Creating AB Patterns

Learning Resource Type

Classroom Resource

Subject Area

Mathematics
Arts Education

Grade(s)

K, 1, 2

Overview

Students will use math manipulatives to create AB patterns. They will play rhythm instruments following the patterns.  

Mathematics (2019) Grade(s): KG

MA19.K.15

Classify objects into given categories of 10 or fewer; count the number of objects in each category and sort the categories by count.

UP:MA19.K.15

Vocabulary

  • Classify
  • Venn diagrams
  • Pictographs
  • Yes/no charts
  • Bar graphs
  • Symbolic representations
  • Pictorial representations

Knowledge

Students know:
  • how to count.
  • Sort objects.
  • Category descriptors (e.g. triangles, rectangles, round, curved sides, color, etc).

Skills

Students are able to:
  • sort objects.
  • Effectively use strategies to count groups of objects.
  • Read and understand graphs.

Understanding

Students understand that:
  • objects can be grouped into categories based on like characteristics.
  • They can gain information from graphs.
Arts Education (2017) Grade(s): KG - Music

AE17.MU.K.4

Organize personal musical ideas using iconic notation and/or recording technology, with guidance.

UP:AE17.MU.K.4

Vocabulary

Rhythm
  • Steady beat
  • Long/ Short
  • One and two sounds per beat
  • Silent beat
Melody
  • High and low
  • Pitch set: So, Mi
  • Musical alphabet
Harmony
  • Accompaniment/ no accompaniment
Form
  • Like and unlike phrases
  • Echo
Expression
  • Speak, sing, shout, whisper
  • Solo/ Group
  • Unpitched percussion
  • Flute, trumpet, violin, piano
  • Loud/ Soft
  • Fast/ Slow
Other
  • Age-appropriate audience and performer etiquette

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • Chant, move, play, and sing grade level skills.
  • Echo simple rhythmic patterns.
  • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
Creating
  • Perform an improvised rhythmic pattern within a framework of four beats.
  • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
  • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
  • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
Reading/ Writing
  • Create a visual representation of sound.
Responding/ Evaluating
  • Respond to a musical call or question with an age- appropriate musical answer.
  • Evaluate peer performance to determine steady beat/no steady beat.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 1 - Music

AE17.MU.1.4

Organize personal musical ideas using iconic notation and/or recording technology.

UP:AE17.MU.1.4

Vocabulary

Rhythm
  • Quarter note, quarter rest, paired eighth notes
  • Strong/ weak beat
  • Steady beat/ rhythm
  • Allegro/ adagio
Melody
  • Pitch set: Mi, So, La
  • Steps/ skips/ repeated notes
  • Melodic direction
  • Modified staff
  • Line notes and space notes
Harmony/texture
  • Rhythmic ostinati
  • Simple bordun
Form
  • AB, ABA
Expression
  • Legato, staccato
  • Piano (p), forte (f)
  • Classroom instrument classifications
  • Clarinet, trombone, cello, drum
  • Orchestral music: ballet
  • Non-Western music celebrations
Other
  • Proper singing posture
  • Age-appropriate pitch matching (C4 -C5)1
  • Mallet/ drumming technique — hands together

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions

Skills Examples

Performing
  • Perform original rhythmic compositions containing quarter note, quarter rest, paired eighth notes.
  • Perform original melodic compositions containing quarter note, quarter rest, paired eighth notes and using the pitches mi/so/la.
Creating
  • Improvise 4-beat melodic phrases containing mi/so/la, both vocally and on pitched percussion instruments.
  • Construct 4-beat rhythmic patterns using manipulatives, such as note cards, popsicle sticks, or blocks.
Reading/ Writing
  • Read 4-beat melodic phrases on a modified staff on which mi is indicated.
  • Notate from dictation 4-beat rhythm phrases using manipulatives such as note cards, popsicle sticks, or blocks.
  • Identify melodic patterns on a modified staff when played on a pitched instrument.
Responding/ Evaluating
  • Create rubric for evaluation of peer compositions.
  • With guidance, apply peer suggestions to personal compositions. Select an original composition for performance.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.4

Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

UP:AE17.MU.2.4

Vocabulary

Rhythm
  • Eighth note, eighth rest, half note, half rest, whole note, whole rest
  • Strong/ weak beat — 2/4; 3/4 meter
  • Accelerando/ ritardando
Melody
  • Pitch Set: Do , Re, Mi, So, La
  • Five-line staff
  • Treble clef
  • Names of lines/ spaces (treble staff)
Harmony
  • Melodic ostinati
  • Partner songs
Form
  • AAB, AABA, Rondo
  • Verse/ Refrain
Expression
  • Orchestral instrument families
  • Piano (p), forte (f)
  • Crescendo/ decrescendo
  • Orchestral Music: programmatic
  • Indigenous music: Native American
  • American music: slave songs, colonial folk songs
Other
  • Age-appropriate pitch matching (B3-D5)1
  • Mallet/ drumming technique: alternating hands

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing
  • Perform original melodic patterns in do pentatonic as an introduction to a known song.
  • Perform original rhythmic patterns on body percussion or unpitched percussion, containing eighth note, eighth rest, half note, half rest, whole note, whole rest, as an introduction to a known chant.
Creating
  • Create a melody on pitched instruments using speech rhythms from a selected poem.
  • Improvise with a partner in question/answer style, using pitched or unpitched percussion instruments.
Reading/ Writing
  • Notate speech rhythms from a selected poem, using iconic or standard notation.
  • Using music composition software, create an original composition based on a personally selected topic.
Responding/ Evaluating
  • Refine compositions based on self-evaluation of a recorded performance.
  • Indicate dynamic markings for original compositions.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
MA19.K.15
MA19.K.15a

CR Resource Type

Lesson/Unit Plan

Resource Provider

The Kennedy Center

License Type

Custom
https://www.kennedy-center.org/education/resources-for-educators/classroom-reso…

Custom License Type (URL)

https://www.kennedy-center.org/terms-conditions/

Comments or Notes

Lesson can be printed using this link https://docs.google.com/document/u/1/d/1HXuUaGgXynDAZznVD9m9yMTR2fYJeXpRHqL_OufZD8g/copy

 

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