As a non-music elementary school teacher, it can be challenging to find engaging and effective substitute plans, especially when technology isn't available. In this article, we will explore five substitute plans specifically designed for your unique situation, focusing on activities that promote creativity, collaboration, and hands-on learning for your students.
These substitute plans make use of readily available resources and materials, ensuring that your students can fully participate in each activity. Furthermore, these non-technology based plans allow your students to take a break from screens and devices, fostering more opportunities for personal connections, social interactions, and imaginative play.
Section 1: Read-Aloud Activities
Read-aloud activities can be an engaging and educational substitute plan for a non-music elementary music class. These activities make use of storytelling and require minimal preparation. Teachers can either pre-select age-appropriate books, or allow students to choose from a variety of options.
Some key criteria to consider when selecting books for read-aloud activities include:
- Age-appropriateness and readability level.
- Cultural diversity represented in the stories.
- Presence of a strong story arc, interesting characters, and relatable themes.
- Inclusion of rhythmic or musical elements within the story.
Teachers can implement read-aloud activities as either independent or group exercises, depending on the class size and dynamics. For a more interactive experience, try incorporating the following ideas:
- Invite students to take turns reading different parts of the story
- Encourage creative expression, such as using various voices and tones for different characters
- Pause at certain points in the story and ask students to predict what might happen next
- Include questions or discussions of the story's theme or moral
These read-aloud activities not only foster students' listening and reading comprehension but also give them opportunities to connect with stories that may include music, rhythm, and related themes.
Check out this blog post which features The Top Five Elementary Music Education books that are perfect for the classroom HERE!
Section 2: Musical Storytelling
Musical storytelling is a creative and engaging activity for elementary students. It provides an opportunity for children to use their imaginations and explore different elements of music in a narrative format.
Start by choosing a story with a simple plot and relatable characters. You can use a children's book, a folktale, or even create an original story. Read or narrate the story to your students, and encourage them to listen carefully and discuss the events and characters.
Next, assign different musical elements to specific narrative components. For example:
- Characters can be represented by instruments or specific sound combinations.
- Changes in the atmosphere of the story can be conveyed through dynamics (loud/soft) and tempo (fast/slow).
- Musical motifs or themes can be created and repeated for recurring events or important plot points.
Once these elements have been discussed and agreed upon, guide your students in creating or recreating the story, using the chosen musical elements to enhance and support the narrative. Encourage improvisation and active listening, as students work together to tell the story through music.
Musical storytelling works well as a whole class activity, but can also be adapted for smaller groups or even individual work. The key is to foster a sense of exploration and creativity, as students learn to use music as a powerful tool for storytelling and communication.
Section 3: Rhythm Clapping Games
Rhythm clapping games are a fun way to engage elementary students in learning music concepts without the need for technology or instruments. These games help develop essential music skills like listening, rhythm, and coordination while maintaining a high level of interest for students.
Here are four engaging rhythm clapping games to consider implementing as a substitute plan:
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1. Follow the Leader: In this game, the teacher or a student becomes the leader and creates a simple rhythm pattern by clapping their hands. The rest of the students listen and try to replicate the pattern.
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2. Rhythm Train: Students sit or stand in a circle, and one person starts by clapping a rhythm. The next person adds another rhythm on top of the first one, and this continues around the circle until a complex rhythm is built up.
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3. Telephone Rhythm: Similar to the traditional game of 'telephone,' students sit in a circle and pass a whispered rhythm pattern around. Each student tries to clap the original rhythm pattern, and any changes in rhythm that occur are meant to be amusing and lighthearted.
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4. Echo Clapping: The teacher claps a rhythm pattern, and students echo it back. The game becomes more challenging as the patterns become longer and more complex. This activity helps improve memory and listening skills.
These rhythm-clapping games are versatile and can be adapted to different age groups and learning levels. They provide a fun and engaging way to teach essential music skills in an elementary music class without the need for technology or instruments.
Section 4: Creative Movement Exploration
Creative Movement Exploration is an engaging substitute plan that helps elementary students develop a deeper understanding of musical elements through physical activities. This plan can be implemented without the need for technology, making it a suitable option for classrooms with limited resources.
For this activity, you can use various prompts or ideas to encourage students to move creatively. Here are a few examples:
- Moving like different animals to imitate their sounds and rhythms
- Interpreting tempo by walking slowly or quickly throughout the room
- Using body percussion to create and explore different rhythms
- Responding to adjectives (e.g., smooth, sharp, bouncy) through movement
Teachers can also incorporate props such as scarves, ribbons, or bean bags to enhance students' engagement and creativity. By offering a variety of activities, students will have the opportunity to explore various forms of movement and connect these experiences to musical concepts.
Remember to provide clear instructions, demonstrate movements, and give students ample time to practice and explore each activity. Circulate the classroom to give individual feedback and encouragement, fostering a positive learning environment.
Section 5: Group Sing-Along & Singing Games
A group sing-along and singing games can be an engaging and enjoyable activity for students, even without the presence of a music teacher or technology. This plan focuses on the power of the human voice and the joy of singing together as a group. It promotes collaboration, listening skills, and confidence among the young participants.
To implement a group sing-along or singing games, follow these simple steps:
- Select age-appropriate songs and games that students are comfortable with such as nursery rhymes, folk songs, or popular children's tunes. Typically, these are songs and games students have already been taught in previous lessons.
- With a few games or songs in mind, write those games and songs on a piece of paper and place the paper into a jar.
- Leave the substitute with the directions for all of the games and songs selected.
- Students would randomly pick the songs and games selected by the teacher out of the jar.
- Have students explain the game to the substitute teacher first. (Even though the substitute teacher will know the directions for the game through the plans left by the teacher).
- The substitute will verify if the students remember and understand the game and add any additional input needed.
- Have the students sing the song first for the substitute, then play the game.
Group sing-alongs or signing games can help to foster a sense of community, cooperation, and responsibility among students. By participating in this enjoyable and inclusive activity, they can develop their musical skills, build self-esteem, and experience the joy of making music together, even in the absence of technology.