Overview and Background: Unit: Formulating music

 

Theresa Reinke : Cheney USD 268

Art, Drama, Music. : Art, Drama, Music. : Art, Drama, Music.

Cheney : Grades 4 - 4 : Aug. - Jun.

 

Title:

Formulating music

Topics:

Music, Musical Form

Time Frame:

8-10 days of 20-25 minute sessions

Start Date:

-

 

Other Designers:

 

Summary:
This unit focuses on musical forms. The students will be listening, reading, singing, moving and performing to different forms including but not limitted to Theme and Variation, Rondo, Sonata, and other simple patterns (AB or Verse-Refrain songs).

 

Print Materials Needed:

Resources:
Evans, Robert. Music in the Elementary School. Prentice-Hall, Inc. Englewood
Cliffs, N.J. 1957.
Ferris, Jean. Americaís Musical Landscape. McGraw-Hill Co. Boston. 1998.
Kamien, Roger. Music: An Appreciation. McGraw-Hill Co. New York. 1996.
Miller, Hugh Milton. History of Music. Barnes and Noble, Inc. New York. 1947.
Share the Music-4th grade. McGraw-Hill School Division. New York. 1998.

 

Resource Attachments:

Internet Resource Links:

 

Notes:

This unit was created with the movement of the Performance Task in mind. They not only enjoy that creative process, but also learning about history through the composers and "old" music. And most of my students have enjoyed reading about and personally researching these topics.

 

Stage 1: Identify Desired Results

 

State:

KS       1,2,5,6,8,9

Title:

Music

Standard(s):

1.Singing, alone and with others, a varied repertoire of music.
2.Performing on instruments, alone and with others, a varied repertoire of music.
5.Reading and notating music.
6.Listening to, analyzing, and describing music.
8.Understanding relationships between music, the other arts, and disciplines outside the arts.
9.Understanding music in relation to history and culture.

 

Understandings:

user

Musical elements are combined in various ways to create different sounds and shapes. (overarching understanding)

user

Musical forms vary, but all have certain commonalities. (unit understanding)

 

Essential Questions:

user

What is form?

user

What is a pattern?

user

What is repetition?

user

What is theme and variation?

user

What is a rondo?

 

Knowledge and Skills:

K
-Form is the organization of musical ideas in time.

-Repetition is the reiteration of a phrase, section, or entire movement, often used to create a sense of unity (a good example of this is an ostinato pattern).

-Theme and variation is a form in which a basic musical idea (the theme) is repeated over and over and is changed each time in melody, rhythm, harmony, dynamics, or tone color. Used either as an independent piece or as one movement of a larger work.

-Rondo is a compositional form featuring a main theme (A), which returns several times in alteration with other themes, such as ABACA and ABACABA. Rondo is often the form of the last movement in classical symphonies, string quartets, and sonatas.

-About the life of Shakers.

-About the composer Aaron Copeland.

-About the composer Ludwig Van Beethoven.

-About the composer Peter Ilyich Tchaikovsky.

S
The letters and numbers preceding the following skills are the MENC Content Standards broken into Achievement Standards.
1e. Student sings in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

2d. Students echo short rhythms and melodic patterns.

5a. Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

5b. Students use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys.

6a. Students identify simple music forms when presented aurally.

6c. Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.

6d. Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as childrenís voices and male and female adult voices.

6e. Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.

8a. Students identify similarities and differences in the meanings of common terms used in the various arts.

8b. Students identify ways in which the principals and subject matter of other disciplines taught in the school are interrelated with those of music.

9d. Students identify and describe roles of musicians in various music settings and cultures.

9e. Students demonstrate audience behavior appropriate for the context and style of music performed.

-How to visually and aurally recognize different musical forms and their patterns.

 

Stage 2: Determine Acceptable Evidence

 

Assessment Summary:
The students will demonstrate to me in several ways that they understand musical forms. One way will be by movements, another by singing, and yet another by completing a worksheet and a test.

 

Task/Prompt: Musical Performance

 

Type:Performance Task

Topics: Musical Dance Performer

 

Summary:
The students will move to the ěLa Raspaî to demonstrate a simple repeating AB form. Their creativity of movement is very welcome!
Key Criteria: They will perform their End Performance Task as described below, and I will grade it according to a rubric that the students and I have created together in class including coordination, steady beat, teamwork, unique/creative/appropriate, A & B differences, and written directions.

 

Print Materials Needed:

 

Resources:
Share the Music-4th grade. McGraw-Hill School Division. New York. 1998.

 

Resource Attachments:

 

Internet Resource Links:
Link 1:
Link 2:
Link 3:
Link 4:
Link 5:

 

 

State:

KS       6,8,9

Title:

Music

Standard(s):

6a. Students identify simple music forms when presented aur
6c. Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.ally.
6e. Students respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.
8a. Students identify similarities and differences in the meanings of common terms used in the various arts.
9d. Students identify and describe roles of musicians in various music settings and cultures.
9e. Students demonstrate audience behavior appropriate for the context and style of music performed.

 

Notes:

 

Student Directions:
You are a performer in a dance group. You need to create movements to correlate with the given music. After you listen to the music, your group will brainstorm what the form may be, and create movements appropriate to the given music. After brainstorming, begin your rehearsals, and document your movements, so your instructor is able to teach them to the next dance group.



 

 

Other assessment evidence to be collected:

Process check

 

The students will sing several songs to demonstrate the various forms of music.
 

Process check

 

They will also listen to symphonic examples and move to the patterns.
 

Product check

 

The students will complete a worksheet, identifying patterns and creating their own symbols to represent the written forms.
 

Selected Response/Short-answer test/quiz

 

The students will identify patterns and forms aurally on a test.
 

 

Stage 3: Plan Learning Experiences and Instruction

 

Learning Activities:

W
Music follows a pattern.
Similarities and differences abound everywhere from music.
H
Talk about how people have different shapes, but we still have several similarities. Next, have them listen to a piece of music to determine what similarities and differences they heard. Then talk about how those can show a pattern and have a form named.
E
The students will sing various songs to determine their forms. Sing ěHi! Ho! The Rattliní Bogě (page 13) and ěSwapping Songî (page 68-69) to demonstrate Verse-Refrain songs. Sing ěI Let Her Go, Goî (page 5) to demonstrate repetition. Sing ěCalypsoî (page 180-181) to demonstrate AB patterns.
The students will read pages 22-23 and describe the existing patterns on St. Basilís Cathedral in Moscow. Then we will discuss several musical forms.
Students will listen to ěDance of the Reed Pipesî from Nutcracker Suite by Peter Ilyich Tchaikovsky (following the Listening Outline below), demonstrating ABA (sonata) form.
Students will sing ěSimple Giftsî (page 234-235) and listen to ěAppalachian Springî by Aaron Copland (page 238-239) (following Listening Outline below) demonstrating Theme and Variation. Review the composerís life (page 155). [Share the Music-4th grade]
Students will also listen to ěVariations on a Nursery Themeî by Ernst Dohnanyi.
Students will listen to ěString Quartet in C Minor, op. 18, no. 4î by Ludwig Van Beethoven (following the listening outline below) to demonstrate Rondo form.
Students will listen to ěAu Clair de la Luneî and recognize the AABA form.
Students will echo melodic and rhythmic patterns back to the teacher.
The students will brainstorm places that they have patterns or use forms to create or categorize things (not only in music, but also including art and other subject areas).
The students will move bodily to the different forms they hear in music.
The students will complete a worksheet, identifying patterns and creating their own symbols to represent the written forms (page 4 below).
The students will identify patterns and forms aurally on a test (page 5 below).
R
They will have to think about all the possible musical forms and recall them on the worksheet, as well as the final aural test.
E
The students will create appropriate movements within their cooperative learning groups for the ěLa Raspaî Mexican Folk Music (page 114-115) to demonstrate a simple AB form.