Evaluation of Music Lesson for Primary Level Children

This article evaluates the implementation of music lessons for primary level children. It discusses the objectives, strengths, weaknesses, and recommendations for improvement. The article also explores strategies that foster creative and critical thinking in music education.

Running head: MUSIC
Music
Name of the Student:
Name of the University:
Authors Note:

1
MUSIC

2
MUSIC
Evaluation of the
implemented Lesson:
Objective 1:
To introduce children with music at the primary level.
Yes the children achieve the objective by learning the first steps in
music and musical performance.
The review of learning helped in understanding about the learning
process of the children.
Objective 2:
To learn to sing and rhyme “Do re mi fa”
Yes, the children have learned to rhyme and sing the song.
The children were asked to sing during the musical classes. The
evaluation in the above classes have showed that the children have
learned to rhyme and sing the song.
Objective 3:
To teach the children perform on stage.
The children achieve the above objective.
The ability of the children to perform was assessed at the time of
implementation of performance.
Objective 4:
To foster creativity in the children to add their own uniqueness in the

3
MUSIC
performance.
Yes, the children were able to achieve the above objective.
Encouraging the children to use their own unique style in the practice
have helped to understand that the children are creative and used
their creativity.

4
MUSIC
Strengths: Allow positive attitude to encourage the children to participate
actively in the music classes.
Practical engagement between children.
Encourage the children to create their own unique style.
Using games as tools to teach music.
Cite supporting readings
Strategy 1:
Holding practice sessions with the children and encouraging the
children to cooperate with each other to learn musical elements.
Strategy 2:
Use of effective games to teach music.
Strategy 3:
Use of technology in creating effective learning sessions.
Weaknesses: The learning sessions with musical instruments did not work as
expected.
1. The strategy to use musical instruments did not work as the
students are very young to learn playing musical instruments at

5
MUSIC
such young age.
2. The long class sessions did not help to inspire the children to learn
different elements of music.
3. Often boredom sets in long music sessions resulted in lack of
motivation to the children in learning music (Green, 2017).
Recommendations
for improvements:
Recommended strategies.
To make the class periods more interesting by using games and play.
Allowing children to freely interact with each other will help in
reducing the boredom.
Use of audio visual medium to make the musical classes more
attractive and interesting (Culp, 2017).

6
MUSIC
Discussion: Strategies that foster creative and critical thinking
Bloom-
Taxonomy
of
thinking
Creativity, evaluation and analysis of music concepts shall be helpful in
fostering creativity in practice sessions.
The teacher should play the song time and time again to help the children in
remembering and understanding the song.
Creativity: Bringing own unique style in music.
Evaluation: Evaluation of learning process.
Analysis: Analysis of children’s skills level.
Application: Application of appropriate learning strategy.
Understanding: Understanding the concept of music.
Remembering: The children should be able to remember the song.
What is
your
Interpretati
on of this
process:
I. Use practical experiences to teach in the class such as asking different
children to sing different parts of the song.
II. Use short sessions with specific objectives to teach a particular aspect of
music.
III. Children should be able to relate with the lessons.
IV. Encouraging interaction between the children at the time of teaching will
help to find out about the learning of the children.

7
MUSIC
in text
citation
The
Activity
And
interpretati
on of
process
Introductory activity:
Starting a lesion (Turning in):
Do (do) re (re) mi (mi)
Fa (fa) so (so) la (la) ti (ti) do (do)
Do, re, mi, fa, so, la, ti, do!
doe, a deer, a female deer
(Re!) ray, a drop of golden sun
(Mi!) me, a name I call myself
(Fa!) far, a long, long way to run
(So!) sew, a needle pulling thread
(La!) la, a note to follow so
(Ti!) tea, a drink with jam and bread
That will bring us back to do oh oh oh
Do! (a deer, a female deer)
Re! (a drop of golden sun)
Mi! (a name I call myself)
Fa! (a long, long way to run)
So! (a needle pulling thread)
La! (a note to follow so)
Ti!(a drink with jam and bread)
That will bring us back to do
A deer, a female deer
Ray, a…
Recall activity:
At the time of using a particular music skill to demonstrate the music concept to
the student it is to be kept in mind that the concept is to be demonstrated to
Kindergarten 1 children. Hence, the music skill to be used to demonstrate the
concept is the music and language skills. The language shall attract the children
and inspire them to rhyme. The reason that “Do re mi fa” has been selected is

8
MUSIC
due to the catchy note that easily attracts children (Brook & Upitis, 2015).
Demonstration to make the student understand the nuances of music:
“Do re mi fa” is a show tune of 1959 from the Sound of Music. As per the story
Maria uses the song to teach Von Trapp children major musical scale. The
children are learning for the first time about music through the song. Thus, it is
apt that the same rendition is used here to teach children of Kindergarten 1.
Application:
Part a:
I. Positive attitude is essential to teach the children music.
II. Use practical experiences to teach in the class such as asking different
children to sing different parts of the song.
III. Use short sessions with specific objectives to teach a particular aspect of
music.
IV. Children should be able to relate with the lessons.
V. Encouraging interaction between the children at the time of teaching will
help to find out about the learning of the children (Green, 2017).
Part b:
The children are expected to learn small things about music and rhyming the
song initially thus, children shall be encourage to rhyme the song as many time
as possible. Creating an enjoyable experience during the course of learning is
equally important to learn about music.
Main activity:
Rhyming the song in a perfect pitch time and time again will help developing
musical knowledge about the tone and pitch of the song within the children of

9
MUSIC
Kindergarten 1.
Analysis:
Use of technology will be extremely effective to help children review the
musical concept and evaluate the music piece time and time again to create their
own product. The song has been presented in different ways by different singers.
Listening to the different versions in recording will help the children to
understand the concept better. The children should be encouraged to record their
own little versions of the song in their own creative way to create their unique
product (Webster, 2017).
Use of technology to record the rhyme by children and help them in listening to
the song will be an effective method to improve the song and its quality.

10
MUSIC
Evaluation:
Students have different skill levels, it is up to the teacher to assess the different
skills level of children and use these appropriately. The children should be taught
keeping in mind the skill levels. The song shall be practiced by children as many
time as they want. Interaction between pupils would be helpful in experiencing
joy during the course of learning.
Foster creativity:
The children shall be encouraged to sing and rhyme in their own unique style. It
is not necessary to sing the song in a certain way. Encouraging and motivating
children to use their own and unique style would foster creativity and improve
the music skills in them (Webster, 2014).
Closure activity:
Performance of children:
Practice is the most important aspect to come closer to perfectness. Teacher
should ensure that the children have practiced the song numerous times.
Necessary rectifications shall be made by the teachers during the practice to
improve the actual performance of the children.
Ensuring that the children enjoy the performance is the most important aspect in
bringing out the best performance from them. Thus, practice and enjoyment are
the two most important elements while implementing the performance.

11
MUSIC
Review of learning:
Taking musical tests of children after completion of different lessons in music
will help the teachers to assess the progress of the student in learning music. The
teachers shall have a standard procedure to use feedback from the student to
understand the aspects and elements of music classes liked and enjoyed along
with any part of the class which the students have not enjoyed. This will help the
teachers to improve the future music classes for the children (Dairianathan,
Hilarian, Stead, Lum & Ng, 2016).

12
MUSIC
References:
Brook, J., & Upitis, R. (2015). Can an online tool support contemporary independent music
teaching and learning?. Music Education Research, 17(1), 34-47.
Culp, M. (2017). Book Review: Mary Stakelum, eds, Developing the Musician: Contemporary
Perspectives on Teaching and Learning.
Dairianathan, E., Hilarian, L. F., Stead, P., Lum, C. H., & Ng, H. H. (2016). Learning through
popular music, lessons for the general music programme syllabus in Singapore.
Green, L. (2017). Music, informal learning and the school: A new classroom pedagogy.
Routledge.
Green, L. (2017). How popular musicians learn: A way ahead for music education. Routledge.
Webster, P. R. (2017). Big Ideas in music teaching and learning: implications for cognitive
research and practice. Revista da ABEM, 24(37).
Webster, P. R. (2014). 2014 Senior Researcher Award Acceptance Address: Cautious Optimism
for the Future of Research in Music Teaching and Learning. Journal of research in music
education, 62(3), 203-214.