Overview and Background: Unit: Obstinate Ostinatos

Theresa Walker : Cheney USD 268

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

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

Title:	Obstinate Ostinatos
Topics:	Music, Ostinatos
Time Frame:	5 days of 20-25 minute sessions
Start Date:	-
Status:	Draft
Date Revised:

Other Designers:

Summary:
This unit is designed to help students understand what an ostinato is, listen, sing, play, perform, and create their own.

Print Materials Needed:

Resources:
Ferris, Jean. America's Musical Landscape. McGraw-Hill Co. Boston. 1998.
Kamien, Roger. Music: An Appreciation. McGraw-Hill Co. New York. 1996.
Share the Music-2nd grade. McGraw-Hill School Division. New York. 1998.

Resource Attachments:

Internet Resource Links:

Notes:

Stage 1: Identify Desired Results

State:	KS       2, 5
Title:	Music
Standard(s):	2.Performing on instruments, alone and with others, a varied repertoire of music. 5.Reading and notating music.

Understandings:
user	Overarching Elements combined in various ways create different effects. Patterns create predictability. Unit Repeated patterns create repetition and ostinatos.

Essential Questions:

What is an ostinato?

How do patterns affect music?

Knowledge and Skills:

K
-Ostinato is the motive or phrase that is repeated at the same pitch, used in twentieth-century music to stabilize a group of pitches.

-About the composer Maurice Ravel and his music.

-About the composer Louis Moreau Gottschalk.

S
The letters and numbers in front of each of these are the MENC Content Standards broken down into Achievements:
1a. Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture and maintain a steady tempo.

1d. Students sing ostinatos, partner songs, and rounds.

1e. Student sings in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

2a. Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.

2b. Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments.

2d. Students echo short rhythms and melodic patterns.

2e. Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor.

2f. Students perform independent instrumental parts while other students sing or play contrasting parts.

3b. Students improvise simple rhythmic and melodic ostinato accompaniments.
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.

5d. Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

Stage 2: Determine Acceptable Evidence

Assessment Summary:
The students will create two ostinato patterns of their choice, at least one of them melodic and performed on a xylophone. They will notate this on staff paper, using correct rhythmic values and melodic notes. If they would like, they can make words to go along with it too. Then, they will teach it to the class. They will perform by themselves once, and with others the second time.
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 steady beat, rhythm, creativity, notation, and effective demonstration). We will discuss the results together.

Task/Prompt: Ostinato obstacles

Type: Performance Task

Topics: Music, Ostinatos

Summary:
The student will create two ostinato patterns (one being melodic), notate, practice, perform, and teach them to the class. They will get extra credit if they can create the ostinato pattern to correlate with a song that we have already learned recently.

Print Materials Needed:

Resources:
Ferris, Jean. America's Musical Landscape. McGraw-Hill Co. Boston. 1998.
Kamien, Roger. Music: An Appreciation. McGraw-Hill Co. New York. 1996.
Share the Music-2nd 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       2,5
Title:	Music
Standard(s):	2a. Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo. 2b. Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments. 2d. Students echo short rhythms and melodic patterns. 2e. Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor. 2f. Students perform independent instrumental parts while other students sing or play contrasting parts. 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. 5d. Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

Notes:

Student Directions:
You are a teacher and a musical composer. There is a very important xylophone concert coming up next week, and the performers are complaining that the music is boring. So, your job is to create two different melodic ostinato patterns to perform on the bass xylophone that will go with the music that they have already been preparing. You will need to write either a 2 or 4 measure pattern, including notes written on staff paper and the exact rhythms you would like them to play. Check the music in your book to see which notes may be used (the bold letters names above the music will help you). Use your creativity to show them how exciting their music really is. Then you will need to demonstrate the ostinato patterns and teach them to the other students in the class prior to the concert.

Other assessment evidence to be collected:
Process check
	The students will sing several songs to demonstrate various ostinato patterns in music.
Process check
	They will also listen to examples and move to the patterns they hear.

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

1. We will start by clapping a continuing rhythmic pattern (notated on the board for them to follow along). Then we will say words to correlate with the rhythm pattern in a chant like manner (for example: "We are the cool second graders!"). Then I will have them listen to me add a melody to it and have them continue to join me. We will discuss the process we went through and the different things we did.
2. Review Concept: Repetition creates patterns in music, melodically and rhythmically.
3. The students will sing several songs to demonstrate various ostinato patterns in music. One song they will sing is "Take Me Out to the Ballgame" by Albert von Tilzer and Jack Norworth (page 130).
4. They will also listen to the Recorded Lesson to learn the ostinato pattern "Home run! Up in the stands!" that goes with that song.
5. Students will create a 3-beat movement pattern with a partner and perform it while singing the song.
6. Students will read and perform the rhythmic ostinato with the song (page 148). [Share the Music]
7. They will listen to examples and move to the patterns they hear, including "Bolero" by Maurice Ravel using the listening map included. By the end of this song, they should be able to clap the ostinato rhythm.
8. Another song they will listen to for ostinato patterns includes "Le Bananier" (The Banana Tree) by Louis Moreau Gottschalk. They will create ostinato patterns together as a whole class to correlate with music we have been previously singing.
9. They will think about all the different ways we have created ostinato patterns together in class, such as simply rhythmically, then adding speech to it, and further creating melodic ostinato patterns. They will evaluate their ostinato patterns on their instruments and decide whether or not to make it more challenging or not.
10. The student will create two ostinato patterns (one being melodic), notate, practice, perform, and teach them to the class. They will get extra credit if they can create the ostinato pattern to correlate with a song that we have already learned recently.