however, sometimes weak and unrelated. The RLP seeks

to enhance the curriculum connections in practical and meaningful ways.

Social Constructivism Theory Applications

Social constructivism encourages learners to be knowledge builders within a

group setting. The prior experiences and knowledge of the group compose the

foundation upon which new learning can be built through experiences, application,

discussion and reflection. In the OLP, the teacher assumes prior knowledge of students

in regards to familiarity with most of the animals presented through the Carnival of the

Animals composition. However, most knowledge acquisition within the OLP is

determined by the teacher who acts as the conveyor of knowledge while the students act

as the recipients. In the RLP, additional opportunities are included to aid students in

becoming more involved in the building of their own learning. Activities are

implemented with the whole class, small groups and as individuals such as brainstorming,

representing and applying learning, discussion and reflection. Each student has access to

an individual categorizing chart that is to be used to build and visually represent

knowledge as the lesson progresses. The teacher also has a categorizing chart that is used

at the end of the lesson as a larger representation of the classs learning. At the

beginning of the lesson, a social constructivist approach is also included in the RLP as

students brainstorm, share and display knowledge through a class brainstorming web

poster related to classical music, composers, Camille Saint-Sans and Carnival of the

Animals. Students will have been asked prior to the lesson to bring some knowledge to
LESSON PLAN CRITIQUE: ACTIVE LISTENING 6

the class related to these topics. The brainstorming web poster is added to throughout the

lesson as new knowledge is gained.

During the listening activity of the Grand Finale, students are divided into

smaller groups to brainstorm ideas of movement to represent each animal depicted in the

final piece of music. As the finale is played, students will move in their chosen way as

decided upon within their small group. Students are encouraged to move creatively and

not necessarily in the same motion as introduced in the class. After the performance,

students will reflect within their small group on their movement experience using

discussion questions posed by the teacher.

Conclusion

The process of analyzing this lesson plan has aided in its development to grow

from a fairly static and teacher directed learning experience to a more active and student-

led learning experience. By contemplating aspects of behaviouralism, the IP model and

social constructivism, the RLP encourages the teacher to walk through a lesson that will

engage students through clear routines and guidelines, activities that encourage transfer

of learning to their long-term memory and opportunities for students to gain more

ownership of their learning.

LESSON PLAN CRITIQUE: ACTIVE LISTENING 7

References

Diskin, Sharon & Sussman, Beth. (2011). 2011 Institute for Educators Arts Integration

Partnership: Model Lessons. Retrieved from

http://www.musiccenter.org/Documents/Institute%20for%20Educators/Carnival%

20Model%20Lesson%20072611%20FINAL%20Updated.pdf

Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on

learning, teaching, and technology. Retrieved November 28, 2014,

from http://epltt.coe.uga.edu/
LESSON PLAN CRITIQUE: ACTIVE LISTENING 8

Appendix 1
Original Lesson Plan (OLP)

Model Lesson One Active Listening: Introduction to Carnival of the Animals

Materials: Carnival of the Animals CD, CD player; large chart paper, markers; glossary
and reference sheet; Teacher & Student Assessment Portfolios

Enduring Understanding for Unit We can explore our similarities and differences
through learning about musical qualities and ways to show them using Mime.

SUMMARY

Lesson One Outcomes

Students will be able to:

Demonstrate ability to actively listen and focus attention (AP, CRA).
Show understanding of the musical terms: steady beat, pitch and tempo.
Get into listening position and neutral position.
Demonstrate through writing, discussing, drawing, photographing, and/or
performance that they have learned the content of the lesson.

Teacher will:
Teach the lesson effectively.
Assess student learning outcomes.
Document, collect and label the evidence of student learning from this lesson.
Assessing Prior Knowledge

Creative Task & Criteria

CREATE Becoming an Expert

Task: Students demonstrate use of appropriate adjectives to describe each animals traits
and make connections to the music.

Criteria

Students will be able to:

Demonstrate active listening and group focus of attention by listening to the
music.
Use adjectives to describe traits of the animals (big/small, loud/soft, slow/fast,
heavy/light).

Assessment Strategies
Teacher:
LESSON PLAN CRITIQUE: ACTIVE LISTENING 9

Makes a written journal observation about student ability to listen and focus attention.
Notes students use of appropriate adjectives to describe each animals traits and make
connections to the music.

Step-by-Step Sequence of Learning using these cognitive processes - experience,

inquiry, creation, performance, reflection, assessment

Lesson One Active Listening: Carnival of the Animals

EXPERIENCE Getting Smarter

Play Fossils from Carnival of the Animals. (Track 46)

Introduce the anchor work: Carnival of the Animals is a group of musical pieces that
describe different animals in a zoo including elephants, lions, fish, kangaroos and
chickens. The person who wrote this music was a French man named Camille Saint-
Sans. He was a composer of classical music. A composer is the person who thinks of the
music and writes it down. People have written and performed classical music for over
700 years, and there is new classical music being written today all over the world. We
hear classical music in movies, television, and even cartoons.

Teacher Tip: Play a few examples of famous classical music found on the Musical
Examples CD. (Tracks 1, 6, 9, 11, 12)

Together, we are going to be listening to and learning about Carnival of the Animals. We
will also be acting out the animals in a few weeks. Saint-Sans
wrote this piece of music to amuse children. However, because he wanted to be thought
of a serious composer, and this piece is funny and even silly at times, he would not allow
Carnival of the Animals to be performed during his lifetime. But today its very famous
and children all over the world know and love this music.

Some music has a steady beat. When you feel like clapping or nodding your head to the
music it probably has a steady beat. Lets count to 8 and clap at
the same time, keeping a steady beat.

In classical music, we use many Italian words and you will be learning some of those
words as we learn about Carnival of the Animals. Tempo means the speed of the music
fast, medium or slow. Play tracks 3, 5, 6, & 14 from Musical Examples and have
students demonstrate fast and slow tempo by rolling their arms.

The word pitch is another musical term. It is not like a pitch in baseball; it means how
high or low the sound is. A mouse has a high-pitched squeak and
a lion has a low-pitched roar. A baby has a high-pitched voice and a grown man has a
lower-pitched voice. Play tracks 1, 2, 3 & 4 and have students stand
up to demonstrate high and low pitch by wiggling their fingers high in the air for high
pitch and near their toes for low pitch.
LESSON PLAN CRITIQUE: ACTIVE LISTENING 10

Teacher Tips: Use visual aids and post the words tempo and pitch on board. To
differentiate between soft and loud or high and low, say high in pitch using
a squeaky voice and low in pitch using a low, deep voice.

In order for you to be ready to listen to some music in a few minutes, I need to teach you
the LISTENING POSITION: Put your hands behind your ears and really, really focus.
When youre listening youre using your ears and your brains! Think about what youre
listening to!

OPTIONAL Active Listening: Carnival of the Animals Listening to Silence/ Listening

Position

Speak at a normal volume as you have students listen.

Now continue to speak normally and have students put their hands over their ears.
Compare and contrast. The sound will be muffled.

Show students the listening position, which is a hand behind each ear, gently pushing
the ear slightly forward without closing it. Demonstrate this.

Now speak at the same volume while the students are in the listening position. They
should hear more clearly. This also helps them to focus. Music Center Anchor Work
Model Curriculum Unit: Carnival of the Animals

Explain that they will be listening to silence (they will be in the listening position)
for about 30 seconds.

Do they think it will really be silent in the room?

After the 30 seconds, you will ask them to describe the sound. They can identify the
sound, use descriptive words, or imitate the sound. (For example: I heard a bee, or, I
heard a buzzing sound, or, I heard bzzz.)

Ask them to get into listening position and close their eyes.

After about 30 seconds have them describe what they heard.

REFLECT & INQUIRE

Describe the sounds that you heard.

If we listened to silence in a different room, might the sounds be different?

LESSON PLAN CRITIQUE: ACTIVE LISTENING 11

CREATE & PERFORM Becoming an Expert

Task: Listen to and predict what the music will sound like for each animal.

Criteria

Students will:
Demonstrate active listening and group focus.
Use musical vocabulary (tempo and pitch) and descriptive words to identify and
explain musical characteristics.
Compare and contrast the animals which are big, which are little? Which
animals move quickly? Slowly?

Now were ready to start listening to Carnival of the Animals. Lets begin by getting
into our Listening Positions. Hold that position for as long as you can!

After a short musical introduction, start with the LIONS. (show picture for each animal)
When a lion roars, is it loud or soft? Do you think the music for the lion will be loud or
soft? (loud) Listen for the lion roaring! (Play track 34 which is the Intro and track 35
Lions.)

Next, well hear the HENS AND CHICKENS. Lets cluck together like a chicken. The
sound is very choppy, so listen to how the music will be choppy too. (Play Track 36.)

The WILD DONKEYS move in a very fast tempo they just cant be contained! (Track
37 aka Wild Horses.)

Our next animals are the TORTOISES. Do tortoises move fast or slow? When we talk
about the speed of music, we use the word TEMPO. Do you think the music will be in a
slow or fast tempo? Saint-Sans plays a musical joke on us. He uses very famous music
called the Can Can http://www.youtube.com/watch?v=4Diu2N8TGKA (the tune
were talking about is approx. 40 seconds in). Saint-Sans uses this tune, but because

the tortoises move so slowly, he puts it in a very slow tempo. (Play track 38.)

Next we have the ELEPHANTS. Is an elephant big or small? Do you think the music will
be in a high squeaky pitch, or a low pitch (answer: low pitch: remember to demonstrate
this with your voice changing pitch). (Play track 39.)

Imagine how a KANGAROO moves. (Perhaps have the students demonstrate hopping).

When youre jumping is it a smooth movement or a choppy movement? Since the

kangaroo jumps, do you think the music will be smooth or choppy? (choppy) (Play track
40.)
LESSON PLAN CRITIQUE: ACTIVE LISTENING 12

STEADY BEAT BREAK: LIONS Lets take a break from sitting and listen to the
lions music again. This music has a steady beat, so lets move to it: Make sure you
freeze when the music stops. Lets start in what we call NEUTRAL POSITION. That
means that you stand up straight without making any sound
and with your hands at your sides. Watch me so you know when to start moving
TEACHERS: Decide whether youd like your students to: 1) march to the beat, 2) clap or
3) move their arms as if youre creeping like a lion to the beat of the
music. (Start moving when the strings start playing which is after the piano solo (Track
35).

Teacher tip: remember to move to the beat not the rhythm! The beat never changes in
this piece.

Now its time to visit the AQUARIUM. Imagine fish swimming. Is that a choppy
movement like the kangaroos, or is swimming smooth?

Listen for how the music is smooth and calm. The piano will make you think of water,
and the flute and violins will make you think of the fish swimming. (Play track 41.)

Now were going to visit the BIRDS at the zoo. When birds sing, do they sing in a high
pitch or low pitch? (high) Listen to the high pitched music of
the birds. Imagine their wings fluttering. (Track 44 aka Aviary.)

FOSSILS are the remains or the impression of plants or animals that lived a long time
ago (show a picture). The music is going to sound like bones and skeletons!!! If you
listen carefully, youll hear Twinkle Twinkle Little Star! Lets stand up and sing this song
together. Does Twinkle Twinkle Little Star
have a steady beat? (Yes) (Play track 46.)

The SWAN is a very graceful and beautiful animal, so the music is sweet, calm and
smooth. (Play track 47.)

Now its time to get ready to leave the zoo and go home. Well hear the grand finale of
the piece (that means the big ending) and well even hear some of the lions music,
kangaroos, chickens and at the very end, some Hee Haws from the Donkeys! (Play track
48.)

If time allows, practice active listening by playing the AQUARIUM section (Track 41)
with the lights off and the students sitting quietly or lying down.

Ask them to be as still and silent as possible. With their eyes closed, have them imagine
the fish swimming smoothly and peacefully.

REFLECT & ASSESS Making Connections

LESSON PLAN CRITIQUE: ACTIVE LISTENING 13

The animals that are in Carnival of the Animals have some things that are the same and
some that are different. Can you name two animals that are big?
Two animals that are small? Two animals that move fast? Two animals that move
slowly? Two animals that swim? Etc.

Curriculum Connections

Language Arts: vocabulary: steady beat, tempo, pitch, composer, classical music, zoo, all
the animals found in Carnival of the Animals.

The skill of keeping a steady beat helps students with their reading fluency and
comprehension as well as overall focus.

Science: predator and prey, food chain, habitats, difference and similarities, fossils.

Make your own fossil instructions:

http://www.thecraftyclassroom.com/CraftGeologyFossil.html

Try fossil rubbing by placing a piece of paper over a 3-D plate of an animal or leaf and
rubbing it with a crayon.

Social-Personal Development: teamwork

Social Studies/Maps: show a map and indicate where France is (where Saint-Sans was
born) and Italy is (we use Italian words in music.)
LESSON PLAN CRITIQUE: ACTIVE LISTENING 14

Appendix 2
Revised Lesson Plan (RLP)

Model Lesson One Active Listening: Introduction to Carnival of the Animals

Materials: Carnival of the Animals CD, CD player; large chart paper, markers;
categorizing teacher chart with animal cards, categorizing student charts with animal
cards, scarf or ribbon for each student, glossary and reference sheet; Teacher & Student
Assessment Portfolios

Enduring Understanding for Unit We can explore our similarities and differences
through learning about musical qualities and ways to show them using movement.

SUMMARY

Lesson One Outcomes

Students will be able to:

Demonstrate ability to actively listen and focus attention (AP, CRA).
Show understanding of the musical terms: steady beat, pitch and tempo.
Get into listening position ,neutral position and starting position.
Demonstrate through discussing, performance and reflection that they have
learned the content of the lesson.

Teacher will:
Teach the lesson effectively.
Assess student learning outcomes.
Document, collect and label the evidence of student learning from this lesson.
Assess prior knowledge.

Creative Task & Criteria

CREATE Becoming an Expert

Task: Students demonstrate use of appropriate adjectives to describe each animals traits
and make connections to the music.

Criteria:
Students will be able to:
Demonstrate active listening and group focus of attention by listening to the
music.
Use adjectives to describe traits of the animals (big/small, loud/soft, slow/fast,
heavy/light).

Assessment Strategies
LESSON PLAN CRITIQUE: ACTIVE LISTENING 15

Teacher:Makes a written journal observation about student ability to listen and focus
attention. Notes students use of appropriate adjectives to describe each animals traits
and make connections to the music.

Step-by-Step Sequence of Learning using these cognitive processes - experience,

inquiry, creation, performance, reflection, assessment

Lesson One Active Listening: Carnival of the Animals

EXPERIENCE Getting Smarter

Preparing students for learning: Before introducing this lesson to the class, ask the
students for homework to find information about any of the following words: classical
music, composers, Camille Saint Sans, Carnival of the Animals. Students should be
instructed to bring their learned knowledge back to class to share with others.

Lesson One: Part A

On a large poster board create brainstorming webs to display the learning that students
have researched prior to the lesson. Have a class discussion and add input onto the
brainstorming web poster. More additions can be made to the web throughout the lesson
or during future lessons.
Teacher may contribute to or prompt ideas using the following information:
Carnival of the Animals is a group of musical pieces that describe different
animals in a zoo including elephants, lions, fish, kangaroos and chickens. The
person who wrote this music was a French man named Camille Saint-Sans. He
was a composer of classical music. A composer is the person who thinks of the
music and writes it down. People have written and performed classical music for
over 700 years, and there is new classical music being written today all over the
world. We hear classical music in movies, television, and even cartoons.

Teacher Tip: Play a few examples of famous classical music found on the Musical
Examples CD. (Tracks 1, 6, 9, 11, 12) Ask students to indicate with a check mark on
paper if they are familiar with the song. Does it sound familiar? After listening, discuss
as a class the classical musical examples and add newly acquired information to the
brainstorming web poster.

Say to students: Together, we are going to be listening to and learning about Carnival
of the Animals. We will also be acting out the animals. Saint-Sans
wrote this piece of music to amuse children. However, because he wanted to be thought
of as a serious composer, and this piece is funny and even silly at times, he would not
allow Carnival of the Animals to be performed during his lifetime. But today its very
famous and children all over the world know and love this music. Ask students if any of
this information should be added to the brainstorming web poster. If so, add it.
LESSON PLAN CRITIQUE: ACTIVE LISTENING 16

Say to students: Some music has a steady beat. When you feel like clapping or nodding
your head to the music it probably has a steady beat. Something that we all have that has
a steady beat is our heart. Can you feel your heart beat? {Give students time to find and
feel their pulse.} Does it beat at a steady pace? Music also often moves at a steady pace!
Lets count to 8 and do a two-finger clap at the same time, keeping a steady beat.

Activity: Lets listen and move to a piece of music that has a steady beat. (Track 35
Lions) Make sure you freeze when the music stops. Lets start in what we call
STARTING POSITION. (Show cue card for starting position.) That means that you
stand up straight without making any sound and with your hands at your sides. Watch me
so you know when to start moving
TEACHERS: Decide whether youd like your students to: 1) march to the beat, 2) clap or
3) move their arms as if youre creeping like a lion to the beat of the music. (Start moving
when the strings start playing which is after the piano solo (Track 35).

Teacher tip: Remember to move to the beat not the rhythm! The beat never changes in
this piece.

Say to students: In classical music, we use many Italian words and you will be learning
some of those words as we learn about Carnival of the Animals. Ask students if anyone
knows any Italian words already and allow time to share. One Italian word used in music
is tempo. Tempo means the speed of the music fast, medium or slow. Chant the
rhyme: Roly, Poly ever so slowly, Roly, Poly ever so fast while rolling arms slowly
and then very fast on the word fast. Play tracks 3, 5, 6, & 14 from Musical Examples
and have students demonstrate fast and slow tempo by rolling their arms.

Say to students: The word pitch is another musical term. It is not like a pitch in
baseball; it means how high or low the sound is. A mouse has a high-pitched squeak and
a lion has a low-pitched roar. A baby has a high-pitched voice and a grown man has a
lower-pitched voice. Use voice and instruments to demonstrate and identify high and low
pitches. At the same time, use finger movements to wiggle up high for high pitches and
down low for low pitches. Play tracks 1, 2, 3 & 4 and have students stand up to
demonstrate high and low pitch by wiggling their fingers high in the air for high pitch and
near their toes for low pitch.

Teacher Tips: Use visual aids and post the words tempo and pitch on board. To
differentiate between soft and loud or high and low, say high in pitch using a squeaky
voice and low in pitch using a low, deep voice.

Say to Students: In order for you to be ready to listen to some music in a few minutes, I
need to teach you the LISTENING POSITION: Put your hands behind your ears and
really, really focus. When youre listening youre using your ears and your brains! Think
about what youre listening to! When I need you to be in listening position, I will place
the listening cue card on the front board. When we are done focusing on listening, I will
place the neutral cue card on the front board. The neutral card means that you are still
LESSON PLAN CRITIQUE: ACTIVE LISTENING 17

sitting quietly, but do not need to be in listening position with your hands behind your
ears.

CREATE & PERFORM Becoming an Expert

Task: Listen to and predict what the music will sound like for each animal.

Criteria

Students will:
Demonstrate active listening and group focus.
Use musical vocabulary (tempo and pitch), descriptive words and movement to
identify and explain musical characteristics.
Compare and contrast the animals which are big, which are little? Which
animals move quickly? Slowly?

Preparation: Each student should have their own categorizing chart with animal cards.
The teacher should have a larger version of the categorizing chart posted at the front of
the class. Have the students find their lion animal card.

Say to the students: When a lion roars, is it loud or soft? Do you think the music for the
lion will be loud or soft? (loud) Can you demonstrate a lions roar? Now, listen for the
lion roaring in the music! Lets get into our Listening Positions. (show listening cue
card). Hold that position for as long as you can! If your arms get tired, then rest them on
your knees. (Play track 34 which is the Intro and track 35 Lions.) After listening, show
neutral cue card and have students place their lion card onto their categorizing chart.

Say to the students: Next, well hear the HENS AND CHICKENS. Find your animal card
that represents the hens and chickens. Lets cluck together like a chicken. Is the clucking
sound smooth or choppy? The sound is very choppy, so listen to how the music tries to
sound like a chicken! (Show listening cue card). (Play Track 36.) After listening, show
neutral cue card and have students place their hens and chickens card onto their
categorizing chart. Then listen to track 36 again (show cue card for starting position)
while students move around the classroom using choppy movements and sounds.

Say to the students: Find your animal card that represents the WILD DONKEYS. Wild
donkeys move in a very fast tempo they just cant be contained! (Show listening cue
card). (Track 37 aka Wild Horses.) After listening, show neutral cue card and have
students place their wild donkeys card onto their categorizing chart. Then listen to track
37 again (show cue card for starting position) while students move around the classroom
very quickly, but with care.
LESSON PLAN CRITIQUE: ACTIVE LISTENING 18

Say to the students: Our next animals are the TORTOISES. Find your animal card that
represents the tortoises. Do tortoises move fast or slow? When we talk about the speed of
music, we use the word TEMPO. (Make reference to the word tempo on the board as
learned earlier in the lesson.} Do you think the music will be in a slow or fast tempo?
Saint-Sans plays a musical joke on us. He uses very famous music called the Can Can
http://www.youtube.com/watch?v=4Diu2N8TGKA (the tune were talking about is
approx. 40 seconds in). Saint-Sans uses this tune, but because the tortoises move so
slowly, he puts it in a very slow tempo. (Show listening cue card.) (Play track 38.) After
listening, show neutral cue card and have students place their tortoise card onto their
categorizing chart. Then listen to track 38 again (show cue card for starting position)
while students perform the can-can with very slow movements.

Say to the students: Next we have the ELEPHANTS. Is an elephant big or small? Find
your animal card that represents the elephant. Do you think the music will be in a high
squeaky pitch, or a low pitch (answer: low pitch: remember to demonstrate this with your
voice changing pitch). (Show listening cue card.) (Play track 39.) After listening, show
neutral cue card and have students place their elephant card onto their categorizing chart.
Then listen to track 39 again while students hum along with the low notes in the melody.

(Due to the length of this lesson plan, at this point the teacher can choose to bring closure
to Part A by having each student share one learning tidbit. Learning tidbits can be added
to the brainstorming web poster if applicable. Students should keep their categorizing
charts in place by attaching animal cards with sticky tack.)

Lesson 1 Part B
(If the teacher has chosen to complete this lesson plan as two parts, then begin Part B by
reviewing information on the brainstorming web poster. As well, listen to brief
selections from the previous songs to see if students can recall which animals were
depicted in each selection of music. Students may refer to their categorizing charts.)

Say to the students: Now we are going to continue exploring Camille Saint Sans
Carnival of the Animals! Imagine how a KANGAROO moves. When youre jumping is
it a smooth movement or a choppy movement? Since the kangaroo jumps, do you think
the music will be smooth or choppy? (choppy) Find your animal card that represents the
kangaroo. (Show listening cue card.) (Play track 40.) After listening, show neutral cue
card and have students place their kangaroo card onto their categorizing chart. Then
listen to track 40 again (show cue card for starting position) while students hop around
like a kangaroo.

Say to the students: Now its time to visit the AQUARIUM. Find your animal card that
represents the aquarium. Imagine fish swimming. Is that a choppy movement like the
kangaroos, or is swimming a smooth movement? Listen for how the music is smooth and
LESSON PLAN CRITIQUE: ACTIVE LISTENING 19

calm. The piano will make you think of water, and the flute and violins will make you
think of the fish swimming. . (Show listening cue card.) (Play track 41.) After listening,
show neutral cue card and have students place their aquarium card onto their categorizing
chart. Provide each student with a scarf or ribbon and then listen to track 41 again (show
cue card for starting position) while students move to the music waving their scarf or
ribbon smoothly.

Say to the students: Now were going to visit the BIRDS at the zoo. Find your animal
card that represents the birds. When birds sing, do they sing in a high pitch or low
pitch? (high) Listen to the high pitched music of the birds. Imagine their wings fluttering.
(Show listening cue card.) (Track 44 aka Aviary.) After listening, show neutral cue card
and have students place their bird card onto their categorizing chart. Provide each
student with a scarf or ribbon and then listen to track 44 again (show cue card for starting
position) while students move to the music waving their scarf or ribbon around up high
like a fluttering bird.

Say to the students: FOSSILS are the remains or the impression of plants or animals that
lived a long time ago (show a picture or actual examples.) Find your card that represents
fossils. The music is going to sound like bones and skeletons!!! If you listen carefully,
youll hear a familiar song. After listening, Ill ask you what song you heard. (Twinkle
Twinkle Little Star!) (Show listening cue card.) (Play track 46.) After listening, show
neutral cue card and have students place their fossil card onto their categorizing chart.

Say to the students: The SWAN is a very graceful and beautiful animal, so the music is
sweet, calm and smooth. Find your animal card that represents the swan. (Show listening
cue card.) (Play track 47.) After listening, show neutral cue card and have students place
their swan card onto their categorizing chart. Provide each student with a scarf or ribbon
and then listen to track 47 again (show cue card for starting position) while students
move to the music waving their scarf or ribbon around smoothly.

Say to the students: Now its time to get ready to leave the zoo and go home. Well hear
the grand finale of the piece (that means the big ending) and well even hear some of
the lions music, kangaroos, chickens and at the very end, some Hee Haws from the
Donkeys! (Show listening cue card.) (Play track 48.) After listening, show neutral cue
card and divide students into small groups. Have the students decide on movement
and/or sounds to use for each animal heard in the grand finale. Encourage students to
choose new movements and sounds that are unique from what was used already in the
class. Play track 48 again (show cue card for starting position) while students perform in
their small group their decided on movements and sounds at the appropriate time in the
music. After, have students reflect on their experience using discussion questions posed
by the teacher. Examples of discussion questions could include: Did our movements and
sounds reflect the music well? Did we work well together as a group in deciding on our
LESSON PLAN CRITIQUE: ACTIVE LISTENING 20

movements and sounds? Were we able to show our movements and sounds appropriately
when performing along with the music? If we could do this activity again, is there
anything that we could change to make it better?

REFLECT & ASSESS Making Connections

*** Students should use their categorizing charts to help respond to the following
questions. The teacher will now add animal cards to the larger categorizing chart at the
front of the class to show the reflections shared.

Say to the students: The animals that are in Carnival of the Animals have some things
that are the same and some that are different. Can you name two animals that are big?
Two animals that are small? Two animals that move fast? Two animals that move
slowly? Two animals that swim? Etc.

Curriculum Connections

Language Arts ~ Vocabulary Word Wall: steady beat, tempo, pitch, composer, classical
music, zoo, all the animals found in Carnival of the Animals.

Science: Animal classification and characteristic board outlining the basic description,
characteristics, habitat, etc. of each animal found in Carnival of the Animals.

Make your own fossil instructions:

http://www.thecraftyclassroom.com/CraftGeologyFossil.html Try fossil rubbing by
placing a piece of paper over a 3-D plate of an animal or leaf and rubbing it with a
crayon.

Social-Personal Development: teamwork, discussion, group reflection

Social Studies/Maps: show a map and indicate where France is (where Saint-Sans was
born) and where Italy is (we use Italian words in music.) Add animals onto world map
{choose continent(s) where animal is found}.
LESSON PLAN CRITIQUE: ACTIVE LISTENING 21

Appendix 3
Student Categorizing Chart Sample and Cards

Tempo Pitch Style

Fast Slow High Low Choppy Smooth

LESSON PLAN CRITIQUE: ACTIVE LISTENING 22
LESSON PLAN CRITIQUE: ACTIVE LISTENING 23

Appendix 4
Listening Position Cue Card, Neutral Position Cue Card, Starting Position Cue Card

Listening

Neutral
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Starting